ECT - Courses - Educational Communication and Technology

ECT course are organized into the following categories. Click on each of the following categories to see a sample of current or recent courses:

Description

Shuchat Shaw. 30 hours: 3 credits. Fall.
The purpose of this course is to provide an introduction to the principles and practices of instructional design for the development of media-based learning. We will address issues in the field of instructional design such as professional definitions and boundaries, different theoretical and philosophical approaches to the design of mediated learning environments, and issues surrounding the use of media in learning. We will then examine representative instructional design models including their components, methodologies, theoretical underpinnings, and the types of learning and learners they support. Emphasis will be given to a detailed study of the “analysis phase” of instructional design, including how to conduct varieties of needs assessments, and the “design phase,” including the use of theoretical perspectives in cognitive science, developmental psychology, and the learning sciences to inform decisions about instructional strategies and media selection in the design of learning environments.
Plass, Goldman. 30 hours: 3 credits. Spring. Restricted to ECT majors.
Introduction to cognitive science applied to teaching, learning, and the design of instructional media. Readings include developments in cognitive science and descriptions and analyses of instructional programs developed in a cognitive science framework. The design and implementation of cognitive aspects of learning and teaching strategies are examined through class demonstrations, discussions, on-line activities, readings, and projects.
Goldman, Plass. 30 hours: 3 credits. Fall. Restricted to ECT majors. May be taken before E19.2174.
This course focuses on the social and cultural issues of learning as they relate to individual and group cognition in the context of media-rich technology learning environments. We will explore how educational technologies are often designed from particular theoretical approaches that are linked to the work of leading educational research communities. We will not only study the often hidden connection between the research community members and the technologies they affect, but also how these theories play upon each other in the invention of new paradigms for learning with technologies. In short, we will delve deeply into constructivism/constructionism, scaffolding, apprenticeship, distributed cognition, computer supported collaborative learning, knowledge building communities, the learning sciences, perspectivity and identity formation as they relate to the creation of successful and equitable learning environments for diverse populations of learners. Students conduct an evaluation of the embedded theories in an existing learning environment of their choice (such as Second Life, Logo, Scratch, NetLogo, The Sims).
Plass, Migliorelli. 30 hours: 3 credits. Spring.
This design course builds on cognitive and cultural theory as well as design theory, translating them into approaches to the design of the representation of information and design of interaction in media environments. Interaction design discussions will explore issues such as types and levels of interactivity, levels of user control, pattern languages, and media-specific instructional strategies for different levels of engagement, and will result in the design of wire frames of a learning environment. For the visual design, discussions will explore topics such as the semiotics of visual representations, use of metaphors, and development of a visual language, and will result in drafts of storyboards of the visual design of the environment.
Goldman. 30 hours: 3 credits. Spring.
This course examines the cognitive, cultural, and social issues related to four cornerstones of designing learning environments: prototype of model (scenarios of need), project group organization, usability, and critique. (Integrated into each cornerstone is the theme of values, ethics, and social justice.) An exemplar is discussed and then students form into a design team and take on the roles of developing a prototype of a unique learning environment based on the cornerstones. The selected environment can be a microworld, a game, distance education board, a content management system, a social network, or a computer-supported collaborative learning (CSCL) tool such as a media-based data archive and analysis tool. Throughout the course, we evaluate a range of existing learning environments that use technologies for game creation, toolkits, community builders, and emerging communications media. Final projects include a theoretical paper and an accompanying "architecture" map/model, and workflow plan based on the theories presented in the course. Final projects are collaboratively critiqued and adjudicated.
Staff. 30 hours: 3 credits. Spring.
Educational technologies have become essential for international exchange, as a 'leapfrog' technology for development, as a way of bridging distance in education, and as an important means for the preservation and dissemination of local cultures and contexts. Educational technology is a significant and growing force worldwide, and not only in industrialized nations. E-learning, open educational resources, m-learning, and educational media are transforming not only formal primary, secondary, and postsecondary education, but also rural economic development, agriculture, and women's empowerment. In this course, we look at how educational communications and technology shape, and are shaped by, their context internationally.
Shuchat Shaw. 30 hours: 3 credits. Spring.
The design and production of educational video programming as well as video segments, both linear and interactive, to be integrated into educational online environments and multimedia programs -- distributed through diverse technology platforms for use in wide-ranging places of learning. Emphasis is on uses of those characteristics of motion picture, as a family of pictorial and iconic forms of representation, that have special potential to support different kinds of learning, as understood from the perspectives of cognitive science, constructivism, and other learning sciences. Students learn theoretical underpinnings of design principles and strategies/methods that support learning, and how to apply, use and embed those in such educational video genres as the public service announcement, public advocacy programming, mini-documentary, and social drama. Students do their own scriptwriting, production management, directing, digital production, editing, and graphics, primarily in crews and on location.
Majzlin. 30 hours: 3 credits. Spring.
The objective of this course is to understand the variety of media available to educators in publicly shared learning environments, how these environments are unique learning experiences, and how to enhance learning by examining the interaction between visitor behavior, exhibit design and technology. Students explore the nature, application and use of media - including video, audio, multi-image, computer-based multimedia, Internet and tie-ins - for such shared learning environments as cultural institutions, historical and visual arts museums, communications and entertainment museums and visitor information centers through the analysis of site visits and case studies. The use of media in curating, interpretation and public presentation of museum content, educational programs, orientation presentations, community interface, development and fund-raising programs will be examined. Emphasis centers on developing criteria in decision-making processes regarding the variety of media choices available, analysis of the visitor experience, the learning environment and the ways in which media choices can serve a museum's or visitor center's goals.
Goldman. 30 hours: 3 credits. Fall.
This course is an introduction to tele- or rather, tech-communications and its educational applications. The course has a thematic overview that addresses the range of theories, strategies, and methods of studying the design of emerging learning technologies. In particular, we explore "design strategies" from both an instructionist and a constructionist perspective. In doing so, we explore how these two perspectives complement, supplement, and at times conflict with the goals of a design project.
Staff. 30 hours: 3 credits. Fall, Summer.
The course introduces students to hypermedia and multimedia design concepts and web environment, based on principles drawn from instructional design models and cognitive and constructivist perspectives on learning. Students develop an understanding of the unique design potential and challenges of Web-based instructional materials. Students develop skills in HTML, CSS, JavaScript, and Flash to design web sites and incorporate multimedia content into the sites. In addition to class exercises, each student will create a functional website demonstrating his/her skills and prepare a design document explaining its educational benefit and design principles employed.
Shuchat Shaw. 30 hours: 3 credits. Fall. Prerequisite: E19.2153 or permission of the instructor.
Intermediate design and production of educational video programs and video segments to be integrated into educational interactive environments. Emphasis is on the application of cognitive science and constructivist views of learning to design principles guiding uses of video's representational and structural affordances. Includes advanced instructional design and writing; producing and production management; directing; and the use of digital production, editing, and graphics technology (applications such as Photoshop and Flash may be used to create media to integrate into productions). Students work individually and in crews, on location.
Shuchat Shaw. 30 hours: 3 credits. Fall. Prerequisite: E19.2154.
Advanced studies in the instructional design of educational television programs or extended video elements to be integrated into an educational computer-based environment. Emphasis is on learning and instruction in relation to television, from cognitive science and constructivist perspectives, and the application of these perspectives to the design of ETV programs and elements that enable effective learning and support effective teaching. Emphasis is also on the process of developing programs and elements, from research for the "analysis and interpretation phase," research for the "design solution phase," to scriptwriting, production, and post-production. Students design and produce one significant program or set of elements, individually or in small groups. Discussion of readings and screenings of exemplary programs support advanced work.
Plass. 30 hours: 3 credits. Fall.
Examines the potential of various genres of simulations and games (both analog and digital) as learning technologies through readings, discussion, play, design and research. Cognitive, emotional, and cultural aspects of educational game design are among the concepts covered in this course. Class discussions focus on identifying design factors for effective educational games that are based on research and theory. Student-selected assignments typically include reflections on game and simulation play, integrating games and simulations in formal learning environments, designing and developing prototypes of educational games and simulations, and conducting short exploratory research.
Staff. 30 hours: 3 credits. Spring. Prerequisite: E19.2251.
This course is an introduction to the basics of building a database- enabled website for educational purposes. Beginning with a review and analysis of existing sites that represent typical applications of databases in educational settings, we will discuss why and when to use a database, the design of databases, and database normalization. Students will develop course projects in which they will use the MySQL database, and PHP programming language for interacting with the database. Although the focus of the course will be on PHP, an introduction to Cold Fusion will be provided. Database access from Flash will also be discussed.
Shuchat Shaw. 45 hours: 3 credits. Fall, Spring. Prerequisite: Permission of the instructor. Restricted to ECT Thesis students.
The Master of Arts thesis project is developed in this course. Thesis students meet weekly as a group, under faculty supervision, for peer exchange and feedback. The thesis is a culminating project for which graduating students are expected to integrate and apply what they have learned through previous academic work and field experiences. The ECT thesis may be the instructional design and production of a technology-based learning environment, a comprehensive review and analysis of literature on a topic or problem in the field, or the design and conduct of a small, pilot-scale research study.
Plass, Goldman. 45 hours: 3 credits. Spring. Restricted to ECT majors.
Critical analysis, supported by readings, of selected contemporary research issues and problems, theories and methods in instructional media and technology, in historical perspective. In addition to common readings, students identify and individually research articles related to their research interests and critically assess the studies. Introduces students to software packages to anchor a conceptual understanding of the primary statistical procedures as well as of qualitative data analysis. The major task is to develop a research proposal that should inform the direction of their candidacy papers and serve as an initial draft of their dissertation proposals.
Goldman. 30 hours: 3 credits. Spring.
This course is an examination of the opportunities and problematics of using digital video and other new media forms in educational research. In this course students create and critique ethnographic video accounts; and, they use online analysis tools to understand how participatory research communities are created. This course is designed specifically for students with a focus on how technologies are used as tools in educational research. The course will also be of interest to educators involved in using video as an investigative tool in their classrooms.
Plass, Goldman, Hoadley. 30 hours: 3 credits. Fall. Prerequisite: E19.3311
In addition to developing the candidacy paper, this course is an overview of the profession. Students become familiar with the components of the candidacy paper and begin to research and develop information related to those components. Profession-related topics include vita construction, identifying and pursuing faculty positions in higher education, the major conferences and publications in the profession, the critical steps and benchmarks in doctoral training, and funding sources for doctoral research.
Plass, Goldman. 45 hours: 3 credits. Spring. Restricted to ECT majors.
Critical analysis, supported by readings, of selected contemporary research issues and problems, theories and methods in instructional media and technology, in historical perspective. In addition to common readings, students identify and individually research articles related to their research interests and critically assess the studies. Introduces students to software packages to anchor a conceptual understanding of the primary statistical procedures as well as of qualitative data analysis. The major task is to develop a research proposal that should inform the direction of their candidacy papers and serve as an initial draft of their dissertation proposals.
Plass, Hoadley. 30 hours: Variable 1- 3 credits. Spring. Prerequisite: Permission of the instructor.
The goal of the Doctoral Colloquium in ECT is to bring together doctoral students and faculty to exchange ideas, discuss research projects, to get to know one another, and to build a community of researchers. Doctoral graduates from our program will talk about their research results, current doctoral candidates will present their ongoing research projects, and new doctoral students will present ideas for future research. On occasion, we will also invite researchers from other universities to present and discuss their work. In all these cases, we aim for an active discussion and debate of the work presented.
Shuchat Shaw. 15 hours: 1-3 credits. Fall, Spring, Summer.
Students preparing to become teachers are introduced to models for integrating digital media and technology in elementary and secondary curricula. Students learn to select and use computer-based applications, video programs, and media production itself to support student-centered learning goals and teaching methods in the disciplines. Also emphasized is media and technology support for learning in cross-disciplinary skill domains, such as thinking and reasoning strategies, metacognition, literacy development, research skills, and collaborative learning; in this context students explore roles of established tools, such as hypermedia and databases, and newer applications such as wikis, podcasts, and electronic student portfolios. Students also examine theoretical foundations for the effective design and use of technology-based, interactive multimedia to support learning.
Majzlin. 180 hours: 3 credits. Fall, Spring, Summer. Prerequisite: Permission of Internship Coordinator. Restricted to ECT students. Includes fieldwork and seminar on campus. Repeatable to a maximum of 6 credits. May be taken a maximum of two times.
Students are placed in internships in the educational media and technology field. ECT regards internships as essential to professional development and places students in excellent settings throughout New York City that match their interests and goals. They learn through supervised participation to design, produce, use and evaluate educational media and technology-based learning environments. ECT internship sites include: media companies and broadcast and cable networks that produce educational television programs and web environments for all age groups and in all content areas; museums, historical societies and other cultural sites; publishing companies that use both print, video and online technologies for K-12 and higher education; organizations that develop technology-based learning materials for continuing professional education and special interest groups; colleges and universities with designers and producers of educational systems and media as well as complex academic and faculty technology services; companies and independents who produce social documentaries, digital games for learning, and novel educational applications for new portable and hand-held technologies; social service agencies, hospitals, emergency rooms, and clinics where patient and client education and research are frequently done with media and technology; in businesses and corporations that develop employee training and workplace learning media as well as educational media for their clients and consumers; and non-profit, policy, and advocacy organizations that use diverse communication technologies to address rights, access and equity issues.
Majzlin. 180 hours: 3 credits. Fall, Spring. Prerequisite: Permission of Internship Coordinator. Restricted to ECT students. Includes fieldwork and seminar on campus. Repeatable to a maximum of 6 credits. May be taken a maximum of two times.
Students are placed in elementary, middle, or high school settings for student teaching experiences in diverse practices in educational media and technology. These might include, for example, practices in technology integration and implementation, coordination and leadership in technology-related reform efforts, support to teachers for curricular and instructional uses of media and technology to improve learning, support to teachers and students in media design and production as well as in media education and literacy.
Majzlin. 30 hours: 3 credits. Fall.
Context in which media for education is produced and experienced. Emphasis is placed on identifying key players, organizational structure, NFPs, proposals, project management, intellectual property issues, what affects the media production and implementation process. Includes guest speakers and/or site visits. Diverse applications of educational media are explored. Recent examples include the Wildlife Conservation Society, Sunburst Technology, Kognito Solutions, Visions Education & Media, Davis Wright Tremaine LLP, Edwin Schlossberg, Inc. as well as producers, software designers/publishers, filmmakers.
All Faculty. 180 hours: 3 credits. Fall, Spring. Permission of supervising faculty member required.
Students may begin or extend special projects with the supervision of a program faculty member. Students develop proposals, including goals and a timeline, to present when seeking a faculty member's supervision. Together they further develop and refine proposals and decide on the appropriate number of credits, based on the type and scope of projects proposed. Students meet with their supervisors on a regular basis throughout the semester to review progress and get feedback. Projects are submitted, in a form agreed upon by students and supervisors, at the end of the semester.

Educational Communication and Technology

Department of Administration, Leadership and Technology

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Description