Educational Communication and Technology

Courses

For current course schedules, visit the registrar's course search site. Please note that not all courses are offered each year. Most of our courses can be taken by graduate students or advanced undergraduates from any NYU major, or individually by non-matriculated students (students not enrolled in a degree program at NYU). 

Courses are grouped in categories that inform the semester requirements for students as follows:

THEORETICAL FOUNDATIONS

DESIGN FOUNDATIONS

SPECIALIZATION COURSES
Design

  • EDCT-GE 2153: Educational Video: Design and Production I
  • EDCT-GE 2154: Educational Video: Design and Production II
  • EDCT-GE 2200: Media for Museums and Public Spaces
  • EDCT-GE 2251: Educational Design for the World Wide Web I
  • EDCT-GE 2177: Advanced World Wide Web Design Lab
  • EDCT-GE 2510: Narrative, Digital Media and Learning
  • EDCT-GE 2031: Educational Technology in a Global Context
  • EDCT-GE 2220: Current Topics on Developing Learning Technology
  • EDCT-GE 2221: Current Topics on Developing Learning Technology: iPad and iPhone Development
  • EDCT-GE 2550: Educational Technology Studio Practicum: Special Topics

Games for Learning

Professional Applications

Research Courses and Doctoral Seminars

  • EDCT-GE 2075: Digital Video Ethnography: Cultural Interpretation with New Media
  • EDCT-GE 3311: Content Seminar: Research in Instructional Technology
  • EDCT-GE 3076: Advanced Seminar in Research & Prac in Instruc Tech
  • EDCT-GE 3315: Doctoral Colloquium in Educational Commun & Technology
  • EDCT-GE 2250: Evaluating Emerging Technologies for Education

Independent Study

M.A. CAPSTONE/THESIS PROJECT

  • EDCT-GE 2095: Research in Educational Communication and Technology variable

To view a course description click on the number in the table below.
To sort by any column click on the header.

Number

Name

Instructor

HoursCreditsTerm

EDCT-GE 2008

Learning and Teaching K-16 with Social Media

Goldman 30 3 Summer
EDCT-GE 2015 User Experience Design Plass, Migliorelli 30 3 Spring
EDCT-GE 2017 Learning Environment Design Goldman 30 3 Spring
EDCT-GE 2018 Integrating Educational Technology in Teaching & Learning Singh 10 1 Fall, Spring, Summer
EDCT-GE 2031 Educational Technology in a Global Context Hoadley 30 3 Fall, Spring
EDCT-GE 2075 Digital Video Ethnography: Cultural Interpretations with New Media Goldman 30 3 Spring
EDCT-GE 2095 Research in Educational Communication and Technology Shuchat Shaw, Hoadley 45 3 Fall, Spring
EDCT-GE 2153 Educational Video: Design and Production I Shuchat Shaw 30 3 Spring
EDCT-GE 2154 Educational Video: Design and Production II Shuchat Shaw 30 3 Fall
EDCT-GE 2158 Design Process for Learning Experiences Shuchat Shaw, Hoadley, Majzlin 30 3 Fall
EDCT-GE 2174 Foundations of Cognitive Science Plass, Hoadley 30 3 Spring
EDCT-GE 2175 Foundations of the Learning Sciences Goldman 30 3 Fall
EDCT-GE 2177 Advanced World Wide Web Design Lab Hoadley, Ronen 30 3 Spring
EDCT-GE 2197 Media Practicum: Field Internship Shuchat Shaw, Majzlin 180 3 Fall, Spring, Summer
EDCT-GE 2198 K-12 Student Teaching in Educational Communication and Technology Shuchat Shaw, Majzlin 180 3 Fall, Spring, Summer
EDCT-GE 2200 Media for Museums and Public Spaces Majzlin 30 3 Spring
EDCT-GE 2211 Professional Applications of Educational Media in NYC Majzlin 30 3 Fall
EDCT-GE 2220 Current Topics on Developing Learning Technology Staff 30 3 Spring
EDCT-GE 2221 Current Topics in Developing Learning Technology: iPad and iPhone Development Staff 30 3 Summer
EDCT-GE 2251 Educational Design for World Wide Web I Hoadley, Ronen 30 3 Spring
EDCT-GE 2300 Independent Study All Faculty 180 3 Fall, Spring
EDCT-GE 2500 Video Games and Play in Education Hoadley, Kanter 30 3 Spring
EDCT-GE 2505 Designing Simulations and Games in Education Plass 30 3 Fall
EDCT-GE 2510 Narrative, Digital Media and Learning Shuchat Shaw 30 3 Fall
EDCT-GE 2520 Research on Simulations and Games for Learning Plass 30 3 Spring
EDCT-GE 2550 Educational Technology Studio Practicum: Special Topics Staff 10 per credit 1-4 Fall
EDCT-GE 3076 Advanced Seminar in Research & Practice in Instructional Technology Plass, Goldman, Hoadley 30 3 Fall
EDCT-GE 3311 Content Seminar in Research in Instructional Technology Staff 45 3 Spring
EDCT-GE 3315 Doctoral Colloquium in Educational Communication & Technology Plass, Hoadley, Goldman 30 1-3 Spring

EDCT-GE 2008 Learning and Teaching K-16 with Social Media

30 hours
3 credits
Summer
To enter the workplace as a designer of formal and informal technology-rich learning environments, students from Education, the Arts, and Industry need to become fluent with advances in social cognitive theory as well as the state-of-the-art technical affordances of social media. In this course, students learn to apply a range of social media - “wikis, games, digital video stories and mini-movies, social networking, and virtual worlds - as they work in teams to develop a curriculum module for both teaching and learning. Students will use the Perspectivity Framework, a framework that enables stakeholders to layer diverse "points of viewing" using the appropriate technologies required to investigate a complex topic.

EDCT-GE 2015 User Experience Design

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.

EDCT-GE 2017 Learning Environment Design

30 hours
3 credits
Spring
In this course, we will examine the architectural issues involved in designing learning environments by becoming designers of an Atelier. In other words, we will be practicing the theory. Our objective is to gain both theoretical and practical knowledge of the field of design and user experience. Students are not expected to become professional Content (Information) Architects (IAs) when they have completed this course. Instead they are expected to gain a repertoire of approaches and ideas that will enable them to become knowledgeable members of design teams where emerging technologies are used to advance learning, in either academic or industrial settings.

EDCT-GE 2018 Integrating Educational Technology in Teaching & Learning

10 hours
1 credits
Fall, Spring, Summer
Prepares students to integrate digital media and technology into learner curricula. Through demonstrations, hands-on use, and application projects, students gain experience with the roles digital tools play to support teaching methods and learning strategies associated with a continuum of learner- and teacher-centered educational approaches and goals. Students develop skills in HTML, podcasting, digital storytelling, use of Web 2.0 tools (e.g., content management systems, social networks, e-portfolios), digital video, and virtual worlds, and common software packages in order to design and formatively assess engaging learning communities.

EDCT-GE 2031 Educational Technology in a Global Context

30 hours
3 credits
Fall, Spring
This course is designed to review how design issues interact with the dynamically evolving global context. Topics include: What does it mean to think globally? How do global dynamics affect career trajectories? What are the key cultural and curricular differences that divide the world? Globalization positives and negatives. The cultural homogenization thesis. The neocolonialism thesis. How educational norms and institutions vary across the globe. Are there lessons to be learned from the global commercial gaming industry? Communicating across cultural boundaries. NGOs and the future of global networks. Rethinking design issues in a global context including the “Digital Divide,” mobile technology in the developing world, the ICT4D and appropriate technology initiatives. Course activities include individual and collaborative design projects applying key concepts from course materials.

EDCT-GE 2075 Digital Video Ethnography: Cultural Interpretations with New Media

30 hours
3 credits
Spring
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 primary statistical procedures and 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.

EDCT-GE 2095 Educational Communication and Technology Research

45 hours
3 credits
Fall, Spring
Capstone Project
In this course, candidates for the Master of Arts degree develop their final project or thesis, a requirement for this degree. The purpose of the thesis is to provide students an opportunity to integrate their academic studies in the program and bring their learning to bear on a single project of personal and professional interest in a very concentrated way. This culmination of the ECT experience should demonstrate students' proficiency and skill in theory and practice and, in the process, take students to new levels of understanding in their chosen area of interest. The thesis project itself should also make a contribution to the learning of those for whom it is designed and to current knowledge and understanding in the field of educational communication and technology. Thesis alternatives include: (1) the design and development of media for learning; (2) a scholarly critical inquiry paper; (3) a pilot-scale research study; (4) an action media project; (5) a field service media project. Hear more about this course.

EDCT-GE 2153 Educational Video: Design and Production I

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 under-stood 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 script-writing, production management, directing, digital production, editing, and graphics, primarily in crews and on location.

EDCT-GE 2154 Educational Video: Design and Production II

30 hours
3 credits
Fall
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.

EDCT-GE 2158 Design Process for Learning Experiences

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.

EDCT-GE 2174 Foundations of Cognitive Science

30 hours
3 credits
Spring
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.

EDCT-GE 2175 Foundations of the Learning Sciences

30 hours
3 credits
Fall
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).

EDCT-GE 2177 Advanced World Wide Web Design Lab

30 hours
3 credits
Spring
In this course, you will gain experience developing Web-based learning applications, ranging from small persuasive, informational, or communication interventions to more complete Web-based learning environments. In general, the focus will be on the design processes and gaining whatever technical skills are required to implement designs; this is not a Web programming course per se. As a consequence, you should have as a prerequisite a modicum of technology familiarity, and the willingness to use online tutorials and self-study to get technical skills up to speed rapidly.

EDCT-GE 2197 Media Practicum: Field Internship

180 hours
3 credits
Fall, Spring, Summer
Recent Student Interns
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."

EDCT-GE 2198 K-12 Student Teaching in Educational Communication and Technology

180 hours
3 credits
Repeatable to a maximum of 6 credits. (Fall, Spring, Summer)
"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. May be taken a maximum of two times. New York and other states grant certification to ""education technology specialists,"" ""media specialists,"" and related titles to work in the area of educational technology in public elementary and secondary schools. In New York State, certified ""Education Technology Specialists (all grades)"" assume diverse roles in these settings. The New York State Department of Education specifies the requirements for individuals who apply for this certification; up to February 2009, these requirements may be met with ECT's 36 credit Master of Arts degree, including the ""student teaching"" course, E19.2198, Student Teaching in Educational Technology, as well as a range of UG liberal arts and education courses. Following completion of these requirements, students make application, as individuals, to the New York State Department of Education, Division of Teacher Certification. For information about certification requirements in other states, students should contact relevant state education departments. "

EDCT-GE 2200 Media for Museums and Public Spaces

30 hours
3 credits
Spring
The objective of the course is to understand the variety of media available to educators in public space and publicly shared learning environments, how these environments are unique learning experiences and how one can develop comparative criteria in the application of technology to enhance learning. The field includes the study of museums and other public space, but also draws from numerous disciplines including theater, architecture, cybernetics, philosophy, installation art, installation art, film, video and video gaming. The course examines the nature, application and use of media, including audio, computer-based multimedia, internet and tie-ins - for such shared learning environments as cultural institutions, historical and visual arts museums, communications and visitor information centers through the analysis of site visits and case studies. The use of media in museum curating and interpreting content for exhibition environments, educational programs, orientation presentations, community interface, development and fundraising programs will be examined. Emphasis is on developing criteria in the decision-making process regarding 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 educational goals. Hear more about this course.

EDCT-GE 2211 Professional Applications of Educational Media in NYC

30 hours
3 credits
Fall
The objective of the course is to understand the variety of non-design forces at work which may influence the creation and production of educational media. Secondly, to become aware of the elements involved in Project Management while creating educational media. Third, to become aware of your own skills and talents and how they might thrive in different work environments that create educational media. Emphasis is placed on the context in which media is produced, on identifying key players in media creation, organizational structure, NFPs, proposals, project development, project management, client interaction, team collaboration, intellectual property issues, and other factors which may affect the creation and implementation of design. Guest speakers and/or site visits may include the Wildlife Conservation Society, Memorial Sloan-Kettering Cancer Center, Kognito Interactive, Sesame Workshop, Transient Pictures, Davis Wright Tremaine LLP, film/video producers, attorneys, project managers, software developers.

EDCT-GE 2220 Current Topics on Developing Learning Technology

30 hours
3 credits
Spring
This course focuses on the hardware or software development skills relevant to the design of current learning technologies. Students should have a prior background in design (typically one or more the Digital Media Design for Learning design foundations classes), plus whatever additional prerequisites are demanded by the educational technology under consideration. While students may be expected to work on design projects, the primary focus of the course is acquisition of hardware & software development skills relevant to contemporary educational technology design.

EDCT-GE 2221 Current Topics in Developing Learning Technology: iPad and iPhone Development

30 hours
3 credits
Summer
This course focuses on developing educational applications for iOS, the operating system for the iPad, iPhone, & iPad touch. Students should have a prior background in interface or educational design (for example EDCT-GE 2015, 2017, or 2158) and have basic knowledge of programming concepts. Students will be exposed to development of web applications for iOS as well as development of apps in Cocoa. Registration priority will be given to DMDL/ECT graduate students, although students in other programs or advanced undergraduates may register by permission of the instructor.

EDCT-GE 2251 Educational Design for the World Wide Web I

30 hours
3 credits
Spring
In this course, we will focus on design and implementation of web-based technologies for learning. There will be three main deliverables, along with other smaller assignments. These deliverables include: a demonstration website incorporating the technologies we are studying in class; a class presentation and critique of a particular web-based learning technology; and a design of an educational intervention which includes some web component. By the end of the course students will be able to identify types of web-based educational platforms, their strengths and weaknesses, and their likely conditions of success; understand basic concepts about technologies underlying the web, including client-server networking, style vs. semantic markup, the difference between markup, scripting, and programming; and develop simple websites including html, flash, jquery, javascript, and CSS.

EDCT-GE 2300 Independent Study

180 hours
3 credits
Fall, Spring
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.

EDCT-GE 2500 Video Games and Play in Education

30 hours
3 credits
Spring
Video games are becoming ever-present in educational settings, with classrooms incorporating both commercial and educational games in curriculum, and educational technologists becoming ever more interested in developing "serious" or educational games. However, there are still many unknowns, such as, what genres of games may best be used for certain kinds of learning, and how we can go about studying how games affect players and learners. This course will prepare students to: Understand the history of educational video games, and what shaped the development of certain genres; identify theories of learning and play, and describe how they relate to the educational potential of video games; analyze and evaluate commercial and educational video games; and Design educational video games with history, theory, learning outcomes and learner characteristics in mind.

EDCT-GE 2505 Designing Simulations and Games In Education

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.Hear more about this class."

EDCT-GE 2510 Narrative, Digital Media and Learning

30 hours
3 credits
Fall
Addresses the role of narrative when designing serious games, simulations, social media, and documentary storytelling. Narrative forms have been used for teaching and learning given their role in memory, cognition, the engagement of learners, as well as in case studies for learning, teaching, and research. This course explores the design principles and constitutive elements of narrative-centered learning. Special emphasis is given to designing media narratives that enable and support pedagogical models including story-based learning, digital storytelling, and entertainment education, and goal-based scenarios.

EDCT-GE 2520 Research on Simulations and Games for Learning

30 hours
3 credits
Spring
Provides an introduction to research on simulations and games, with a focus on choosing the appropriate approach, e.g., playtesting, evaluation, or efficacy research, and the appropriate methods, e.g., think aloud protocols, video research, eye tracking, EEG/EMG, user log data, or biometrics. Reading assignments, class discussions, and case studies will be used to discuss the goals, methods, design, and setup of these methods and prepare students to design and execute their own playtesting and evaluation research for learning games of their choice.

EDCT-GE 2550 Educational Technology Studio Practicum: Special Topics

10 hours/credit
1-4 credits
Fall
This studio design course, which builds on educational theory, allows students to work collaboratively on an integrated learning & technology (or media) design project for a specific audience. Expert designers, including faculty & external clients, will support students as they create mockups &/or prototypes subject to design review & critique. Students will also have the opportunity to practice skills in instructional design, interface design, information design, & project management. Student roles in the design team will be assigned according to prior experience based on instructor assessment. Supplemental readings related to the design problem &/or design & technology skills needed will be assigned.

EDCT-GE 3076 Advanced Seminar in Research & Practice in Instructional Technology

30 hours
3 credits
Fall
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.

EDCT-GE 3311 Content Seminar in Research in Instructional Technology


45 hours
3 credits
Spring
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.

EDCT-GE 3315 Doctoral Colloquium in Educational Communication & Technology

30
Variable 1- 3
Spring
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.