The following courses have been created and sequenced to form an integrated program of study. Later courses build on earlier ones to provide a powerful, cumulative learning experience.
Course List (10 courses, 30 units)
- EPC 615: Introduction to Instructional Design (3 units)
- EPC 616: Seminar: Current Trends in Instructional Design and Adult Learning (1-1-1 units).
Repeated three times, offered concurrently with EPC 615, EPC 695DC, and EPC 613.
- EDUC 601: Introduction to Educational Games and Simulations (3 Units)
- EDUC 605: Instructional Games and Simulations Seminar (1-1-1 units).
Repeated three times, offered concurrently with EDUC 601, EDUC 602, and EDUC 603.
- EPC 695DC: Seminar in Selected Studies: Current Issues in Adult Learning (3 units)
- EDUC 602: Introduction to Game Scripting and Development (3 Units)
- EPC 613: Assessment and Evaluation of Learning (3 units)
- EDUC 603: Instructional Games and Simulations (3 Units)
- EDUC 604: Assessing Learning from Educational Media (3 Units)
- EPC 698D: Graduate Culminating Project (3 units)
|EPC 615||Introduction to Instructional Design||3 units||This course is a study of the theory, research, and principles of instructional design as they apply to the successful development of effective instructional materials and media for learners of all ages, backgrounds, and needs in educational and business settings. Topics studied include learning, motivation, development, assessment, design models, educational products, proposals, prototypes/mockups, and instructional strategies, materials, and media. University graduate students may find this course helpful in the development of master’s projects such as handbooks, guides, and instruction manuals.|
|EPC 616||Seminar: Current Trends in Instructional Design and Adult Learning||1-1-1 units||This seminar covers information and skills on research, theory, and practice in current technology tools and strategies that are useful for the design and development of effective instruction for a selection of adult learners, subject matter, instructional events, and delivery modes. Participants will learn about and evaluate best practices for using these tools and strategies, develop working knowledge of select tools and strategies, and apply these tools and strategies to the design of educational products. This course is offered as a repeatable, co-requisite course, in the M.A. in Instructional Design program - partnered with EPC 615, EPC 613, and EPC 695DC. The intent of this applications-based course is to provide learners the opportunity to partner the theory offered in the corresponding courses with applied, lab-based practice in this corresponding 1-unit class.|
|EDUC 601||Introduction to Educational Games and Simulations||3 units||Introduction to the role games and simulations for education. Learning theories and practices that guide design and use of educational games. Identify learning goals and methods in educational games. How to create a game design document which will include the outline and flow of the game, description of the game narrative, game characters, as well as game mechanics.|
|EDUC 605||Instructional Games and Simulations Seminar||1-1-1 units||This course provides experience working with instructional games and simulations. Students will explore current trends and design processes guiding the design of instructional games and simulations. Students will create instructional games and simulations using educational game authoring techniques and be introduced to software development, programing, scripting languages, and coding. This course is offered as a repeatable, co-requisite course, in the M.A. in Instructional Design program - partnered with EDUC 601, EDUC 602, and EDUC 603. The intent of this applications-based course is to provide learners the opportunity to partner the theory offered in the corresponding courses with applied, lab-based practice in this corresponding 1-unit class.|
|EPC 695DC||Seminar in Selected Studies: Current Issues in Adult Learning||3 units||Students will study current theory and research in educational psychology and their implications for successful adult instruction, professional development, and training. Topics include learning, motivation, instruction, development, management, learner characteristics, individual/group differences, and best practices and current issues in the education of adults.|
|EDUC 602||Introduction to Game Scripting and Development||3 units||Students will design and develop educational games using tools, resources, and computing techniques available for programmers. They will develop software applications that implement effective instructional strategies. Students will be introduced to scripting languages, algorithms and programming techniques including re-usability of code, task management, simplicity, and efficiency.|
|EPC 613||Assessment and Evaluation of Learning||3 units||Assessment and Evaluation of Learning (3 units). Students investigate the nature of evaluation, as well as the development of rationale for translating general objectives into behaviors and into measurement operations in the form of different types of tests in the different fields of knowledge.|
|EDUC 603||Instructional Games and Simulations||3 units||This course introduces practical educational game authoring techniques and applications. Students will investigate a variety of game interface and design creation engines for educational game design. Students will develop educational game prototypes to explore game mechanics and interaction.|
|EDUC 604||Assessing Learning from Educational Media||3 units||Students will learn to assess the effectiveness of digital media for learning. They will learn how to measure student engagement and the growth of knowledge and skills in digital environments including games and simulations. Students will learn about data collection and analysis methods such as focus groups and log data analysis as well as more traditional assessment techniques.|
|EPC 698D||Graduate Culminating Project||3 units||The focus of this course is on the practical application of what students have learned throughout the program. The graduate project will be the production of an instructional design solution that evidences originality and independent thinking. The instructional design solution will address an identified learning / training-based need in a business, organization, educational, or community setting. The graduate project will include a comprehensive instructional design document (including developed materials and tools) that outlines an instructional problem or need, the rationale for the selected instructional design solution or solutions, a thorough explanation of the need or needs being addressed, and a plan for implementing, assessing, and evaluating an instruction-based solution. Completion and defense of the culminating experience project will include an oral defense of the project to the Graduate Project Committee, which will be comprised of three members, one of whom will serve as the committee chair.|