Digital Media and Learning Courses

DTTL  601 - Digital Media and Literacy (3)

Introduction to the vocabulary, concepts, media tools and pedagogy for the effective and appropriate integration of technology into learning environments as a tool for developing literacy and 21st century knowledge processing. The course addresses the issues of institutional readiness, faculty needs and maximal student learning at a variety of levels.
• Restricted to Graduate, and Doctoral levels;

DTTL  602 - Digital Leadership Lab (3)

Digital technologies do not just open up opportunities; they also raise new problems and challenges. In this initial lab course we explore how to efficiently and ethically establish an intentional digital presence within your learning environment and the wider professional community. We also explore how to teach our students similar, age-appropriate skills. Finally, we grapple with the systemic inequities that digital technologies can reveal as well as mediate.
Prerequisites: DTTL 614

DTTL  603 - Made to Stick: Teaching with the Brain in Mind (3)

This course explores research-based practices that hold excellent promise for capturing learner attention, improving retention, and reinforcing integration of knowledge. We explore this area though the lens of digital-learning narratives. We will use the Heath brothers’ six principles: simple, unexpected, concrete, credible, emotional, and stories as a spring board to explore the use of digital narratives in education.
Prerequisites: DTTL 602 and DTTL 614

DTTL  604 - Digital Storytelling Lab (3)

The purpose of this course is to introduce you to the essentials of good educational storytelling in a digital format. You get your hands e-dirty with the essence of audio production: recording, editing, mixing, and sharing. We start by identifying concepts that lend themselves to audio presentations, moving on to storyboarding, and the complete creation process. The course also introduces you to the power of concept maps and visual models. You learn how to combine audio with visual models to create effective integrated learning experiences.
Prerequisites: DTTL 602 and DTTL 614

DTTL  605 - Multimedia Learning (3)

In Multimedia Learning, we explore the reasoning behind the form and function decisions we make with instructional materials. We answer questions about why some content and presentations “work,” while others fall flat. We are guided in our examination by research- based specifics behind cognitive load theory and the principles of multimedia learning. The research behind these phenomena demonstrate the ways that making simple changes to digital products and presentations can greatly increase student learning. During the course we examine theory, apply our knowledge to analyzing existing learning resources, and finally create new materials of our own.
Prerequisites: DTTL 602 and DTTL 614

DTTL  606 - Media Lab (3)

We explore the world of visual communication: from still images, to video, to the specialized craft of how-to screencasts. In this course you learn to more deeply apply multimedia learning principles to create effective visual learning experiences. The first part of the course focuses on effective instructional images of all kinds from infographics to the effective use of photographic images. The second part of the course explores how to effectively and efficiently develop video-based learning experiences. You leave the course well-equipped to create flipped or online learning experiences that utilize the best in visual communication techniques.
Prerequisites: DTTL 602 and DTTL 614

DTTL  607 - Learning Designs (3)

We have all heard the maxim that “good teaching is good teaching.” But how do the precepts of pedagogy change when our classrooms no longer look the way they did twenty years ago? In Learning Designs, we explore how to adapt and apply the best practices of curriculum design to 21st century classrooms. We focus on effective techniques for increasing engagement, designing authentic assessment, sparking meaningful collaboration, and differentiating instruction for 1:1, flipped, blended, and online classes.
Prerequisites: DTTL 602 and DTTL 614

DTTL  608 - Design Lab (3)

In Learning Designs you developed a proposed blueprint for completely redesigning one course or one in-depth unit. In Design Lab, you now transform your blueprint into a living, breathing, ready-to-deploy curriculum by following the five-step process of Design Thinking used by Stanford’s d.school. This course draws upon the skills honed in your previous lab courses, and provides the opportunity for you to deliberately match your technology repertoire with learning objectives.
Prerequisites: DTTL 602 and DTTL 614

DTTL  609 - Change the World from Here (3)

As a graduate of the DTTL program, you are sure to face challenges that invite you to put your learning into action, and lead with purpose. In this project-based course you collaborate with a small design team on a rich, service-learning project to respond to a real-world educational need for an under-served educational institution or group. We also explore ways in which digital tools and virtual collaboration can enhance project-based and service-based learning experiences outside of the traditional classroom.
Prerequisites: DTTL 602 and DTTL 614

DTTL  610 - Capstone Lab (3)

In this hands-on culminating course, we focus on how to synthesize all your previous work into one beautiful professional website that you can use as a foundation for your professional presence for years to come. You learn the essentials of web coding that every educator needs to develop nimble, mobile-friendly, responsive websites. Reflection on your website portfolio will help you see how portfolio-based projects can be used and facilitated within the contemporary classroom.
Prerequisites: DTTL 602 and DTTL 614

DTTL  614 - Navigating the Divide: Digital Leadership (3)

Like it or not the rapid development of technology has created a series of divides: those with access and those without; those who are comfortable with technology and those who are not; those who enjoy integrating technology into their work and those who are happy with the tools they have always used. Navigating this divide can be both challenging and rewarding. In this course we explore how digital technologies can help solve key pedagogical problems, as well as create opportunities for new effective pedagogical practices. We start the journey of exploring what digital technologies mean for transforming academic environments.

DTTL  615 - Information Systems in Educational Management (3)

Corequisite: Ability to use any personal computer for word processing or other tasks. Examination of the uses of information in the management of educational institutions and issues administrators face in the management of information, including collection, storage, and dissemination. Focuses on integration and communications of information for decision-making. Includes an introduction to validity and reliability in tests and measurements; use of specific tools, such as school schedulers and student records; and human, technological, and legal issues in sharing information. Students will work in teams to develop "hands-on" projects.
• Restricted to Graduate, and Doctoral levels;

DTTL  631 - Instructional Design, Curricula, and Learning Theory (3)

This course focuses on combining state-of-the-art technology with the traditional principles of curriculum design and learning theory. Working in teams, students construct a technology-based learning project conductive to the skills appropriate to the age of the intended learners.
• Restricted to Graduate, and Doctoral levels;

DTTL  633 - Technology and Diverse Learners (3)

The use of computer technology for diverse learners in the United States is the focus of this course. Students explore issues surrounding the use of computers and related digital media to enhance learning for all students. Through critical reading, the use of software, and hands-on activities, students study the relationship between technology, equity, and the way access to digital tools changes culture, gender equity, inclusion, and educational computing as a social practice. The class is both theoretical and practical.
• Restricted to Graduate, and Doctoral levels;

DTTL  635 - DTTL Practicum I (3)

Students create learning activities that employ digital media as a teaching and learning tool and then lead a group of learners through those activities. The course features cooperative planning, peer critiques, curriculum theory, and integration of technology into the curriculum. All course products by both the learners and the USF students are accumulated and published on the course web site.
• Restricted to Graduate, and Doctoral levels;

DTTL  636 - DTTL Practicum II (3)

This course builds upon and extends the learning of DTTL Practicum I.
• Restricted to Graduate, and Doctoral levels;

DTTL  640 - Virtual Worlds in Education (3)

This course examines the theoretical design principles and practical considerations involved in designing and delivering successful and meaningful learning experiences within 3-D, multi-user, immersive worlds, such as Second Life. Students will study relevant constructivist learning theories, including Social Constructivism (Vygotsky), Situated Learning (Lave and Wenger), and Connectivism (Siemans). Students will participate in a variety of education programs and use these theories to critically evaluate ways that virtual worlds are being used to support teaching and learning in K-12, higher education, and informal learning settings. Students will also have the opportunity to design an educational activity that makes use of virtual worlds.
• Restricted to Graduate, and Doctoral levels;

DTTL  641 - Cyberculture: Building Online Learning Communities (3)

The concepts and theories of social computing are introduced in this course. It explores distance and distributed learning, varied techniques to promote mentoring, reflective discourse, collegial sharing, and dissemination of information. Research in current technologies inform the development of online community of student choice.
• Restricted to Graduate, and Doctoral levels;

DTTL  643 - Constructivism and Technology (3)

This hands-on course covers the history of constructivism as a learning theory, constructivist teaching strategies, curriculum designs, assessment, and the appropriate uses of technology to support student-centered learning.
• Restricted to Graduate, and Doctoral levels;

DTTL  645 - Professional Development Design (3)

Students prepare and deliver technology-focused professional workshop units to an audience of adults from the community. Students are responsible for all aspects of workshop delivery, including planning and developing the content and pedagogy, invitations, publicity, logistical matters, presentation, and post-workshop evaluation.
• Restricted to Graduate, and Doctoral levels;

DTTL  650 - Digital Storytelling and Communications Media (3)

This course explores the ways in which storytelling is a constant in an ever-changing world. Technology innovations challenge educators/trainers to reconsider old models of communication to convey meaning and information. Evaluates the role of storytelling in a digital era as well as the impact of technology on individuals and cultures.
• Restricted to Graduate, and Doctoral levels;

DTTL  670 - Issues, Trends and Research in DTTL (3)

This course surveys contemporary research, issues, and trends in digital media, related learning technologies, and research paradigms, designs, and methods used in such investigations; includes practice in reviewing and critiquing published research and evaluation in the field of educational computing.
Prerequisites: DTTL 601 with a minimum grade of B
• Restricted to Graduate, and Doctoral levels;

DTTL  675 - Planning, Leading and Evaluating with Technology (3)

Rapidly evolving communication and computer technologies can affect "school reform" directly or indirectly, intentionally or unintentionally, positively or negatively, depending on a multitude of social, economic, political, and technical issues. This course enables students to use technology to plan and evaluate instructional programs in diverse educational settings.
• Restricted to Graduate, and Doctoral levels;

DTTL  680 - DTTL Field Experience/Internship (3)

Students may intern or conduct a project in a school, business, or other approved setting for a minimum of 30 hours per course unit. Approval of DTTL program advisor required.
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DTTL  691 - Field Project/Thesis in Digital Technologies for Teaching and Learning (3)

A thesis or field-based research project in Digital Media and Learning which is submitted in partial fulfillment of the requirements for the Master's degree.
• Restricted to Graduate, and Doctoral levels;

DTTL  697 - Directed Study (1 - 6)

Independent, in-depth study of a specific educational topic may be designed to meet the research and practicum interest of the student.
• Restricted to Graduate, and Doctoral levels;

DTTL  698 - Special Topic Seminar (1 - 3)

Exploration of one or more selected topics in Digital Technologies for Teaching and Learning
• Restricted to Graduate, and Doctoral levels;