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
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.
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
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.
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.
This course builds upon and extends the learning of DML Practicum I.Prerequisites: concurrent DML 635
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
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.
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.
Creation and management of web pages and websites, employing current tools and incorporating a full range of multimedia resources and content.
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
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
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: DML 601 with a minimum grade of B • Restricted to Graduate, and Doctoral levels
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
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 DML program advisor required.
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.
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
Exploration of one or more selected topics in Digital Media and Learning.