IPT 510 COLLABORATIVE ONLINE COMMUNICATIONS AND LEARNING

Students will learn technologies that help develop collaborative online learning communities and learn technical skills that help them become successful online learners. Students will examine synchronous and asynchronous online communication tools to facilitate small and large group communications, and conduct research using online library systems on the web.

IPT 511 SYNCHRONOUS E-LEARNING IN THE WORKPLACE

Students will examine principles and techniques for developing and implementing synchronous web-based learning strategies to improve performance in the workplace.

IPT 523 RAPID E-LEARNING DEVELOPMENT

Through hands-on practice, students develop skills in using rapid e-learning development software to create interactive multimedia learning content for improving workplace learning and performance.  Students develop various types of e-learning content such as demonstration, technical simulation, and scenario-based learning.

IPT 525 E-LEARNING PRINCIPLES AND PRACTICES

Students will learn foundational principles for implementing e-learning solutions. Students will evaluate e-learning demo programs and study the use of reusable learning objects, sharable content objects, metadata and e-learning standard in the current e-learning practice. Students will develop sample multimedia objects and implement them on a learning management system. PREREQ: IPT536 or PERM/INST.

IPT 529 NEEDS ASSESSMENT

Through analysis of case studies, guided practice, field work, and other methods, students learn to use tools, data and systematic methods to identify and assess current or future problems and their causes, and help decision makers target  critical problems with feasible solutions. Students will conduct an authentic project. PREREQ: IPT536.

IPT 530 EVALUATION METHODOLOGY

Students learn how to use methods of inquiry and analysis to evaluate the effectiveness of instructional or performance improvement programs. They explore various models of both formative and summative evaluations and ways to implement the results of such research efforts. Students will gain hands-on experience, actually conducting one or more evaluations. COREQ: IPT536

IPT 531 OVERVIEW OF RESEARCH DESIGN, MEASUREMENT, AND STATISTICS

Students receive a foundation in the relationship among research design, measurement, and statistics. Topics covered include scaling, reliability, validity, norm- vs. criterion-referenced testing, forms of distributions, measures of central tendency and variability, basic quantitative research designs and their appropriate statistical tests, and methods for critiquing quantitative research.

IPT 532 ETHNOGRAPHIC RESEARCH IN ORGANIZATIONS

Ethnography is an approach to learning about the social and cultural life of communities, organizations, institutions and other settings that discovers how the activities of people in those settings contribute to the creation of society and culture. Students receive a foundation in philosophical perspectives and methods supporting ethnographic research, learn when to conduct ethnographic research, and explore strategies for presenting and critiquing ethnographic research. They will also be provided with an opportunity to implement ethnographic research in organizational settings. PREREQ: IPT536.

IPT 535 PRINCIPLES OF ADULT LEARNING

Students explore how contemporary adult learning theories and practices are applied to the fields of instructional technology and performance technology, particularly with respect to the instructional design process. They will investigate methods, strategies and technologies specific to adult learners that are known to affect learning outcomes. Students will apply adult learning principles to real workplace problems.

IPT 536 FOUNDATIONS OF INSTRUCTIONAL AND PERFORMANCE TECHNOLOGY

Students study historical foundations, prominent people, and events that contributed to the development of the fields of instructional technology and performance technology. They apply relevant theories and models to real or realistic organizational situations in industry, government, military, and non-profit settings.

IPT 537 INSTRUCTIONAL DESIGN

This course gives an overview of several models for instructional systems design and examines the processes involved in designing effective instructional interventions. Working with a real client , students conduct a full-scale instructional design project in phases over the duration of the course. PREREQ: IPT536 and IPT535.

IPT 538 INSTRUCTIONAL STRATEGIES

Instructional strategies are prescriptive patterns that guide the task of designing learning activities. Students will identify and experiment with several types of instructional strategies. Given a variety of instructional needs, students will practice selecting and implementing appropriate strategies.

IPT 540 APPLICATIONS OF LEARNING STYLES IN INSTRUCTIONAL AND PERFORMANCE TECHNOLOGY

The behavioral characteristics exhibited by different learning/cognitive styles, modalities, personality styles, multiple intelligences, and emotional intelligences will be explored. Related preferences for different learning environments, media, instructional and testing methods will be examined, as well as the utility of these constructs for addressing performance problems in the workplace.

IPT 550 BLENDED LEARNING FOR PERFORMANCE IMPROVEMENT

Students investigate various learning technologies that can contribute to the building and sharing of individual and organizational knowledge.  Based on analysis of learner's performance needs, students design blended approaches to improving workplace learning and performance by combining face-to-face learning and e-learning.

IPT 551 DESIGNING COMPUTER-BASED TRAINING

Students learn to apply the principles of instructional design, instructional message design and human-computer interface design within the context of Computer-Based Training (CBT). PREREQ: IPT537 or PERM/INST.

IPT 560 HUMAN PERFORMANCE TECHNOLOGY

Students examine the foundations, process models, solutions, professional practice issues, and future trends of the field of human performance technology (HPT) which aims to improve performance in the work place or in learning situations. In a hands-on project, students practice applying HPT to design effective performance solutions. PREREQ: IPT536, IPT530 and COREQ: IPT529.

IPT 561 HUMAN FACTORS ENGINEERING

This course provides a basic introduction to Human Factors Engineering to design of performance environments (including human-machine interfaces). Students learn principles of work and learning system design that help to improve human performance.

IPT 563 JOB AIDS  & ELECTRONIC PERFORMANCE SUPPORT

This course will provide students with a review of research and practical methods related to prescribing, designing, and creating job aids and performance support in ways that improve workplace performance. Students in this project-based course will analyze human performance gaps, specify performance requirements, prototype performance support solutions, and create performance support solutions. PREREQ: IPT536 or PERM/INST.

IPT564 MOTIVATION IN INSTRUCTIONAL AND PERFORMANCE TECHNOLOGY

An in-depth study of motivation as one of the fundamental variables underlying human learning, behavior, and performance improvement. Students examine theories of motivation and apply the principles derived therefrom to produce strategies that motivate learning and improve performance.

IPT 571 MANAGEMENT CONCERNS FOR PERFORMANCE TECHNOLOGISTS

This course provides students with an exposure to current topics in management which are related to understanding performance systems.

IPT 574 PERFORMANCE CONSULTING

Examine the major theoretical foundations, principles and practices of performance consulting. PREREQ: IPT536 .

IPT 575 PROJECT MANAGEMENT

Examine principles related to project management, leading a project team, building client partnerships and targeting projects to meet an organizational need.

IPT 583 SELECTED TOPICS IN INSTRUCTIONAL TECHNOLOGY

Students explore issues and topics of current interest. Content will be revised continually to reflect current developments in the fields of instructional techn0logy and performance technology. PREREQ: IPT536 or PERM/INST.

IPT 584 SELECTED TOPICS: APPLICATIONS OF WEB TECHNOLOGIES

Basic and intermediate design of instructional and performance interventions using selected web technologies.

IPT 590 PRACTICUM/INTERNSHIP (Variable Credit)

Note: This course is used by IPT students as an internship experience. A prospectus requiring faculty sponsor, employer, and student agreement must be submitted before registering for the course; a brief report endorsed by the employer is required at the end of the semester; the student’s final grade is determined by the faculty sponsor. IPT students may count no more than a total of 3 semester hours of IPT 590 to their program.

IPT 591 PROJECT (Variable Credit)

Execution of a substantial exercise that demonstrates the ability to successfully and independently carry out a professional activity similar to what is encountered in the professional workplace; archival of the results of the project is required according to standards approved by the Graduate College. Graded pass/fail (P/F) only.

IPT 593 THESIS (Variable Credit)

Independent research or creative activity at the master's level resulting in a thesis that must be defended at a final oral examination and archived in the university library. The thesis must be written in clear and effective English and presented in a format that conforms to the standards of the Graduate College. Graded pass/fail (P/F) only.

IPT 594 CONFERENCE OR WORKSHOP (Variable Credit)

Intensive daily instruction by a recognized expert in a specialized topic over a period of time considerably shorter than a semester. Workshop credits may not transfer.

IPT 595 READINGS AND CONFERENCE (Variable Credit)

The conduct of topical research, assigned readings or literature review. The faculty advisor and the student prepare and sign an agreement describing the amount and type of work to be accomplished.

Note: With the aid of a faculty sponsor, the student selects a cohesive set of readings and then discusses them with the faculty member on an agreed-upon schedule throughout the semester. The planned reading list may be changed (with faculty approval) to respond to emphases and interests stimulated by initial reading. Students are expected to do at least 50 hours of reading, thinking, and conferring for each credit hour earned.

IPT 596 INDEPENDENT STUDY (Variable Credit)

Advanced study of a specialized topic; design and completion of a project may be included in the study. The student works with a high degree of independence to meet well-defined goals under the supervision of a member of the graduate faculty. Requires submission of a completed Application for Independent Study prior to the deadline specified in the academic calendar.

IPT 597 SPECIAL TOPICS [Required Modifier] (Variable Credit)

Instruction on a topic that is not included in the catalog of regular graduate courses; the topic is indicated by the required modifier. Descriptions for these courses are given in the Schedule of Classes published each semester.

IPT 598 SEMINAR (Variable Credit)

Small group meetings for the exchange of ideas, debate of issues, or presentation of research. Format, conduct, and purpose of seminars varies widely among disciplines.

IPT 600 ASSESSMENT (Optional Modifier) (Variable Credit)

Examination or other assessment required by a graduate program. The optional modifier is used to indicate the type of assessment and may be chosen from three possibilities: Preliminary Examination, Comprehensive Examination, or Capstone Course.

IPT 696 DIRECTED RESEARCH (Variable Credit)

Research conducted by a graduate student under the supervision of a member of the graduate faculty. Requires the clear statement of a hypothesis or proposition, a review of the relevant literature, analysis and synthesis of data or scholarly evidence, and the inference of conclusions. The results must be stated in a report written in clear and effective English. Requires submission of an Application for Directed Research prior to the deadline specified in the academic calendar.