MEd in Online Instructional Design

The Master of Education (MEd) in Online Instructional Design will provide professionals from a variety backgrounds with the knowledge and hands-on practice needed to design online learning experiences for a variety of audiences. Throughout our program, there will be numerous opportunities to integrate your professional experiences into your learning, apply your course assignments to your current professional activities, and actively engage with other professionals in the development of online learning experiences.

Read what students say about PSU’s new Online Instructional Design offerings!

Our graduate program will enable you to plan, manage, and create effective online learning experiences, allowing you to pursue rewarding careers in instructional design or expand your current work in education or training. Taught by practicing online instructors and instructional designers, the five-course graduate certificate may be completed in as little as three terms, or earn your master’s degree.

Use the Course Planning Matrix to see when Online Instructional Design courses will be offered.

Curriculum Requirements

  • Master’s Core Component – 12 credits
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • – OR –
  • 3
    This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
  • 3
    A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • – OR –
  • 3
    This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.
  • 3
    An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
  • Online Instructional Design Component – 12 credits
  • 3
    Introduces learners to the core principles of instructional design. Students analyze, apply, and evaluate those principles in order to develop educational materials for a wide range of online settings. The course will examine multiple instructional design models, project management of instructional projects, and will include a focus on recent contributions from cognitive science and related fields of study. Learners will also consider the effective use of technology for learning and will be introduced to instructional design as a profession.
  • 3
    This course focuses on the application of key concepts from current learning theories, backward design, and research on online learning communities to the core design functions of writing objectives, designing assessments, planning activities and instructional materials, and designing for interaction and ease of navigation. Students will work both collaboratively and independently to create/modify a sample Moodle course and to reflect on their design choices.
  • 3
    This course focuses specifically on the actions of the teacher during online learning experiences. Students will work both collaboratively and independently to identify existing and consider new instructional strategies used for effective engagement with content and classmates. Students will also design and develop various assessment criteria and instruments used to provide feedback and evaluate student performance.
  • 3
    In this seminar course, participants will explore a variety of industry standard e-learning management systems and development tools by comparing and contrasting their usability, interactivity and assessment options, cost, and support demands. The emphasis will be on the process of selecting and evaluating the correct tool and exploring the practical uses of its application. This class provides participants the opportunity to explore a variety of e-learning management platforms and tools.
    • Elective Component* – 6 credits

Choose 6 credits with advisor approval.

  • Capstone Experience – 3 credits
  • 3
    In this capstone experience, students apply skills built in previous courses to independently plan, manage, and create an online learning experience. Using project management skills and working with a subject matter expert (SME), students will plan and execute each phase of the instructional design process in creating an online learning experience. Prerequisites: ID 5010, ID 5020, ID 5030, and ID 5040.
  • Total for MEd in Online Instructional Design – 33 credits

*Suggested electives: AL 5070, AL 5080, AL 5090, AL 5150, BU 5165, CE 5120, CE 5150, CE 5160, CE 5310, CE 5700, ED 5140, ED 5350, ED 5620, ND 5000, ND 5020 or ND 5060

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