MID 801 Instructional Design Models and Practices
This course provides students with the understanding of the major instructional design models useful in school and training contexts. Major topics covered include the analysis of performance and instructional problems, instructional design processes, and issues and processes of development, implementation and evaluation. Emphasis will be given to how to identify and solve learning and performance problems.
MID 805 Foundations of Learning and Instruction
This course explores issues related to: How do people learn? How do I teach to help learners acquire knowledge and skills? Various learning theories will be discussed to show how learning takes place. We will also discuss various foundations of instruction that could help tutors and trainers design solutions to instructional problems.
MID 841 Evaluation Models and Methods
This course is intended to provide you with an understanding and awareness of the basic philosophical, procedural, and technical aspects of evaluation. The primary goal is to help you achieve a level of basic knowledge and skills in the application of acceptable and efficient models to the evaluation of programs. You will systematically design an evaluation plan as the final project for the course.
MID 844 Methods for Data Collection and Analysis for Instructional Design Projects
This is a Core Course for MA-IDT students doing the "All-coursework" option. Instructional designers require the skills of data collection and analysis in various aspects of instructional design, training needs analysis to programme evaluation, to usability testing. This course also prepares MA-IDT students with the core skills to undertake the MID845- Capstone Project for Instructional Design.
MID 845 Capstone Project for Instructional Design
This is to a Core Course for MA-IDT students doing the "All-coursework" option. Instructional designers are involved in training development activities related to one or more areas in the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) process. In this capstone project, students select a workplace project that can be related to needs analysis, the design of instructional packages or programme evaluation. The projects can be based on performance problems from the students' workplace or organizations that students have approved access to. In each option, students need to pinpoint the performance problems and demonstrate how the theories and concepts learnt throughout the MA-IDT programme can be used to address these performance problems. Throughout the process, students will be assigned to supervisors who will serve as mentors for the project.
MID 809 Designing, Conducting, and Reporting Investigations (* for those who choose the dissertation option)
This course introduces the concept of an investigation or research. The procedure and ethical considerations for designing, conducting and implementing will be covered. There will be practical hands-on sessions built within the theoretical teaching aspect of the course.
Electives related to Learning, Instruction, and Assessment
Courses in this category are intended to provide participants with a thorough understanding of the mental processes which underlie learning, and the ways in which instruction can be designed to facilitate these processes to promote the attainment of different learning outcomes.
MID 806 Training Methods and Strategies
The course aims to provide conceptual understanding of the theoretical underpinnings of selected training methods and strategies. It aims to provide opportunities for students to explore concrete training methods and to design appropriate training strategies to achieve the objective the training. During the course, students will explore training methods such as learning concepts, learning facts, learning procedures and attitude learning. Students will examine how to design learning activities including the training methods which will provide the foundation to the various instructional strategies explored in this course. In particular, students will explore and design learning activities with the following instructional strategies: Problem-based learning, Self-directed learning, Collaborative learning and Inquiry-based learning, experiential learning and anchored-instruction.
MID 823 Perspectives on Adult Learning
This course will investigate the important and unique characteristics of adults as learners, as compared with school-age learners. Additionally, this course will explore the various cognitive frameworks which describe adult learning, a range of effective instructional strategies, and how assessment can be adapted for adult learners. This course will support a variety of training environments in the corporate and business world, including both traditional and e-learning delivery systems.
MID 843 Assessment in Education and Training
Assessment may be defined as a process for gathering information needed to make decisions about students' performance. A deeper understanding of the different types of assessment tools, as well as the methods of crafting them will be very useful to teachers, trainers, and instructional designers. This course will investigate the purpose of assessments, as well as the distinction between assessments, tests, and evaluation. Students will also engage in discussions related to different types of assessments as well as the validity and reliability of assessment results.
Electives related to Managing Instructional Systems
These courses cover several key issues and topics surrounding the instructional development process. Topics include: the assessment of training needs, both for individuals and for organisations; management of project resources; and organisational development.
MID 813 Management of Instructional Development Projects
This course will provide you with the basics of managing instructional design projects: how it can be employed in the work places, schools, and for personal responsibilities. School teachers who are responsible for organizing an overseas immersive programme or conducting in-service workshops, technical writers who have to complete a help manual, and instructional designers involved in designing training interventions are some examples of people who will benefit from this course. We will use a combination of face-to-face, online, small groups as well as individual learning to let you explore the field of project management.
To help contextualize the concepts and skills needed for project management, you will work on a case scenario, together with team members, to create a project proposal that includes a timeline, work breakdown schedule, resource scheduling, budget, and etc. In addition, you will reflect on your own experience participating in projects and learn from the literature on how to deal with some of the common challenges that project managers often encounter in their projects.
MID 815 Training Needs Assessment and Solutions
Is training the answer to the organisation problems? What kinds of training does the organisation require? How does one determine the type of training most suitable to help improve productivity? How does one determine what competent performance should look like?
This subject will look into various issues and procedures falling under the general category of Front-End Analysis, such as: assessment of skills and attitudes, determination of entry behaviours, identification of training objectives, and task analysis. Additionally, this module will deal with important issues in collecting needs assessment data: instrument design, and data reliability and validity.
Electives related to Technologies for Instruction
MID 817 Designing e-Learning Systems
This course explores issues of design in the crafting of learning technologies (i.e., e-learning), activities that foster learning, and overall learning environments. The following topics will be covered: the use of IT tools to support e-learning systems, the design of various instructional strategies used in e-learning system, and e-learning issues.
MID 822 e-Learning Tools for Training
This course aims to help participants analyze the affordances of e-learning tools for teaching and training. In the information age, there are so many tools (such as web 2.0 tools) available. Many of the tools are for general-purposes, which are not intentionally designed for education or training. However, they have great potential for teaching and training. This course presents a generic framework for analyzing the pedagogical, social, and technical affordances of ICT tools. Based on the affordances, teachers or trainers can decide to what extent the tools can be used for their teaching or training.
As a sample, the weblog and discussion forum are analyzed by using the framework. Moreover, the pedagogical use of some web 2.0 tools is further presented for participants to learn how to analyze and use the tools for teaching and training. Each participant is required to choose a tool that s/he finds useful to present its affordances to the class. A written report on the affordances of the tool is to be completed as a major assignment.
MID 834 Technologies as Cognitive Tools
This course takes a designing approach to understand what is inherent in technologies that can be applied to extend the human cognition for learning. Theories of learning, in particular, the human cognition and concepts of affordances are discussed and explored. The course emphasizes both understanding and application such that participants will know how technologies can be incorporated appropriately in lesson design to provide meaningful learning.
Participants in this course are expected to work collaboratively on activities that employ cognitive tools. The participants are also expected to contribute actively to class discussions and group works. Participants' performances will be assessed via individual and group assignments.
MID 839 Designing School Learning Environments
Situated within the social-constructivist paradigm, this module provides opportunities for participants to engage in the knowledge construction of models and issues of designing school learning environment for effective ICT integration. It covers 5 interrelated ideas of designing school learning environment to take up the educational opportunities of ICT.
MID 842 Multimedia Design
Computer-based instruction allows the possibility of delivering lessons to students which employ multiple information modes (text, graphics, sounds, etc.) within a non-linear structure, which collectively falls under the rubric "Multimedia". This subject covers the major multimedia design concepts: learner control, navigation, metaphor, and use of media. In addition, we will also explore the following areas: instructional strategies, engaging learners, and multimedia design issues.