MY Graduate Studies:
A comprehensive list of the coursework I completed at Northeastern University to earn my Master of Professional Studies in Learning Experience Design and Technology.
Click each title to review the syllabus and course deliverables.
EDU 6319
How People Learn introduces the research and science of learning, integrating theory and case studies focused on learning principles and high-impact practices. Learning takes place in all stages of life: young adults who go
directly from high school to college, adults who “stop out” and return to school after years of work or family commitments, and older adults who pursue learning made possible by expanded leisure time or to prepare for encore careers. Some education takes place formally within higher education or certification programs; other opportunities are informal, sponsored by organizations such as museums and libraries or available for free online. This course focuses on learning in F2F, online, and mobile environments.
EDU 6050
This core course focuses on the critical evaluation, interpretation, and uses of published research in education as a field of study.
Students are given an opportunity to explore the relationship between theory and practice and the changing nature of knowledge.
In this course, students will examine peer-reviewed research articles, learn the "rules" and methods through which these scholarly works are developed, and begin to apply research findings to real problems and issues in education.
As part of this course, students will create and develop an ePortfolio as they begin to document their development as scholars, practitioners, and leaders in the field of education.
EDU 6050
Examines the broad construct of culture and explores how these characteristics impact personal identity, access to education, social mobility, power and influence. Explores educational institutions as cultural systems and questions concepts at the heart of personal and professional interactions in teaching, learning, curriculum and administration. Expects students to participate in reflective discussion and begin the personal exploration of their own feelings and experience with culture; develop competencies spanning cultural and international boundaries; to prepare to be more effective in diverse settings and to influence and advocate for systemic change.
EDU 6323
Investigates the role that technology can play in transforming the learning experience. Emphasizes interactive approaches that increase learner access, persistence, and engagement and designs that yield evidence of learning. In addition to investigating research relevant to media design, such as visual-auditory processing, cognitive load, and universal design, the course introduces protocols for aligning technology strategy with learning goals and learner needs. Offers students an opportunity to experiment with a suite of emerging technologies and then to develop an online, media-rich learning environment.
EDU 6334
Foundations of Learning Design is an introductory course on the basics of learning design in which the learner will develop current core design concepts and practices in course design. It is a pre-requisite of the [Advanced Learning Design] course. This course provides an orientation to learning design for face-to-face (FTF), blended and online environments as both art and science. Design has the capacity to support or detract from learning and therefore the design process itself needs to be intentional and evidence-driven. This course involves participants in an exploration, evaluation, and critique of contemporary practices of learning design, and provides participants with opportunities to experiment with putting learning principles and high impact practices into action within a range of learning scenarios. Participants produce a course blueprint and build out a simple course shell in an in-demand Learning Management System.
EDU 6335
Intentional and evidence-driven learning design, as both an art and science, grounds the creation of meaningful learning experiences, regardless of content, context, or type of learner. Advanced Practices in Learning Experience Design provides learners with a project-based collaborative learning community within which to design and develop an authentic learning- based solution to an identified problem of practice. This course guides learners through the entire learning design process. They will critique design models and develop a design plan based on an analysis of needs, showcasing the alignment between objectives, assessments, and instructional strategies, and include plans for: 1) the development of resources; 2) instructional delivery methods; 3) implementation challenges; and 4) evaluating the success of their design. Learners will then put their plan into action by creating a learning module prototype in their chosen delivery format, using the design strategies and technologies that best support their plan.
EDU 6336
Data literacy is the ability to effectively access, understand, use, and communicate data in both visual and narrative form. This course provides a foundation for practitioners and leaders, from traditional and non-traditional learning environments, whose roles depend on data-centric thinking skills. It focuses on interpreting, evaluating, and communicating data effectively, three skills that support data-driven decision-making. It also examines the implications of using data to inform decisions from ethical, cultural, and diversity/inclusion perspectives. Students will work with use cases from their own disciplines/career fields and build their data storytelling skills by employing both narrative and visual methods.
EDU 6558
In this course, students will learn to create interactive, e-learning modules in Articulate Rise. Rise is a web-based development platform that includes many tools for integrating images, sound and video as well as creating multiple formats of interactive element. Rise can be used on both Mac and PC systems, and an account will be provided for the duration of the course. In addition to developing skills in using the Rise platform, students will gain knowledge of how to create effective learning materials by aligning components of instruction, applying principles of multimedia learning and interactivity, and building media that is accessible to a wide range of
learners.
EDU 6558
This course will introduce students to gamification theories, models and studies that support a variety of learning contexts. It will explore existing systems that generate sustained engagement and produce measurable learning benefits. Students will explore elements of game design to identify the characteristics that make it such a powerful learning tool. The structural elements of games will be explored to gain insights about behavior and motivation.
EDU 6558
There is little doubt that managing the process of integrating Subject Matter Experts in a productive and mutually beneficial way is key to working as a professional Instructional Designer. As content and course delivery options become both more technical and more complex, SMEs play a larger role in every aspect of the course and program design. In order to successfully manage the process of working with SMEs, it is critical that we recognize that these vital resources cannot be stereotyped or undervalued as members of a design team. This course dives very deeply into every aspect of SME participation including the types of SMEs, how to choose them for projects, ways to work with them most efficiently, and how to evaluate their participation.
EDU 6329
Involves participants in ePortfolio-based reflection regarding professional goals, progress toward program- and concentration-level competencies, and opportunities for connecting theory and practice. Investigates the“integrative knowledge” approach to evidence-based learning, reflection, and professional identity development. With input and feedback from peers, faculty, and the student’s professional environment, participants then have an opportunity to develop a plan for experiential learning. The plan describes a three-to-five-month workplace-based, scholar-practitioner experience that is responsive to the needs of the employer, yet also steeped in the contemporary issues, science, and theory of learning design.
EDU 6225
Offers students an opportunity to reflect on concentration-specific work, considering their development as scholars, practitioners, and leaders in the field of education. Requires students to demonstrate mastery of content through practicum or a significant project adapted to the professional requirements of each concentration. After a thorough process of feedback and revision, students are required to present their final ePortfolios in a public forum to showcase their work and demonstrate achievement of program competencies.