MBA/Master of Distance Education (36 CREDITS)
Listed below is the course description the Distance Education Program.
Each drop-down tab in this section contains coursework, reflections, resources and artifact that have impacted my knowledge of distance education.
UMUC Course Descriptions: Retrieved from http://umuc.edu/academic-programs/masters-degrees/distance-education-with-teaching-and-training-specialization.cfm
Each drop-down tab in this section contains coursework, reflections, resources and artifact that have impacted my knowledge of distance education.
UMUC Course Descriptions: Retrieved from http://umuc.edu/academic-programs/masters-degrees/distance-education-with-teaching-and-training-specialization.cfm
WINTER 2012 Introduction to Graduate Library Research Skills (UCSP 611)
(Required within the first 6 credits of graduate study for all new graduate students). An overview of online library and information resources material that is critical for 21st-century managers. An in-depth introduction to the library research process and the tools necessary to succeed in graduate study are provided. Emphasis is on the efficient and effective use of a variety of electronic retrieval systems, including the online catalog of the University System of Maryland and affiliated institutions (USMAI), UMUC's subscription databases, and the Web. Discipline-specific research is conducted in order to gain experience in formulating viable research questions, selecting the most appropriate investigative methods and resources for research, locating relevant research materials, evaluating the scholarly value of sources, and effectively citing sources.
0 Credits
SPRING 2013 Foundations of Distance Education & E-learning (OMDE 601)
A study of the history and evolution of distance education. Social and political/economic factors, theories, learning and teaching models, technology and media innovations, institutions and systems, and major writers that have shaped the development of the field are critically examined. A variety of technologies are used to support the development of foundational skills that are integral to current practice.
3 Credits
Spring 2013 DONE Management and Leadership in Distance Education & E-learning (DEPM 604)
(Formerly OMDE 604.) An introduction to the organization, management, and administration of distance education and e-learning training programs and systems. Topics include management theory and practice, organizational behavior and change, leadership roles and styles, and planning and policy. Discussion covers education and training in academic and corporate settings and the knowledge and skills necessary for a distance education practitioner to function effectively in either type of organizational environment. Assignments include individual and group case-study analyses, brief essays, and literature searches related to distance education and e-learning leadership.
3 Credits
FALL 2013 Technology in Distance Education & E-learning (OMDE 603)
A review of the history and the terminology of technology used in distance education. The basic technology building blocks of hardware, networks, and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and the future directions of technology in distance education.
3 Credits
FALL 2013 Training and Learning with Multimedia (DETC 620)
(Formerly OMDE 620. Developed by Joachim Hasebrook of Germany.) An examination of the use of digital media in a variety of educational settings to identify properties, strengths, and weaknesses of multimedia in different learning contexts. Basic psychological processes of perception, understanding, and learning are introduced. Focus is on multimedia and instructional design for online learning systems, such as Web-based training. Hands-on experiences with several multimedia and online learning and information systems are provided. Topics also include groupware and collaborative learning technologies, intelligent systems, instructional simulations, and virtual reality systems.
3 Credits
Spring 2014 Teaching and Learning in Online Distance Education (OMDE 610)
An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social, and cognitive presence; interaction, collaboration, and participation; community and engagement; and administration and management.
3 Credits
Summer 2014 Instructional Design $ Course Development in DE & E-learning (DETT 607)
(An examination of the instructional design process; its history; and place in today’s course development efforts, and the use of instructional design components in practice. Emphasis is on the nature of learning and the requirements for effective instruction. The theoretical underpinnings of learning are explored and applied to the design of a prototype classroom. Management issues surrounding course and curriculum development efforts are discussed, and a comprehensive curriculum management plan is developed.
3 Credits
Fall 2014 OL Learn & Development in Work Training at a Distance (DETT 621)
(Formerly OMDE 621.) An examination of the role of distance training in business, nonprofit, and government organizations. A wide variety of issues, problems, and solutions in Web-based training are explored. Topics include the economics of distance training, distance technology in the business organization, synchronous versus asynchronous interactive tools, collaborative and problem-solving tools, authoring tools, insourcing versus outsourcing, and the role of multimedia in distance training. Emphasis is on the concept of the corporate virtual university and its design and operation.
Spring 2015
Costs and Economics of Distance Education & E-learning (OMDE 606)
(Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. A variety of methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. A variety of costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.
3 Credits
Fall 2015 Learner Support in Distance Education and Training (OMDE 608)
An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support including tutoring and teaching; advising and counseling; and library, registrarial, and other administrative services are examined. Discussion addresses management issues, such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).
3 Credits
Fall 2015 Teaching and Learning in K-12 Virtual Schools (EDTC 650)
Prerequisite: EDTC 640 or DETC 620. An introduction to K-12 distance education, including the policies and structures of K-12 virtual schools, teaching and course development strategies appropriate for K-12 online courses, and current issues involved in the K-12 virtual enterprise. Emphasis will be on K-12 schools that offer courses over the Internet; also included will be discussion of principles that apply to other forms of K-12 distance education, such as television and correspondence courses. Topics include different models of current K-12 virtual schools; district, state, and national regulations governing these schools; role of parental involvement and student support systems; social and collaborative aspects of learning at a distance; and training and mentoring of online K-12 teachers. Trends in international K-12 virtual schools will be compared with those in the U.S. The effectiveness of virtual schools and courses at the elementary and secondary school level will be explored.
Spring 2016 Library and Intellectual Property Issues in Distance Education & E-learning (DETT 611)
(Formerly OMDE 611.) An overview of the development and delivery of digital resources for distance education. Discussion covers the intellectual property issues affecting the use of copyrighted works in distance education, developing and delivering library resources online to a faculty and student population, and the future of digital information delivery and the impact of digital rights management (DRM) technologies and social networking.
3 Credits
Spring 2016 Portfolio and Research Project in Distance Education & E-learning (OMDE 670)
(Formerly OMDE 690.) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.
ck here to edit.
(Required within the first 6 credits of graduate study for all new graduate students). An overview of online library and information resources material that is critical for 21st-century managers. An in-depth introduction to the library research process and the tools necessary to succeed in graduate study are provided. Emphasis is on the efficient and effective use of a variety of electronic retrieval systems, including the online catalog of the University System of Maryland and affiliated institutions (USMAI), UMUC's subscription databases, and the Web. Discipline-specific research is conducted in order to gain experience in formulating viable research questions, selecting the most appropriate investigative methods and resources for research, locating relevant research materials, evaluating the scholarly value of sources, and effectively citing sources.
0 Credits
SPRING 2013 Foundations of Distance Education & E-learning (OMDE 601)
A study of the history and evolution of distance education. Social and political/economic factors, theories, learning and teaching models, technology and media innovations, institutions and systems, and major writers that have shaped the development of the field are critically examined. A variety of technologies are used to support the development of foundational skills that are integral to current practice.
3 Credits
Spring 2013 DONE Management and Leadership in Distance Education & E-learning (DEPM 604)
(Formerly OMDE 604.) An introduction to the organization, management, and administration of distance education and e-learning training programs and systems. Topics include management theory and practice, organizational behavior and change, leadership roles and styles, and planning and policy. Discussion covers education and training in academic and corporate settings and the knowledge and skills necessary for a distance education practitioner to function effectively in either type of organizational environment. Assignments include individual and group case-study analyses, brief essays, and literature searches related to distance education and e-learning leadership.
3 Credits
FALL 2013 Technology in Distance Education & E-learning (OMDE 603)
A review of the history and the terminology of technology used in distance education. The basic technology building blocks of hardware, networks, and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and the future directions of technology in distance education.
3 Credits
FALL 2013 Training and Learning with Multimedia (DETC 620)
(Formerly OMDE 620. Developed by Joachim Hasebrook of Germany.) An examination of the use of digital media in a variety of educational settings to identify properties, strengths, and weaknesses of multimedia in different learning contexts. Basic psychological processes of perception, understanding, and learning are introduced. Focus is on multimedia and instructional design for online learning systems, such as Web-based training. Hands-on experiences with several multimedia and online learning and information systems are provided. Topics also include groupware and collaborative learning technologies, intelligent systems, instructional simulations, and virtual reality systems.
3 Credits
Spring 2014 Teaching and Learning in Online Distance Education (OMDE 610)
An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social, and cognitive presence; interaction, collaboration, and participation; community and engagement; and administration and management.
3 Credits
Summer 2014 Instructional Design $ Course Development in DE & E-learning (DETT 607)
(An examination of the instructional design process; its history; and place in today’s course development efforts, and the use of instructional design components in practice. Emphasis is on the nature of learning and the requirements for effective instruction. The theoretical underpinnings of learning are explored and applied to the design of a prototype classroom. Management issues surrounding course and curriculum development efforts are discussed, and a comprehensive curriculum management plan is developed.
3 Credits
Fall 2014 OL Learn & Development in Work Training at a Distance (DETT 621)
(Formerly OMDE 621.) An examination of the role of distance training in business, nonprofit, and government organizations. A wide variety of issues, problems, and solutions in Web-based training are explored. Topics include the economics of distance training, distance technology in the business organization, synchronous versus asynchronous interactive tools, collaborative and problem-solving tools, authoring tools, insourcing versus outsourcing, and the role of multimedia in distance training. Emphasis is on the concept of the corporate virtual university and its design and operation.
Spring 2015
Costs and Economics of Distance Education & E-learning (OMDE 606)
(Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. A variety of methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. A variety of costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.
3 Credits
Fall 2015 Learner Support in Distance Education and Training (OMDE 608)
An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support including tutoring and teaching; advising and counseling; and library, registrarial, and other administrative services are examined. Discussion addresses management issues, such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).
3 Credits
Fall 2015 Teaching and Learning in K-12 Virtual Schools (EDTC 650)
Prerequisite: EDTC 640 or DETC 620. An introduction to K-12 distance education, including the policies and structures of K-12 virtual schools, teaching and course development strategies appropriate for K-12 online courses, and current issues involved in the K-12 virtual enterprise. Emphasis will be on K-12 schools that offer courses over the Internet; also included will be discussion of principles that apply to other forms of K-12 distance education, such as television and correspondence courses. Topics include different models of current K-12 virtual schools; district, state, and national regulations governing these schools; role of parental involvement and student support systems; social and collaborative aspects of learning at a distance; and training and mentoring of online K-12 teachers. Trends in international K-12 virtual schools will be compared with those in the U.S. The effectiveness of virtual schools and courses at the elementary and secondary school level will be explored.
Spring 2016 Library and Intellectual Property Issues in Distance Education & E-learning (DETT 611)
(Formerly OMDE 611.) An overview of the development and delivery of digital resources for distance education. Discussion covers the intellectual property issues affecting the use of copyrighted works in distance education, developing and delivering library resources online to a faculty and student population, and the future of digital information delivery and the impact of digital rights management (DRM) technologies and social networking.
3 Credits
Spring 2016 Portfolio and Research Project in Distance Education & E-learning (OMDE 670)
(Formerly OMDE 690.) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.
ck here to edit.