Mariya Khan

Summer, 2017

This course focused on how to organize and provide leadership in educational technology programs. It is designed to provide a foundation for understanding educational technology management, including short and long range planning, project and resource management, and evaluation.

Spring, 2017

This course represents a "clinical" or "action research" approach to project development in which students identify problems then systemically design, develop, and pilot an intervention. 

Fall, 2016

This course focused on instructional models, strategies and assessment of professional development activities among instructional leaders of educational settings. Professional development is the bridge between where prospective and experienced educators are now and where they will need to be in order to meet new challenges in their profession. System-wide planning including relevant content, strategies, and organizational supports for educational technology were emphasized. 

Summer, 2016

This course explored the concepts of mental models and user-centered designs; visual design including but not limited to color, consistency, and iconic representation; layout, navigation and flow; affordances and constraints; principles of user interface design and universal design; cognitive load; and designing for transfer of learning. Students practiced communicating with stakeholders and target users to make iterative design changes and applied appropriate methods and tools for usability testing, analysis and reporting.

Summer, 2016

This upper level course addressed the theories, principles, instructional strategies and software applications used to create instructionally sound eLearning programs. The course content included instructional design methodologies appropriate to the creation of eLearning programs, as well as the selection and utilization of media elements that support and enhance the learning process. Students developed skills in instructional analysis, instructional design, problem solving, project management, consulting and teamwork while working with a variety of software applications to build a cohesive eLearning program. This applied course required students to develop projects individually and as part of a design team.

Summer, 2016

This internship program allowed interns to work with a faculty member, mentored by a Learning Technologist, to redesign a module in Blackboard VLE for blended or distance learning as required by your assigned faculty member.
 

• This internship offered the following experiences: Practical experience in learning design, work redesigning a real course with a real client, weekly support and supervision from mentor, educating diverse learners on an international level, hands on experience working with Blackboard Minerva and a variety of content creation tools
   

• Throughout the internship experience, interns were expected to: Spend approximately 90 hours on content creation, produce storyboards, undertake usability testing protocol, create a final presentation of completed module

Spring, 2016

This course examined the overarching process of instructional design as it relates to the design, development, and implementation of technology based instruction. Instructional design models were compared and contrasted, and students were challenged to develop their own model that is appropriate for the given workplace. This included discussions on design methodologies, principles, and instructional strategies. 

Fall, 2015

The foundational skills course introduced the processes for the design, development, and distribution of digital media elements. Concepts introduced included technical terminology; file management; computer-based learning, distance learning, and blended learning; the use of collaborative tools for learning; and practical applications in K12 and business. This course provided skills for future digital media development. 

Summer, 2015

Developed skills, insights and understandings which enabled students to become an intelligent and critical consumer of educational inquiry and a productive participant in the inquiry process.   

Spring, 2015

This course cultivated the ability to evaluate and create conceptual visual representations. Students practiced the necessary critical attitude, principles, tools and feedback to develop their own high-quality graphics for learning and performance. Topics also included the impact of visual literacy on the learning process related to instructional design, instructional technology, and information presentation. 

Fall, 2014

The purpose of this course was to provide students with a critical framework to assess the impact of technology on education. Students examined the meaning of technology, discourses that construct technology, and a variety of different social issues related to the use of educational technologies. 

Summer, 2014

This course focused on the diverse nature of learners, the processes of learning and development, the role of the teacher, the design and delivery of instruction and the processes and strategies of teaching. 

Summer, 2014

This course allowed students to study curriculum theories and issues that lead to a comprehensive understanding of the purposes and functions of schools in a democratic society.