Georgia eLearning Design Certificate

The University of Georgia eLearning Design Certificate

Dr. Michael Orey, LDT Program Coordinator for The University of Georgia eLearning Design Certificate, provided the ID Hunter with some useful information to help you understand what UGA has to offer.

The eLearning DesigGeorgia eLearning Design Certificaten Certificate at UGA uses a combination project-based learning and real world problems as part of their 5-course certificate. In fact, you can start a design in the Instructional Design class, implement innovative instructional strategies in the Emerging Perspectives class, and implement the design in the How to Teach Online class.  Project management and Evaluation adds to your repertoire of ideas to implement eLearning.

The purpose of this certificate is to provide eLearning Design professionals with the formal training to successfully engage in the design of eLearning content.  EDIT 6170 is our design course where students can learn how to systematically design and develop content to be delivered via eLearning.  EDIT 6400 provides the theoretical basis for designing specific learning experiences for learners in an eLearning class.  EDIT 7520 helps learners to plan to use a Learning Management System (what UGA calls the eLC) to plan and deliver an eLearning course. EDIT 7550 helps students learn how to manage a design and development team.  Finally, EDIT 8350 engages students in the detailed evaluation of an eLearning course or product.

1. Objectives – Here are the courses for this certificate.  Objectives for each course are listed.

EDIT 6170e Instructional Design (3 Graduate Credits)

  • Identify the essential components of guided learning.
  • Interpret instructional design as an application of the systems concept.
  • Apply an interactive planning process to the design of learning resources.
  • Analyze learning.
  • Synthesize a proposal to develop instruction.
  • Evaluate learning resources and development processes.

EDIT 6400e Emerging Perspectives on Learning, Teaching and Technology  (3 Graduate Credits)

  • Explore the foundations and assumptions of technology-enhanced approaches to learning, teaching, and human performance.
  • Critically examine the literature on emerging applications of technology.
  • Articulate principled technological approaches with the potential to address current educational problems and/or to substantively enhance learning, teaching, and human performance.

EDIT 7520e Distance Learning and Telecommunications  (3 Graduate Credits)

  • Integrate instructional design models within online, eLearning, & distance courses
  • Utilize different tools for the design & delivery of online, eLearning and distance courses
  • Compare and contrast synchronous and asynchronous learning
  • Incorporate different instructional methods (lecture/presentations, group work, interaction with technology, visual aids, case studies, research, projects, simulations) and explain how they should be used within online, eLearning, and distance courses
  • Define the roles of teachers/facilitators and students in online, eLearning and distance courses
  • Engage learners by giving feedback, organizing collaborative learning, and facilitating synchronous virtual discussions, asynchronous forums, and breakout sessions, within an online, eLearning, and distance course
  • Integrate video, blogs, wikis, and other Web 2.0 applications within your courses

EDIT 7550e Management of Instructional Technology Projects  (3 Graduate Credits)

  • Generate and refine a personal definition of project management.
  • Develop and defend a personal philosophy of project management.
  • Compare and contrast various project management “models.”
  • Distinguish between/among various concepts such as:
    • project definition and scope
    • project objectives, deliverables and activities
    • time, cost, communication, risk and team management.
  • Write and revise a project management plan.
  • Manage an instructional design project focused on e-learning or other learning and performance support products.
  • Develop and refine tools and resources for practical use by project managers.
  • Understand more about your personal work habits.
  • Understand more about your personal leadership style.
  • Develop a plan for continuing professional development in project management.

EDIT 8350e Instructional Product Evaluation

  • Generate and refine a definition of evaluation.
  • Develop and defend a philosophy of evaluation.
  • Compare and contrast various evaluation “models.”
  • Distinguish between/among various concepts such as:
    • measurement and evaluation
    • input, context, process and product criteria
    • intrinsic and extrinsic evaluation
    • norm-referenced and criterion-referenced measurement
    • formative and summative evaluation
  • Implement various facets of instructional product evaluation:
    • review
    • needs assessment
    • formative evaluation
    • effectiveness evaluation
    • impact evaluation
    • maintenance evaluation
  • Write an evaluation plan for an instructional product.
  • Evaluate an instructional product in a practical context.
  • Report your evaluation of an instructional product.
  • Conduct meta-evaluations of evaluation reports according to relevant cultural and political value perspectives.
  • Plan for further development of your evaluation KSA’s.

For further information you can visit The University of Georgia eLearning Design Certificate’s website or contact Dr. Orey at (706) 542-4028 or mikeorey AT uga D0T edu