Rafael Belloso Chacin University » Master of Science in Digital Education
Program Description
In this program, you will integrate ideas, practices, and tools from several to explore and actively practice with the design, assessment, application, and use of new media in formal and informal educational settings. You will have opportunities to explore a variety of technologies and new media, and their application to educational issues. You will also have opportunities to explore research behind “new literacies” that describe cognitive processes and social practices at play as people construct, produce, use and understand information that takes the different forms enabled by contemporary new media. Through these explorations, you will gain the knowledge and skills necessary to develop, implement, and assess new media with respect to their impact on learning and teaching. Finally, you will have the opportunity through your coursework to gain practical experience that will allow you to put these ideas, practices, and tools to use in real-world settings and projects. The student will be able to choose one of the following areas of specialization: Virtual Learning, Learning Design and Technology, or Instructional Design and Development.
Program Objectives
Upon the completion of the program, students will be able to:
Express the idea of “new media” and how it can support learning and teaching in a range of formal and informal contexts.
Identify the new literacy and the manner in which new media can impact and evolve the notion of literacy.
Describe learning theories and a literacy theory to develop a conceptual frame to guides the implementation and use of new media to support learning and literacy.
Identify and implement best practices in use of emerging technologies to support the student learning.
Effectively integrate digital technology into curriculum to maximize student learning.
Develop critical perspectives on how new media can be and is currently being employed in different contexts.
Appraise the ethical uses of digital information and technology to teach digital citizenship and global awareness.
Justify the selection of learning activities and assessment options using theories, standards and frameworks for implement appropriate instructional strategies for digital delivery.
Possess the skills to communicate effectively their work in new media and new literacies to learners. 10. State the strategic guidelines aimed to achieve the learning goals.
Degree Awarded
Master of Science in Digital Education.
Graduation Requeriments
The student must have at least 3.0 GPA and approve all the subjects to graduate.
Total Credits
45 CREDIT HOURS
Investment
Application: $100
Career Total Investment: $18.000
Credit Hours cost: $ 400
Courses
Course Design for Digital Environments aims to provide students with the tools to design online learning events and courses. The topics to be developed include the selection and design of media, learning activities and assessment tasks according to the theoretical bases of the selected approach aimed to create course components appropriate to specific institutional and educational context.
Course Design for Digital Environments (CDDE) aims to provide students with the tools to design online learning events and courses. The topics to be developed include the selection and design of media, learning activities and assessment tasks according to the theoretical bases of the selected approach aimed to create course components appropriate to specific institutional and educational context.
This course focuses on the analysis of the sociological and political foundations that derive from the system of government, the behavior of companies and society in general in e-learning learning environments. In this course, the student knows the theories of online learning that have impacted on the way the organization of educational structures respond to changes and face future challenges. Also, the student learns to identify the different needs of training in online learning environments, social and political diversity. This course will also facilitate strategies for students who interact in a learning community, to analyze, discuss and make proposals to respond to the socio-political conditions that affect the “information society” taking into account the legal principles that Intellectual property.
The students of this course will know the theoretical principles of the community education process, learning theories, cultural, geographic, psychological and sociological studies that have impacted the collaborative learning process, based on the use of information and communication technologies, as well as current trends and future challenges. In addition, the student will learn the theoretical principles of ubiquity, collaboration, elaboration, coding and openness, as a basis for understanding current digital practices and those that will be available in the future. In this sense, this course will develop practices that allow the student to explain the process of learning construction and innovation processes with the support of digital media.
This course will consider online learning within the context of the emergence of a specifically, ‘digital culture’. Recent years have seen a growing dependence in the West on the technologies of cyberspace and digital, networked media for
conducting our working and social lives. How does our immersion in this new digital world affect us socially and culturally, and how does it change us as both teachers and learners? The course will draw on theory from media studies,
cultural studies and the study of cyber culture, as well as the educational research influenced by these areas of thought. It will explore the emergence of digital culture, looking at how it interfaces with learning cultures, popular culture, and ideas of virtual community, and considering how the digital domain changes the way we understand community, literacy and what it means to be human. The ethos of the course is that most of its process and content will be open to the wider internet, and that it will require the final assignment to be presented in digital, non-conventional format.
REQUISITE EDE 503
The purpose of this course is to provide students with learning strategies that enable them to understand the process of technological literacy as a criterion of equality for the development of nations. This course also proposes that students learn to find information, evaluate it, use it and redo it with an ethical criterion that allows them to share and generate new knowledge in virtual learning environments.
REQUISITE EDE 504
The students of this course will learn theories that explain the relationship between digital games, didactic game and learning, as well as the application of computer-based games and other devices to facilitate the learning process online. In addition, they will examine theories that explain how to design digital games through the use of narrative and dramatization in simulated educational settings. Also, they will practice with different types of commercial games existing in educational environments to promote experiential learning.
This course will provide students with an approximation to neuroscientific theories that explain how the learning process occurs in individuals, cognitive processes and knowledge construction. In addition, they will be able to design didactic strategies that allow them to create innovative educational practices that enhance the significant learning in the individual taking into consideration the socio-cognitive aspects.
REQUISITE EDE 501
In this course, the student will learn the theoretical principles that base the evaluation process of the learning in virtual environments. In addition, they will learn to establish the differences between evaluation and measurement, the purposes of each one, the methodology of quantitative evaluation, forms of participation, moments of evaluation, techniques and instruments of evaluation and measurement. The student will develop practical skills to design a learning assessment plan considering the methodological aspects of reliability, validity, collection and interpretation of information to make value judgments and make decisions.
REQUISITE EDE 510 – 511
In this course students will learn to develop collaborative learning projects, taking into account the elements that comprise it, such as learning objectives, process-centered learning cognitive strategies, learning activities, evaluation and learning assessment, technological and digital resources. They will also learn to use communication and information technologies to implement collaboratively designed learning projects, search for research findings and estimate their impact on the learning process in virtual environments.
REQUISITE EDE 511
This course facilitates students the study of curriculum theory. Students will know the epistemological, methodological and procedural fundamentals of the curriculum, as well as the different theories and models on which the educational practice has been based, and how to apply them in the articulation of a course to the design of an academic program.
This course focuses on the study of distance learning in educational settings. Distance education will be examined as a method of instruction in terms of delivery, development and implementation, and the role and functions of the different actors involved in this kind of instruction will be analyzed. By the end of the course, students will be able to design a distributed learning system based on emerging technologies that support distance education.
REQUISITE EDE 508
This course facilitates students’ understanding of the processes of production and dissemination of the different means of instruction supported by the use of technology. It examines the interrelationship between traditional resources, such as written materials, and the media, and analyzes how this process favors or affects the learning process. The course also addresses the current trends in the generation of open access educational resources that make use of technology to facilitate access to the educational media to a much wider audience insofar as it goes beyond the frontiers predetermined by geography or financial resources.
REQUISITE EDE 510
This course provides students with the knowledge that enables them to understand how new technology-based educational resources have innovated the processes and didactics of the different educational fields. The course examines how these innovations make possible the existence of new ways of accessing knowledge and how they have transformed the roles of educators and students, as well as the processes of educational management and evaluation of learning.
REQUISITE EDE 509 510- 511
The course Learning Designs is centered in provide students with the knowledge that allow them to suit and apply the best practices of curriculum design to the current educational environments through the use of the techniques more suitable for achieving the learning outcomes. These techniques aim to increase the engagement of the students with the classroom, improve the assessment tools and the collaborative learning by being effectively designed for the different instructional models.
REQUISITE EDE 509 – 510- 511
The purpose of this course is to provide the future educator with the theoretical knowledge and to foster the development of the necessary skills to develop an instructional design that is based on new technologies and uses them to generate student-centered learning activities. In this regard, the course explores the possibilities offered by advanced technologies for the design of activities aimed at students with special needs, such as limited vision, hearing problems, etc. and promote an inclusive classroom.
REQUISITE EDE 604
This course examines the different models of didactic training focused on learning processes with support in information and communication technologies, integrating multimedia applications based on Web 2.0 and social media. Students will also know how the process of social construction of knowledge takes place from the acquired theoretical learning, and will put their knowledge into practice through the implementation of integrated learning projects.
REQUISITE EDE 605
This course provides participants with practical theoretical foundations to identify the components that make up a didactic instructional design focused on learning processes, such as the definition of competencies, learning indicators, activities, technological resources, as well as time management and Definition of responsible. The students of this course will develop the necessary skills to perform the didactic analysis, the implementation and evaluation of the instructional design based on the curricular foundation that supports it.
REQUISITE EDE 509 – 510 – 511
Students in this course will be able to develop practical skills to create instructional models based on learning processes with support in multimedia resources. The course aims to develop students who already master the theoretical aspects of instructional design, the practical skills for them to be able to implement them in multimedia environments, and distribute them in a systematic way, as well as to fully evaluate the learning experiences.
REQUISITE EDE 607
This course will examine the theoretical background and historical evolution of instructional design and technology. Also, the contributions of technological innovation and neuroscience will be studied for the solution of the educational problems detected in the modern history of humanity. The student will be able to identify new learning focuses, analyze the current trends demanded by education at a global level and anticipate the challenges that must be faced in the future.
REQUISITE EDE 608
In this course, the student will be able to examine a problem of learning, challenge or opportunity and provide the answer by carrying out a project that provides the solution to the educational problem detected. The student will use scientific methods to set objectives, review theories supporting instructional design models with support in educational technologies, collect and analyze information, and provide written reflection, in order to contribute to the process of Social construction of scientific and academic knowledge.
