• Demonstrates emerging developments in curriculum definition.
• Defines the foundations of curriculum building.
• Shows the criteria for each element of the curriculum.
• Explains the steps of curriculum planning.
• Differentiates curriculum designs.
• Justifies curriculum development.
• Apply the questions of analysis of the curriculum in its analysis of the curriculum of the course he is studying.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1. Identify the types of curriculum.

A2. Identify participants in curriculum development, and their existing and lost roles.

A3. Know the many concepts related to the curriculum

A4. Know the meaning of each of the foundations of the curriculum (philosophical, cognitive, psychological, social)

A5. Aware of the benefits of curriculum planning                       

A6. Understand the problems of curriculum design         

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Distinguish between traditional and modern trends in curriculum definition.

B2. Learn the basics of curriculum building.

B3. Explore curriculum designs.

B4. Inquire about the steps to develop the curriculum adopted in Jordan.

B5. Looking for obstacles to curriculum development in his country

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1. Demonstrate understanding of curriculum characteristics.

C2. Consider the principles adopted (philosophical, cognitive, psychological, and social) when developing the curriculum.

C3. Analyze curriculum elements (objectives, content, experiences, evaluation, technology).

C4. Develop elements of the curriculum according to modern foundations.

C5. Develop a curriculum planning model

C6. Provide acceptable justification for the development of the currently approved curriculum.

C7. Distinguish between different methods.

C8. Use the methodology development criteria to be implemented.

C9. Develop strategies for analyzing the methodology.

D. Key transferable skills

At the end of the module, learners will be expected to:

D1. Look for strengths and weaknesses in the curriculum methodology

D2. Think critically about curriculum issues and develop them.

D3. Critique and evaluate of the curriculum in light of international and local standards.

D4. Develop the design of a component-based technology curriculum.

D5. Adopt and defends a model of curriculum planning

D6. Have the ability to analyze the foundations based on the curriculum (philosophical, cognitive, psychological, social)

• Providing students with the appropriate knowledge and skills about Instructional Technology.
• Introducing students to main aspects of instructional design and the role of latest trends and tools of educational/instructional technology in instruction, learning and assessment.
• Developing students' skills to analyse, design, and evaluate instructional models.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1:  Demonstrate understanding of concepts of instructional design and ıts appllıcatıons.

A2: Be aware of needs and importance to adopt adequate strategies and tactics for each given instructional design.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Acquire plannıng skılls how to investigate students’ characteristics and needs.

B2: Be able to choose appropriate strategies, methods, materials& media for a given instructional model.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Follow a given model for designing a distance learnıng package. 

C2: Employ effective instructional materials for face to face and distance learning.

D. Key transferable skills

At the end of the module, learners will be expected to:

D1: Think critically about issues related to instructional design at the local level.

D2: Evaluate instructional models designed by his mates.

• Equipping students with a theoretical framework in Educational Psychology that they can employ in future professional settings and educational technology designs.
• Develop students' basic understanding of Educational Psychology principles that can be used to create more optimal learning environments and interactions in their future professional settings.
• Foster students' ability to rely on empirically backed Educational Psychology solutions to educational technology problems or innovations.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Specify common factors that play a role in successful teaching and student learning.

A2: Demonstrate an understanding of the cognitive processes essential to student learning.

A3: Understand methods and strategies appropriate for working with students' individual differences.

A4: Demonstrate an understanding of the different schools of thought in Educational Psychology (i.e., behaviourist, cognitive, social, humanistic, and ecological).

A5: Demonstrate an understanding of child development themes (i.e., cognitive, social, and moral).

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Critically evaluate and analyse research articles in the field of educational psychology.

B2: Develop solid and evidence-backed arguments for employing methods and strategies for pedagogical issues.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Effectively employ educational psychology theories in pedagogical settings.    

C2: Present a persuasive presentation to a critical audience.

C3: Employ empirical data to drive decision making in pedagogical situations.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Employ research readings to develop persuasive arguments. 

D2: Present a persuasive presentation to a critical audience.

1. Provide students with appropriate knowledge and training about technology and different communication strategies and models to optimize learning experience.
2. Link between related theories and practice.
3. Develop students' skills in planning for using technology, to enhance different communication styles, for better performance in education.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Idfentify Interaction patterns in the educational communication environment.

A2: Understand the Changing Face of Education; Communication practices in online learning environments using social media and digital tools Vs. Traditional learning environments.

A3: Demonstrate the role of the educational institution in activating educational communication.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Critically explore advanced communication strategies

B2: Evaluate critically arguments and assumptions related to good communication between instructors & learners

B3: Critically explore connections exist between educational communication and epistemological theories

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Effectively employ available facilities for better communication in educational settings.

C2: Use information technology to evaluate plans towards better performance in education.

C3:Develop technological plans/models for better communication opportunities in educational institutions

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Develop strategies for effective communications and conflict resolution.

D2: Successfully communicate with others in different educational situations.

D3: Think critically on how to judge the appropriateness of communication practices in educational institutions.

• Provide students with emerging topics in instructional technology;
• Develop students' research methodology skills.
• The module also aims to teach students about
• Demonstrate understanding of open and distance learning pedagogies and processes.
• Incorporate pedagogies of Open and Distance learning.
• Apply effective technologies for Open and Distance learning.
• Critically explore learning design in Open and Virtual Universities.
• Evaluate various delivery techniques in Open and Distance learning.
• Utilize instructional technology to promote independent learning.
• Identify the roles of teacher and learner in open and Distance learning environments.
• Learn about Arab and international experiences in open and Distance learning.
• Explore trends and issues in open and Distance learning.
• Examine the consequences of employing ICT on the various sectors of society, in general, and the open and Distance learning sector in particular.
• Engage critically with a range of literary texts and complex critical, theoretical material.
• Contribute in an informed way, to current debates about trends and issues in open and Distance learning.
• Construct and present sophisticated, coherent and persuasive written and oral arguments;
• Plan and write a TMAs, presented with In light of scientific writing standards and sound methodology;
• Communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
• Using feedback from the tutor and peer feedback from students and other resources effectively to improve students' performance.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1. Know a range of researches about Open and Distance learning.

A2. Understand current issues and debates in Open and Distance learning subject area.

A3.  Plan a proposal to create Open or Distance institutions.

A4. Demonstrate actions to tutor and peers' feedback to improve work.

A5. Use other resources, such as LRC and OERs.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Evaluate critically current research in one or more areas of Open and Distance learning studies;

B2. Evaluate and critique some Arab and international experiences and practices in Open and Distance learning.

B3. Employ Open, Distance and Blended Learning concepts and theories appropriately;

B4. Evaluate opportunities and challenges of OERs and MOOCs.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1. Make use of LRC, their archives and their content.

C2. Use specialist online databases and other online facilities for postgraduate study;

C3. Form arguments and express them in substantial pieces of writing using proper academic conventions;

C4. Plan a proposal project according to specific guidelines;

C5. Work independently on the TMAs.

D Key transferable skills

At the end of the module, learners will be expected to:

D1. Communicate effectively with colleagues in working groups.

D2. Utilize media and recourses creatively.

D3. Employ effective presentation skills in front of colleagues

D4. Collaborate effectively with mates in open education resources.

D5. Develop information search skills through global databases

​This course deals with the nature of research and various educational research methodologies, defining research problem, reviewing the literature, research questions, characteristics of good research questions, variables and hypotheses, sampling, instrumentation, validity and reliability, and internal validity. This course also focuses on both quantitative research methodologies, and writing research proposals and reports.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1. Understand the basic concepts in research in general and the fundamentals of scientific research in education.

A2. Specify of the specifications and steps of conducting scientific research in education.

A3. Know the types of scientific research used in the field of education and the characteristics of each.

A4. Understand the relationship between different research types and their statistical designs.     

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Differentiate between the different types of scientific research used in the field of education.

B2. Analyze educational literature related to specialization and devising research problems.

B3. Analyze scientific studies and judgment on their conformity with the requirements of scientific research

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1. Identify a research problem within the educational framework and in the field of specialization of students studying.

C2.  Review previous literature relevant to the research problem.

C3. Evaluate scientific research and governance to the extent of conformity to the method of good scientific research.

C4. Prepare a scientific study in one of the educational subjects related to the specialization of the students according to the correct scientific specifications.

D Key transferable skills

At the end of the module, learners will be expected to:

D1.Write a scientific research paper that could be published.

• Critically evaluate current practice, problems and research in Instructional technology
• Apply effective ICT strategies to foster curiosity and creativity
• Develop strategies for effective communications and conflict resolution
• Explore Integrating Educational Technology into the Curriculum
• Plan and implement Communications, Networks, the Internet, and the World Wide Web for use in teaching
• Explore the Changing Face of Education – Teaching Online
• Evaluation Educational Technology and Integration Strategies.
• Critically explore ethics, trends and issues in the application of technology to education

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1:  Understand ICT-related concepts, whether on equipment or software.

A2: Demonstrate the importance of using ICTs in the education process.

A3: Select and evaluate some appropriate application software.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Gain the ability to compare and distinguish between two or more programs in terms of preference for use among a group of learners.

B2: Demonstrate the skill of designing learning materials through the use of ICTs.

B3: Attain illustrative skills to highlight their actions in selecting educational software or to justify a program.

B4: Acquire the skill of selecting and using the appropriate software for different educational situations.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Apply the skills of embedding technology in the educational situations it performs.

C2: Plan and develop educational positions to make them sources of learning and in collaboration with students.

C3: Plan and develop the skill of cooperation in carrying out some projects.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Issue a judgment on the validity of educational software for students.

D2: Use appropriate technology to develop appropriate strategies to solve life problems.

D3: Design and production of educational materials using ICT that suits students at all levels of study and for any subject.

D4: Specify the skill of communication with others through appropriate educational software.

In this course, the integration of theory and practice will be accomplished through learning by design. Students will be able to:

• Critically explore and evaluate different models of instructional design
• Integrate software into curriculum to create an interactive learning environment
• Develop educational multimedia product for specific subject area
• Design educational multimedia software

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: State the theoratical princeples related to instructional design and educational software prodcution.

A2: Recognize some modules of instructional design and educational software prodcution.

A3: Recognize the phases of developing an educational software.

A4: Recognize the team of production and their tasks

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: utilze the instructional design modules to develop educational sofware.

B2: choose appropriate application to produce educational sofware.

B3: reflect critically on the application of instructional technologies to meet the learning needs of students in schools.

B4: evaluate an educational software

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: write a full scenario using storyboards template.

C2: produce the multimedia objects which contains the educational software.

C3: produce an interactive educational software that  support learning in schools.

C4: produce an e-quiz using appropriate application.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: apply problem-solving skills to overcome obstacles while the process of design and produce of an educational sofware.

D2: apply critical thinking skills to evaluate the quality of the educational software.

In this course, the integration of theory and practice will be accomplished through taking chance to apply a variety of interactive multimedia. Students will be able to:

• Critically explore and evaluate different applications of interactive multimedia.
• Integrate interactive multimedia  into curriculum to create an interactive learning environment.
• Develop a teaching plan based on interactive multimedia for specific subject area.
• Explore related research in design and development techniques critically
• Employ appropriate technology to support learning effectively
• Apply various multimedia software for curriculum development and instructional design
• Evaluate critically multimedia systems

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1  Understand professional ethics related to multimedia applications.

 A2. recocgnize models of instructional design as DID model.

A3 Explore innovative multimedia technologies and their application in education.

A4 Explore multimedia technologies for blended and distance learning.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1 Employ appropriate multimedia applications  to support learning effectively

B2 Evaluate critically multimedia systems

B3: recocgnize modes of control related to interactive multimedia

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: employ appropriate interactive multimedia applications  to support student learning effectively,

C2: design and  create an interactive learning multimedia object.

C3: Apply various multimedia applications for designing instruction.

C4: Employ appropriate interactive multimedia in real classroom envirnment.

C5:  design a practical plan to help an educational institute to integrate interactive multimedia.

D Key transferable skills

At the end of the module, learners will be expected to:

D1:  apply critical thinking skills to solve practical problems related to the use of multimedia.

D2: transfer  experice in applying interactive multimedia to others.

D3: develop communication and effictive presentation skills.

D4: promote to work collaboratively through students focus groups.

1. Provide students with appropriate knowledge and training about different internet applications in education and their pedagogical use for optimizing learning.
2. Link between related theories and practice
3. Develop students' skills in developing educational web based applications to deliver teaching.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Understand e-learning as an emerging force in education.

A2: Recognize the evolution of the web.

 A3: Understand the pedagogical value of the web.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Critically explore connections exist between web technologies and epistemological theories

B2: Critically explore pedagogical designs for optimizing e-learning

 B3: Reflect critically on the classification of internet applications from an educational perspective

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Use Web applications to develop educational web content

C2: Employ appropriate web based technology to deliver teaching

C3: Plan and design instructional situations based on web technologies

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Collaboratively communicate thoughts using web based tools.

D2: Pedagogically evaluate the appropriateness of web based educational materials.

D3: Think critically on how to develop strategies for effective use of web based applications to optimize learning experience

The general aims of the module are to:

• Provide students with emerging topics in instructional technology;
• Develop students' research methodology skills.

The module also aims to teach students about

• Explore trends and issues in instructional technology.
• Examine the consequences of employing ICT on the various sectors of society, in general, and the educational sector in particular.
• Reflect critically on the application of instructional technologies to meet the learning needs of individuals and groups.
• Equip students with the skills and objective analysis in their intellectual dealings with the topics of their choice.
• Engage critically with a range of literary texts and complex critical, theoretical material;
• Contribute in an informed way, to current debates about trends and issues in instructional technology;
• Construct and present sophisticated, coherent and persuasive written and oral arguments;
• Plan and write a TMAs, presented with In light of scientific writing standards and sound methodology;
• Communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
• Using feedback from the tutor and peer feedback from students and other resources effectively to improve students' performance.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1. Know a range of research tools and methods appropriate to postgraduate study in the Education;

A2. Understand current issues and debates in one or more Instructional technology subject area.

A3. Design a research project with some support from the course materials and tutor;

A4. Use feedback from the tutor and peer feedback from students effectively to improve your work;

A6. Use other resources, such as LRC and OER, to improve outcomes.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Critique current research in one or more areas of Instructional Technology studies;

B2. Evaluate some of the methods used in Instructional Technology studies' research;

B3. Use concepts and theories appropriately

At the end of the module, learners will be expected to:

C1. Utilize research libraries, their archives and their contents efficiently;

C2. Use specialist online databases and other online facilities for postgraduate study;

C3. Form arguments and express them in substantial pieces of writing using proper academic conventions;

C4. Plan a research project according to specific guidelines;

C5. Work independently on a research project.

D Key transferable skills

At the end of the module, learners will be expected to:

D1. Communicate effectively with colleagues in working groups

D2. Utilize of digital media

D3. Gain effective presentation skills in front of colleagues

D4. Deal effectively with open education resources

D5. Develop information search skills through global

The general aims of the module are to:

• Provide students with appropriate skills in Instructional Technology for Students with Special Needs
• Develop students' interest and study ICT and Special Education skills.
• Develop students' skills to select and use appropriate ICT tools for special needs students.

The module also aims to teach students about

• Concepts of special needs: Disability- Impairment-Handicap-Gifted and Talented
• Educational needs for special needs
• Enhancing learning environment for student with special needs
• Technology in special needs education
• Assistive technology for students with learning disability
• Technology tools to support the measurement and evaluation in special needs
• Using ICT resources for postgraduate research.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1 :  Acquire special education related concepts.

A2 : Demonstrate the importance of using ICTs with special needs students

A3 : Have skills to evaluate and select some Assistive technology for their special needs students

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Compare and distinguish between assistive technologies tools in terms of preference for use with students with special needs.

B2: Acquire the skill of designing and producing learning materials through the use of assistive technology tools to use with students with special needs.

B3: Use  instructional design models to develop individual plans for students with special needs

B4: Acquire the skill of selecting and using the appropriate ICT applications for different educational situations for students with special needs.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Acquire Students the skills of embedding assistive technology in the educational situations it performs with special needs students.

C2: Develop educational positions to make them sources of learning for students with special needs.

 C3: Develop the skills of using and Integrating assistive technology in carrying out some projects to help students with special needs.

D Key transferable skills

At the end of the module, learners will be expected to:

D1: Form sound concepts of special needs: Disability- Impairment-Handicap-Gifted and Talented

D2: integrate and use appropriate assistive technology to develop appropriate individual plans to solve educational problems for students with special needs.

D3: Design and production of educational materials using ICT that suits students at all levels of study and for any subject.

D4: Acquire the skill of communication with others through appropriate educational software.

D5: Enhance learning environment for student with special needs

D6: Use assistive technology tools to support the measurement and evaluation process in special needs

D7: Use ICT resources for postgraduate research.

The general aims of the module are to:

This course aims to provide students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Specifically, this course aims to:

• Provide students with basic concepts related to the statistical package SPSS.
• Introducing the students to different statistical procedures suitable for each type of data.
• Enabling students mental and mathematical processing of data analysis results using the SPSS package
• Enable students problem-solving skills to address new problems and situations that arise when dealing with SPSS
• Identification of basic concepts related to the statistical package in the social sciences SPSS.
• Differentiate statistical procedures appropriate for each type of data.
• Reading the results of using the SPSS package in data analysis.
• Writing the reports of the results according to the SPSS package

The module also aims to teach students about

- Introduction

- Introduction to SPSS

- Data analysis with SPSS: general aspects, workflow, critical issues

- SPSS: general description, functions, menus, commands

- SPSS file management

- Input and data cleaning

 - Defining variables

- Manual input of data

- Automated input of data and file import

- Data Transformation

- Syntax files and scripts

- Output management Exercise

Modifying Data Values

- Creating a Categorical Variable from a Scale Variable

- Computing New Variables

• Using Functions in Expressions
• Using Conditional Expressions 

- Working with Dates and Times

- Calculating the Length of Time between Two Dates

Sorting and Selecting Data

- Sorting Data  

- Split-File Processing  

• Sorting Cases for Split-File Processing       
• Turning Split-File Processing On and Off       

- Selecting Subsets of Cases  

• Selecting Cases Based on Conditional Expressions 
•  Selecting a Random Sample  
•  Selecting a Time Range or Case Range    
•  Treatment of Unselected Cases      

- Case Selection Status    

- Descriptive analysis of data

 - Frequencies

- Descriptives

- Explore

- Crosstabs

- Charts

- Statistical tests

- Means

- T-test

- One-way ANOVA

- Non parametric tests

- Normality tests

- Correlation and regression

- Linear correlation and regression

- Multiple regression (linear)

- Multivariate analysis

- Factor analysis

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1 Know statistics concepts, descriptive, inferential and advance level.

A2 : Demonstrate the importance of using SPSS Package in the statistical analysis. .

A3 : Understand appropriate statistical procedures for analysing research data.

A4 : Explain the nature and structure of quantitative data including concepts such as variables, levels of measurement, and unit of analysis 

A5: Understand basic concepts of probability, data distributions, sampling, inferences, and statistical significance.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1: Gain the ability to Manipulate data. 

B2: Demonstrate and commitment to the ethics of data analysis using the SPSS program and display it objectively and accurately.

B3: Acquire the skill of selecting and using the appropriate statistic for different educational researches.

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Conduct significance tests, including, but not limited to:
     a.   Descriptive statistics
     b.   Frequencies
     c.   T-test
     d.   ANOVA
     e.   Chi-Square
     f.   Correlation
     g.   Regression and more. 

C2: Discuss statistical findings accurately and meaningfully

C3: Develop the statistical analysis skill in analyzing educational research projects.

D Key transferable skills

At the end of the module, learners will be expected to:

D1 : Use problem-solving skills to address new problems and situations that arise when dealing with SPSS

D2 : Employ the SPSS program in analyzing different data types.

D3 : Differentiate statistical procedures appropriate for each type of data.

D4  : Read the results of using the SPSS package in data analysis

The general aims of the module are to:

• The overall aim of the course is to give students the comprehensive knowledge and skills of project planning and management in instructional technology operations.
• After passing the course successfully, the students shall be able to participate in instructional technology projects in their institution.

The module also aims to teach students about

• Use project planning and management concepts to solve a variety of instructional problems
• Identify the system view of project planning and management, and how it applies to instructional technology projects
• Name activities and people issues that are involved in controlling and managing changes to projects
• Calculate project time and cost estimates using a variety of quantitative as well as financial measures
• Define and assess quality using a diversity of tools and techniques
• Apply and select projects using a collection of risk analysis techniques as well as qualitative methods
• Examine and document local as well as global contemporary issues affecting the project management of competitive enterprises
• Engage critically with a range of literary texts and complex critical, theoretical material;
• Contribute in an informed way, to current debates about trends and issues in instructional technology;
• Construct and present sophisticated, coherent and persuasive written and oral arguments;
• Plan and write a TMAs, presented with In light of scientific writing standards and sound methodology;
• Communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
• Using feedback from the tutor and peer feedback from students and other resources effectively to improve students' performance.

A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1. Know a range of project tools and methods appropriate to instructional technology

A2. Understand current issues and debates in more Instructional technology projects area.

A3.  Plan a project proposal at instructional technology;

A4. design a project at instructional technology with some support from the course materials and a tutor;

A5. Manage a project at instructional technology in real environment

A6. use feedback from the tutor and peer feedback from students effectively to improve your work;

A7. Use other resources, such as LRC and OER, to improve outcomes.

B. Cognitive skills

At the end of the module, learners will be expected to:

B1. Evaluate critically current issues in one or more areas of Instructional Technology projects;

B2. Evaluate and critique some of the methods used in Instructional Technology projects

B3. Use concepts and theories appropriately

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1. Use research libraries, their archives and their contents efficiently;

C2. Use specialist online databases and other online facilities for postgraduate study;

C3. Form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;

C4. Plan and manage a project according to specific guidelines;

C5. Work independently and in group on a project.

D Key transferable skills

At the end of the module, learners will be expected to:

D1. Communicate effectively with colleagues in working groups

D2. Utilize digital media

D3. Gain effective presentation skills in front of colleagues

D4. Deal effectively with open education resources

D5. Develop information search skills through global databases

When students have completed the programme (i.e. finishing 36 credit hours ), they will have knowledge and understanding of:
A1    professional ethics of the application of technology
A2    concepts of instructional design
A3    innovative multimedia technologies and their application to education
A4    pedagogies of blended and distance learning
A5    technologies and processes for blended and distance learning
A6    advanced research methodologies

When students have completed the programme they will be able to:
B1    synthesise pedagogical and technological models of education for effective teaching and learning
B2    explore critically theories of effective teaching and learning
B3    evaluate critically technological models and instruments for learning
B4    evaluate research methodologies in education in general and instructional design in particular
B5    reflect critically on the application of instructional technologies to meet the learning needs of individuals and groups

When students have completed the programme they will be able to:
C1    employ appropriate technology to support student learning effectively
C2    create an interactive learning environment
C3    facilitate the integration of technology across the curriculum and the institution
C4    draw upon educational research to inform practice
C5    employ instructional technology to promote independent learning

When students have completed the programme they will be able to:
D1    apply advanced problem-solving and decision making models
D2    develop strategies for effective communications and conflict resolution
D3    apply effective ICT strategies
D4    work independently and apply effective time management skills
D5    work collaboratively to lead change think critically

​Upon successful completion of 30 credit hours, the student will write a dissertation in which s/he:
•    Identifies and explores dimensions of an aspect of instructional technology in a professional context.
•    Demonstrates a critical understanding and knowledge of the literature relevant to her/his research topic.
•    Provides evidence of analytical and critical thought
•    Shows evidence of appropriate knowledge and understanding of secondary and other available resources relevant to their chosen topic
•    Implements strategies for the use of appropriate resources.
•    Examines and evaluates conceptual and theoretical perspectives relevant to hi/her research topic.
•    Studies, analyses, and synthesises the relevance of indicated perspectives to the development of policy and practice in his/her field of specialisation.
•    Organises a piece of research/report in a scientific way which enables others to make use of his/her effort and/or build on his/her findings.
•    Manages time effectively