ED 221 Psychology of Learning and Instruction
(3) Credit Hours
This course introduces students to the importance of psychology of learning and teaching. The course also helps emphasize the importance of understanding the nature of learning and teaching. This includes learning relevant educational procedures and strategies in the light of behavioral, cognitive, social, and other theories related to the educational process. Hence, this course is designed to familiarize the student with the basic concepts related to theories of learning and teaching, including relevant definitions and principles that govern the processes of learning and education. Finally, the course reviews modern perspectives in educational psychology to ensure that students are aware and capable of understanding the nature of educational activities and evaluating their results.
Course Code |
ED 221 |
Course Title |
Psychology of Learning and Instruction |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course introduces students to the importance of psychology of learning and teaching. The course also helps emphasize the importance of understanding the nature of learning and teaching. This includes learning relevant educational procedures and strategies in the light of behavioral, cognitive, social, and other theories related to the educational process. Hence, this course is designed to familiarize the student with the basic concepts related to theories of learning and teaching, including relevant definitions and principles that govern the processes of learning and education. Finally, the course reviews modern perspectives in educational psychology to ensure that students are aware and capable of understanding the nature of educational activities and evaluating their results. |
Course Objectives |
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Course Outcomes |
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ED 222 Educational Psychology
(3) Credit Hours
This course introduces students to the importance of psychology of learning and teaching. The course also helps emphasize the importance of understanding the nature of learning and teaching. This includes learning relevant educational procedures and strategies in the light of behavioral, cognitive, social, and other theories related to the educational process. Hence, this course is designed to familiarize the student with the basic concepts related to theories of learning and teaching, including relevant definitions and principles that govern the processes of learning and education. Finally, the course reviews modern perspectives in educational psychology to ensure that students are aware and capable of understanding the nature of educational activities and evaluating their results.
Course Code |
ED 222 |
Course Title |
Educational Psychology |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course introduces students to the importance of psychology of learning and teaching. The course also helps emphasize the importance of understanding the nature of learning and teaching. This includes learning relevant educational procedures and strategies in the light of behavioral, cognitive, social, and other theories related to the educational process. Hence, this course is designed to familiarize the student with the basic concepts related to theories of learning and teaching, including relevant definitions and principles that govern the processes of learning and education. Finally, the course reviews modern perspectives in educational psychology to ensure that students are aware and capable of understanding the nature of educational activities and evaluating their results. |
Course Objectives |
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Course Outcomes |
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ED 241 Curricula & General Instructional Methods
(3) Credit Hours
This course aims to enable the learners of understanding the concept of curriculum and its elements and concepts of learning and teaching process and the factors affecting them, and to use the modern teaching techniques in the learner’s job including the development of learners understanding skills, attitudes and values: Also this course deals with philosophical, psychological and social foundations. It also addresses the learning and teaching process and the role of both teacher and learner, and the education skills and modern strategies in the fields of teaching planning, and the class room questions and, investment of teaching and learning recourses, grouped and individual education, and to teach thinking and to teach concepts, skills, attitudes, and values. It also deals with education evaluation.
Course Code |
ED 241 |
Course Title |
Curricula & General Instructional Methods |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course aims to enable the learners of understanding the concept of curriculum and its elements and concepts of learning and teaching process and the factors affecting them, and to use the modern teaching techniques in the learner’s job including the development of learners understanding skills, attitudes and values: Also this course deals with philosophical, psychological and social foundations. It also addresses the learning and teaching process and the role of both teacher and learner, and the education skills and modern strategies in the fields of teaching planning, and the class room questions and, investment of teaching and learning recourses, grouped and individual education, and to teach thinking and to teach concepts, skills, attitudes, and values. It also deals with education evaluation. |
Course Objectives |
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Course Outcomes |
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ED 423 Measurement, Evaluation and Construction of tests
(3) Credit Hours
This course deals with the historical development of measurement and evaluation, concepts and general principles for measurement and evaluation and statistical concepts and applications in metrology. Also addresses the terms and conditions of a good test (test the reliability and validity) and analysis of the paragraphs of the test. Also this course deals with the types of achievement tests and construction, design and ways to evaluate such tests.
Course Code |
ED 423 |
Course Title |
Measurement, Evaluation and Construction of tests |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course deals with the historical development of measurement and evaluation, concepts and general principles for measurement and evaluation and statistical concepts and applications in metrology. Also addresses the terms and conditions of a good test (test the reliability and validity) and analysis of the paragraphs of the test. Also this course deals with the types of achievement tests and construction, design and ways to evaluate such tests. |
Course Objectives |
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Course Outcomes |
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ED 601 Curriculum Analysis and Development
(3) Credit Hours
• This module provides students with the foundations, elements, planning and design of curriculum. Also, it allows students to analyse, develop and evaluate curriculum. In each part of the module, it is highlighting the role of technology in enhancing curriculum.
• The module helps students understand how to build public curricula, including the technology component of education, and helps them understand how to analyze the curriculum, including websites, software, and technology tools, and this links them with other courses.
• In general, the module has great impact in raising students’ skills in instructional design and is complementary with one of the basics modules in the program which is ED618 (Instructional Design) module.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 601 |
Course Title |
Curriculum Analysis and Development |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the foundations, elements, planning and design of curriculum. Also, it allows students to analyse, develop and evaluate curriculum. In each part of the module, it is highlighting the role of technology in enhancing curriculum.
• The module helps students understand how to build public curricula, including the technology component of education, and helps them understand how to analyze the curriculum, including websites, software, and technology tools, and this links them with other courses.
• In general, the module has great impact in raising students’ skills in instructional design and is complementary with one of the basics modules in the program which is ED618 (Instructional Design) module.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
- 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.
|
Course Outcomes |
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) |
ED 613 Educational Leadership
(3) Credit Hours
This course deals with the theoretical background of educational leadership within a systematic framework with its multifaceted dimension. It discusses the various societal and institutional applications and dimensions which are the basis for the study of educational leadership and its components.
Course Code |
ED 613 |
Course Title |
Educational Leadership |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course deals with the theoretical background of educational leadership within a systematic framework with its multifaceted dimension. It discusses the various societal and institutional applications and dimensions which are the basis for the study of educational leadership and its components. |
Course Objectives |
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Course Outcomes |
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ED 614 Educational Supervision
(3) Credit Hours
This course deals with the multi facts of educational supervision in its modern concept through theoretical frames and varied applications. It also deals with the most important obstacles that hinder the realisation of the objectives of educational supervision in the Arab Region. It presents and studies effective strategies which help improve work in the educational environment in the region.
Course Code |
ED 614 |
Course Title |
Educational Supervision |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course deals with the multi facts of educational supervision in its modern concept through theoretical frames and varied applications. It also deals with the most important obstacles that hinder the realisation of the objectives of educational supervision in the Arab Region. It presents and studies effective strategies which help improve work in the educational environment in the region. |
Course Objectives |
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Course Outcomes |
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ED 617 Educational Planning
(3) Credit Hours
This course deals with the study of educational planning, its objectives, importance, and basic constituents. This course also deals with the types of educational plans and major approaches to educational planning. It discusses the stages of general development plans for selected countries. It participates in developing the planning abilities of students in the areas of curriculum, in-service training and school buildings. It also studies the most important obstacles that face educational planning in the Arab countries.
Course Code |
ED 617 |
Course Title |
Educational Planning |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course deals with the study of educational planning, its objectives, importance, and basic constituents. This course also deals with the types of educational plans and major approaches to educational planning. It discusses the stages of general development plans for selected countries. It participates in developing the planning abilities of students in the areas of curriculum, in-service training and school buildings. It also studies the most important obstacles that face educational planning in the Arab countries. |
Course Objectives |
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Course Outcomes |
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ED 618 Instructional Design
(3) Credit Hours
• This module provides students with main theories, concepts, and basic steps of Instructional Design. Also it allows students to understand Systematic approach in education and explore different design models in relation to various educational environments especially in distance and blended learning environment. Students will acquire the skills of analysing, designing, and evaluating instructional models.
• In general, the module has great impact in raising students’ skills in instructional design and is complementary with ED601 (Curriculum Analysis and Development) module. Also it is considered to be a basic foundation that relates to all modules that deals with technology and its design.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 618 |
Course Title |
Instructional Design |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with main theories, concepts, and basic steps of Instructional Design. Also it allows students to understand Systematic approach in education and explore different design models in relation to various educational environments especially in distance and blended learning environment. Students will acquire the skills of analysing, designing, and evaluating instructional models.
• In general, the module has great impact in raising students’ skills in instructional design and is complementary with ED601 (Curriculum Analysis and Development) module. Also it is considered to be a basic foundation that relates to all modules that deals with technology and its design.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
|
Course Objectives |
- 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.
|
Course Outcomes |
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.
D3: Choose appropriate instructional models for
given learning environments. |
ED 620 Leadership and Group Dynamics
(3) Credit Hours
This course discusses and evaluates theories of leadership and dynamics of human groups. It deals with issues such as group integration and motivation, individual and group behaviour, situation in the educational institutions (schools) and factors affecting individual and group behaviour inside those institution. The course exposes students to future trends in leadership and application in education.
It also explores the various stages of group development (working stages and the ending stages) as well as ethical and multicultural reality/ issues.
Course Code |
ED 620 |
Course Title |
Leadership and Group Dynamics |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course discusses and evaluates theories of leadership and dynamics of human groups. It deals with issues such as group integration and motivation, individual and group behaviour, situation in the educational institutions (schools) and factors affecting individual and group behaviour inside those institution. The course exposes students to future trends in leadership and application in education.
It also explores the various stages of group development (working stages and the ending stages) as well as ethical and multicultural reality/ issues. |
Course Objectives |
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Course Outcomes |
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ED 621 Educational Policies in the Arab Region
(3) Credit Hours
This course studies educational policies in selected Arab States. It explores and analyses the philosophy behind those policies, as well as historical developments, social factor, political factors and economic factors causing those developments. Students are allowed access to the “Strategy for the Development of Arab Education” approved by the Arab League for Education, Science and Culture (ALESCO) in 1979. The outcomes of the Strategy, which was published by ALESCO in 1995, is also studied in the course.
Course Code |
ED 621 |
Course Title |
Educational Policies in the Arab Region |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course studies educational policies in selected Arab States. It explores and analyses the philosophy behind those policies, as well as historical developments, social factor, political factors and economic factors causing those developments. Students are allowed access to the “Strategy for the Development of Arab Education” approved by the Arab League for Education, Science and Culture (ALESCO) in 1979. The outcomes of the Strategy, which was published by ALESCO in 1995, is also studied in the course. |
Course Objectives |
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Course Outcomes |
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ED 622 Contemporary Issues in Educational Leadership
(3) Credit Hours
This Course is designed for students to develop their skills to support reflective practice and critical analysis of related issues such as: accountability & equality in education, parent- teacher relationships & the possibility of parent's contribution in solving student problems (dress codes, drugs, school violence), school reform, multiculturalism, and total quality management. The course also helps students create a professional knowledge through studying such issues.
Course Code |
ED 622 |
Course Title |
Contemporary Issues in Educational Leadership |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This Course is designed for students to develop their skills to support reflective practice and critical analysis of related issues such as: accountability & equality in education, parent- teacher relationships & the possibility of parent's contribution in solving student problems (dress codes, drugs, school violence), school reform, multiculturalism, and total quality management. The course also helps students create a professional knowledge through studying such issues. |
Course Objectives |
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Course Outcomes |
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ED 623 Educational Psychology
(3) Credit Hours
• This module provides students with the theoretical background in Educational Psychology including different theories and pedagogical applications. Also it provides them with basic understanding of Educational Psychology principles and raises their skills in relying on empirical data in the field when seeking to create new educational technology software.
• In general, the module serves as a framework for all other modules in the program. Specifically, students are encouraged to employ the theories and issues discussed in this module when creating educational technology materials.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 623 |
Course Title |
Educational Psychology |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the theoretical background in Educational Psychology including different theories and pedagogical applications. Also it provides them with basic understanding of Educational Psychology principles and raises their skills in relying on empirical data in the field when seeking to create new educational technology software.
• In general, the module serves as a framework for all other modules in the program. Specifically, students are encouraged to employ the theories and issues discussed in this module when creating educational technology materials.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
- 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.
|
Course Outcomes |
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. |
ED 624 Institutional Educational Development
(3) Credit Hours
This course explains & elaborates the concept of organizational development and enables students to translate it into approaches for leading changes in the educational institutions. The course also explains & analyses contemporary issues involved in the process of change such as information overload, population increase, leisure time, improvement in communication means, multiculturalism and swift change.
Course Code |
ED 624 |
Course Title |
Institutional Educational Development |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course explains & elaborates the concept of organizational development and enables students to translate it into approaches for leading changes in the educational institutions. The course also explains & analyses contemporary issues involved in the process of change such as information overload, population increase, leisure time, improvement in communication means, multiculturalism and swift change. |
Course Objectives |
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Course Outcomes |
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ED 626 Economics of Education
(3) Credit Hours
The central aim of this course is to enable students to view the process of education through an economic perspective. Several tools of economic analysis are used to address and clarify the links between education as input-operation-output, and economic growth, consumption and investment.
The course possibly enables students to examine selected issues related to the economics of education (employment, unemployment, equity,….) to make them more knowledgeable about such issues and learn how to apply the tools of economic analysis to such issues.
Course Code |
ED 626 |
Course Title |
Economics of Education |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
The central aim of this course is to enable students to view the process of education through an economic perspective. Several tools of economic analysis are used to address and clarify the links between education as input-operation-output, and economic growth, consumption and investment.
The course possibly enables students to examine selected issues related to the economics of education (employment, unemployment, equity,….) to make them more knowledgeable about such issues and learn how to apply the tools of economic analysis to such issues. |
Course Objectives |
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Course Outcomes |
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ED 627 Educational Communication
(3) Credit Hours
• This module provides students with the appropriate knowledge and training about technology and different communication strategies and models to optimize learning experience. It helps in developing students’ skills planning for using technology, to enhance different communication styles, for better performance in education by applying related theories into practice. Students are encouraged to discover the effect of different communication models in optimizing education in distance learning environments.
• In general, the module serves as a framework for other modules in the program that requires students to design instruction in general such as ED618 (Instructional Design) and in digital settings in particular such as ED634 (Designing and Producing Educational Software) and ED636 (Internet Applications in Education).
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 627 |
Course Title |
Educational Communication |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the appropriate knowledge and training about technology and different communication strategies and models to optimize learning experience. It helps in developing students’ skills planning for using technology, to enhance different communication styles, for better performance in education by applying related theories into practice. Students are encouraged to discover the effect of different communication models in optimizing education in distance learning environments.
• In general, the module serves as a framework for other modules in the program that requires students to design instruction in general such as ED618 (Instructional Design) and in digital settings in particular such as ED634 (Designing and Producing Educational Software) and ED636 (Internet Applications in Education).
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
- Provide students with appropriate knowledge and training about technology and different communication strategies and models to optimize learning experience.
- Link between related theories and practice.
- Develop students' skills in planning for using technology, to enhance different communication styles, for better performance in education.
|
Course Outcomes |
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. |
ED 631 Open and distance learning
(3) Credit Hours
• This module explore contemporary trends in open and Distance learning, also it provides students with the appropriate knowledge and training about open and distance learning pedagogies and its processes in both Arab and international contexts. They critically explore learning design, evaluate delivery techniques and utilize instructional technology to promote independent learning in open and distance learning context. Students are encouraged to examine the consequences of employing ICT on the various sectors of society, in general, and the open and Distance learning sector in particular.
• In general, the module is considered one of the basic modules that introduce students to a different type of learning that supports continuing education and lifelong learning.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 631 |
Course Title |
Open and distance learning |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module explore contemporary trends in open and Distance learning, also it provides students with the appropriate knowledge and training about open and distance learning pedagogies and its processes in both Arab and international contexts. They critically explore learning design, evaluate delivery techniques and utilize instructional technology to promote independent learning in open and distance learning context. Students are encouraged to examine the consequences of employing ICT on the various sectors of society, in general, and the open and Distance learning sector in particular.
• In general, the module is considered one of the basic modules that introduce students to a different type of learning that supports continuing education and lifelong learning.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
- 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.
|
Course Outcomes |
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 |
ED 632 Research Methodology
(3) Credit Hours
• This module provides students with the appropriate knowledge and training about concepts and fundamentals of scientific research as well as various educational research methodologies. It acquires students needed skills for planning research projects and writing their report.
• In general, the module is important is enhancing students’ scientific writing including referring to references, citing their writing and plan for research projects across other modules. Also it is considered to be a fundamental module for students who choose to write a thesis.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 632 |
Course Title |
Research Methodology |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the appropriate knowledge and training about concepts and fundamentals of scientific research as well as various educational research methodologies. It acquires students needed skills for planning research projects and writing their report.
• In general, the module is important is enhancing students’ scientific writing including referring to references, citing their writing and plan for research projects across other modules. Also it is considered to be a fundamental module for students who choose to write a thesis.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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. |
Course Outcomes |
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. |
ED 633 Technology Applications in Education
(3) Credit Hours
• It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (67%) and interactive distance learning (33%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU Masters degree but for the UK OU Masters degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries and of course in Arabic-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
ED 633 |
Course Title |
Technology Applications in Education |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (67%) and interactive distance learning (33%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU Masters degree but for the UK OU Masters degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries and of course in Arabic-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
|
Course Objectives |
- 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
|
Course Outcomes |
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. |
ED 634 Designing and Producing Educational Software
(3) Credit Hours
• This module provides students with a theoretical framework about designing educational software as well as introducing them to suitable tools and techniques that help them in the production process.
• In general, the module is considered one of the basic modules that provides students with applications based on the knowledge and skills learned in ED618 (instructional design) and ED635 (Multimedia)
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 634 |
Course Title |
Designing and Producing Educational Software |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with a theoretical framework about designing educational software as well as introducing them to suitable tools and techniques that help them in the production process.
• In general, the module is considered one of the basic modules that provides students with applications based on the knowledge and skills learned in ED618 (instructional design) and ED635 (Multimedia)
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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
|
Course Outcomes |
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. |
ED 635 Multimedia
(3) Credit Hours
• This module provides students with the appropriate knowledge and training about wide range of interactive multimedia. It allows students to critically explore, evaluate, develop and integrate interactive multimedia within a teaching plan in real teaching situations either online (MOOC) or offline (blended learning)
• In general, the module is a perquisite to ED634 (Designing and Producing Educational Software) where they will experience a wide range of interactive multimedia applications that shall be used in design and produce of instructional software. While it is based on the knowledge and skills learned in ED618 (instructional design).
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 635 |
Course Title |
Multimedia |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the appropriate knowledge and training about wide range of interactive multimedia. It allows students to critically explore, evaluate, develop and integrate interactive multimedia within a teaching plan in real teaching situations either online (MOOC) or offline (blended learning)
• In general, the module is a perquisite to ED634 (Designing and Producing Educational Software) where they will experience a wide range of interactive multimedia applications that shall be used in design and produce of instructional software. While it is based on the knowledge and skills learned in ED618 (instructional design).
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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
|
Course Outcomes |
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. |
ED 636 Internet Applications in Education
(3) Credit Hours
• This module provides students with the theoretical background in e-learning and educational web including different theories and pedagogical applications. Also it provides them with basic understanding of contemporary web-related terminologies, different web applications, and their pedagogical use for optimizing teaching and learning. Throughout the module, students acquire the skill of creating web tools for teaching & Learning and are expected to develop educational web based applications to deliver teaching in traditional and in distance learning environments putting related theories into practice.
• In general, the module enhances students’ technological skills and provides them with the fundamentals of using web-based technologies in optimizing teaching and learning especially in distance learning settings. This will help in working with other modules that deals with technology and its design.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 636 |
Course Title |
Internet Applications in Education |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the theoretical background in e-learning and educational web including different theories and pedagogical applications. Also it provides them with basic understanding of contemporary web-related terminologies, different web applications, and their pedagogical use for optimizing teaching and learning. Throughout the module, students acquire the skill of creating web tools for teaching & Learning and are expected to develop educational web based applications to deliver teaching in traditional and in distance learning environments putting related theories into practice.
• In general, the module enhances students’ technological skills and provides them with the fundamentals of using web-based technologies in optimizing teaching and learning especially in distance learning settings. This will help in working with other modules that deals with technology and its design.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
- Provide students with appropriate knowledge and training about different internet applications in education and their pedagogical use for optimizing learning.
- Link between related theories and practice
- Develop students' skills in developing educational web based applications to deliver teaching.
|
Course Outcomes |
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 |
ED 637 Seminar in Educational Leadership
(3) Credit Hours
This course deals with a major part of the preparation of graduate studies students in general and students of educational leadership in particular. It emphasizes the research side of the preparation of the students. The course requires students to select, present and discuss related issues in classroom in order to explore different aspects/factors affecting those issues. Students are required to apply and develop the scientific methods in introducing and discussing such issues.
Course Code |
ED 637 |
Course Title |
Seminar in Educational Leadership |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course deals with a major part of the preparation of graduate studies students in general and students of educational leadership in particular. It emphasizes the research side of the preparation of the students. The course requires students to select, present and discuss related issues in classroom in order to explore different aspects/factors affecting those issues. Students are required to apply and develop the scientific methods in introducing and discussing such issues. |
Course Objectives |
|
Course Outcomes |
|
ED 639 Special Topics in Instructional Technology
(3) Credit Hours
• This module provides students with the theoretical background about emerging topics in instructional technology, where they can examine the consequences of employing new trends in the field on the various sectors of society, in general, and the educational sector in particular. It allows them to research new topics and report them in a scientific way.
• In general, the module enhances students’ technological skills, critical thinking and research methodology using knowledge and skills acquired in other modules. Thus, it is preferred to be taught in a late stage of the program.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 639 |
Course Title |
Special Topics in Instructional Technology |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the theoretical background about emerging topics in instructional technology, where they can examine the consequences of employing new trends in the field on the various sectors of society, in general, and the educational sector in particular. It allows them to research new topics and report them in a scientific way.
• In general, the module enhances students’ technological skills, critical thinking and research methodology using knowledge and skills acquired in other modules. Thus, it is preferred to be taught in a late stage of the program.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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.
|
Course Outcomes |
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 |
ED 640 Instructional Technology for Students with Special Needs
(3) Credit Hours
• This module provides students with the theoretical background about students with special educational needs and helps them develop their skills in selecting and employing instructional technology tools and assistive technology in enhancing teaching and learning for them.
• In general, the module enhances students’ skills in designing technology-enhanced learning environments to serve learners according to their special educational needs. This module relates to other modules that require students to design teaching and learning materials.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 640 |
Course Title |
Instructional Technology for Students with Special Needs |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the theoretical background about students with special educational needs and helps them develop their skills in selecting and employing instructional technology tools and assistive technology in enhancing teaching and learning for them.
• In general, the module enhances students’ skills in designing technology-enhanced learning environments to serve learners according to their special educational needs. This module relates to other modules that require students to design teaching and learning materials.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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.
|
Course Outcomes |
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. |
ED 641 Computer Applications in Statistical Analysis
(3) Credit Hours
• This module provides students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Students will be able to deal with data gathered from statistical tests in entering, modifying values, sorting, selecting and describing it.
• In general, the module enhances students’ skills in dealing with research data and performing statistical analysis for it. Thus, module ED632 (Research Methodology) is required for that module. Also it is considered to be a fundamental module for students who choose to write a thesis.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 641 |
Course Title |
Computer Applications in Statistical Analysis |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with the necessary knowledge and skills to perform statistical analysis procedures for different types of data and statistical designs using the SPSS package. Students will be able to deal with data gathered from statistical tests in entering, modifying values, sorting, selecting and describing it.
• In general, the module enhances students’ skills in dealing with research data and performing statistical analysis for it. Thus, module ED632 (Research Methodology) is required for that module. Also it is considered to be a fundamental module for students who choose to write a thesis.
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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 |
Course Outcomes |
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 |
ED 642 Planning and management of instructional technology projects
(3) Credit Hours
• This module provides students with comprehensive knowledge and skills of project planning and management in instructional technology operations. Where students will be able to participate in instructional technology projects in their institution.
• In general, the module deals with the management sector in education technology where it is not addressed in other modules. It has no pre-requisite modules or specified entry requirements
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%).
Course Code |
ED 642 |
Course Title |
Planning and management of instructional technology projects |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
• This module provides students with comprehensive knowledge and skills of project planning and management in instructional technology operations. Where students will be able to participate in instructional technology projects in their institution.
• In general, the module deals with the management sector in education technology where it is not addressed in other modules. It has no pre-requisite modules or specified entry requirements
• The module provides a flexible open learning opportunity to students and combines both face-to-face instruction (67%) and interactive distance learning (33%). |
Course Objectives |
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.
|
Course Outcomes |
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 |
ED 644 Knowledge Management
(3) Credit Hours
This course introduces students to the key aspects related to knowledge management such as history, aims,.. etc. It also provides students with considerable information about different types and levels of knowledge; how knowledge management supports & improves decision making process in education, basic information skills as well as dealing with different sources of information.
Course Code |
ED 644 |
Course Title |
Knowledge Management |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course introduces students to the key aspects related to knowledge management such as history, aims,.. etc. It also provides students with considerable information about different types and levels of knowledge; how knowledge management supports & improves decision making process in education, basic information skills as well as dealing with different sources of information. |
Course Objectives |
|
Course Outcomes |
|
ED 645 Organizational Behaviour in Educational Institutions
(3) Credit Hours
This course explains the characteristics of organizations and the "culture" created & adapted by them. The relation between organizational culture and the culture of the community/ society where schools are found; School as a societal organization and its impact on the society; The role of educational leadership in developing & improving required behavior among those who are working in the field of education.
Course Code |
ED 645 |
Course Title |
Organizational Behaviour in Educational Institutions |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
This course explains the characteristics of organizations and the "culture" created & adapted by them. The relation between organizational culture and the culture of the community/ society where schools are found; School as a societal organization and its impact on the society; The role of educational leadership in developing & improving required behavior among those who are working in the field of education. |
Course Objectives |
|
Course Outcomes |
|
ED 698 Comprehensive Exam
(0) Credit Hours
This module provides students with an opportunity to sit for the comprehensive exam. The exam shall be of a comprehensive nature and seeks to assess the student's ability to synthesise the different basic and developed concepts she/he had acquired from the different modules in a manner that reflects the application of acquired knowledge in resolving scientific and applied problems.
Course Code |
ED 698 |
Course Title |
Comprehensive Exam |
Pre-requisite |
Thirty six Credit hours |
Credit Hours |
0 |
Course Description |
This module provides students with an opportunity to sit for the comprehensive exam. The exam shall be of a comprehensive nature and seeks to assess the student's ability to synthesise the different basic and developed concepts she/he had acquired from the different modules in a manner that reflects the application of acquired knowledge in resolving scientific and applied problems. |
Course Objectives |
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Course Outcomes |
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
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ED 699 Dissertation
(6) Credit Hours
This module provides students with an opportunity to complete an extended in depth study in a topic area of interest within the field of instructional technology. The student will identify a sharply focused issue related to instructional technology for which they have not previously submitted work for assessment within this programme. The module allows students to identify a topic area which has relevance to their own professional development, to draw extensively on their own experience and to include a strong comparative dimension to the study.
Course Code |
ED 699 |
Course Title |
Dissertation |
Pre-requisite |
Thirty Credit Hours |
Credit Hours |
6 |
Course Description |
This module provides students with an opportunity to complete an extended in depth study in a topic area of interest within the field of instructional technology. The student will identify a sharply focused issue related to instructional technology for which they have not previously submitted work for assessment within this programme. The module allows students to identify a topic area which has relevance to their own professional development, to draw extensively on their own experience and to include a strong comparative dimension to the study. |
Course Objectives |
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Course Outcomes |
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 |