ECE 102 Parenting and Children’s Rights
(3) Credit Hours
The course aims to consolidate the concept of the socialization process based on children's rights, which includes children, parents, teachers, the community, and the roles of each in the child's development in light of his rights as recognized by Omani and international law. The course also focuses on the necessary skills to guide parents towards the optimal utilization of children's rights by directing them to deal correctly with the challenges that parents may face in the stages of child-rearing. It enhances cooperative work methods and skills with children and family members through active listening, continuous communication, providing necessary support, guiding them to solve problems, and developing effective personal sk
| Course Code |
ECE 102 |
| Course Title |
Parenting and Children’s Rights |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
The course aims to consolidate the concept of the socialization process based on children's rights, which includes children, parents, teachers, the community, and the roles of each in the child's development in light of his rights as recognized by Omani and international law. The course also focuses on the necessary skills to guide parents towards the optimal utilization of children's rights by directing them to deal correctly with the challenges that parents may face in the stages of child-rearing. It enhances cooperative work methods and skills with children and family members through active listening, continuous communication, providing necessary support, guiding them to solve problems, and developing effective personal sk |
| Course Objectives |
At the end of this course, the student is expected to be able to:
1) The student will be familiar with the process of socialization based on children's rights
2) The student will explain the role of parents, teachers and society in developing the child in light of his rights recognized by Omani and international law.
3 The student will acquire skills to guide parents towards employing children's rights.
4) The student will be able to support parents to deal properly with the challenges of raising children.
5) The student will acquire methods and skills for cooperative work with children and family members |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
1. Understand the process of socialization based on child rights
2. The student is expected to know the rights of the newborn before and after birth
3. The student is expected to identify the role of parents, teachers and society in developing the child in light of his rights
B. Cognitive Skills
After studying this course, the student is expected to be able to:
1. Compare the Child Rights Document and the Omani Child Law
2. Identify the common elements in the Omani Child Law and the Child Rights Document
3. Discover the importance of employing child rights in the family and society
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
1. Employ his knowledge in supporting parents to deal properly with the challenges of raising children.
2. Design a record to follow up on wrong methods in raising children
3. Choose appropriate educational methods to practice methods of building the child's personality
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
1. Develop appropriate solutions to deal with the challenges of the era in raising children
2. Cooperate with his colleagues in employing communication sites with parents to solve some social problems |
ECE 201 Child Health, Safety and Nutrition
(3) Credit Hours
The course enhances concepts of health, safety, and appropriate nutrition for children, and reviews fundamental knowledge of physical growth and its aspects in various developmental stages. It also focuses on outlining legislation and laws related to child health, safety, protection from diseases, mechanisms to protect against infection and abuse, children's nutritional needs, methods of food provision, ways to prevent food contamination and malnutrition diseases. Additionally, the course covers the vaccination process, first aid, and its key principles.
| Course Code |
ECE 201 |
| Course Title |
Child Health, Safety and Nutrition |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
The course enhances concepts of health, safety, and appropriate nutrition for children, and reviews fundamental knowledge of physical growth and its aspects in various developmental stages. It also focuses on outlining legislation and laws related to child health, safety, protection from diseases, mechanisms to protect against infection and abuse, children's nutritional needs, methods of food provision, ways to prevent food contamination and malnutrition diseases. Additionally, the course covers the vaccination process, first aid, and its key principles. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) The student will be familiar with the concepts of health, safety and proper nutrition for children
2) The student will acquire basic knowledge about proper physical growth and its manifestations in different stages of growth
3) The student will be familiar with the legislation and laws related to child health, safety and protection from diseases and abuse
4) The student will explain the mechanisms for protecting the child from infection and the importance of vaccination
5) The student will plan healthy meals for a whole week that meet his nutritional needs, explaining the methods of providing food
6) The student will explain the principles of first aid for children
|
| Course Outcomes |
A. Knowledge & Understanding
: After studying this course, each student is expected to be able to:
• List the concepts of physical health
• Mention children's health needs
• Explain the nutritional elements necessary for a child at different ages
B) Cognitive Skills
: After studying this course, the student is expected to be able to:
• Use methods to encourage children to care for their physical health
• Distinguish between the components of healthy food
• Suggest methods for proper nutrition for the child according to the age group
C. Practical and Professional Skills
: After studying this course, the student is expected to be able to:
• Apply emotional and physical security practices for children
• Choose the nutritional elements necessary for the child at different age groups
• Design educational situations to consolidate the principles of first aid in children
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Create healthy meals for a whole week that meet the nutritional needs of children
• Develop appropriate technological means to train parents on mechanisms to protect the child from infection and the importance of vaccination
|
ECE 202 Special Education in Childhood
(3) Credit Hours
This course includes an introduction to various types of disabilities that children may experience, their characteristics, available educational programs for children, and the role of the family and their needs in order to provide optimal care for children with disabilities. The course also addresses the definition of observation and assessment tools for children with disabilities, early intervention, its importance, and strategies for early detection of children at risk of disabilities in early childhood years. It also discusses methods to enhance the development of this group of children and interact with them to achieve their educational growth.
| Course Code |
ECE 202 |
| Course Title |
Special Education in Childhood |
| Pre-requisite |
ECE104 |
| Credit Hours |
3 |
| Course Description |
This course includes an introduction to various types of disabilities that children may experience, their characteristics, available educational programs for children, and the role of the family and their needs in order to provide optimal care for children with disabilities. The course also addresses the definition of observation and assessment tools for children with disabilities, early intervention, its importance, and strategies for early detection of children at risk of disabilities in early childhood years. It also discusses methods to enhance the development of this group of children and interact with them to achieve their educational growth. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Know the types and characteristics of disabilities that a child may suffer from
2) Know the educational programs available for children in Oman
3) Understand the role of the family and its needs in order to provide care for children with disabilities.
4) Know the tools for observing and evaluating children with disabilities |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Summarize the educational special education programs available for children in Oman
• List early intervention strategies and types and characteristics of disabilities
• Discuss with peers observation tools and methods of evaluating children with disabilities
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Evaluate educational programs provided for children with disabilities
• Coordinate seminars and workshops to support the role of the family and its needs in order to provide optimal care for children with disabilities
• Employ early intervention strategies in educational situations with children
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Apply theories explaining disability with children with disabilities
• Choose appropriate observation and evaluation tools for children with disabilities for each case
• Design age-appropriate educational special education programs
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Innovate modern technological methods to support communication between families Teachers
• Analyzes the educational activities of peers in workshops.
|
ECE 203 Children’s Language Development
(3) Credit Hours
The course highlights the essential knowledge necessary for developing children's language skills. It aims to familiarize students with the stages of linguistic development in children from birth to the time they can speak fluently, as well as the stages of emergent literacy. Additionally, students will learn about the integrative nature in developing language skills (listening, speaking, reading, and writing) in both the native language and English (as a second language) in early childhood curricula. They will also apply various theories for acquiring and developing Arabic language skills, understand individual differences in language learning, and learn about child growth stages and language characteristics.
| Course Code |
ECE 203 |
| Course Title |
Children’s Language Development |
| Pre-requisite |
ECE101 |
| Credit Hours |
3 |
| Course Description |
The course highlights the essential knowledge necessary for developing children's language skills. It aims to familiarize students with the stages of linguistic development in children from birth to the time they can speak fluently, as well as the stages of emergent literacy. Additionally, students will learn about the integrative nature in developing language skills (listening, speaking, reading, and writing) in both the native language and English (as a second language) in early childhood curricula. They will also apply various theories for acquiring and developing Arabic language skills, understand individual differences in language learning, and learn about child growth stages and language characteristics. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Distinguish the stages of language development in children (from birth to fluent speech).
2) Identify the stages of early learning to read and write
3) Know the methods of language acquisition in children
4) Identify the manifestations of language deficiency in children, their causes, methods of development and treatment.
5) Acquire the necessary knowledge to develop language in children
6) Apply the theories explaining language acquisition
7) Analyze the social and cultural issues related to second language acquisition |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Know the methods of language acquisition in children
• Mention the stages of early learning to read and write
• Summarize the manifestations of language deficiency in children, their causes, methods of developing them, and treating them.
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Use methods to develop language in children appropriate to the age group
• Distinguish between the stages of language development in children (from birth to mastering fluent speech).
• Employs theories of language acquisition to explain language deficits in children
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Apply theories of language acquisition in new educational situations
• Select social and cultural issues related to second language acquisition
• Design educational situations to detect signs of disabilities, difficulties and weaknesses in developmental aspects
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Invent modern methods for developing the English language in children
• Develop appropriate technological media to develop reading readiness in children
|
ECE 204 Early Intervention in Childhood
(3) Credit Hours
This course includes defining the concept of educational integration for children with disabilities, its advantages and disadvantages, integration criteria and conditions, its effects, and the educational services necessary to achieve integration in regular environmental conditions at school. The course covers methods of integrating children with various disabilities: physical, intellectual, visual, and auditory, with their typical peers and the needs of each group.
| Course Code |
ECE 204 |
| Course Title |
Early Intervention in Childhood |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course includes defining the concept of educational integration for children with disabilities, its advantages and disadvantages, integration criteria and conditions, its effects, and the educational services necessary to achieve integration in regular environmental conditions at school. The course covers methods of integrating children with various disabilities: physical, intellectual, visual, and auditory, with their typical peers and the needs of each group. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Understand the concept of educational integration for children with disabilities
2) Distinguish the negatives and positives of educational integration in childhood
3) Know the criteria, conditions and effects of integration
4) Identify the educational services that must be provided to achieve integration |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Understand the concept of educational integration for children with disabilities
• List the negatives and positives of educational integration in childhood
• Know the educational services that must be provided to achieve integration
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Evaluate educational integration programs
• Coordinate seminars and workshops to support the role of the family to disseminate the standards of integration, its conditions and effects
• Employ the strategies of considerations that must be taken to modify the educational environment to suit children with integration
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Apply theories explaining integration with children within the classroom environment
• Choose appropriate tools for observing and evaluating children with integration for each case
• Design educational programs suitable for integration and age group
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Innovate modern technological methods to support communication between the family and teachers to understand the standards of integration
• Analyzes educational activities and educational services that must be provided to achieve integration.
|
ECE 205 Early Intervention in Early Childhood
(3) Credit Hours
The course reviews the concept of early intervention in early childhood and its importance in therapeutic and educational fields. It explains how early detection of gifted children and disabilities can mitigate their impact if discovered and addressed early on, perhaps even preventing them. It also covers the skills that teachers need in this stage to be able to take necessary steps to identify potential disabilities in children and determine the appropriate intervention to help the child and refer them to specialists. The course also aims to familiarize students with cases that require intervention, as well as with detection, diagnosis, support, ancillary services, guidance, family training mechanisms, and the design of family service plans, in addition to various multi-domain preventive services.
| Course Code |
ECE 205 |
| Course Title |
Early Intervention in Early Childhood |
| Pre-requisite |
ECE102 |
| Credit Hours |
3 |
| Course Description |
The course reviews the concept of early intervention in early childhood and its importance in therapeutic and educational fields. It explains how early detection of gifted children and disabilities can mitigate their impact if discovered and addressed early on, perhaps even preventing them. It also covers the skills that teachers need in this stage to be able to take necessary steps to identify potential disabilities in children and determine the appropriate intervention to help the child and refer them to specialists. The course also aims to familiarize students with cases that require intervention, as well as with detection, diagnosis, support, ancillary services, guidance, family training mechanisms, and the design of family service plans, in addition to various multi-domain preventive services. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Know the types and characteristics of disabilities that a child may suffer from
2) Know the educational programs available for children in Oman
3) Understand the role of the family and its needs in order to provide care for children with disabilities.
4) Know the tools for observing and evaluating children with disabilities |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Know the types of disabilities, their causes and the principles of teaching children with mental disabilities
• Mention the early signs of disabilities, difficulties and weaknesses in developmental aspects
• Summarize the principles of assessing children and the justifications for early intervention
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Use methods to encourage talents in early childhood
• Distinguish between early intervention approaches and methods
• Demonstrate the effectiveness of early intervention and the importance of early intervention programs
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Apply individual plans to serve the family of the disabled child
• Choose early intervention approaches and methods according to different age stages
• Design educational situations to detect signs of disabilities, difficulties and weaknesses in developmental aspects
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Innovate modern methods in dealing with families of children with disabilities
• Develop media Appropriate technology to train parents on early detection mechanisms and necessary genetic tests.
|
ECE 206 Language Teaching Methods for Children.
(3) Credit Hours
The course reviews appropriate teaching methods for language instruction for children using learning theories in early childhood. This course covers the teaching skills required when teaching language to children, where students will be introduced to strategies that enhance their understanding of various teaching methodologies used with children in selecting and evaluating materials prepared to address differences and educational needs of children. The aim of this course is to develop students' knowledge of the reciprocal relationships between listening, speaking, reading, and writing. The curriculum includes assisting students in understanding the relationship between language development and appropriate educational activities to help children develop it. Additionally, students will also become familiar with language curriculum standards in Oman. The course outlines the most appropriate teaching methods for teaching languages to children (mother tongue and acquired language) using learning theories in childhood. The course also focuses on variables that influence second language acquisition and language transfer processes. The course includes a mini-teaching session in which students apply a teaching plan.
| Course Code |
ECE 206 |
| Course Title |
Language Teaching Methods for Children. |
| Pre-requisite |
ECE203 |
| Credit Hours |
3 |
| Course Description |
The course reviews appropriate teaching methods for language instruction for children using learning theories in early childhood. This course covers the teaching skills required when teaching language to children, where students will be introduced to strategies that enhance their understanding of various teaching methodologies used with children in selecting and evaluating materials prepared to address differences and educational needs of children. The aim of this course is to develop students' knowledge of the reciprocal relationships between listening, speaking, reading, and writing. The curriculum includes assisting students in understanding the relationship between language development and appropriate educational activities to help children develop it. Additionally, students will also become familiar with language curriculum standards in Oman. The course outlines the most appropriate teaching methods for teaching languages to children (mother tongue and acquired language) using learning theories in childhood. The course also focuses on variables that influence second language acquisition and language transfer processes. The course includes a mini-teaching session in which students apply a teaching plan. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Acquire the teaching skills required when teaching language to children
2) Apply the most appropriate teaching methods for teaching Arabic and English as a second language to children
3) Understand the variables that affect the acquisition of first and second languages
4) Use the curriculum to help children acquire language skills
5) Design an appropriate plan for teaching different aspects of language to children
6) Apply the language teaching plan in a practical way using theories of learning in early childhood. |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Mention the methods of acquiring English language by children
• Know the basics of teaching Arabic language: shapes, numbers, letters and colors
• The student anticipates the most appropriate teaching methods for teaching Arabic and English as a second language to children
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Identify appropriate plans for teaching language aspects to children.
• Employ appropriate teaching strategies for teaching different aspects of language to children
• Propose a plan for teaching language in a practical way using theories of learning in early childhood.
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use the basics of English language teaching to teach children: shapes, numbers, letters and colors
• Select tools to observe and evaluate variables that affect the acquisition of the first and second language
• Design innovative educational situations to teach English to children
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop technological tools to clarify the interrelationships between listening, speaking, reading and writing
• Analyze the content of educational activities provided to teach Arabic by his colleagues
|
ECE 207 Measurement and Evaluation of Child Growth and Learning.
(3) Credit Hours
This course includes studying and applying various assessment and evaluation methods used with children to assess their comprehensive growth. It involves defining students' skills and methods of collecting observations specialized in child growth, analyzing them, and building upon them to improve the educational process and document children's skills and progress in all developmental aspects. Additionally, the course aims to enhance students' understanding of measurement and evaluation in child growth and progress, introducing them to different methods of assessing children such as observation and performance-based assessment. The course also includes a practical application for measuring and evaluating children's growth and learning.
| Course Code |
ECE 207 |
| Course Title |
Measurement and Evaluation of Child Growth and Learning. |
| Pre-requisite |
ECE103 |
| Credit Hours |
3 |
| Course Description |
This course includes studying and applying various assessment and evaluation methods used with children to assess their comprehensive growth. It involves defining students' skills and methods of collecting observations specialized in child growth, analyzing them, and building upon them to improve the educational process and document children's skills and progress in all developmental aspects. Additionally, the course aims to enhance students' understanding of measurement and evaluation in child growth and progress, introducing them to different methods of assessing children such as observation and performance-based assessment. The course also includes a practical application for measuring and evaluating children's growth and learning. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Understand the different assessment and evaluation methods used with children
2) Identify the skills and methods of collecting observations related to child development
3) Explain methods of analyzing data and using them to improve the learning process
4) Identify methods of documenting children's skills and their level of progress in different developmental aspects.
5) Identify methods of assessing and detecting children at risk and developmentally delayed. |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Understand the different assessment and evaluation methods used with children
• Know the methods of collecting observations related to child development
• Discuss the methods of data analysis and their use to improve the learning process
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Justify data analysis methods and the effectiveness of their use to improve the learning process
• Employ assessment methods to identify children at risk and developmentally delayed
• Suggest new methods for collecting observations related to child development
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use methods of documenting children's skills in different ways
• Choose appropriate times to conduct the assessment
• Design a child assessment form
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop technological tools to collect observations related to child development
• Collaborate with parents to detect children at risk and delayed Developmentally
|
ECE 208 Early Childhood Curriculum
(3) Credit Hours
This course covers the study of methods for designing and evaluating educational curricula for children from birth to the age of five. It explores appropriate methods and curriculum development to meet the developmental needs of children. Students will also learn how to plan both long and short curricula by identifying general and specific objectives and constructing thematic integrated units.
| Course Code |
ECE 208 |
| Course Title |
Early Childhood Curriculum |
| Pre-requisite |
ECE203 |
| Credit Hours |
3 |
| Course Description |
This course covers the study of methods for designing and evaluating educational curricula for children from birth to the age of five. It explores appropriate methods and curriculum development to meet the developmental needs of children. Students will also learn how to plan both long and short curricula by identifying general and specific objectives and constructing thematic integrated units. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Understand the methods of designing and evaluating curricula for children's education in early childhood stages
2) The student explains appropriate methods and curriculum development
3) The student knows the methods of planning long and short curricula
4) The student is able to formulate general and specific objectives
5) The student plans integrated units based on topics.
|
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Formulate general and specific objectives
• Give an example of appropriate methods for developing curricula
• Understand the methods of designing and evaluating curricula for teaching children in early childhood
• Know the elements of teaching children in early childhood
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Invent different ways to organize children's curricula based on topics.
• Employ planning evaluation methods to enrich the objectives of the integrated unit
• Suggest new ways to collect observations to meet the curriculum's requirements for child development
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use various types of planning in daily planning of the curriculum
• Choose appropriate times to conduct evaluation
• Design a child evaluation form based on the principles of curriculum evaluation
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop educational situations using technological tools appropriate to the characteristics of the stage
• Cooperate with colleagues in developing the content of the educational activities provided
|
ECE 209 Early Childhood Institutions management
(3) Credit Hours
This course includes defining childcare institutions, their establishment requirements, necessary supervisory tasks, roles of personnel within them, their management philosophy, and administrative procedures required for early childhood institutions. These contribute to creating a suitable environment for the holistic development of children. The course also introduces students to local childcare institutions in the Sultanate of Oman, as well as some Arab and international institutions, allowing them to explore the services, achievements, and contributions of these institutions in the field of early childhood care.
| Course Code |
ECE 209 |
| Course Title |
Early Childhood Institutions management |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course includes defining childcare institutions, their establishment requirements, necessary supervisory tasks, roles of personnel within them, their management philosophy, and administrative procedures required for early childhood institutions. These contribute to creating a suitable environment for the holistic development of children. The course also introduces students to local childcare institutions in the Sultanate of Oman, as well as some Arab and international institutions, allowing them to explore the services, achievements, and contributions of these institutions in the field of early childhood care. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) The student knows the features of children's institutions
2) The student understands the conditions for establishing children's institutions
3) The student distinguishes the supervisory tasks of childhood institutions
4) The student identifies the roles of workers in childhood institutions
5) The student knows the administrative processes required for early childhood institutions |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Formulate the features of children's institutions in the Sultanate of Oman and the services they provide
• Give an example of the emergence and development of child care institutions
• Understand the conditions for establishing children's institutions
• Know the administrative processes required for early childhood institutions
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Invent different ways of the roles of workers in childhood institutions
• Employ methods for selecting educational curricula appropriate to the objectives of educational institutions
• Suggest new ways to collect feedback on administrative educational leadership
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use tools to evaluate the supervisory tasks of childhood institutions
• Choose appropriate times to support the relationship between school administration and educational administration
• Design seminars to activate effective educational communication for early childhood care institutions
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop administrative educational leadership using appropriate technological tools
• Cooperate with colleagues In developing the selection of educational curricula appropriate to the objectives of the institution
|
ECE 301 science, technology, engineering and mathematics (STEM) in Early childhood
(3) Credit Hours
This course examines the most important principles of science, technology, engineering and mathematics (STEM) that a child should be aware of in childhood. Students learn the basic skills in science, technology, engineering and mathematics, planning methods and teaching methods, in addition to identifying the environment and the organisms that live in it, how to classify them, the basics of mathematics in terms of shapes, sizes and other mathematical and engineering concepts, technology applications and basic technological skills for this age group.
| Course Code |
ECE 301 |
| Course Title |
science, technology, engineering and mathematics (STEM) in Early childhood |
| Pre-requisite |
ECE208 |
| Credit Hours |
3 |
| Course Description |
This course examines the most important principles of science, technology, engineering and mathematics (STEM) that a child should be aware of in childhood. Students learn the basic skills in science, technology, engineering and mathematics, planning methods and teaching methods, in addition to identifying the environment and the organisms that live in it, how to classify them, the basics of mathematics in terms of shapes, sizes and other mathematical and engineering concepts, technology applications and basic technological skills for this age group. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Understand the principles of science, technology, engineering and mathematics for children in early childhood.
2) Identify the basic skills in science, technology, engineering and mathematics.
3) Know the methods of environmental education for children.
4) Understand the basics of mathematics and engineering.
5) Plan the application of technology and basic technological skills.
6) Apply planning methods and teaching methods for science, technology, engineering and mathematics concepts |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Know the requirements for implementing STEM education
• List the basics of mathematics, engineering and technology in childhood
• Understand the importance of STEM in education
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Identify appropriate plans for teaching methods for STEM concepts
• Employ STEM teaching strategies appropriate to the developmental characteristics of children
• Suggest an education plan that suits the principles of science, technology, engineering and mathematics in childhood.
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use the basics of providing care and its applications
• Select tools for observing and evaluating learning in science, technology, engineering and mathematics
• Design innovative educational situations that meet the objectives of STEM learning
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop technological tools for change in the classroom environment in a way that is appropriate for STEM
• Think creatively to develop the content of activities and daily and weekly planning according to the requirements of applying STEM education
|
ECE 302 Educational Technology in Early Childhood
(3) Credit Hours
The course covers the basics of using technology, multimedia, and the internet in early childhood education. It also includes understanding the principles of software design in early childhood through integrating theories of teaching and learning, programming languages, and evaluating software important for educational purposes. In addition, it involves designing educational applications and games and assessing software suitable for this stage.
| Course Code |
ECE 302 |
| Course Title |
Educational Technology in Early Childhood |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
The course covers the basics of using technology, multimedia, and the internet in early childhood education. It also includes understanding the principles of software design in early childhood through integrating theories of teaching and learning, programming languages, and evaluating software important for educational purposes. In addition, it involves designing educational applications and games and assessing software suitable for this stage. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) The student knows the basics of using computers, multimedia and the Internet in childhood
2) The student understands the basics of software design in early childhood
3) The student designs educational applications or games suitable for childhood. |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Know the requirements for integrating technology into early childhood programs
• List the basics of technology, play and outdoor experiences in kindergarten
• Understand the foundations of software design in early childhood
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Identify appropriate plans for teaching methods using computers, multimedia and the Internet in childhood
• Employ appropriate computerized teaching strategies with the developmental characteristics of children
• Suggest an education plan that suits the principles of technology for the child
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use technological applications with educational activities
• Choose tools for observing and evaluating computerized software
• Design educational applications or games appropriate for childhood
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop technological tools for changing the classroom environment in line with the characteristics of the child
• Think creatively to develop the curriculum content by integrating software into the early childhood stage
|
ECE 304 Methods of Care and Education in Early Childhood
(3) Credit Hours
This course enhances the practical aspect of caring for and educating children, highlighting the student's personality and enabling them to provide care, education, and upbringing in early childhood through the practical application of all theories previously studied in a safe indoor environment for students, consisting of one student acting as the teacher/caregiver, the rest of the students playing the role of children, under the supervision of a faculty member. It involves mini-teaching sessions, visits, observations, and professional practices in early childhood institutions that represent an applied model of reality in nurseries and kindergartens.
| Course Code |
ECE 304 |
| Course Title |
Methods of Care and Education in Early Childhood |
| Pre-requisite |
ECE203 |
| Credit Hours |
3 |
| Course Description |
This course enhances the practical aspect of caring for and educating children, highlighting the student's personality and enabling them to provide care, education, and upbringing in early childhood through the practical application of all theories previously studied in a safe indoor environment for students, consisting of one student acting as the teacher/caregiver, the rest of the students playing the role of children, under the supervision of a faculty member. It involves mini-teaching sessions, visits, observations, and professional practices in early childhood institutions that represent an applied model of reality in nurseries and kindergartens. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Apply planning methods for different parts of the day in childhood institutions
2) Apply different care and teaching methods in a safe environment and under internal supervision
3) Demonstrate the student's ability to deal with the classroom environment and expected behaviors in a manner consistent with the developmental characteristics of children |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Mention the elements of daily and weekly planning
• Know the basics of the learning pillars within the learning environment
• The student anticipates the most appropriate teaching methods with the expected behaviors and developmental characteristics of children
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Distinguish the appropriate plans for each learning center
• Employ teaching strategies appropriate to the developmental characteristics of children
• Suggest an education plan that suits the classroom environment for learning kindergarten children
C. Practical and Professional Skills:
After studying this course, the student is expected to be able to:
• Use the basics of providing care and its applications
• Choose tools for observing and evaluating educational pillars and activities
• Design innovative educational situations that meet the learning goals of the child at the stage
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop technological tools to develop the elements of daily and weekly planning
• Analyze the content of activities and educational plans provided by his colleagues
|
ECE 305 Field Training with Children
(6) Credit Hours
This course enhances the practical aspect of caring for and educating children, highlighting the student's personality and enabling them to provide care, education, and upbringing in early childhood through the practical application of all theories previously studied. It involves mini-teaching sessions that represent an applied model of reality in nurseries and kindergartens. Following that, there is a practical application of educational theories, interaction skills, and child rearing in real educational situations through practical application in childhood institutions such as nurseries and kindergartens.
| Course Code |
ECE 305 |
| Course Title |
Field Training with Children |
| Pre-requisite |
all courses |
| Credit Hours |
6 |
| Course Description |
This course enhances the practical aspect of caring for and educating children, highlighting the student's personality and enabling them to provide care, education, and upbringing in early childhood through the practical application of all theories previously studied. It involves mini-teaching sessions that represent an applied model of reality in nurseries and kindergartens. Following that, there is a practical application of educational theories, interaction skills, and child rearing in real educational situations through practical application in childhood institutions such as nurseries and kindergartens. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Apply the theories of planning for the integrated curriculum
2) Plan short- and long-term lessons
3) Apply different care and teaching methods in the reality of childhood institutions
4) Demonstrate the student's ability to change the classroom environment in a manner consistent with the developmental characteristics of children |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Know the theories of planning for the integrated curriculum within childhood institutions
• List the basics of the curriculum within the learning environment
• The student understands the most appropriate teaching methods for short and long-term lessons
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Distinguish appropriate plans for the early childhood stage from the reality of childhood institutions
• Employ appropriate teaching strategies with the developmental characteristics of children
• Suggest an education plan that suits the classroom environment for learning the kindergarten child
C. Practical and Professional Skills:
After studying this course, the student is expected to be able to:
• Use the basics of providing care and its applications
• Choose tools for observing and evaluating the acquired learning within the corners and educational activities
• Design innovative educational situations that meet the learning goals of the child at the stage
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Develop technological tools for change in the classroom environment in line with the developmental characteristics of children
• Think creatively to develop the content of activities Daily and weekly planning
|
ECE101 Child Growth and Care
(3) Credit Hours
This course covers the study of the stages of human development from infancy to age six (the prenatal stage, the newborn stage, the infant stage, the toddler stage, the preschool stage), and the theories, principles, and demands of child development with a focus on the importance of these early years of life in terms of physical, mental, social, and psychological growth. It sheds light on the developmental characteristics of each stage of growth (the prenatal stage, the crib stage, the breastfeeding stage, the preschooler) with a study of various aspects of growth: physical growth, mental growth, emotional growth, social growth, and human needs during each stage of different growth stages
| Course Code |
ECE101 |
| Course Title |
Child Growth and Care |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course covers the study of the stages of human development from infancy to age six (the prenatal stage, the newborn stage, the infant stage, the toddler stage, the preschool stage), and the theories, principles, and demands of child development with a focus on the importance of these early years of life in terms of physical, mental, social, and psychological growth. It sheds light on the developmental characteristics of each stage of growth (the prenatal stage, the crib stage, the breastfeeding stage, the preschooler) with a study of various aspects of growth: physical growth, mental growth, emotional growth, social growth, and human needs during each stage of different growth stages |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) The student will be familiar with the theories used to explain the growth and development of children
2) The student will be able to highlight the roles of heredity and environment in the development of child growth
3) The student will be familiar with the concept of birth as an important period in the life of the family and its impact on the growth of the child and the development of his developmental characteristics
4) The student will highlight the relationship of individual differences, including special needs, to the growth of the child and its impact on the family
5) The student will explain the developmental behaviors that can be observed in children in childhood |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
1. Understands the meaning of growth, the importance of studying it, its determinants and the factors affecting it
2. knows that growth is a continuous process through different age stages
3. Identifies the different developmental characteristics (mental, emotional, sensory and motor) in the stages of growth.
B. Cognitive Skills
After studying this course, the student is expected to be able to: 1. Analyze the environmental and genetic factors that affect the child's growth
2. Distinguish between the different characteristics of growth for each of the different stages of growth
3. Discover the importance of habits that affect the growth of children in the prenatal stage and suggest appropriate solutions for them.
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
1. Use appropriate scientific films to explain the stages of fetal formation in the Holy Quran
2. Employs his knowledge of developmental psychology to reduce the genetic and environmental causes that lead to developmental disorders
3.Designs a record to follow up on children's health, psychological and social problems
4. Produces various educational tools to illustrate the stages of development and their manifestations
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
1. Develop appropriate solutions to deal with developmental problems in childhood and adolescence.
2. Cooperates with colleagues and parents to solve some of the developmental problems facing their children at school
|
ECE103 Learning through Art and Play
(3) Credit Hours
This course includes an introduction to visual arts and play, and their importance in the holistic development of the child. Students will learn about the role of creative drama, movement, music, children's theater, and children's literature in guiding children's emotional and cognitive development. Additionally, they will become acquainted with criteria for selecting appropriate content for children's age and interests. Moreover, students will learn about the important characteristics, types, objectives, and effects of play on various areas of children's development.
| Course Code |
ECE103 |
| Course Title |
Learning through Art and Play |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course includes an introduction to visual arts and play, and their importance in the holistic development of the child. Students will learn about the role of creative drama, movement, music, children's theater, and children's literature in guiding children's emotional and cognitive development. Additionally, they will become acquainted with criteria for selecting appropriate content for children's age and interests. Moreover, students will learn about the important characteristics, types, objectives, and effects of play on various areas of children's development. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) The student will know the concept of visual arts and play and their importance in the integrated development of the child.
2) The student will understand the role of arts in guiding the emotional and cognitive development of children.
3) The student will know the criteria for selecting content appropriate to the child's age and interests.
4) The student will understand the characteristics, types and goals of play.
5) The student will determine the impact of play on the different areas of development in children.
|
| Course Outcomes |
A. Knowledge & UnderstandingAfter studying this course, each student is expected to be able to:
• Know the concept of visual arts and play and their importance in the integrated development of the child.
• Explain the elements of learning environments that stimulate play.
• Discuss the principles of art and its components
• Compare play theories and their role in the development of the child's mental abilities
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• List the characteristics, types and goals of play
• Distinguish between types of play and the characteristics of the development of play across the stages of development
• Discover colors and their importance in children
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use play in psychotherapy for some simple problems
• Apply types of arts in teaching the child through feeling and touch
• Choose appropriate means in different educational situations.
• Design educational means using simple artistic materials.
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Create stimulating learning environments for play
• Cooperate with colleagues in managing activity time within groups |
ECE104 Childcare, Education, and Guidance
(3) Credit Hours
The course examines the necessary skills for preparing an effective educational environment by recognizing the fundamental components of a daycare room and a classroom, and how to arrange and organize them by utilizing appropriate equipment for the age group. Additionally, it illustrates the extent to which a suitable environment influences directing children's behaviors and creating a positive atmosphere that aids in enhancing emotional growth and self-regulation. This is achieved through guiding children and regulating their behaviors using appropriate methods.
| Course Code |
ECE104 |
| Course Title |
Childcare, Education, and Guidance |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
The course examines the necessary skills for preparing an effective educational environment by recognizing the fundamental components of a daycare room and a classroom, and how to arrange and organize them by utilizing appropriate equipment for the age group. Additionally, it illustrates the extent to which a suitable environment influences directing children's behaviors and creating a positive atmosphere that aids in enhancing emotional growth and self-regulation. This is achieved through guiding children and regulating their behaviors using appropriate methods. |
| Course Objectives |
At the end of this course, the student is expected to be able to:
1) The student acquires the skills necessary to prepare an effective educational environment
2) The student learns about the basic components of the care room and the classroom and how to arrange and organize them
3) The student employs age-appropriate equipment within the classroom environment
4) The student explains the effect of the classroom environment on directing children’s behavior |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Know the concept of the learning environment and its impact on the child's behavior
• Mention forms of cooperation with the family for a more effective learning environment
• Compare methods of managing the child's psychological environment
B) Cognitive Skills
After studying this course, the student is expected to be able to:
• Use incentives to control the child's behavior
• Identify common elements between methods of organizing a good learning environment
• Discover new ways to stimulate motivation in the child
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use incentives to control the child's behavior
• Apply methods of controlling and directing the child's behavior within the educational environment
• Choose appropriate methods in managing the child's psychological environment
• Design educational situations appropriate to the age group within the classroom environment
D. Key Transferable Skills
After studying this course, the student is expected to be able to:
• Invent forms of cooperation with the family for a more effective learning environment
• Cooperate with colleagues in employing technology in the learning environment
|
ECE303 Design and Implementation of Developmentally Appropriate Activities
(3) Credit Hours
This course focuses on applying learning theories and teaching methods that employ cognitive games to assist in the development of concepts, thinking skills, and fine motor skills in children. It involves creating sensory activities using simple materials available in the environment and recycling other materials to produce and design educational materials.
| Course Code |
ECE303 |
| Course Title |
Design and Implementation of Developmentally Appropriate Activities |
| Pre-requisite |
ECE206 |
| Credit Hours |
3 |
| Course Description |
This course focuses on applying learning theories and teaching methods that employ cognitive games to assist in the development of concepts, thinking skills, and fine motor skills in children. It involves creating sensory activities using simple materials available in the environment and recycling other materials to produce and design educational materials. |
| Course Objectives |
By the end of this course, the student is expected to be able to:
1) Understand methods for designing developmentally appropriate educational activities
2) Apply learning theories and teaching methods to understand the role of cognitive games
3) Design educational activities and tangible cognitive games to develop concepts, thinking skills, and small muscles in children
4) Recycle available tools to create safe educational activities for children to learn |
| Course Outcomes |
A. Knowledge & Understanding
After studying this course, each student is expected to be able to:
• Understand the methods of designing developmentally appropriate educational activities
• Know the concrete goals of developmentally appropriate educational activities
• Discuss the types of developmentally appropriate educational activities
B. Cognitive Skills
After studying this course, the student is expected to be able to:
• Distinguish learning theories and teaching methods to understand the role of cognitive games
• Design concrete cognitive educational activities and games to develop concepts, thinking skills, and small muscles in children
• Suggest an education plan that suits the classroom environment for learning kindergarten children
C. Practical and Professional Skills
After studying this course, the student is expected to be able to:
• Use the basics of recycling available tools to create safe educational activities for children to learn
• Select the tools required to create developmentally appropriate educational activities
• Design innovative educational activities that meet the learning goals of the child at the stage
D. Key Transferable Skills
After studying this course, the student is expected to be able to To:
• Develop technological tools to develop daily and weekly planning elements
• Analyze the content of educational activities and plans for their developmental suitability for the stage |
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 |
|
| Course Outcomes |
|
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 |
|
| Course Outcomes |
|
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 |
|
| Course Outcomes |
|
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 |
|
| Course Outcomes |
|
ED 601 Curriculum Analysis and Development
(3) Credit Hours
• This module provides students with the principles, components, and approaches of designing curriculum aligns with the learning outcomes. Also, it aims to leverage the skills of students in terms of analysing, developiing and evaluating curriculum. In each part of the module, it is highlighting the role of technology in enhancing curriculum.
| Course Code |
ED 601 |
| Course Title |
Curriculum Analysis and Development |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with the principles, components, and approaches of designing curriculum aligns with the learning outcomes. Also, it aims to leverage the skills of students in terms of analysing, developiing and evaluating curriculum. In each part of the module, it is highlighting the role of technology in enhancing curriculum. |
| Course Objectives |
The general aims of the module are to:
• Demonstrates emerging developments in curriculum definition.
• Provide students with a thorough understanding of the principles, theories, and concepts related to curriculum analysis and development.
• Recognise the key frameworks and models for evaluating and analyzing curricula.
• Promote curriculum alignment with educational goals, standards, and learning outcomes, especially when integrating technology with the process of curriculum planning.
• Enhance students ‘analytical skills by equipping them with tools and techniques to critically analyse current curricula in terms of the general guideline of curricula prepared by MoE.
• Design curricula that engage and empower students, fostering active and meaningful learning experiences using instructional technology.
|
| Course Outcomes |
A. Knowledge and understanding
By the end of the module, learners will be expected to:
A1. Perceive the key principles, theories, and models related to curriculum analysis and development.
A2. Demonstrate knowledge of different curriculum evaluation methods and their applications.
A3. Know the different components of curriculum, namely, learning outcomes, content, instructional strategies, and evaluation.
A4. Recognise the foundations of the curriculum (philosophical, cognitive, psychological, social) and the organizational approaches.
A5. Demonstrate knowledge of the curriculum planning models.
A6. Familiarise with the stages of curriculum engineering in designing technological curriculum.
B. Cognitive skills
By the end of the module, learners will be expected to:
B1. Analyse the different principles, theories, and foundations of curriculum.
B2. Evaluate the national curriculum in terms of embedment of technological tools or considering the general framework of the curricula. .
B3. Analyse the components of the curriculum of his/her major.
B4. Assess the alignment between curricula and educational goals, standards, and learning outcomes
B5. Synthesise the stages of curriculum engineering in designing technological curriculum.
C. Practical and professional skills
By the end of the module, learners will be expected to:
C1. Demonstrate the model or the theory embedded in the national curricula.
C2. Design curriculum components (learning outcomes, content, instructional strategies, and evaluation) of his or her major following the curriculum engineering stages
C3. Develop components of the curriculum related to his/her major based on the recent technological tools.
D4. Develop the design of a component-based technology curriculum.
D5. Adopt and defends a model of curriculum planning
D6. Demonstrate adaptability and flexibility in responding to evolving educational needs and contexts, adapting curricula to address emerging challenges and opportunities
|
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.
• This module provides learners with the appropriate knowledge and training about concepts, theories, and implementation of educational leadership in the educational institutions. It acquires learners needed skills for leading, guiding, and motivating individuals.
| Course Code |
ED 613 |
| Course Title |
Educational leadership |
| Pre-requisite |
None |
| 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.
• This module provides learners with the appropriate knowledge and training about concepts, theories, and implementation of educational leadership in the educational institutions. It acquires learners needed skills for leading, guiding, and motivating individuals.
|
| Course Objectives |
By the end of the course, students will be able to:
• Equip learners with the necessary knowledge, skills, and dispositions to effectively lead schools, organizations, or educational communities.
• Foster strategic thinking, decision-making, problem-solving, and communication skills relevant to educational leadership roles.
• Hone collaborative and relationship-building skills to engage stakeholders, build consensus, and create positive school environments.
• Cultivate self-awareness and a critical lens for examining educational practices and leadership approaches.
• Encourage continuous learning and professional development throughout a leader's career
|
| Course Outcomes |
A. Knowledge & Understanding
At the end of the module learners will be expected to:
A1. Demonstrate understanding of key theories, concepts, and frameworks in educational leadership.
A2. Analyze the historical, philosophical, and social contexts influencing leadership practices.
A3. Articulate current educational policies, trends, and challenges facing the education system.
B. Cognitive skills
At the end of the module learners will be expected to:
B1. Analyze complex educational problems from multiple perspectives.
B2. Generate creative and innovative solutions to educational challenges.
B3. Evaluate the effectiveness of different leadership strategies based on evidence.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Demonstrate effective leadership behaviors
C2. Build and lead teams of educators..
D. Key transferable skills
At the end of the module, learners will be expected to:
D1. Acquire Collaboration and communication skills.
D2. Develop creative solutions to leadership challenges
|
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.
• This module provides Learners with the appropriate knowledge and training about concepts, theories, and implementation of educational supervision in the educational institutions. It acquires Learners needed skills for supervising, leading, guiding, and motivating individuals.
| Course Code |
ED 614 |
| Course Title |
Educational Supervision |
| Pre-requisite |
None |
| 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.
• This module provides Learners with the appropriate knowledge and training about concepts, theories, and implementation of educational supervision in the educational institutions. It acquires Learners needed skills for supervising, leading, guiding, and motivating individuals.
|
| Course Objectives |
By the end of the course, students will be able to:
• Provide Learners with a comprehensive understanding of the theoretical frameworks and principles that underpin educational supervision.
• Equip Learners with the practical skills needed to implement effective supervision strategies, including observation, evaluation, and coaching.
• Cultivate self-awareness and a critical lens for examining educational practices and supervision approaches.
• Identify the common obstacles that hinder the realization of educational supervision goals in the Arab region and develop strategies to overcome them.
• Foster the professional growth of educational supervisors by providing opportunities for continuous learning and improvement.
|
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1. Identify the core concepts, principles, challenges, and opportunities in educational supervision specific to the Arab region.
A2. Articulate knowledge of current policies, trends, and challenges impacting the educational supervision system.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Analyze the historical, philosophical, and social context on educational supervision practices
B2. Develop creative solutions in educational supervision challenges based on the various strategies.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Analyse classroom practices, teaching methods, and areas for improvement.
C2. Identify challenges in the educational environment
C3. Assess the effectiveness of educational programmes and initiatives
.D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with tutors, administrators, parents, and other stakeholders.
D2. Collaborate effectively with colleagues to achieve shared goals.
|
ED 617 Educational Planning
(3) Credit Hours
• This module 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.
• The module discusses the stages of general development plans for selected countries. It participates in developing the planning abilities of learners 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 |
None |
| Credit Hours |
3 |
| Course Description |
• This module 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.
• The module discusses the stages of general development plans for selected countries. It participates in developing the planning abilities of learners 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 |
By the end of the course, students will be able to:
• Provide learners with a comprehensive understanding of the concepts, principles, and objectives of educational planning.
• Explore the various types of educational plans, such as strategic, operational, and contingency plans, and their relevance to different educational contexts.
• Investigate different approaches to educational planning, including top-down, bottom-up, and participatory planning.
• Analyse the stages involved in developing national development plans and their impact on education.
• Equip learners with practical skills in educational planning, such as curriculum development, in-service training, and school facilities planning. |
| Course Outcomes |
A. Knowledge & Understanding At the end of the module, learners will be expected to:
A1: Acquire knowledge of the core concepts and principles of educational planning.
A2: Identify different types of educational plans (strategic, operational, etc.).
A3: Recognize the challenges and barriers that hinder effective educational planning.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Develop a critical approach to educational planning
B2: Evaluate educational planning in Oman via quantitative and qualitative research methods used in educational evaluation
B3: Analyse educational policies, potential impacts to make informed decisions aligned with specific goals and contexts.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Develop operational planning skills to assess educational needs, resources
C2: Demonstrate the ability to strategically plan, assess educational needs, optimize resource allocation, and prioritize interventions at the school level
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Provide constructive feedback on educational planning objectives, procedures, and output.
D2. Demonstrate clarity of purpose in communicating to diverse audiences |
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 |
|
| Course Outcomes |
|
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. Learners 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.
• 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. Learners 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.
• The study of educational policies in the Arab region delves into the intricate landscape of educational systems across diverse countries, exploring the guiding principles, strategies, and challenges that shape the learning experiences of millions of learners. This course typically equips learners with a comprehensive understanding of historical foundations, comparative perspectives, and key policy areas.
| Course Code |
ED 621 |
| Course Title |
Educational Policies in the Arab Region |
| Pre-requisite |
None |
| 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. Learners 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.
• 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. Learners 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.
• The study of educational policies in the Arab region delves into the intricate landscape of educational systems across diverse countries, exploring the guiding principles, strategies, and challenges that shape the learning experiences of millions of learners. This course typically equips learners with a comprehensive understanding of historical foundations, comparative perspectives, and key policy areas.
|
| Course Objectives |
By the end of the course, students will be able to:
• Examining the historical evolution of educational policies in the region.
• Analysing and comparing educational policies across different Arab countries.
• Diving into specific policy domains such as curriculum development, assessment, tutor education, access and equity, and financing.
• Addressing critical issues like globalization, demographic shifts, technological advancements, and the need for education reform.
• Developing skills to critically analyse educational policies, identify areas for improvement, and advocate for effective change.
|
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1: Demonstrate understanding of concepts of educational policies in Arab countries.
A2: Identify similarities, differences, and best practices across different Arab countries.
A3: Understand educational methods and strategies applied in Arab regions.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Analyze complex political, social, and economic factors that shape educational policies in Arab regions.
B2: Evaluate the effectiveness of educational policies in different Arab countries.
B3: Identify strengths, weaknesses, opportunities, and threats in educational systems in Arab regions.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Compare educational policies across different Arab countries.
C2: Recognize critical issues related to education policies in Arab countries
C3: Identify educational challenges in Arab educational policies
.D Key transferable skills
At the end of the module, learners will be expected to:
D1: Critically analyze issues related to educational policies in Arab countries.
D2: Evaluate educational policies in Arab countries.
D3: Explore the implications of educational policies on learning outcomes.
|
ED 622 Contemporary Issues in Educational Leadership
(3) Credit Hours
This Course is designed for Learners to develop their skills to support reflective practice and critical analysis of related issues such as: accountability & equality in education, parent- Tutor relationships & the possibility of parent's contribution in solving Learner problems (dress codes, drugs, school violence), school reform, multiculturalism, and total quality management. It covers the latest trends, emerging issues, and effective strategies for addressing them. The course also helps Learners create a professional knowledge through studying such issues.
Several tools of are used to address and clarify the links between education as input-operation-output, and Contemporary Issues in Educational Leadership, accountability & equality in education, parent- Tutor relationships & the possibility of parent's contribution in solving Learner problems (dress codes, drugs, school violence), school reform, multiculturalism, and total quality management.
| Course Code |
ED 622 |
| Course Title |
Contemporary Issues in Educational Leadership |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This Course is designed for Learners to develop their skills to support reflective practice and critical analysis of related issues such as: accountability & equality in education, parent- Tutor relationships & the possibility of parent's contribution in solving Learner problems (dress codes, drugs, school violence), school reform, multiculturalism, and total quality management. It covers the latest trends, emerging issues, and effective strategies for addressing them. The course also helps Learners create a professional knowledge through studying such issues.
Several tools of are used to address and clarify the links between education as input-operation-output, and Contemporary Issues in Educational Leadership, accountability & equality in education, parent- Tutor relationships & the possibility of parent's contribution in solving Learner problems (dress codes, drugs, school violence), school reform, multiculturalism, and total quality management.
|
| Course Objectives |
By the end of the course, students will be able to:
• Equip Learners with the ability to analyze complex educational issues, such as accountability, equality, and multiculturalism.
• analyze current trends in school reform and their impact on educational outcomes.
• provide Learners with a comprehensive understanding of contemporary educational issues and effective strategies for addressing them. |
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1: Develop a deep understanding of key educational issues, such as accountability, equality, and multiculturalism.
A2: Recognize the impact of social, cultural, and political factors on education.
A3: Grasp the principles of TQM and its application in educational settings.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Evaluate the effectiveness of different reform strategies.
B2: Reflect critically on the dynamics of the administrative and academic interface in an educational institution..
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Analyze the impact of various reform initiatives on Learner achievement and equity.
C2: Plan strategies for building positive relationships with parents to address learner challenges.
.D Key transferable skills
At the end of the module, learners will be expected to:
D1:Demonstrate the ability to critically examine their own teaching practices.
D2: Work collaboratively to lead change.
D3: Anlalyse critically on contemporary issues |
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.
| Course Code |
ED 623 |
| Course Title |
Educational Psychology |
| Pre-requisite |
None |
| 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. |
| Course Objectives |
The general aims of the module are to:
• Equipping students with a theoretical framework in Educational Psychology that they can employ in future professional settings and educational technology designs.
• develop the conceptual understanding of educational psychology and enable them to understand the importance and application of the knowledge of educational psychology in the teaching learning context.
• 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 learners 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
The course possibly enables learners to examine selected issues related to the institutional educational development to make them more knowledgeable about such issues and learn how to apply the tools of institutional educational development to such issues
| Course Code |
ED 624 |
| Course Title |
Institutional Educational Development |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course explains & elaborates the concept of organizational development and enables learners 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
The course possibly enables learners to examine selected issues related to the institutional educational development to make them more knowledgeable about such issues and learn how to apply the tools of institutional educational development to such issues
|
| Course Objectives |
By the end of the course, students will be able to:
• Provide learners with a comprehensive understanding of the concepts, theories, and models of organizational development.
• Apply organizational development principles and techniques to educational institutions to improve their effectiveness and efficiency.
• Examine the impact of contemporary issues, such as globalization, technology, and diversity, on educational institutions.
• Equip learners with the skills to lead and manage change processes in educational settings
|
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1: Demonstrate understanding of the dynamics involved in organizational change.
A2: Articulate current models of change management in educational institutions.
A3: Develop educational institutions based on strengths and weaknesses
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Explore critically selected contemporary issues in education.
B2: Identify organizational problems and challenges
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Ability to identify, analyse problems to make informed decisions.
C2: Deliver change for educational development.
.D Key transferable skills
At the end of the module, learners will be expected to:
D1: Ability to think critically about educational issues on their own practice.
D2: Create effective collaborative relationships between learners and stakeholders. |
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 |
|
| Course Outcomes |
|
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 Advanced Research Methods for Educators
(3) Credit Hours
This course deals with a major part of the preparation of graduate studies learners in general and learners of educational leadership in particular. It emphasizes the research side of the preparation of the learners. The course requires learners to select, present and discuss related issues in classroom to explore different aspects/factors affecting those issues. Learners are required to apply and develop the scientific methods in introducing and discussing such issues
| Course Code |
ED 637 |
| Course Title |
Advanced Research Methods for Educators |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This course deals with a major part of the preparation of graduate studies learners in general and learners of educational leadership in particular. It emphasizes the research side of the preparation of the learners. The course requires learners to select, present and discuss related issues in classroom to explore different aspects/factors affecting those issues. Learners are required to apply and develop the scientific methods in introducing and discussing such issues |
| Course Objectives |
By the end of the course, students will be able to:
• Equip students with the necessary skills to conduct rigorous research, including identifying research questions, selecting appropriate methodologies, and analyzing data.
• Foster critical thinking abilities to evaluate existing research, identify gaps in knowledge, and formulate original research questions.
• Improve students' academic writing skills to effectively communicate research findings and arguments in a clear and concise manner.
• Provide the foundational knowledge and skills required for successful graduate studies, particularly in educational leadership.
|
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1 Understand the core concepts of research, including research design, methodology, and data analysis.
A2 Grasp the ethical principles that guide research, such as informed consent, confidentiality, and data integrity.
A3 Conduct a comprehensive literature review to identify research gaps
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Develop the ability to critically analyze educational issues and underlying problems.
B2: Foster creativity and innovation in educational research and practice.
B3: Enhance information literacy skills to locate, evaluate, and synthesize information from various sources.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Develop the ability to conduct independent research, including designing research studies, analysing data, and interpreting findings.
C2: Analyse quantitative and qualitative data by statistical software.
C3: Deliver impactful oral presentations
.D Key transferable skills:
At the end of the module, learners will be expected to:
D1: Develop effective time management to manage multiple tasks and deadlines.
D2: Cultivate the ability to independently learn, knowledge, and skills.
D3: Develop the ability to adapt to changing circumstances and new challenges.
|
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.
| Course Code |
ED 641 |
| Course Title |
Computer Applications in Statistical Analysis |
| Pre-requisite |
ED632 |
| 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. |
| 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
|
| 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: Analyse the ethics of data analysis.
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: Manipulate 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 & 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.
| Course Code |
ED 642 |
| Course Title |
Planning & management of instructional technology projects |
| Pre-requisite |
None |
| 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. |
| 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. Be familiar with the bases of planning and managements of projects in instructional technology
A2. Understand current issues and challenges in planning and managing in instructional technology projects.
A3. Demonstrate procedures of managing a project at instructional technology in real environment.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Reflect critically on current issues raised while implementing Instructional Technology projects;
B2. Evaluate methods and approaches implemented in Instructional Technology projects
B3. Compare between concepts and theories appropriately;
At the end of the module , learners will be expected to:
C1. Use research –Based approaches in planning and designing instructional technology projects.
C2. Employ stages of planning and managing instructional technology projects.
C3. Plan and manage a project according to specified educational guidelines.
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with colleagues in working groups
D2. Show skills of planning and managing projects in different fields.
D3. Deal effectively with open education resources while planning and managing projects.
|
ED 644 knowledge Management
(3) Credit Hours
• This course introduces learners to the key aspects related to knowledge management such as history, aims, etc. It also provides learners 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.
• In general, the module can play a paramount importance in developing the competencies of learners in knowledge Management.
| Course Code |
ED 644 |
| Course Title |
knowledge Management |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This course introduces learners to the key aspects related to knowledge management such as history, aims, etc. It also provides learners 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.
• In general, the module can play a paramount importance in developing the competencies of learners in knowledge Management.
|
| Course Objectives |
By the end of the course, students will be able to:
1. Grasp thorough understanding of the principles, theories, and concepts related to knowledge Management.
2. Recognise the key frameworks and models for of the local and international knowledge Management best practices.
3. Enhance learners ‘analytical skills by equipping them with tools and techniques to critically analyse knowledge Management in the educational institutions.
4. Encourage continuous learning and professional development throughout a leader's career through knowledge Management.
5. Equip learners with tools for data-driven decision-making and evidence-based practices related to knowledge Management.
|
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1. Demonstrate understanding of key theories, concepts, and frameworks in knowledge Management.
A2. Understand the diverse needs and perspectives within the educational community.
A3. Articulate current educational policies, trends, and challenges facing the knowledge Management system.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Analyse educational problems related to knowledge Management.
B2. Generate creative and innovative solutions to educational challenges related to knowledge Management.
B3. Evaluate the effectiveness of different knowledge Management strategies based on evidence.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Demonstrate successful educational leadership behaviours, such as vision setting, motivation, and delegation.
C2. Demonstrate the ability towards a positive and productive school culture based on knowledge Management.
C3. Lead high-performing teams of educators to manage knowledge in Oman educational institutions.
.D Key transferable skills:
At the end of the module, learners will be expected to:
D1: Analyze complex problems and root causes to develop creative solutions related to knowledge Management.
D2: Demonstrate strong written and verbal communication skills in knowledge Management.
D3: The ability to lead teams, delegate tasks, and make effective decisions to promote knowledge Management in the Omani context |
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 behaviour among those who are working in the field of education.
| Course Code |
ED 645 |
| Course Title |
Organizational behaviour in educational institutions |
| Pre-requisite |
None |
| 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 behaviour among those who are working in the field of education. |
| Course Objectives |
By the end of the course, students will be able to:
1• Equip learners with the knowledge and skills needed to understand and effectively navigate the unique dynamics of educational organizations.
• Explore various frameworks and theories of organizational behaviour relevant to educational settings.
• Analyse the impact of individual characteristics, group dynamics, and organizational structures on behaviour and performance within schools and universities.
• Evaluate the effectiveness of different leadership styles and communication strategies in educational contexts.
• Develop skills for conflict resolution, collaboration, and team building within educational institutions.
• Apply organizational behaviour principles to address real-world challenges faced by educators and administrators
|
| Course Outcomes |
A. Knowledge & Understanding :
At the end of the module, learners will be expected to:
A1. Grasp various theories and frameworks explaining individual behavior and group dynamics in educational institutions.
A2. Recognize individual differences in educational institutes.
A3. Recognize team processes impact productivity, collaboration, and decision-making in educational settings.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Enhance learners' cognitive skills in organizational behaviour
B2. Apply organizational behaviour theories to evaluate real-world scenarios critically .
B3. Conduct objective assessments of individual, group, and organizational behaviour.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Apply diverse motivational techniques to inspire and engage learners, tutors, and other stakeholders within the educational setting.
C2: Evaluate the influence of group dynamics on various aspects like classroom climate, learner engagement, and organizational culture.
C3. Lead and manage teams within educational institutions, fostering collaboration, accountability, and achieving shared goals.
.D Key transferable skills:
At the end of the module, learners will be expected to:
D1. Articulate ideas, both verbally and in writing to enhance communication with diverse individuals.
D2. Work effectively within teams to fostering positive relationships and managing disagreements constructively.
D3. Analyse complex situations, identify root causes of problems, and develop effective solutions based on evidence and diverse perspectives.
|
ED618 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.
| Course Code |
ED618 |
| Course Title |
Instructional Design |
| Pre-requisite |
None |
| 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. |
| 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.
• Provide students with skills to design an e-learning environment and measure its effectiveness in developing learning object design skills
|
| 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.
C3: conduct ongoing peer evaluation and provide constructive feedback to other instructional designs (both in progress and finalised) within his/her learning community and/or instructional design partner.
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.
|
ED627 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.
| Course Code |
ED627 |
| Course Title |
Educational Communication |
| Pre-requisite |
None |
| 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. |
| Course Objectives |
1. Provide students with the skills and teaching strategies to utilise the most advanced Information and communication technologies to support active and collaborative learning.
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.
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Identify 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.
A4: construct an educational environment using different possibilities offered by information and communication technology.
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 institutionsAt 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.
|
ED631 Open and Distance Learning
(3) Credit Hours
This module explore contemporary trends in blended, open and Distance learning. It provides students with the appropriate knowledge about OERs and Creative Commons License. Students in this module critically explore learning design, evaluate delivery techniques and utilise instructional technology to promote independent learning in blended, open and distance learning contexts. Students are encouraged to examine the consequences of employing ICT on the various sectors of society, in general, and in blended, open and distance learning sector in particular.
| Course Code |
ED631 |
| Course Title |
Open and Distance Learning |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
This module explore contemporary trends in blended, open and Distance learning. It provides students with the appropriate knowledge about OERs and Creative Commons License. Students in this module critically explore learning design, evaluate delivery techniques and utilise instructional technology to promote independent learning in blended, open and distance learning contexts. Students are encouraged to examine the consequences of employing ICT on the various sectors of society, in general, and in blended, open and distance learning sector in particular. |
| Course Objectives |
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
• 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 research about Open and Distance learning.
A2. Understand current issues and debates about Open, Distance and Blended learning.
A3. Be aware of intellectual property rights and Creative Commons License
A4. Be acquainted with OERs.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Explore critically current research in one or more areas of Open and Distance learning studies;
B2. Evaluate and analyse some Arab and international experiences and practices in Open and Distance learning.
B3. Reflect critically on Open, Distance and Blended Learning and theories;
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. Participate in engineering the learning environment.
C2. Engage in peer discussion strategy.
C3. Differentiate between the types of creative commons Licenses.
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with colleagues.
D2. Work independently
D3. Collaborate effectively with class mates.
D4. Develop a plan of learning in emergencies.
|
ED632 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.
| Course Code |
ED632 |
| Course Title |
Research Methodology |
| Pre-requisite |
None |
| 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. |
| Course Objectives |
The general aims of the module are to:
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 quantitative, qualitative and mixed 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. Understand the relationship between different research types and their statistical designs.
A4. Be acquainted with the mixed method research
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.
C5. Employ qualitative research method
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Review scientific research papers based on the international guidelines of writing papers.
D2.Write a scientific research paper that could be published.
|
ED633 Technology and 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.
| Course Code |
ED633 |
| Course Title |
Technology and Internet Applications in Education |
| Pre-requisite |
None |
| 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. |
| Course Objectives |
The general aims of the module are to:
1. Provide students with appropriate knowledge and training about different internet applications in education and their pedagogical use for optimizing learning. Especially dealing with LMS systems and taking the role of a teacher in such virtual environments.
2. Link between related theories and practice
3. Develop students’ skills in developing educational web based applications to deliver teaching. Especially dealing with MOODLE as an LMS or Google Classroom.
4. Critically evaluate current practice, problems and research in Instructional technology
5. Apply effective ICT strategies to foster curiosity and creativity
6. Develop strategies for effective communications and conflict resolution
7. Explore Integrating Educational Technology into the Curriculum
8. Plan and implement Communications, Networks, the Internet, and the World Wide Web for use in teaching
9. Explore the Changing Face of Education – Teaching Online
10. Evaluation Educational Technology and Integration Strategies
11. Critically explore ethics, trends and issues in the application of technology to education.
The module also aims to teach students about
1. Integrating Educational Technology into the Curriculum
2. Communications Networks, the Internet, and the World Wide Web
3. Software and Hardware for Educators
4. Technology, Digital Media and Curriculum Integration
5. The Changing Face of Education – Teaching Online
6. Evaluation Educational Technology and Integration Strategies
7. Security Issues, Ethics, and Emerging Technologies in Education
8. Concept of (CAI) computer assisted instruction, and (CMI) computer managed instruction
9. Concept Mapping such as Inspiration software
10. Concept and main domains of Instructional Technology
11. Augmented reality and Gamification applications in education
|
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Understand e-learning and ICT-related concepts, whether on equipment or software. as an emerging force in education.
A2: Recognize the evolution of the web.
A3: Understand the pedagogical value of the web.
A4: Select and evaluate some appropriate internet application.
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.
C4: Plan and develop educational positions to make them sources of learning and in collaboration with students.
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.
D4: Use appropriate technology to develop appropriate strategies to solve life problems.
D5: Design and production of educational materials using internet applications that suits students at all levels of study and for any subject.
|
ED634 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%).
• Students admitted to the module 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
| Course Code |
ED634 |
| Course Title |
Designing and Producing Educational Software |
| Pre-requisite |
ED618
ED635 |
| 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%).
• Students admitted to the module 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
|
| Course Objectives |
The general aims of the module are to:
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 theoretical principles related to instructional design and educational software production.
A2: Recognize some models of instructional design and educational software production.
A3: Recognize the phases of developing 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: Utilize instructional design models to develop educational software.
B2: Choose appropriate application to produce educational software.
B3: Reflect critically on the application of instructional technologies to meet the learning needs of students in schools.
B4: Evaluate educational software.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Write scenarios using storyboards template.
C2: Produce multimedia learning objects.
C3: Produce interactive educational software
C4: Produce e-quizzes using appropriate applications.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Apply problem-solving skills to overcome obstacles during designing and producing of educational sofwares.
D2: Apply critical thinking skills to evaluate the quality of the educational software.
|
ED635 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)
| Course Code |
ED635 |
| Course Title |
Multimedia |
| Pre-requisite |
ED618 |
| 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) |
| 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 designs.
A3 Be familiar with innovative multimedia technologies and their application in education.
A4 be familiar with multimedia technologies for blended and distance learning.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1 Analyze appropriate multimedia.
B2 Evaluate critically multimedia systems
B3: Compare between 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 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 educational institutes to integrate interactive multimedia.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Epply critical thinking skills to solve practical problems related to the use of multimedia.
D2: Exchange experience in applying interactive multimedia to others.
D3: Develop communication and effictive presentation skills.
D4: Promote working collaboratively during students focus groups.
|
ED639 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.
| Course Code |
ED639 |
| Course Title |
Special Topics in Instructional Technology |
| Pre-requisite |
Final semester only |
| 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. |
| 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 related to recent instructional technology.
A2. Understand current issues and trends in Instructional technology.
A3. Be familiar with publications in recent instructional technology.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1. Critique current research in hot topics related instructional Technology studies.
B2. Evaluate research methods in Instructional Technology.
B3. Analyze strengths and weaknesses of the newly emerged instructional technological applications.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1. Use most recent education technology applications to leverage background specialization.
C2. Participate in peer discussion strategy to reflect on previous work.
C3. Compose a research project according to specified guidelines
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Communicate effectively with colleagues in working groups
D2. Gain effective presentation skills.
D3. Develop search skills.
D4. Utilize students and tutors’ feedback in other contexts.
|
ED640 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.
| Course Code |
ED640 |
| Course Title |
Instructional Technology for Students with Special Needs |
| Pre-requisite |
None |
| 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. |
| Course Objectives |
The general aims of the module are to:
- Provide students with appropriate skills in Instructional Technology for Students with special educational needs (SEN).
- Develop students' interest in utilizing ICT to support Special Education.
- Develop students' skills to select and utilize appropriate ICT tools for SEN students.
The module also aims to teach students about
- Different Concepts and terminology of special needs.
- Educational needs for students with SEN.
- Enhancing learning environment for students with SEN.
- Technology in special education.
- Assistive technology for students with SEN. |
| Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1: Understand special education related concepts.
A2: Demonstrate the importance of utilizing instructional technology with SEN students.
A3: Explore the suitable assistive technology for SEN students.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Compare between assistive technology tools in terms of preference for use with SEN students.
B2: Integrate assistive technology devices and services to enhance learning materials for students with SEN.
B3: Adheres to Instructional Design concepts to formulate individual plans for students with SEN.
B4: Combine the appropriate ICT applications within various educational situations designed for students with SEN.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Acquire the skills of embedding assistive technology in educational situations involving students with SEN.
C2: Develop complete educational situations for students with SEN that matches their needs.
C3: Acquire the skills of using and integrating assistive technology in developing some projects to help students with SEN.
D. Key transferable skills
At the end of the module, learners will be expected to:
D1: Conceptualize the difference in needs for various categories of students with SEN.
D2: Utilize the appropriate assistive technology devices in developing individual plans to solve educational problems for students with SEN.
D3: Design educational materials using ICT that suits different subjects and levels of study.
D4: Develop communication and effective presentation skills.
D5: Transfer experience in enhancing learning environment for students with SEN.
D6: Work collaboratively through students focus groups.
|
ED643 Artificial Intelligence Applications in Education
(3) Credit Hours
• This module provides students with comprehensive knowledge and skills of various issues in artificial intelligence (AI) that are of concern to teachers when coming to understand the various aspects involved with the field, and how they relate and can be applied to those in education.
| Course Code |
ED643 |
| Course Title |
Artificial Intelligence Applications in Education |
| Pre-requisite |
None |
| Credit Hours |
3 |
| Course Description |
• This module provides students with comprehensive knowledge and skills of various issues in artificial intelligence (AI) that are of concern to teachers when coming to understand the various aspects involved with the field, and how they relate and can be applied to those in education. |
| Course Objectives |
The general aims of the module are to:
• The overall aim of the course is to acquire students with the comprehensive knowledge and skills of various issues in artificial intelligence (AI) that are of concern to teachers when coming to understand the various aspects involved in this field, and how they are related and can be applied to those in education.
• After passing the course successfully, the students shall be able to use (AI) tools in an ethical way in research and teaching.
By the end of the module, students will be able to
• Navigate the evolving landscape of AI in education.
• Leverage AI tools effectively, ethically, and responsibly to enhance teaching and learning experiences.
• Recognise the fundamentals concepts of AI.
• Determine the applications of AI in education.
• Promote ethical considerations in AI for education.
• Develop AI literacy and critical thinking skills.
• Engage in practical hands-on experience with AI tools.
• Do collaborative exploration and research using AI.
|
| Course Outcomes |
A. Knowledge and understanding
By the end of the module, learners will be expected to:
A1: perceive the fundamental principles and techniques embedded in artificial intelligence.
A2: be familiar with the wide range of applications and tools of AI in education.
A3: Recognize AI potential to develop the teaching learning process.
A4: demonstrate awareness of the ethical implications associated with the use of AI in education.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Analyse knowledge and skills necessary to applying AI tools and techniques to address educational challenges.
B2: Develop the ability to collect, analyse, and interpret educational data using AI techniques.
B3: Evaluate AI systems used in educational settings considering potential biases, privacy concerns, and the impact on learners.
B4: Compare between IA platforms and tools in terms of their effectiveness in solving specific educational challenges.
C. Practical and professional skills
At the end of the module, learners will be expected to:
C1: Apply AI tools into instructional design processes with minimal guidance.
C2: Use AI tools to support data-driven decision-making in educational contexts.
C3: Design a framework of how to integrate AI tools in educational settings taking into consideration the ethical perspectives of AI use.
D Key transferable skills
At the end of the module, learners will be expected to:
D1. Select appropriate AI tools to solve educational problems in any disciplines.
D2. Cooperate with other experts in AI to enhance the ethical use of AI tools.
D3. Apply AI tools and competencies ethically beyond the education domain.
D4. Deal effectively and critically when integrating AI with open education resources.
D5. Develop information search skills through global databases using AI tools.
|
ED698 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 |
ED698 |
| Course Title |
Comprehensive Exam |
| Pre-requisite |
None |
| 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 |
The course aims to verify the cognitive competence of students. |
| 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 |
ED699 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 |
ED699 |
| Course Title |
Dissertation |
| Pre-requisite |
None |
| 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 |
The course aims to train students in writing rigorous scientific research and working on publishing it in a reputable journal. |
| 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 |
