Ed Tech Self-Study Report

Educational Technology Program Area Self-Study Report

A. The Educational Technology Program Area

1. Description of the Educational Technology program area

The Educational Technology graduate program area offers master’s and doctoral degrees in educational technology (area of specialization 933). Educational Technology is an interdisciplinary field of study. The aim of this field of study is to promote learning through the application of systematic principles of instructional design and appropriate uses of educational technologies including computers and media. Educational technology, although often associated with computers and other hardware, goes beyond any particular medium or device. It is a systematic way of designing, developing, implementing, and evaluating the total process of teaching and learning in terms of specific objectives, learning activities, and evaluation to bring about more effective learning. Computers and allied technologies often play a key role in support of teaching and learning and so are an important aspect of educational technology in today's world. Specialists in this field design and develop instruction, often computer-based, and implement and evaluate educational technology in a variety of settings including K-12 schools, universities, business/industry, and the military.

2. The mission and focus of Educational Technology

The vision of the Educational Technology program area is toestablish preeminence in the area of learning technologies and design with special emphasis in online learning environments, technology integration, informal learning, and authentic problem solving.

The mission of the Educational Technology program area is to:

•prepare individuals at the master’s and doctoral levels to serve as outstanding educators and leaders in the field who have expertise in the design and evaluation of learning experiences that effectively integrate pedagogy and technology;

•conduct programs of cutting-edge research and scholarship related to learning technologies and design both within our program and through collaborations with colleagues within the College of Education, across the university, and with entities outside of the university; and

•engage with schools, business/industry, and non-profit organizations to broaden our impact and understanding of learning, technology, and design issues.

3. The strategic plan of Educational Technology

The full plan (completed and ratified in Dec. 2006) is located at:

4. The faculty of Educational Technology include:

Full time

Professor / Associate Professor / Assistant Professor
  • Peg Ertmer
  • Tim Newby
  • James Lehman*
/
  • Minchi Kim
  • Jennifer Richardson
  • Scott Schaffer
  • Johannes Strobel**
  • Bill Watson

*James Lehman is now serving as the head of the Department of Curriculum and Instruction and so has a limited role as a faculty member in the program.

** Johannes Strobel (25% C&I – 75% Engineering Education)

Courtesy appointments associated with Educational Technology

  • Melissa DarkCollege of Technology
  • Heidi Diefes-DuxEngineering Education
  • Marne HelgesenCenter for Instructional Excellence
  • Kathy NewtonIndustrial Technology
  • William OakesEngineering Education
  • George RogersIndustrial Technology

B. Core Courses Offered by Educational Technology

Requirements for the MS program in Educational Technology

Core M.S. Educational Technology Requirements: (17 credits)

  • EDCI 513, Foundations of Educational Technology
  • EDCI 591T, Learning Theory for Instructional Designers
  • EDCI 572, Introduction to Instructional Development
  • EDCI 561, Computer Assisted Instruction
  • EDCI 660, Educational Technology Seminar (2 or more credits)
  • EDCI 573, Instructional Development Practicum

or

  • EDCI 564, Integration and Management of Computers in Education

Research, Development, and Exit Requirements: (6-9 credits)

All Students
  • EDPS 533, Introduction to Educational Research
  • Master's competencies portfolio (addresses required graduate competencies, as well as Educational Technology specific competencies in both instructional design and computer use)
  • Master's written exit examination
Non-Thesis Option
  • EDCI 670, Educational Technology Integrated Project (3 credits)
Thesis Option
  • EDCI 697, M.S. Thesis (6 credits)

Electives: (6-9 credits)

Non-thesis track students may take 3 electives (9 credits) while thesis track students may take 2 electives (6 credits).

• Design

EDCI 672, Advanced Instructional Development and Systems Technology

EDCI 673, Issues and Methods in Educational Technology Research

EDCI 674, Advanced Instructional Design Theory and Models

EDCI 591D, Assessment / Evaluation

EDCI 675, Instructional Strategies

EDCI 591C, Current Topics Seminar

• Development

EDCI 566, Educational Applications of Hypermedia

EDCI 571, Production of Instructional Materials

EDCI 591N, Instructional Design and Motivation

EDCI 575, Foundations of Distance Learning

EDCI 662, Instructional Development Management Applications of Microcomputers

EDCI 663, Interactive Video and Multimedia

EDCI 664, Courseware Design for Computer-Based Instruction

• Performance Improvement

EDCI 591B, Introduction to Human Performance Technology

Performance System Design (proposed new course)

Requirements for the PhD program in Educational Technology

Core Ph.D. Educational Technology Requirements: (15 credits)

  • EDCI 660, Educational Technology Seminar (3 or more credits)
  • EDCI 672, Advanced Instructional Development and Systems Technology
  • EDCI 674, Instructional Design Theory and Models
  • EDCI 673, Issues and Methods in Educational Technology Research
  • EDCI 695, Internship in Educational Technology

Electives in Educational Technology: (12-15 credits)

• Educational Foundations

EDPS 530, Adv Educational Psychology

EDCI 585, Multicultural Education

EDPS 531, Introduction to Measurement And Evaluation

• Design

EDCI 675, Instructional Strategies

EDCI 591D, Assessment / Evaluation

EDCI 591C Current Topics Seminar

• Development

EDCI 566, Educational Applications of Hypermedia

EDCI 571, Production of Instructional Materials

EDCI 591N, Instructional Design and Motivation

EDCI 575, Foundations of Distance Learning

EDCI 662, Instructional Development Management Applications of Microcomputers

EDCI 663, Interactive Video and Multimedia

EDCI 664, Courseware Design for Computer-Based Instruction

• Performance Improvement

EDCI 591B, Introduction to Human Performance Technology

Human Performance System Design (proposed new course)

Students will construct a cohesive program of electives in educational technology and related areas of interest.

Outside Electives: (6 credits)

Students will take at least two courses in an outside related area such as Adult Education, Educational Psychology, Management, Psychology, Educational Administration, Supervision, Technology, Technical Writing, Computer Science, or another field of interest.

Educational Research: (12 credits)

In addition to completing an introductory research course (e.g., EDPS 533) as part of prerequisite requirements, students will complete the required Ph.D. research sequence.

  • Introductory Statistics (e.g., STAT 501)
  • Qualitative Research (e.g., EDCI 615)
  • Advanced Research (e.g., STAT 502 or EDCI 616)
  • Research Seminar (e.g., EDPS 630)

Dissertation Research: (12 - 15 credits)

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Ed Tech Self-Study Report

Educational Technology courses enrollment trends

F02 / S03 / R03 / F03 / S04 / R04 / F04 / S05 / R05 / F05 / S06 / R06 / F06 / S07
513 / FOUND OF ED TECH / 21 / 14 / 16 / 7 / 0* / 19
560 / ED TECH FOR TCHG/LRNG / 0* / 18 / 15 / 14 / 12 / 0* / 15 / 15
561 / INTRO TO E-LEARNING / 13 / 19 / 14 / 10 / 6 / 16 / 12 / 7
564 / INTEG MGMT COMPUTER ED / 14 / 10 / 12 / 11 / 14 / 7 / 17
566 / ED APPS HYPERMEDIA / 15 / 17 / 17 / 11 / 17
570 / DEL SYS FOR ED & TRNG / 0*
571 / PRODUCTION INSTR MATS / 0* / 7 / 0*
572 / LEARNING SYSTEMS DESIGN / 18 / 9 / 19 / 8 / 19 / 11 / 15 / 9
573 / INSTRUCT DEVLPMT PRACT / 1 / 3 / 3 / 1 / 2 / 3 / 1 / 2 / 2 / 2 / 1 / 0 / 2 / 1
575 / FOUND OF DIST LRNG / 15
591B / HUMAN PERFORM TECH / 8 / 9 / 6 / 0*
591N / MOTIVATION & INSTR DES / 10
591R / LEADERSHIP IN ED TECH / 7
591T / ID THEORIES / 10 / 15 / 12 / 11 / 0* / 14
627 / CURRENT TOPIC ED TECH / 0*
660 / ED TECH SEMINAR / 10 / 9 / 16 / 13 / 4 / 13 / 11 / 5 / 16 / 9 / 0* / 11
663 / INTER VIDEO&MULTIMEDIA / 12 / 6
664 / COURSEWARE DESIGN CBI / 10 / 10 / 0*
670 / ED TECH INTEGRATED PRJ / 2 / 6 / 2 / 5 / 5 / 4 / 6 / 6 / 3 / 6 / 6 / 1 / 7 / 4
672 / ADV PRAC LEARNING SYS / 10 / 6 / 7 / 9 / 5
673 / ED TECH RESEARCH / 8 / 5 / 10 / 5 / 8
674 / INSTRUC DESIGN THEORY / 6 / 12
675 / INSTRUCT STRATEGIES / 13 / 6
Total enrollments per semester / 96 / 97 / 46 / 108 / 103 / 60 / 86 / 74 / 39 / 88 / 75 / 28 / 75 / 34

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Ed Tech Self-Study Report

Enrollment trends for the last five years based on the semester enrollment data:

C. Educational Technology Graduate Student Enrollment, Graduation, and Post-Grad Data

1. Number of Educational Technology graduate students

F02 / S03 / R03 / F03 / S04 / R04 / F04 / S05 / R05 / F05 / S06 / R06 / F06 / S07
PhD & MS / 56 / 53 / 33 / 55 / 55 / 35 / 50 / 49 / 35 / 52 / 52 / 33 / 46 / 42

2. Total degrees awarded in the last five years (Spring 2002 – Summer 2007)

  • Masters: 44
  • PhD: 29

3. Examples of graduates (in the last 5 years) and their current employment

Masters degrees

  • Josh Clark (2005). Instructional Technologist, Purdue Veterinary Technology Distance Learning Program, Purdue University
  • Chaoyan Dong (2002). PhD Candidate at New York University
  • Madalina Florea (2006). Instructor of Anatomy, Physiology, and Microbiology, Ivy Tech Technical College, Lafayette, IN
  • Paige Jones (2005). Instructional Technologist, Purdue Veterinary Technology Distance Learning Program, Purdue University
  • Samantha Lucy (2004). Marketing Manager, Center for Food and Agricultural Business, Purdue University
  • Debbie Matthys (2006). District Computer Coordinator, Technology Department, School City of Hobart, Hobart, IN
  • Margaret A. Selo (2002). Math Specialist, Academic Success Center, College of Liberal Arts, Purdue University

PhD degrees

  • Ya-Ting (Carolyn) Yang, (2002) Assistant Professor, Institute of Education and Centre for Teacher Education, National Cheng Kung University, Taiwan, ROC
  • Judith Oakes Lewandowski, (2002) Assistant Professor, College of Education, Indiana University at South Bend.
  • MollyLane, (2002). Adjunct Instructor in the instructional design program at Capella University, an online university, based in Illinois.
  • E. Osika, (2004). Assistant Professor, College of Education and Office of Distance Learning, Chicago State University, Chicago, IL.
  • Wenhao David Huang, (2006). Assistant Professor, Department of Human Resource Education University of Illinois
  • James Mohler, (2006). Associate Professor, Department of Computer Graphics Technology, Purdue University
  • Hua Bai, (2006). Assistant Professor, School of Education and Professional Studies, State University of New York, Potsdam. Potsdam, New York.
  • Sung Hee Park, (2006). Assistant Professor, Ewah Woman’s University, Seoul, South Korea.
  • Patrick Connolly (2007). Associate Professor, Department of Computer Graphics Technology, Purdue University
  • Anne Ottenbreit Leftwich (2007). Assistant Professor, Department of Instructional Systems Technology, Indiana University.
  • AlexiusMacklin, (2007).Associate Professor of libraries. Purdue University, West Lafayette, IN.
  • JeffCramer, (2007). Assistant Professor in Computing and System Sciences at Taylor University. Upland, IN.

D. Key Learning Outcomes

See Appendix A (PhD Learning Outcomes) and Appendix B (Masters Learning Outcomes)

E. Program contributions to the mission and goals of the department and college (learning, discovery, and engagement)

  1. Highlights of Educational Technology’s contributions to the learning mission of the department and college
  2. The program is responsible for EDCI 270 (a required course in the teacher education program).
  3. A licensure program has been launched that focuses on providing experiences, skills, and knowledge for those interested in technology coordinator roles.
  4. Plans to implement an online master’s program are underway and the program is scheduled for a Fall 2008 rollout. The faculty currently teach 16 courses online, more than any other program area in the college
  5. Educational Technology faculty have received recognition for excellence in course design and teaching over the past five years including:
  6. Teaching for Tomorrow Award, Purdue University, 2007
  7. The Purdue Excellence in Distance Learning Award, 2001, 2006
  8. The Murphy Award for Outstanding Undergraduate Teaching, 2007
  9. Fellowship in the Purdue University Teaching Academy, 2006
  10. College of Education,Outstanding Teaching Award, 2001, 2006
  11. Department of Curriculum and Instruction,Outstanding Teaching Award, 2001, 2006
  12. Senior resource faculty, Purdue University Teaching for Tomorrow Award, 2002.
  13. List highlights of our program’s contributions to the discovery mission of the department and college
  14. Several large scale research projects have been conducted by faculty including:
  15. US Department of Education FIPSE grant (2006-2009). Utilizing Peer Feedback in Online Discussions. A collaborative group of researchers across Purdue's campus have been investigating the use of peer feedback in online discussions in an effort to improve students learning while working to decrease instructor load.
  16. US Department of Education Technology Innovation Challenge Grant (2003-2006). Tech-Know-Build: Indiana Students Building Knowledge with Technology. While there were several strands to this project, the major focus was on creating and implementing a learner-centered and problem-based curriculum utilizing portable technology, developed by teachers in cooperation with other stakeholders, in alignment with local, state, and national standards.
  17. US Department of Education PT3 grant (2002-2005). Purdue Project to Prepare Tomorrow's Teachers to use Technology (P3T3). The major focus of this project was to prepare teacher education faculty in Purdue's Colleges of Education, Science, and Liberal Arts to teach pre-service teachers in technology-rich environments, modeling approaches that future teachers should use themselves.
  18. Edit and publish an online, peer-reviewed journal, the Interdisciplinary Journal of Problem-Based Learning
  19. Faculty serve as evaluators for NSF grants
  20. Faculty have received recognition for research and publication excellence by professional organizations
  21. AERA, Best Paper Award (Instructional Technology Special Interest Group) (2006)
  22. AECT Outstanding Journal Article Award (Division of Design and Development)(2006)
  23. C&I Discovery Awards (2004, 2007)
  24. List highlights of our program’s contributions to the engagement mission of the department and college
  25. Faculty serve on the board of directors of the Association for Educational Communications and Technology (AECT), planning committees and special interest groups within the American Educational Research Association (AERA), the International Society for Performance Improvement (ISPI), and the American Society for Training and Development (ASTD), and editorial board of the Educational Technology Research and Development Journal.
  26. Faculty are engaged in service learning with research partners at Purdue and outside of Purdue. Examples include work with Crawfordsville-area K-12 teachers as part of the Tech-Know-Build program, professional development activities with Lawrence Township, and project work with the Children’s Museum of Indianapolis and the Art Museum of Greater Lafayette.
  27. Faculty have redesigned courses to meet service learning goals including development of a project-based approach in core learning design courses which includes extending project work over two semesters and emphasizing design, teamwork, and service.
  28. Faculty have received recognition for service learning excellence including two Community of Service Learning faculty grants, and a Purdue Community of Service Learning Faculty Fellow award.

Appendix A: PhD Students

Purdue University Learning Outcomes Assessment

Educational Technology Program Area

Step 1: Identification of and Activities for Achieving PhD Student Learning Outcomes

What are the student learning outcomes and their sources for this program?

Outcomes:

Graduate students of the Ed Tech program will demonstrate the ability to:
  1. identify and conduct original research, scholarship or creative endeavors (i.e., synthesize and create knowledge)
  2. effectively communicate the field of study (communicate knowledge)
  3. think critically and creatively and solve problems in their field of study
  4. conduct research in an ethical and responsible manner (i.e., engage in professional development; participate actively in the profession)
  5. apply instructional design principles
  6. apply computer-based technologies and media to the solution of instructional problems

Source(s) of Outcomes:

The core outcomes (1 to 4) were abstracted from the criteria used to review and approve PhD degree programs and/or from existing policies for students.
The Curriculum and Instruction competencies (in parentheses after the core outcomes) are derived from the graduate areas of emphasis identified on the College of Education’s Model for Professional Preparation (see which in turn relates to various professional, state, and institutional standards.
Outcomes 5 and 6 are based on the IBSTPI standards (International Board of Standards for Training, Performance, and Instruction) and are specific to graduates of the Educational Technology program. See for more information.

Shared Responsibility:

The core outcomes were identified by faculty through faculty retreats, meetings, and discussions of the Graduate Education Advancement group on campus. They will be presented to Graduate Council for review and action in the fall of 2007.
The Curriculum and Instruction competencies were adopted by the department in 2000 following study and faculty input as a result of recommendations put forth by the department’s Graduate Committee. The two additional Ed Tech competencies were adopted at this same time by the faculty of the Educational Technology Program area.

Activities: In what activities are students involved to help achieve these learning outcomes?

  1. To identify and conduct original research, scholarship or creative endeavors
  2. Graduate courses and course projects, including EDCI 513, 591T, 673
  3. Supervised PhD research (15-18 credits of EDCI 699)
  4. Required doctoral research assessments (comprehensive examination, preliminary examination, dissertation, dissertation defense)
  5. Research assistant experiences
  1. To effectively communicate the field of study
  2. Graduate courses and course projects, including EDCI 513, 591T, 572, 561, 564, 672, 673; EDPS 630
  3. Presentations at professional conferences
  4. Written works including conference papers and publications
  5. Development of instructional materials
  6. Required doctoral research assessments (preliminary examination, dissertation, dissertation defense)
  7. Serving as teaching assistants for undergraduate and graduate-level courses
  1. To think critically and creatively and solve problems in their field of study
  2. Graduate courses and course projects, including EDCI 591T, 572, 561, 564, 672, 673
  3. Development of instructional materials
  4. Required doctoral research assessments (preliminary examination, dissertation, dissertation defense)
  1. To conduct research in an ethical and responsible manner; to engage in professional development and participate actively in their profession
  • Attendance at a Graduate School RCR workshop, completion of on-line RCR training module, or taking an RCR course (EDCI 673)
  • Graduate research methods courses and course projects (EDCI 533, 673, EDPS 630)
  • Department RCR orientation
  • Required doctoral research assessments (preliminary examination, dissertation, dissertation defense)
  • Graduate courses and course projects, including EDCI 513, 672, 673
  • Professional conferences, seminars, workshops, and other opportunities for professional development
  • Membership and involvement in professional organizations
  • Research assistant experiences
  • Serving as reviewers for conference proposals, proposed books for professional organizations
Additional C&I competencies:
  1. apply instructional design principles
  • Graduate courses and course projects, including EDCI 572, 561, 564
  • Completing internship/practicum at K-12, higher education or business and industry locations
  • Development of instructional materials
  1. apply computer-based technologies and media to the solution of instructional problems
  • Graduate courses and course projects, including EDCI 513, 572, 561, 564
  • Completing internship/practicum at K-12, higher education or business and industry locations
  • Development of instructional materials

Shared Responsibility:

Students work closely with their faculty advisors, graduate committee members, and the faculty who teach graduate courses.

Step 2: Assessment of Student Learning Outcomes