Instruction, Design, & Technology Program
Program Mission
The mission of the Instruction, Design, and Technology (IDT) Certificate program is to prepare educators to design, develop, deliver, and evaluate engaging educational opportunities and experiences to promote student success. The program will enable the educator to effectively employ emergent technologies in a variety of modes and settings.
Requirements
The IDT Certificate is a 15 credit program, consisting of two 3-credit core courses and 9 additional credits of elective courses. To view the requirements for an IDT Certificate, please select the “View IDT Course Sequence Sheet” button. (You must be logged in to the MyDTCC portal)
IDT G10 + IDT G20 + 9 elective credits
Program Description
It is critically important for educators to keep current with the ever-changing instructional technology landscape. When employed effectively, educational technology can enhance student learning and bring new dimensions to traditional teaching methods. However, if not integrated correctly, technology can be expensive, distracting, time consuming, and overwhelming. In worst case scenarios, inappropriately deployed technology will not only stifle the learning process – but be an outright barrier to learning.
The IDT Certificate Program will help educators understand different ways in which technology applications, tools, and practices can make a significant difference in student learning. The program will help the educator to gain skills and knowledge in the use of technology and to develop effective strategies for using technology-enhanced learning activities in the classroom. Educators who earn the IDT Certificate will be able to better understand, interact with, and design state of the art technology-enabled learning.
Program Goals
Graduates of the Instruction, Design and Teaching Program will
- Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
- Design and develop learner-centered courses based on sound instructional design principles.
- Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
- Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
- Leverage appropriate technologies to advance teaching and learning.
- Engage in continuous development to maximize instructional effectiveness.
Course Descriptions
This course prepares faculty to teach distance education courses. Participants will address the unique challenges of teaching in distance education environments. Topics include instructor presence, equity and accessibility, timely feedback, student progress, and course management.
This course prepares professional educators to develop instructional strategies, curriculum, lesson planning, and assessment. Participants self-reflect as they develop and enhance effective teaching practices. Prerequisite: None.
This course prepares professional educators in their development and use of advanced teaching strategies. Participants will improve existing lesson plans, incorporate professional and field-specific resources, and teach using advanced methods and techniques. Prerequisite: IDT G10 or IDT G21
In this course, participants will evaluate the quality of assessments. Participants will revise assessments and create alternative means of assessment. Prerequisite: IDT G10 or IDT G21
In this course, participants will engage in creative thinking, discussion, and practices to improve student learning and success through innovation. Existing resources, research, and strategies related to creative thinking and innovation are analyzed to inform a specific plan of action. Each course participant will write an innovation in education proposal. Prerequisite: None
This course will prepare educators to support the student writing process in non-writing courses. Participants will examine the value of writing across disciplines, create writing assignments, and curate resources for student writers. Evaluation and assessment techniques for student writing will also be explored. Prerequisite: None.
This course prepares educators to design, develop, and deliver accessible courses. Participants will examine requirements, challenges and concepts related to accessibility. Specifically, they will use the principles of Universal Design for Learning (UDL), online accessibility tools and resources to design, develop and deliver accessible digital content.
This course prepares professional educators to design, develop, and deliver distance education courses. Participants will apply pedagogical and instructional design principles that foster student and faculty success in a distance education environment. Prerequisite: None
In this course, participants will analyze instruction, design an e-learning framework, and develop an e-learning object. Prerequisite: IDT G20
This course covers types of learning communities and strategies for marketing learning communities within the larger College community. In addition, students create integrated assignments and prepare assessment tools and strategies to evaluate student performance and the effectiveness of the learning community itself. Prerequisite: None.
This course focuses on the Stages of Change Model and motivational interviewing (MI) and how they can be used for effective classroom management. Students explore learning as a change process, and design instructional practices using the foundational theory and methods of MI. Prerequisite: None
This course will provide the learner with an overview of electronic portfolio creation, design, development and delivery. The learner will learn to select, categorize and document their achievements and accomplishments for review and assessment related to academic placement and/or employment. The learner will evaluate knowledge and skills acquired from previous experience or training on the job, in the community, in military service, through travel, or through personal development. The learner will demonstrate comprehension and appreciation of life/work experiences and how those relate to prior or on-going experiences and they will demonstrate the ability and skill to develop a comprehensive electronic portfolio. Prerequisite: None
This course focuses on the fundamental elements of the flipped classroom learning model, including theory and instructional strategies. Participants explore key principles, examine design challenges, develop effective learning activities and assessments, and design a unit of study for use in a flipped classroom. Prerequisite: None
This course is designed to facilitate non-evaluative peer observation among faculty for the purposes of professional development. Faculty enrolled in the course observe colleagues and are observed by colleagues in order to share and reflect on instructional practices. Prerequisite: None.
Special Topic courses are intended to cover advanced material outside of or beyond the scope of current course offerings. The student may take this course a maximum of twice, with an approved change of topic for each instance. Prerequisite: None.