Instruction, Design, & Technology Program
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.
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
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.
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.
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
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
This course is designed to provide educators with the knowledge and skills necessary to meet the needs of 21st Century digital learners through the application of instructional technology tools and Open Educational Resources (OERs). Participants will explore and evaluate instructional technology tools and OERs to promote equitable, inclusive, and accessible digital learning environments and support the achievement of student learning outcomes. Throughout the course, participants will engage in collaborative learning experiences, reflective exercises, and practical applications that will enable them to effectively implement instructional technology tools and OERs. Participants will leave the course with a comprehensive understanding of instructional technology tools, OERs and will be equipped to apply these concepts to their teaching practices.
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.