A+B. Intro_SJ.1 - University of Maryland University College

OMDE 690 Distance Education Portfolio and Project (3)
This required capstone course covers two significant tasks f o r
students: (1) creating a personal distance education portfolio that
will serve as an ongoing professional re s o u rc e , as well as a useful
job search tool, and (2) developing and documenting a case
study/project for an organization in the area of distance education
and training. The purpose of this is to provide the student
with an opportunity to display and practice a variety of skills
and knowledge in the area of distance education and training.
OMED 600 Foundations of Technology in Teaching and
Learning (3)
(Also listed as OMAT 609.) This course builds on the traditional
concepts found in foundations of education courses, but incorporates
how technology affects and advances learning. Issues involving
the history and evolution of technological innovations
in education, ethics, and the use of technology for testing a n d
assessment are addressed. Detailed topic explorations include collaborative,
object-based, and museum learning principles; the
integration of technology in the assessment of learning styles;
and performance-based and standards-based curricula. Strategies
for using technologies with special needs populations are also
examined.
OMED 610 Digital Information Literacy for K–12
Educators (3)
Prerequisite or corequisite: OMED 600. Expertise is developed
in the use and evaluation of a wide array of electronic information
resources, including ERIC, LexisNexis, Marco Polo, the
World Wide Web, and numerous subject-specific databases.
Teachers develop a portfolio of electronic references for use in
curriculum design. Age- and content-appropriate exercises and
assignments are developed to help build K–12 student information
literacy skills. Teachers acquire a working knowledge of
information resources in the field of education and in specific
content areas to assist them in future curriculum development
and research activities. Criteria to evaluate the usefulness and
validity of different types of education resources are developed
and critically assessed.
OMED 620 Web-Based Learning and Teaching: Design and
Pedagogy (3)
The theory that informs technology-enabled and Web-based
education is examined, with special attention on best pedagogical
practices. Unique challenges related to original design and/
or adaptation of Web courses are explored. Participants acquire
knowledge and develop skills to create individual assignments,
special classes, units, and entire courses that take full advantage
of synchronous, asynchronous, and/or multimedia technology.
Special emphasis is placed on creation of age-, content-, and
context-appropriate exercises for students in a diverse array of
classroom situations. Teachers develop criteria and specific evaluation
tools to assess student learning outcomes with different
pedagogical approaches, delivery techniques, core content areas,
and technologies. Teachers also examine and contribute to current
and emerging technology-enabled curricular innovations.
OMED 630 Technology in K–12 Education: Synchronous,
Asynchronous, and Multimedia Technologies (3)
Serving as the technological foundation of this program, this
course enables K–12 teachers to employ appropriate technologies
in their classrooms and schools. Teacher-participants critically
assess the capacity of a variety of technologies designed to
meet specific content, delivery, and learner goals and objectives.
Particular attention is paid to Web-based instruction. Teachers
develop knowledge and skills in the application of such real-time
technologies as satellite broadcasting, audio conferencing, video
conferencing, synchronous chats, streaming audio and video,
and in asynchronous technologies such as e-mail and listservers.
OMED 640 Using Technology for Instructional
Improvement (3)
Teachers learn how to use technology to become more effective
in the classroom and more efficient planners. Technologies integral
to curriculum and instruction can also enhance teachers’
day-to-day activities in classroom administration and management.
Topics covered include PowerPoint, database programs,
spreadsheets, electronic gradebooks, desktop publishing, portfolio
development, and various types of educational software.
Practical applications for the contemporary classroom are
emphasized.
| 142 | 2003–2004 Graduate Catalog