Introduces the concept of instructional materials; definition; relationship to instructional technology; classification; sources; role of such materials in the instructional process; the impact of perception and communication on designing different kinds of instructional materials such as transparencies, slides, audio cassettes, video tapes, and computer disks; principles of designing, producing and using instructional materials according to the system approach; practical application in designing, producing and using instructional materials in different subject matters
This course deals with education in terms of its concept, importance, characteristics, goals, mission and relationship with other sciences. It also deals with foundations of education: historical, philosophical, social, psychological, economical, culture, educational, and environmental; also with educational innovations.
Essential knowledge of computer technology and literacy; the role of ;computer technology in the learning and teaching process; computer literacy; computer-aided instruction; computer-managed instruction; computer applications in education; operating systems; word processing; spreadsheet; and databases; using computer programs such as Microsoft publisher, Excel, word and PowerPoint in classroom practices
This course will focus on computerized instructional packages such as, Autherware and Director to use it to design an interactive instructional programs; Computer packages for Mathematical and symbolic manipulations such as, Mathematics windows environment; Internet and its use in education, and how to design a web home page
Using selected principles from behavior science (perception, memory, attitudes, concepts)s students analysis and design instructional message. A systematic process for instructional development is employed. Also this course aims to: Introduces the major components of the instructional systems development process from needs analysis through evaluation and implementation; provide the students with the technical and cognitive adequacies need for the design of teaching; enable the students to practice the design of effective and appealing instruction based on principles from instructional theory
This course deals with various educational research methodology defining research problem, research questions and hypotheses literature review, target population, sampling, instrument development, data collection and analysis using various stat descriptive techniques and simple interventional stat.
This course will focus on the assumptions and philosophy of qualitative research. Research methods such as ethnographic, grounded theory, focus group, case study and action research. Data collection technique such as observation interviews and archival data. Data analysis techniques and writing report as well as the ethical standards of conducting such kind of research
provides the essential skills necessary to operate effectively in the 21st century while providing a learning environment that is interesting and engaging. ICT education at UNE is integrated across all teaching qualifications. We have an outstanding external study program, where we provide on-line support through podcasts, blogs and discussion forums to develop student-teacher interaction.
An introduction to basic concepts and issues in measurement. Descriptive statistics, scales of measurement, norms, reliability, validity. Advantages and limitations of measurement techniques are discussed and illustrated.
This course deals with the concept of computer as a device; the role of computer technology in the learning and teaching process; Computer-Aided Instruction; Computer-managed instruction; Computer applications in education; Evaluating educational computer programs; Internet and its use in education; Data processing and statistical packages.
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 both quantitative and qualitative research methodologies, and writing research proposals and reports.
This course focuses on the following topics:
- Needs analysis
- Identifying the problem
- Learner analysis
- Task analysis
- Specifying the instructional objectives
- Sequencing the instruction
- Instructional strategies and activities
- Formative and Summative evaluation
- Developing the instructional material
Intended Learning Outcomes:
1- Demonstrate understanding of concepts of instructional design.
2- Critically explore strategies and tactics used in instructional design.
3- Design learning activities following the appropriate sequence and procedures
4- Employ effective instructional materials for face to face and distance education
5- Think critically about issues related to instructional design.