Education Database Online

(required Within The First 6 Credits Of Graduate Study For All New Graduate Students And All Inactive Students Who Reapply For Admission.) An Overview Of Online Library And Information Resources—material That Is Critical For 21st-century Managers. An In-depth Introduction To The Library Research Process And The Tools Necessary To Succeed In Graduate Study Are Provided. Emphasis Is On The Efficient And Effective Use Of A Variety Of Electronic Retrieval Systems, Including The Online Catalog Of The University System Of Maryland And Affiliated Institutions (usmai), Umuc’s Subscription Databases, And The Web. Discipline-specific Research Is Conducted In Order To Gain Experience In Formulating Viable Research Questions, Selecting The Most Appropriate Investigative Methods And Resources For Research, Locating Relevant Research Materials, Evaluating The Scholarly Value Of Sources, And Effectively Citing Sources. Introduction To Graduate Library Research Skills Is Designed To Familiarize Students With Online Library And Information Resources—material That Is Critical For 21st-century Managers. This Noncredit Course Is Required For All New Graduate Students And All Inactive Students Who Reapply For Admission. The Grading Method Is Pass/fail. Ucsp 611 Must Be Completed Within The First 6 Credits Of Graduate Study.

(Developed by Ulrich Bernath of Germany and Eugene Rubin of the United States, in collaboration with Borje Holmberg of Sweden and Otto Peters of Germany.) An overview of the knowledge, skills, and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined.

A review of the history and the terminology of technology used in distance education. The basic technology building blocks of hardware, networks, and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and the future directions of technology in distance education.

An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social, and cognitive presence; interaction, collaboration, and participation; community and engagement; and administration and management.

(Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. A variety of methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. A variety of costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.

An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support—including tutoring and teaching; advising and counseling; and library, registrar, and other administrative services—are examined. Discussion addresses management issues, such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).

Prerequisite: Completion of at least 27 graduate credits. (Formerly OMDE 690.) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.

(Formerly OMDE 604.) An introduction to the organization, management, and administration of distance education systems. Topics include management theory, organizational behavior, leadership roles, human resource management, employee relations, the impact of information technology, faculty/staff development, interinstitutional collaboration, planning, policy, and change. Education and training environments, as well as the knowledge and skills necessary to function effectively in either type of organizational setting, are explored.

(formerly Omde 609.) Prerequisites: Omde 601, 603, And 608 And Dett 607 (or Omde 607). An Introduction To Frameworks For Analyzing The Nature Of Distance Education From A Functionalist, Interpretive, Or Emancipatory Systems Approach. Appropriate Diagramming Techniques Are Used As A Means To Examine The Organization And Management Of Distance Education Systems.

(formerly Omde 611.) An Overview Of The Development And Delivery Of Digital Resources For Distance Education. Discussion Covers The Intellectual Property Issues Affecting The Use Of Copyrighted Works In Distance Education, The Development And Delivery Of Library Resources Online To A Faculty And Student Population, And The Future Of Digital Information Delivery And The Impact Of Digital Rights Management (drm) Technologies And Social Networking.

Prerequisite: Omde 601, 603, And 608. An Introduction To A Variety Of Quantitative And Qualitative Research Methods Used In The Social Sciences, As Applied To Distance Education And E-learning. Topics Include Planning And Designing Research And Evaluation Projects, Including Choosing Appropriate Methods Of Investigation, And Managing The Practical Aspects Of Quantitative And Qualitative Data Collection And Analysis. Major Paradigms Are Explored, And An Overview Of The Various Research Fields In Distance Education And E-learning Is Provided. The Statistical Package For The Social Sciences (spss) Is Used To Manage And Analyze Data. Skills In Collecting Quantitative And Qualitative Data And In Analyzing, Interpreting, And Reporting The Results Of Empirical Investigations Are Developed.

(Formerly OMDE 622.) An examination of the highly competitive global business environment for distance education and training. Topics include the supply and demand of education services in emerging and existing markets, the competitive positioning of organizations, and increasing reliance on collaborations. Emphasis is on the skills distance education managers need in planning and developing programs, products, and services that are targeted to specific markets and cost-effective.

(formerly Omde 625.) A Study Of Distance Education From An International Perspective, Highlighting Developing Countries. Processes Are Explored Through Concrete Case Studies In The Areas Of Higher Education And Internationalization; Teacher Education, School Networks, And Mobile Learning; Alternative Routes To Schooling; Nonformal Education, Community Radio, Telecenters, And Radio Browsing; And Vocational Education And Training. Topics Also Cover National And International Policies On Distance Education, Including The Role Of The State; International Organizations (such As The World Bank Or Unesco) And Their Policies (e.g., The Millennium Development Goals); Telecommunication Infrastructure; Transnational Corporations And The Commercialization Of Education; And The World Trade Organization (wto) And The General Agreement On Trade In Services (gats).

(Formerly OMDE 607.) An examination of the instructional design process, its history and place in today’s course development efforts, and the use of instructional design components in practice. Emphasis is on the nature of learning and the requirements for effective instruction. The theoretical underpinnings of learning are explored and applied to the design of a prototype classroom. Management issues surrounding course and curriculum development efforts are discussed, and a comprehensive curriculum management plan is developed.

(Formerly OMDE 620. Developed by Joachim Hasebrook of Germany.) An examination of the use of digital media in a variety of educational settings to identify properties, strengths, and weaknesses of multimedia in different learning contexts. Basic psychological processes of perception, understanding, and learning are introduced. Focus is on multimedia and instructional design for online learning systems, such as Web-based training. Hands-on experiences with several multimedia and online learning and information systems are provided. Topics also include groupware and collaborative learning technologies, intelligent systems, instructional simulations, and virtual reality systems.

An exploration of current topics in instructional technology, which are offered on a rotating basis. Individual topics focus on advanced instructional multimedia for the K–12 classroom (including building interactive multimedia materials that meet the learning needs of diverse K–12 populations while developing skills using animation and other multimedia technologies) or on teaching and learning in the K–12 virtual school (including policies and structures of K–12 virtual schools, teaching and course development strategies appropriate for elementary and secondary school online courses, and emerging issues in the K–12 virtual enterprise).

(Formerly OMDE 621.) An examination of the role of distance training in business, nonprofit, and government organizations. A wide variety of issues, problems, and solutions in Web-based training are explored. Topics include the economics of distance training, distance technology in the business organization, synchronous versus asynchronous interactive tools, collaborative and problem-solving tools, authoring tools, insourcing versus outsourcing, and the role of multimedia in distance training. Emphasis is on the concept of the corporate virtual university and its design and operation.

(Developed by Ulrich Bernath of Germany and Eugene Rubin of the United States, in collaboration with Borje Holmberg of Sweden and Otto Peters of Germany.) An overview of the knowledge, skills, and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined.

A review of the history and the terminology of technology used in distance education. The basic technology building blocks of hardware, networks, and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and the future directions of technology in distance education.

An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social, and cognitive presence; interaction, collaboration, and participation; community and engagement; and administration and management.

(Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. A variety of methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. A variety of costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.

An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support—including tutoring and teaching; advising and counseling; and library, registrar, and other administrative services—are examined. Discussion addresses management issues, such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).

Prerequisite: Completion of at least 27 graduate credits. (Formerly OMDE 690.) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.

(formerly Omde 611.) An Overview Of The Development And Delivery Of Digital Resources For Distance Education. Discussion Covers The Intellectual Property Issues Affecting The Use Of Copyrighted Works In Distance Education, The Development And Delivery Of Library Resources Online To A Faculty And Student Population, And The Future Of Digital Information Delivery And The Impact Of Digital Rights Management (drm) Technologies And Social Networking.

(Formerly OMDE 604.) An introduction to the organization, management, and administration of distance education systems. Topics include management theory, organizational behavior, leadership roles, human resource management, employee relations, the impact of information technology, faculty/staff development, interinstitutional collaboration, planning, policy, and change. Education and training environments, as well as the knowledge and skills necessary to function effectively in either type of organizational setting, are explored.

An examination of synchronous (real-time) and asynchronous (non-real-time) tools and technologies used in online education. Topics include synchronous functions such as text chat and audio/video conferencing and asynchronous functions such as e-mail, threaded Web discussions, blogs, and wikis. Each communication model is examined critically in both a research and applied context. Review also covers how synchronous and asynchronous modes of communication are incorporated in learning management systems.

(formerly Csmn 639.) A Study Of Multimedia Presentations As Essential, Strategic Components Of An Organization’s Competitive Web Presence. Established Principles Of Software Development, Aesthetics Of Typography And Layout, Benchmarking, And Usability Engineering Are Used To Analyze Web Sites And Write Successful Site Development Plans. Emphasis Is On Basic Web Page Design Techniques. Topics Include Standards For Representing Common Media Formats, Compression Algorithms, File Format Translation Tools, Hardware Requirements And Standards, System Constraints, Java, Cgi Scripts, And Virtual Reality. Assignments Require Building A Portfolio Of Rich Media Content.

(Developed by Ulrich Bernath of Germany and Eugene Rubin of the United States, in collaboration with Borje Holmberg of Sweden and Otto Peters of Germany.) An overview of the knowledge, skills, and attitudes that are required by a competent practitioner of distance education. Critical concepts and issues identified in the distance education literature are explored and the history and theories of the field are critically examined.

A review of the history and the terminology of technology used in distance education. The basic technology building blocks of hardware, networks, and software are identified. Analysis covers the characteristics of asynchronous and synchronous technologies and tools used in the teaching and learning, as well as the administration of distance education. The relationship between technology and the goals of the educational/training organization are critically examined. The relationship between information technology (especially online technology) and distance education is explored. Topics include the criteria and guidelines for selecting technologies for distance education and the future directions of technology in distance education.

An exploration of the online teaching and learning dynamic, including its theoretical foundation and best practices. The themes that shape the online teaching/learning relationship are addressed through individual and collaborative projects. Topics include philosophical frameworks; instructional, social, and cognitive presence; interaction, collaboration, and participation; community and engagement; and administration and management.

(Developed by Thomas Huelsmann of Germany.) A study of the economics of distance education in the larger context of the economics of education. A variety of methodological approaches (including cost/benefit and cost/effectiveness analysis) are applied to the distance education context. A variety of costing techniques and economic models are explored and applied to different institutional forms and levels of distance education.

An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support—including tutoring and teaching; advising and counseling; and library, registrar, and other administrative services—are examined. Discussion addresses management issues, such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. Assignments include designing a learner support model for a particular context (e.g., public or private educational institution or corporate or military training).

Prerequisite: Completion of at least 27 graduate credits. (Formerly OMDE 690.) A capstone study of distance education and training designed to demonstrate cumulative knowledge and skills through two major projects: an electronic portfolio and a case study. The personal e-portfolio documents credentials and accomplishments to date and also serves as an ongoing resource and record of continuing professional development. The case study, which focuses on a distance education/training program or organization, involves in-depth analysis of the setting and application of concepts and strategies to enhance practice and performance in distance education and training.

(Formerly OMDE 607.) An examination of the instructional design process, its history and place in today’s course development efforts, and the use of instructional design components in practice. Emphasis is on the nature of learning and the requirements for effective instruction. The theoretical underpinnings of learning are explored and applied to the design of a prototype classroom. Management issues surrounding course and curriculum development efforts are discussed, and a comprehensive curriculum management plan is developed.

(Formerly OMDE 620. Developed by Joachim Hasebrook of Germany.) An examination of the use of digital media in a variety of educational settings to identify properties, strengths, and weaknesses of multimedia in different learning contexts. Basic psychological processes of perception, understanding, and learning are introduced. Focus is on multimedia and instructional design for online learning systems, such as Web-based training. Hands-on experiences with several multimedia and online learning and information systems are provided. Topics also include groupware and collaborative learning technologies, intelligent systems, instructional simulations, and virtual reality systems.

(Formerly OMDE 604.) An introduction to the organization, management, and administration of distance education systems. Topics include management theory, organizational behavior, leadership roles, human resource management, employee relations, the impact of information technology, faculty/staff development, interinstitutional collaboration, planning, policy, and change. Education and training environments, as well as the knowledge and skills necessary to function effectively in either type of organizational setting, are explored.

(formerly Omde 625.) A Study Of Distance Education From An International Perspective, Highlighting Developing Countries. Processes Are Explored Through Concrete Case Studies In The Areas Of Higher Education And Internationalization; Teacher Education, School Networks, And Mobile Learning; Alternative Routes To Schooling; Nonformal Education, Community Radio, Telecenters, And Radio Browsing; And Vocational Education And Training. Topics Also Cover National And International Policies On Distance Education, Including The Role Of The State; International Organizations (such As The World Bank Or Unesco) And Their Policies (e.g., The Millennium Development Goals); Telecommunication Infrastructure; Transnational Corporations And The Commercialization Of Education; And The World Trade Organization (wto) And The General Agreement On Trade In Services (gats).