MSc Instructional Design and Technology

The MSc. Degree in Instructional Design and Technology is ideally suited for persons engaged in the design, development, delivery, evaluation and management of educational and instructional programmes delivered or supported by a variety of instructional technologies. This would be inclusive of Internet-based instructional, video- and tele-conferencing tools, as well as other emerging technologies that have the potential to support instruction and learning. Targeted persons include educators, trainers, curriculum development professionals, instructional designers, multimedia specialists, human resource development professionals among others. This is a forty-five (45) credit programme which comprises eleven (11) core courses in instructional design and technology as delineated below:

EDID6501: LEARNING THEORY
This course examined underlying theories of instructional design such as behaviourism, cognitivism and constructivism and how they shape and influence the learning process both from the perspective of the learner and the facilitator. These theories are also essential in planning instruction. 

 ​EDID6502 ANALYZING HUMAN PERFORMANCE This course introduced the processes and techniques used in conducting performance analysis and training. Analysis is done to identify and suggest strategies for improving human performance and create appropriate intervention plans for gaps in performance 

EDID6503: INSTRUCTIONAL DESIGN, MODELS and STRATEGIES
This course provided a clear understanding of what instructional design is all about as well as the models that guide the design process, which can be applied in various educational and organizational environments. This course also provided detail regarding the strategies that support these models. 

EDID6504 PROGRAMME EVALUATION AND COURSE ASSESSMENT METHODS
​This course examined the evaluation process for courses to determine success. Intended learning outcomes are measured against actual results to gauge levels of success or failure whilst identifying areas for improvement

EDID6505 SYSTEM APPROACH TO DESIGNING INSTRUCTIONAL MATERIALS
This course introduced the processes and techniques used in instructional design. This course also examined the role of instructional designers and the skills necessary in carrying out instructional design tasks, such as conducting needs assessments, designing materials and developing evaluation instruments. 

EDID6506 ISSUES, TRENDS, INNOVATIONS AND RESEARCH IN INSTRUCTIONAL TECHNOLOGY AND DISTANCE EDUCATION
This course examined trends (past present and future) in the fields of instructional design, technology, and distance education and how they shape the design of instruction for both education and training environments. The course also examined the latest research in these fields and the ways in which the type of research being conducted has changed with the preponderance of emerging technologies

​EDID6507 NEEDS ASSESSMENT FOR LEARNING AND PERFORMANCE
This course provided learners with the knowledge and skills necessary to analyse learning and performance needs using a guided framework. This guided framework constitutes the creation of assessment instruments, collection of the proposed data, evaluation of the data and provision of instructional and non-instructional interventions/recommendations.

EDID6508 DEVELOPING INSTRUCTIONAL MEDIA
This course exposed learners to a variety of media used to enhance a student’s learning. This included the creation of video scripts, audio scripts, simple animations, podcasts, vodcasts, websites and other web media development tools. The aim of this course was to allow participants to learn and use different applications to create and modify graphics, audio, video products, and simulations/screen recording solutions and be able to embed the products into websites, wikis/blogs and/or learning management systems.

EDID6509 DESIGNING LEARNING AND PERFORMANCE SOLUTIONS
​This course challenged learners to design a problem based, collaborative learning/work or performance-geared solution.  The solution can emulate a specific theory or scaffold a task that needs to be completed.  Theories, models and activities associated with the design of the environments/solutions will be reviewed with the primary goal of completing a design project.  Social aspects of the design process (i.e., communities of practice, use of groupware, etc.) and a final solution will be highlighted.

​EDID6510 LEARNING AND KNOWLEDGE MANAGEMENT SYSTEMS
​This course allowed learners to create, save, manage and retrieve digital assets in an LMS/LCMS and CMS using a variety of e-learning standards and specifications. In addition, learners will be able to create and define a template and a data structure for all types of content/learning management systems.

​EDID6511 FACILITATING AND MANAGING LEARNING
This course allowed learners to determine and demonstrate different facilitation and project management methods based on learning/performance objectives of the design, the content, context, and most importantly the resources provided to design the delivery.  The management of a design project will require the need for varying knowledge, skills and techniques, as these are pertinent aspects in the delivery cycle.

EDLS6507 RESEARCH METHODS
The course dealt with issues and strategies involved in research design, data collection, data analysis, and reporting of research results.  Primary emphasis will be given to data gathering instruments.  Strategies for organizing and analyzing data gathered will be introduced. Students will also gain an introductory knowledge of computer-based analysis of qualitative and quantitative data

EDID6512 DESIGN PROJECT I &II
The project is two-fold; a portfolio of the learner’s course experiences and an artefact showing the result of these experiences.  The portfolio is a web-based product (i.e., website, wiki, etc.) which has knowledge artefacts from the MSc programme. The portfolio will not include an artefact from each course taken, but a select number of artefacts that show your skill level at varying times in the programme.  There should be timely reflections for each period where the student felt there was growth.  The project is a time-based activity used to illustrate the learner’s interest in the field as well as their own ability to design a solution.