OLIT Course Offerings

The following is a list of course descriptions for all of the courses offered by the OLIT Program. This list will help you determine which skills a given class will help you develop. 400 level classes pertain to the undergraduate/Training and Technology Degree, 500 level classes to the Master's level, and 600 level classes to the Doctoral Degree. Students may enroll in classes from different levels once special permission is acquired from the instructor. These course descriptions are a valuable resource for planning your academic schedule.

Undergraduate Course Offerings

420. Creativity and Technical Design. (3)

Design theory and principles as applied to the research and development functions of industry. Product development via team organization, brainstorming, data analysis, oral presentations, and creative problem solving.

Two lectures, 3 hrs. lab.

421. Production and Utilization of Instructional Materials. (3)

Includes training in the use of media production and display equipment, production of graphic materials, overhead transparencies, slides, audio recordings, posters, and criteria for effective design and use of media materials in training and education.

Lab fee required.

422. Video Techniques: Use in Education & Training. (3)

Research into education uses of TV, operation of portable TV equipment; graphic, audio, lighting lab, and editing lab; planning and producing a Storyboard script and producing a video tape program.

Lab fee required.

466. Principles of Adult Learning. (3)

Explores the world of the adult learner from historic, social, political and pragmatic perspectives. Issues of life stages, culture, teaching theory and andragogical practice are considered as they relate to the practice of adult learning.

470. Workplace Training. (3)

Introduction to the concepts of training in the corporate sector.

Prerequisite: admission to the OLIT program or permission of instructor.

471. Designing Training. (3)

Introduction to the principles of planning and designing of training packages and programs.

472. Training Techniques. (3)

Introduction to the development of instructional training methods and strategies for corporate training programs.

473. Measuring Performance in Training. (3)

Principles of evaluation of instruction and trainee performance applied to organizational training programs.

481. Technological Change and Society. (3)

Focus on industry as humanity's systematic effort to provide the necessities and conveniences of life. In addition to developing a historical perspective, students will study in depth a variety of industrial organizations that provide goods and services to meet the needs and desires of society.

483. Instructional Applications: Computer Technology. (3)

An introduction to instructional applications of computer technology using integrated software. Includes instruction in techniques of using integrated software to manage computer instruction, to manage student records and achievements, and to produce and use ancillary materials. Current representative integration software will be used.

492./592. Workshop. (1-4)

May be repeated for credit, no limit.

493./593. Topics. (1-3)

May be repeated for credit, no limit.

495. Field Experience. (3-6 to a maximum of 12)

Planned and supervised professional laboratory or field experiences in agency or institutional setting.

Offered on a CR/NC basis only.

Prerequisite: permission of instructor.

Master's Course Offerings

501. Instructional Design. (3)

Application of instructional design principles used in the development of instructional materials. Students work individually on course exercises and collaboratively on two course projects. One of the first three courses taken in the Master's program.

505. Contemporary Instructional Technologies: Survey. (3)

An overview of contemporary instructional technologies and how they can be utilized to improve the effectiveness of instruction. Students will gain expertise in selecting and using appropriate instructional technologies supporting the achievement of performance-based objectives.

Prerequisite: 501, 521, 561.

507. Designing Knowledge Management Solutions. (3)

Participants apply general principles and techniques for designing comprehensive knowledge management solutions that combine web-based technologies and organizational interventions. To put a theory into practice, participants utilize an iterative design process in developing a course project.

508. Program Evaluation. (3)

Provides the student with a basic understanding of the evaluation process, the application of evaluations in determining the effectiveness and/or value of a learning experience both in the classroom and in the workplace.

509. Collaborative Knowledge Creation. (3)

Focused on designing technology-supported collaboration solutions that support the collective intelligence of organizational members in the creation of knowledge.

511. Dissemination and Application of Knowledge. (3)

Focused on designing organizational portals for managing and disseminating documents, instruction, best practices, and expert advice.

514. Theory and Practice of Organizational Learning. (3)

This course focuses on the theories and applications of organizational learning strategies and process. The relationship between individual and team learning to organizational learning will be addressed throughout the course.

Offered annually

521. Presentation Technologies. (3)

Designed to increase the effectiveness of presentations for educator/trainers using a variety of presentation technologies. Utilizing ISD principles, students engage in production of media to develop an instructional package.

Special Fee.

522. Digital Video Techniques for Instruction. (3)

This course provides resources and guidance as students conceive, design, script, shoot, and edit digital video footage. Students will learn to create instructional video sequences based on theories of learning and instructional design principles.

Prerequisites: 501, 561.

523. Computer Authoring Languages and Systems. (3)

Combines learning theory and authoring to teach the computer skills necessary to design and produce computer assisted instructional (CAI) programs using an authoring language. No previous programming experience is necessary. Includes demonstration of other authoring languages and systems.

Special Fee.

525. Instructional Multimedia. (3)

An introduction to computer based learning environments incorporating multiple forms of media. Students study the theories applicable to multimedia learning, gain practical skills for implementing simple systems, and design a large scale multimedia learning environment. Lab fee.

Prerequisites: 501, 521, 561.

526. Artificial Intelligence and Learning. (3)

Students investigate the theories underlying artificial intelligence and education, examine techniques for producing systems which adapt to a learner's needs, learn about the latest developments in the field, and design a "smart" learning system.

Prerequisites : 501, 525, 561.

527. Practicum- Instructional Technology. (3)

Hands-on project-oriented introduction to the design and development of instructional multimedia. The conceptualization of the instruction is based on adult learning principles and theories of multimedia learning. Project implementation using Authoring Systems of Web Pages.

Prerequisites: 501, 521, 561 and 523 or 525.

528. Management of Learning Systems. (3)

Focuses on management strategies and key elements of modern systems. Discusses program planning and management, funding and budget management, technology selection and implementation, marketing, quality control and evaluation.

533. Instructional Use of Computer Simulations. (3)

Students will review shareware, public domain, and complex interactive commercial simulations; explore theory and survey recent literature. Project activity will focus on design issues and solutions, as students design a simulation and develop its prototype. Lab fee.

535. Theory and Practice of Distance Learning. (3)

Analyzes theoretical approaches to distance education and their practical applications. Examines characteristics and needs of distance learners, learner support, distance teaching, course design, delivery system selection, evaluation, policy, organization, and administration of distance education.

536. Instructional Television: Principles and Applications. (3)

For educators and trainers who use instructional television for distance education. Major types of instructional TV formats are analyzed, as well as research on television and learning. Participants develop techniques for training television instructors.

537. Culture & Global eLearning. (3) Fall Semester

As an online learning community, we explore the sociocultural dimensions of eLearning and the ways in which culture influences communication and the social environment. We address issues and challenges in international eLearning such as globalization vs. homogenization in learning design, international information flow and access, culture and diffusion of innovations, and study eLearning systems from around the world. We also explore how eLearning can be used to understand and solve global issues. Participants are expected to share their knowledge and skills so that together we could address the challenges and problems posed in this course.

538. eLearning Course Design. (3)

Explores new paradigms based on constructivist and sociocultural learning theories for designing distance learning. Focuses on online learning design and evaluation, and networked learning communities. Analyzes print, audio, and video for designing hybrid learning environments.

Prerequisites: 501, 535, 561.

540. Foundations of HRD and Instructional Technology. (3)

Foundations of HRD (training, organization and career development) and its role in facilitating individual, group, and organizational learning. Students will also be introduced to instructional technologies that facilitate learning.

541. Organizational Consulting Theory and Practice. (3)

An introduction to the field of consulting. Covers conceptual knowledge of models to increase organizational effectiveness, consultant role responsibilities and needs assessment, and evaluation techniques used in consulting practices.

543. Training Techniques. (3)

Introduces student to training techniques that are suitable for instructing adult learners in a variety of settings. Students will design and deliver an instructional unit to other adult learners.

Prerequisites: 501. 561.

545. Leadership and Management of Organizational Learning. (3)

Focuses on the leadership and management issues of supporting learning in organizations. Emphasis is on leading and managing learning and training practices and relevant research on organizational learning.

546. Cross-Cultural Issues in Adult Learning. (3)

Students will examine learning styles of culturally diverse populations, conduct research on cross-cultural teaching and learning, experiment with methods and techniques of cross-cultural training, and design and develop cross-cultural training programs.

561. The Adult Learner. (3)

Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.

562. Team Development. (3)

Provides learners with information and skill development of various methods and techniques for teaching adults in a team environment. Emphasis is placed on team development and training necessary to facilitate team learning and growth.

563. Mentoring Adult Career Development. (3)

Students examine adult career patterns and organizational perspectives on employee career development. Specific emphasis is on mentoring and coaching adults in career decision making.

590. Master's Seminar. (1)

Synthesizes the course work which has made up the student's Master's degree program by developing his or her competence in professional communication, both written and oral. It enhances the student's ability to present and defend his or her professional ideas through the use of research studies and authoritative sources; and assists him or her to prepare for the Master's comprehensive exam.

Offered on a CR/NC basis only.

591./491. Problems. (1-3 to a maximum of 6)

Individual Performance Contract required between student and professor.

592./492. Workshop. (1-4)

Special offerings given on demand for terms less than a semester.

May be repeated to a maximum of 5 credit hours for Master's Plan I and a maximum of 8 credit hours for Master's Plan II.

OLIT 593. Distributed Interactive Simulation. (3) Fall Semester

This course serves as an introduction to distributed interactive simulation that is used to support a wide variety of applications to include research, system development, test and evaluation, and training. Students will learn about the history of distributed simulation as well as current technologies and processes that allow geographically-separated sites to participate in common events. Emphasis will be placed on the simulation development process, simulation design, protocols, networking, standards, quality assurance, event planning, scenario development, lessons learned, and future developments in distributed simulation. Special attention will be devoted to the most common technical implementations in the field - Distributed Interactive Simulation (DIS) protocols and High-Level Architecture (HLA). This preliminary exposure to distributed simulation will serve as a foundation for more technical courses, advanced research, and careers in the modeling and simulation industry or academia.

OLIT 593. Global Workforce. (3)

In this course we will explore the trends and the strategies being employed to prepare for the workplace of the future and why having the "right" people will be so important to the future health and competiveness of your organization.

OLIT 593. Web 2.0 for Education & Training. (3)

This course is designed to introduce students to the set of applications that are being called Web 2.0 and to begin considering how they could be used for education and training.  The course begins by examining the concept of WEB 2.0 -- what it is, and how does it work.  Then the course looks at some examples of how Web 2.0 applications are currently being used in educational and training programs and how our ideas about learning fit with the design of Web 2.0 applications.  Finally, students create instructional and educational designs that incorporate elements of Web 2.0.

OLIT 593. The Role of Wisdom in Adult Learning & Culture. (3)

This course explores the role of wisdom from the point of view of various cultural traditions and academic disciplines. Students will examine and better understand (a) the historical perspectives of wisdom, (b) the attributes of those who are wise, (c) the current psychological, biological, and socio-cultural theories of wisdom, (d) the relationship between knowledge and wisdom, (e) the value of critical self-reflection and moral reasoning to wisdom, (f) the role of story and myth in developing wisdom, and (g) how experience and wise mentors foster wisdom.

593./493. Topics. (1-3)

Used to test new courses. May be repeated for credit, no limit.

595. Field Experiences. (3-6 to a maximum of 12)

This independent study is for students to gain experiences in settings other than those in which they are employed or who are making career transitions and would benefit from shadowing a professional in the field.

Offered on a CR/NC basis only.

596. Internship. (3-6 to a maximum of 12)

This final independent study is the capstone experience for Master's students who opt not to do a thesis. The student submits a proposal for a minimum 200-hour project to his/her internship faculty supervisor.

Offered on a CR/NC basis only.

598. Directed Readings in Organizational Learning & Instructional Technology. (3-6 to a maximum of 6)

Student will develop an Individual Performance Contract with a faculty member to determine the key readings and will produce a product.

599. Master's Thesis. (1-6)

Offered on a CR/NC basis only.

Doctoral Course Offerings

600. Science, Technology, and Society. (3)

Defines science, technology, human values, and examines the impacts and relationships among them. Discusses emerging scientific and technological developments, projects effects on society and the proposition that technology is a primary determinant of social change.

601. Advanced Instructional Design. (3)

A theory-driven and project-based doctoral level seminar on the foundations of learning environments, instructional design theory, and the instructional design process. Students develop design models based on constructivist and socioconstructivist theories for innovative learning environments.

Prerequisites: 501, 508, 561.

608. Advanced Seminar in Organizational & Program Evaluation. (3)

This course is for students who wish to gain an in-depth understanding of evaluation theories and philosophies. In seminar format, students will study evaluation as a transdiscipline and its role in contemporary organizations.

635. Research in Distance Education. (3)

Advanced doctoral seminar on research in distance education and educational telecommunications. Students will critically examine current research and develop theoretical frameworks, appropriate methodologies, a research proposal, and agenda for future distance education research.

Prerequisites: 501, 508, 535, 561 or Educ 500.

639. Advanced Instructional Technology Seminar. (3)

This seminar emphasizes the process of applying research findings to create innovative computer-based solutions for organizational learning problems. Steps in the process include assessing organizational learning needs, designing and implementing solutions, and applying formative evaluation techniques.

Prerequisites: 501, 508, 561.

641. Advanced Seminar on Organization Development & Consulting. (3)

This advanced course in OD for doctoral students and advanced master's is designed to enable students to develop theoretical perspectives, intensive practice and understanding of the use of OD in improving organizations. Prerequisites: at least 9 hours of Organizational Behavior, Team Development, Consulting or similar courses. Permission of the instructor is required.

661. Seminar: Transformational Learning. (3)

A theory-driven, project-based advanced seminar designed to enable students to develop theoretical perspectives, intensive practice, and understanding of the use of Transformational Learning for applications with individuals, groups and organizations.

690. Dissertation Proposal Seminar. (3-6)

This seminar is the capstone course for the doctoral program. It assists students in planning and developing a dissertation proposal.

Offered on a CR/NC basis only.

Prerequisite: students must complete the Comprehensive Examination before enrolling or take it concurrently. Course may be repeated once.

696. Internship. (3-6 to a maximum of 12)

Offered on a CR/NC basis only.

698. Directed Readings in Organizational Learning & Instructional Technology. (3-6 to a maximum of 6)

Student will develop an Individual Performance Contract on with a faculty member to determine the key readings and will produce a product on the Doctoral level.

699. Dissertation. (3-12)

Individual performance contract required between student and professor, following formal approval of dissertation committee.

Offered on a CR/NC basis only.

Non-OLIT Course Offerings

These related courses are offered in other departments in UNM. Some are taught by OLIT instructors. Please check the department's website or the UNM Catalog for the most current information.

EDPY 500. Survey of Research Methods in Education. (3)

Overview of quantitative and qualitative research methods for research consumers. Emphasis is on locating published research and reading research reports with critical understanding of researchers' methods of data collection and analysis. See the Educational Psychology website.

EDPY 505. Conducting Quantitative Educational Research. (3)

This is an introductory course in the design of quantitative educational research. It is intended to contribute to the preparation of producers of research by providing them with skills including identifying a problem, reviewing literature, formulating hypotheses, considering ethical issues, selecting participants, selecting or constructing measures, making valid inferences, writing reports. See the Educational Psychology website.

This course has no prerequisites.

EDPY 511. Introductory Educational Statistics. (3)

Foundations of statistical methods for research producers. Covers sampling methods, descriptive statistics, standard scores, distributions, estimation, statistical significance testing, t-tests, correlation, chi-square and effect size using SPSS® for Windows and computation. See the Educational Psychology website.

Pre- or co-requisite: EDPY 505.

EDPY 604. Multiple Regression Techniques as Applied to Education. (3)

(3 to a maximum of 6) Δ Includes bivariate regression, multiple regression with continuous and categorical independent variables and interactions, orthogonal and nonorthogonal designs and selected post hoc analyses. Computer analysis, conceptual understanding and applications to educational research are stressed. See the Educational Psychology website.

Prerequisite: EDPY 603.

EDPY 606. Applied Multivariate Statistics. (3)

(1-3, repeatable up to 2 times) Δ Advanced statistical techniques including discriminant function analysis, multivariate analysis of variance, canonical correlation, principal components analysis and exploratory factor analysis. Emphasis on conceptual understanding and use and interpretation of computer software. See the Educational Psychology website.

Prerequisites: EDPY 603.

LLSS 502. Introduction to Qualitative Research. (3)

Designed to give students an introduction to qualitative research methodologies and methods relevant to education. Students engage in the practice of qualitative methods from various activities and exercises. See the Language, Literacy, and Sociocultural Studies website.

LLSS 605. Advanced Qualitative Research Methods. (3)

(Also offered as LEAD 605.) A doctoral seminar focusing on helping students understand qualitative research methods, including: problem definition, data collection and analysis and how to increase the trustworthiness of one’s findings. A research study is required. See the Language, Literacy, and Sociocultural Studies website.

Prerequisite: LLSS 502.


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