College of Science

A full-time student is expected to take the following courses during semester 1:

• IST 501: Technology Workshop
• IST 511: Writing Workshop
• IST 522: Instructional Design
• IST 524: Instructional Technology
  
  

During the first semester of study, students learn the history, current issues, and future trends of the field of instructional technology. Students are also introduced to various technology tools that will be used throughout the program. Students are also prepared for graduate level academic writing and also learn the processes of instructional design by working in small groups to develop instructional prototypes. Students are encouraged to incorporate projects from their workplace into their course assignments.

Example Student Work

The above video project was created by a student during IST 501, and highlights skill development such as text overlays, music/audio production, and shows how a short video can teach new skills.

A full-time student is expected to take the following courses during semester 2:

• IST 520: Learning Theories
• IST 526: Interactive Multimedia for Instruction
• IST 531: Multimedia Tools I
  

During this semester, students generate a detailed instructional design document that applies learning theories appropriate to their given target audience (usually aimed at their future capstone project). Students acquire the skills and expertise to produce effective instructional videos that can be incorporated into the classroom and corporate training environments. Students also learn how to develop multimedia-based learning solutions through the use of Adobe Captivate, mAuthor, Articulate Storyline, and through audio visual production software, such as Camtasia. By using the previous listed software, students create solutions to solve, or improve upon, instructional problems where they work or within their capstone project.

Example Student Work

To see an example Adobe Captivate student project click on the link below:

http://myspace.csumb.edu/~lesun/ist526_final/

The above project is a strong example of what a simple online e-learning module can achieve when aiming to train new users. In this case, the student partnered with a local CSU campus to create a training for their Early Assessment Program (EAP) to help students learn the course requirements necessary to begin and complete their education at CSU Stanislaus.

A short IDD plan was used to describe the use, creation, and goals of the module. You can review it below:

During the summer, full-time students are expected to take the following coursework:

• IST 622: Assessment and Evaluation
• IST 626: Advanced Instructional Design
  
  

During the summer, students work on authentic, real-world, instructional design projects individually or in small groups to integrate knowledge and skills from previous courses. Students implement instructional design processes, principles, multimedia for instruction learning theories, and assessment and evaluation within these projects. Students will work with a corporate, K-12, higher education institution, or other organization on an actual client project to further develop the above listed skills.

Example Student Work

Given that students will work directly with a real-world client, a fully functional mini-learning module is expected to completed by each cohort learning team. Below is an example created by a team of 4 students, in which students created an online resume workshop module for the CSUMB Career Services department:

http://itcdland.csumb.edu/~bswift/IST626/Creating%20a%20Resume%20Ver%203%20output/story.html

Students will also use their team project or their capstone to perform various summative and formative evaluation analytics. An example is shared in the document link below, in which a student had created an e-learning module for on-campus resident advisors to use in learning how to deal with noise complaints while on an active on-call duty situation.

During the final semester, full-time students are expected to take their capstone course and one of two electives listed below:

• IST 530: Project Management
• IST 541: Multimedia Tools II
• IST 699: Graduate Capstone
  
  

Students complete the MIST program by working on a culminating instructional design or education/training technology topic, usually in the form of a completely functioning interactive e-learning module, which connects back to their current career or as a strong addition to a resume.

Projects can also be more creative in nature, such as one student's project, which focused on the creation of a VR game for school-aged children that teaches how to cross the street safely. Below is a video demo of one of the in-game levels.

This students full game is available for download through the Google Play Store: https://play.google.com/store/apps/details?id=com.JustinBaffico.CrosswalkVR&hl=en_US

Various past cohort projects can be found at: http://itcdland.csumb.edu/~mist/capstonefestival/2018/projects_2018.html

Instructional Technology

Critically discuss and reflect on the field and profession of Instructional Science & Technology including history, current issues, future trends, professional ethics, and professional organizations. Describe how the components of the field fit together.

Instructional Design

Investigate and apply instructional design models, carry out small scale projects, generate a detailed instructional design document, and design, develop, and implement a client-based real-world project. Students are also expected to demonstrate professional collaboration and communication skills with clients and SMEs and apply project management skills.

Learning Theories

Evaluate and select appropriate learning theories and instructional principles and apply them for the design and implementation of instruction and training.

Interactive Media

Construct a functioning interactive learning module using authoring tools, information technology, and other multimedia tools.

Assessment & Evaluation

Use appropriate procedures and statistics to evaluate learning performance, effectiveness of curriculum design, effectiveness of instructional delivery, and conduct appropriate usability, reliability, and efficiency tests of teaching, learning, and training interventions.