Courses in KU Educational Technology Programs

Course Websites: 302 | 760 | 812 | 820 | 896
For times when courses are offered see: KU's Class schedule.
Also see selected: course websites and syllabi.

Educational Technology Undergraduate Courses

ELPS 301 Educational Technology in Elementary-Middle Education (3)
The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to elementary and middle school teaching environments. Students will gain expertise in (a) the selection of appropriate instructional technologies and digital media for use in the classroom; (b) production fo technology-based instructional materials; and (c) the evaluation and validation of a variety of electronic information sources. Prerequisite: Admission to the Teacher Education Program.

ELPS 302 Educational Technology in Middle/Secondary Education (3)
ELPS 302 Educational Technology in Middle/Secondary Education (3). The focus of this course is on developing integration strategies and acquiring computer skills for using instructional technology and educational software, digital media, and information technologies appropriate to middle school and high school teaching environments. Students will gain expertise in (a) the selection of appropriate instructional technologies and digital media for use in the classroom; (b) production of technology-based instructional materials; and (c) the evaluation and validation of a variety of electronic information sources. Prerequisite: Admission to the Teacher Education Program.

Educational Technology Graduate Courses

ELPS 760 Integration of Educational Technology (3)
This course focuses on strategies for integrating educational technology in K-12 schools, universities, government or industry. Topics include applying technology in: a) understanding basic technology operations b) planning and designing learning experiences, c) curriculum development, d) assessment and evaluation e) productivity and professional practices, and considering f) social, ethical, legal, and human issues. Students produce a comprehensive electronic portfolio that describes the theoretical perspectives that guide their technology integrations strategies and evidence that demonstrates their competencies.

SPED 727 Designing Instruction for Diverse Learning Needs (3)
Based on the principles of Universal Design for learning, this course focuses on the technology-based solutions applicable to the needs of students with diverse learning needs. Today's instructional and assistive technology solutions often means the difference between meaningful access to the curriculum and relevant learning. This course introduces core concepts to students and examines how technology can assist diverse learners across the life-span.

ELPS 814 Designing Online Instruction for E-learning Environments (3)
The focus of the course is on the status of e-learning at the K-12 and postsecondary levels and the process of designing content for e-learning applications. Attention will be given to design features, content structuring, instructional management, evaluation, and collaboration in the process of working with technicians in the process of developing online curriculum and instruction. Prerequisite: None. A background in education is preferred.

ELPS 810 Educational Media Development (3)
Media surrounds today's learning environments. How can you effectively engage learners with multimedia, meaningful interactions, and motivational strategies? This course will take a hands-on practical approach to creating interactive educational multimedia products including, but not limited to, digital images, movies, podcast, Web publishing and educational games. Also, students will learn about the underlying learning theories of educational media development.

ELPS 811 Constructivist Learning Technologies (3)
This course explores the design and use of new educational technologies to support constructivist learning. Throughout the course, students will (1) get hands-on experiences with emerging educational technologies, (2) examine how the underlying learning theories are reified into concrete learning environments, and (3) analyze how the affordances of new technologies (e.g., modeling and visualization) can facilitate the constructivist learning processes. This course is suitable for students who wish to develop greater knowledge about the ways emerging computer technologies can empower constructivist learning.

ELPS 820 Practicum in Educational Technology (1-3)
A supervised experience in integrating, designing and/or administering educational technology under the direction of an experienced professional. This experience may take place in a K-12 school, university, government or business setting where educational technology is designed, developed or implemented. Prerequisite: ELPS 760 and ELPS 810 .

ELPS 812 Design of Educational Technology (3)
This course introduces instructional design theory and production techniques for developing educational technology resources and systems. Students apply their understandings of design and education theories as they work in teams to develop real-world applications of educational technology for specific clients. Prerequisite: ELPS 760 and ELPS 810 .

ELPS 896 Seminar in Theory of Educational Technology (3)
This seminar explores historical and current theoretical foundations as well as research and development in educational technology. Students discuss successful strategies for conducting research, preparing manuscripts and participating in professional conferences. They also have the opportunity to present their research and benefit from the support and critical analysis of their colleagues.

ELPS 896 Trends and Issues Associated with Online Instruction (3)
The course examines the opportunities, challenges, cautions, and demands of web-based instruction in higher education. It explores the policy implications of web-based instruction, development of collaborative teaming skills utilizing telecommunications resources, and the design and technical aspects of online instruction. Particular attention is given to the implications of online instruction for accommodating needs presented by diverse learners through strategies such as universal designs. Prerequisite: Admission to doctoral program or permission of instructor. LEC

ELPS 975 Education, Technology and Social Change (3)

Curriculum and Instruction Courses

C&T 709 Foundations of Curriculum and Instruction (3)
Basic concepts and processes of curriculum and instruction, including theories, planning models, resources for decision-making, current trends, research and proposals for improvement of curriculum and instruction.

C&T 806 Instructional Strategies and Models (3)
Analysis of models of teaching which represent distinct orientations toward students and how they learn. The application of these models is complemented by the study of research evidence on effective teaching strategies. Prerequisite: ELPS709.

Research Course

PRE 715 Understanding Research in Education (3)
This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much of this material in greater depth through additional course work before being fully prepared to conduct independent research. However this course should enhance their ability to locate, read, comprehend, and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research, and program evaluation. (This course fulfills the requirement of a research methods course in the first 12 hours of graduate study.) LEC include models of intelligence and factors influencing intelligence; measurement characteristics of instruments used to assess cognitive abilities; ethical and legal issues in the use of intelligence tests; and the use of cognitive assessments for identification and diagnosis.

Integration of Educational Technology Courses

COMS 620 Communication and New Technology (3)
This course explores the impact of new communication technology on individuals and groups in various contexts. Topics include: The development of computer-mediated communication, social and psychological impacts of new communication technology, the evolution of telework and advanced in interactive telecommunications.

COMS 810 Theories and Research in Organizational Communication (3)
This survey course introduces the study of organizational communication, a part of the Communication Studies discipline that focuses on interactions within organizations, whether these are for-profit, not-for-profit, social, or civic organizations. The course first addresses ways in which people have framed the study of communication in organizations. It then looks at contexts of organizational communication, including organizational entry and socialization, superior-subordinate relationships, peer relationships, communication in groups, power relationships in organizations, and organizational change.

COMS 860 New Communication Technology and the Work Place
an examination of changes in the work place and for workers associated with new communication technologies, such as e mail, voice mail, teleconferencing, distributed processing, and computer-supported decision making. Emphasis is on changes in organizational communication patterns, participant responses to the technologies, and evaluation of the outcomes of implementing work place communication technologies. (Edwards Campus)

COMS 930: Communication and Leadership
This course will examine leadership perspectives -- both historical and current. We will pay special attention to the intersection of communication and leadership. In essence, we will explore the subject of leadership through a communication lens, analyzing leader communication styles, theories, power, influence, diversity, and ethics, as well as leadership in groups, organizations, and public arenas.
Course content and discussion is designed to enable students to:
  1. Understand key leadership theories well enough to examine and evaluate ideas, practices and writings about communication and leadership
  2. Develop awareness of the varied dimensions of leadership
  3. Understand and appreciate the importance of communication in productive leadership
  4. Identify and evaluate their own leadership styles
  5. Critically assess leadership choices (their own and others); and,
  6. Develop principles that will enable them to lead with integrity

Design of Educational Technology Courses

ADS 710 Advanced Human Factors in Interaction Design (3)
The study of human factors principles and guidelines are fundamental to interaction design. In this course, these principles will be illustrated and applied to real-world design projects/problems. Human physical and cognitive capabilities, computer-human interface and systems properties, interaction design methods, and the physical and socio-cultural environment will be considered. Fundamental issues in human-centered systems, basic research methods, including statistics and literature searches, will be included. Open to all university students. Graduate students will meet concurrently with INDD 510 and receive additional course work.

ADS 712 Advanced Design Studies (3)
Advanced Design Studies - Design Strategies and Methods This course will cover the principles of design thinking, design processes, design strategies and methods, including techniques and tools for the development of human-technology interfaces. Abstract through concrete representation methods and techniques will be applied to interaction design projects/problems. Information collection and analysis methods, scenario and prototyping methods, evaluation methods (empirical), creativity methods, and task-oriented method (non-empirical) will also be considered. Methods common to design-related disciplines in the social sciences, business, architecture, communication studies and engineering are integrated. Graduate students will meet concurrently with INDD 512 and receive additional work.

ADS 765 Advanced Design Studies - Interaction Design (3)
Interaction Design is about creating products, services or environments that offer significant experiential value to people and economic value to organizations. This course engages the comprehensive subject of design for human experience. Building on the gamut of human factors and design methods knowledge, this offers hands-on experience in the research, analysis, modeling and simulation of original and experientially compelling design solutions. Prerequisite: ADS 710, ADS 712 or with consent of instructor.

ADS 770 Design Cognition (3)
In a science of design, the study of "human designers" is as important as the study of designed artifacts or design tools. Since the beginning of research in Design Cognition, many empirical studies have opened up our understanding of human designers and the ways they design. While design is largely a mental activity, it interacts strongly with heterogeneous external representations. It encompasses problem definition and solving, analogical mappings, mental imaging and other mental processes. It requires team coordination and is situated in a cultural milieu that defines roles and modes of behavior. As such, distributed cognition, situated cognition, and social cognition - all have become relevant to the understanding of design cognition. The structure of a design task, the mental representation of design form and behavior, the structure of design teams, and the associated concepts of design cognition will be the subject of the course.

Administration Courses

ELPS 752 Education Law (3)
A study of legal principles and issues affecting educational policy making and practice with emphasis on student and teacher rights, equity, and the administration of schools. Prerequisite: Admission to graduate study.

ELPS 755 Human Resource Management (3)
An overview of the theory and practice of the management, recruitment, selection, compensation, placement, and development of personnel in the school setting.

ELPS 780 Introduction to Higher Education Administration (3)
This course is designed for beginning master's degree students and for doctoral students who have had no previous administrative experience in college or university settings. Students will be introduced to the function and responsibilities of major administrative divisions of a college or university and to the major tasks of administration: planning, programming, budgeting, staffing, managing. An emphasis will be placed on current issues facing higher education and students will be introduced to the major journals of the field. As part of the course requirements, students will spend some time familiarizing themselves with one or more administrative offices on a college campus.

ELPS 852 School Resource Management (3)
An examination of the sources and uses of fiscal resources in education including underlying concepts from economic theory, the impact of values on fiscal policy, state funding formulas, and school budgeting and accounting practices

ELPS 880 The Community/Junior College (3)
A survey of the history and development of the community/junior college. Particular emphasis will be given to the student, the faculty, the curricula, administration, and finance. The course is intended to provide a general understanding of the operation and concerns of today's community/junior college for the current or potential community/junior college staff member.

ELPS 883 The College Student (3)
The characteristics of college students; impact of college on student behavior, changing attitudes, values, beliefs, and the implications of recent research on traditional and new students for instructional and administrative practices.
ELPS 884 Research on College Students (3)
Examination of the American college student from societal, development, research, and institutional perspectives to review the policy implications of these findings for college and university administrators and faculty. Topics include research and theory concerning the college student experience, the diverse nature of the student body and its implications for institutional policy and practice, and formulation of individual philosophies and priorities applicable to working with college students.

ELPS 885 Assessment and Program Evaluation in Higher Education (3)
Nature, objective, and basic procedures of assessment and program evaluation as applied to the various aspects of higher education settings. In addition to basic procedures for evaluating programs, topics covered include accreditation, program review, benchmarking, student outcomes assessment, and evaluation of teaching in colleges and universities.

ELPS 981 Higher Education Law (3)
An overview of the developing law of higher education, with emphasis on an analysis of employer-employee relationships, student-faculty / administration relationships, and the impact of federal and state regulation on these relationships.

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university’s programs and activities. Retaliation is also prohibited by university policy. The following persons have been designated to handle inquiries regarding the nondiscrimination policies and are the Title IX coordinators for their respective campuses: Executive Director of the Office of Institutional Opportunity & Access,, 1246 West Campus Road, Room 153A, Lawrence, KS 66045, 785-864-6414, 711 TTY (for the Lawrence, Edwards, Parsons, Yoder, and Topeka campuses); Director, Equal Opportunity Office, Mail Stop 7004, 4330 Shawnee Mission Parkway, Fairway, KS 66205, 913-588-8011, 711 TTY (for the Wichita, Salina, and Kansas City, Kansas, medical center campuses).