EduMOOC on the Loose: An Interview with Ray Schroeder
| Thursday, July 28, 2011
|There's a gigantic EduMOOC on the loose. Have you seen it? No, I am not talking about the 140 pound mountain lion that traveled from the Black Hills of South Dakota all the way to Connecticut only to be run over by a car. That journey was over 1,500 miles! Earlier in the week, the USA Today reported that "The epic journey was the longest ever recorded for a mountain lion."
In contrast, the epic journey that I am talking about incubated over in my neighboring state of Illinois; also known at the "flatlands," instead of the Black Hills or the Badlands. But, like that mountain lion, it too is becoming quite enormous and a tad bit scary. And it has traveled around the world at a blistering pace. Not sure if scientists are measuring its' droppings like they did the mountain lion, but apparently "all" records are being saved, so who knows...?
What am I talking about? Well, back on June 7th, I got an email from an online learning superstar who always has all the data that I need and more. It was my good buddy Ray Schroeder from the University of Illinois at Springfield. Ray asked me to be involved as a panelist in his planned EduMOOC (MOOC = Massive Open Online Course) on "Online Learning Today...and Tomorrow." This is what he said: "I am putting together a MOOC - you know, massive open online course ... no credit, no budget, just to test the "open" water and see what this may be like. The topic is Online Learning Today, and .... Tomorrow."
"Is he crazy?"...I thought. No credits. No budget. And unlimited enrollments. Ok, I reminded myself that this is higher education in 2011. No budgets and masses of people. I know others have tried it...Stephen Downes and George Siemens up der in Oh Canada, for instance, and David Wiley at BYU as well as Tom Reeves at the University of Georgia. Both George and Stephen address issues related to MOOCs in their recent blog posts. George on research issues and Stephen provides a link to a MOOC from Australia on developing a professional e-portfolio.
But I digress. Back to my email exchange with Ray..."Sure" I told him, as long as I do not need to fly anywhere (see 12 reasons why not). Ray assured me that it would be online. And so I will be a panelist in the final week on the future of online learning (August 18th at 2 pm EST).
Since that time, I have been tracking aspects of his EduMOOC each day. Many well known people signed up as participants as well as panelists. The Google Groups discussions are being shared each day. A wiki for the MOOC has been created and maintained by the participants. On June 21, Marc Parry from the Chronicle of Higher Education even wrote an article about it, U. of Illinois at Springfield Offers New 'Massive Open Online Course.' Suffice to say, Ray's EduMOOC on "Online Learning Today...and Tomorrow" has definitely evolved and expanded. And it is linked to my interests in open education and open teaching. So today I have been sending Ray questions about it. There are now 16 of them. I asked if I could publish these in the form of an interview and he said sure. So here goes...
July 28, 2011 Interview with: Ray Schroeder, Professor Emeritus, Director of the Center for Online Learning, Research and Service (COLRS), University of Illinois Springfield
Curt Question #1: How many people have signed up? How many attend the weekly sync sessions?
Ray: We are keeping copius analytics on the streams and the Google group, wiki, Moodle, blogs, etc. But, there is too much to analyze on the fly... Two research teams - one led by Siemens/Downes and the other by Mackintosh at OERu in NZ are compiling these for case studies - as will we.
Short answer is a couple hundred live and it likes like more are bringing up the recorded versions. But we cannily count streams connected, in some cases groups or classes seem to be gathering to watch together. Much to study about MOOC.
So far 2,655 registered.
Curt Question #2: How many countries represented among the registered now?
Ray: We have 70 countries represented:
Argentina, Australia, Austria, Belgium, Belize, Botswana, Brazil, Bulgaria, Burundi, Canada, Chile, China, Colombia, Cyprus, Czech Republic, Denmark, Djibouti, Dominican Republic, Ecuador, Ethiopia, Fiji, Finland, France, Germany, Greece, Guyana, India, Indonesia, Ireland, Israel, Italy, Japan, Kuwait, Laos, Malaysia, Mauritius, México, Morocco, Netherlands, New Zealand, Nigeria, Norway, Pakistan, Philippines, Poland, Portugal, Puerto Rico, Qatar, Samoa, Saudi Arabia, Scotland, Serbia, South Africa, Spain, St. Vincent/the Grenadines, Sudan, Sweden, Taiwan, Thailand, Trinidad/Tobago, Turkey, UAE, Uganda, UK, Ukraine, Venezuela, USA, Vietnam, West Indies.
Curt Question #3: What spurred your decision to create the EduMOOC? Had you been contemplating doing it for long?
Ray: This really grew out of a keynote presentation I made earlier this year at e-Cornucopia at Oakland University. The topic was “The Open Future of Higher Ed.” In preparing for the presentation and in the interactions with those attending, it became clear to me that there is a key role for MOOCs in the future of online learning. I asked my staff if we might do a MOOC to find out more about this emerging approach. They generously agreed to help support this on top of their busy schedules.
Curt Question #4: Did you have any role models? Or mentors?
Ray: Not really. Certainly, I had read about the great work George Siemens and Stephen Downes had done with earlier MOOCs, but I had not attended any previous MOOC. I have high regard for both of them. I appreciated the YouTube videos posted by Dave Cormier. But, I entered with no direct experience with the MOOC. Some have remarked that eduMOOC is different in some ways than others, and I suppose that is why. I’ve taught at the University of Illinois for 40 years. I approached this much as I would a graduate seminar in which I create a framework, and the students take it from there.
Curt Question #5. What are the biggest challenges or hurdles you faced in creating and maintaining the EduMOOC?
Ray: The volume of users is daunting in the first week or so. Getting everyone registered and receiving the listserv is a challenge when there are more than 2,600 in the group. But, once it is running, the participants take over. We continue to populate each week’s webpage with dozens of resource links and conduct the panel discussion with knowledgeable people.
Curt Question #6: What are your observations about the EduMOOC so far?
Ray: eduMOOC has been an eye-opener for me! There are so many engaged in personal learning – mostly individuals, but also whole departments, academic cabinets, college leaders, etc. I like to say that it is “come-as-you-are and take-what-you-want.” So, they participate in the parts that make sense to them. They build networks to help them continue to develop in this field.
Curt Question #7: I am writing a book on online motivation and retention right now. Currently, I am writing a chapter about learner autonomy which includes information about the motivational aspects of choice, control, flexibility, and opportunities. How do you see an EduMOOC addressing any of these-- autonomy, choice, opportunity, control, flexibility, etc.?
Ray: Certainly, this addresses individual choice, access, and flexibility. In the end there is an awesome resource site with a rambling network of interested individuals, blogs, wikis, G+ circles, etc.
Curt Question #8: What makes such an environment (i.e., a MOOC) motivational?
Ray: The motivation mostly comes from the broad range of professional colleagues that are engaged. The enthusiasm, knowledge, interests of the individuals raises all who read/view/hear what they share on the topics.
Curt Question #9: Why might others try it?
Ray: This reaches a large number of people worldwide in a short time with “just-in-time” aspects that are not often found in traditional learning opportunities.
Curt Question #10: What is happening that you did not expect?
Ray: There is more networking. The magnitude of the response. I approach this as a massive graduate seminar – respecting the participants as I would advanced graduate students. So, in the larger sense, I set the framework, brought in some catalysts in the form of panelists such as yourself, seeded it with a couple hundred links to resources and let it go! The participants take it from there.
Curt Question #11: What types of courses does it fit best?
Ray: This would seem to be a great fit for courses and topics where there are new developments, new issues, new topics. Not that there are not new topics in “ancient Greece studies” but that one would be far different than this one.
Curt Question #12: Might it work outside of higher ed….for instance, in the world of K-12 or corporate or military training?
Ray: Yes. This is a natural for professional development/training. Our topic is of that sort – online learning today and tomorrow. A hybrid of for-credit enrollments for those who want the credit, continuing ed credit for the professions, and non-credit for the masses would seem to be a likely future for this.
Curt Question #13: What has been the reaction from your colleagues at the University of Illinois at Springfield and elsewhere around the globe?
Ray: The reaction is very positive. There has been quite a bit of positive press. It seems that most people take this as a natural evolution of presentations – from in-person to online; from small groups to massive online audiences. This is a wonderful way to reach large number of people in a field of study. In this case, it was also a bit of a meta-MOOC – that is the topic was about online learning. So, we were using online tools to conduct the MOOC. Much of the early discussion had a focus on the MOOC itself. Now, there is more of a focus on open resources and open learning opportunities. Most people realize the power of having a large group of people contributing new ideas and perspectives to the discussion.
Curt Question #14: What is next for Ray Schroeder? Any more EduMOOC activities on the horizon?
Ray: Absolutely! We are looking a launching several MOOCs that will be improved by our experiences here. One MOOC may be on the topic of an open textbook we are creating collectively among faculty members at the campuses of the University of Illinois. Combining an open online book with the MOOC should be fun. I have been asked by one of our distinguished scholars who holds the Political Science endowed Chair at UIS, Matthew Holden, to discuss the potential of doing a MOOC in his area of study. I think there are many possibilities for using MOOC to make a difference among a large group of learners worldwide.
Curt Question #15: Can you give me a link to a that video or definition explaining an EduMOOC again?
Ray: Well Wikipedia is just starting a page on MOOC.
Note: According to Wikipedia: "A Massive open online course (MOOC) is a course where the participants are distributed and course materials also are dispersed across the web. This is possible only if the course is open, and works significantly better if the course is large. The course is not a gathering, but rather a way of connecting distributed instructors and learners across a common topic or field of discourse."
But, the best resource, I think is this four-minute video by Dave Cormier
Curt Question #16: What are the main EduMOOC sites for your class Online Learning Today...and Tomorrow?
Ray: The wikispaces site that is pretty popular and was put together by participants. Here are the three main EduMOOC sites.
1. EduMOOC homepage
2. Google Groups discussions
3. Wikispaces site
the wikispaces site that is pretty popular and was put together by participants.
= = = = = = = = = = = = = = = = = = = = = = =
(end of interview...)
I hope to see some of you there on the 18th! Here is a reminder to that final EduMOOC session (August 18 at 2 pm EST).
Wishing you well in creating your own MOOC and putting it on the loose. I love the concept of open teaching. The world is open, don't ya know. Wide open!
Labels: future of online learning, massive open online course, MOOC, open education, open teaching, Ray Schroeder, social networking
List of Ed Tech and Instructional Technology Related Programs in the United States
| Monday, July 11, 2011
|Educational Technology and Instructional Technology Related Programs in the United States
The Daily Email Grind...Same, Same, Same: Many people around the planet ask me about the program I teach in at Indiana University (IU). It is called "Instructional Systems Technology" (IST). The IST program has been around for like 7 decades, albeit under different names and configurations. Geez, it is nearly as old as members of the Rolling Stones. And, like the Stones, it is still playing a fine tune and a few of us go out on tour from time-to-time. Any other parallels we will leave for another blog post.
Lately, the email I get about the IST program is typically from mainland China. First, out of respect, I remind them that the Great Wall is still older than our program. Other email about the program tends to come from folks in Turkey, Taiwan, Thailand, Korea, Mongolia, Singapore, or some other place. Some of those emailing me plan to apply to my program and are seeking my advice. Others are too late and thinking about applying next year. Still others want me to recommend similar programs should they not get into the IST program at IU. A few simply want to know if I can get them tickets to an IU basketball game or Super Bowl tickets for next February.
That Little Man in my Head: I keep answering the same questions over and over and over. The little man in my head says enough is enough...do you want me to answer that question one more time? He is getting old and cranky. I feel sorry for him and so I am creating this blog post and associated Web site.
What do they ask me? Well, the first question typically incorporates many things such as procedures for applying to the program, the expectations of the entrance committee, the funding available, the research interests of the faculty, and so on. I tell them that, "everything counts when applying, not just test scores." I add that, "personally, I like reading the goal statements." Then I try to be honest and say that, "you should apply to more than one program since you might not get into your first choice. And you will have better chances for funding if you apply to several such programs." I use this line with anyone who cannot define what a "Hoosier" is.
Then many respond by asking about applying programs other than mine. They say, "well, which ones might I apply to." This is hard to answer since many are fishing--some are fishing for best climate for weather and others are fishing for best climate for funding. Some are fishing for extremely rare wild game--the best place for everything. Some "El Dorado" of educational and instructional technology programs. Such a place does not exist though I did see El Dorado, Kansas last month on my way from Emporia to the Wichita airport. So I created a list of programs. It is in alphabetic order, not in order of importance. And last week, I created a companion Website for Educational Technology and Instructional Technology programs. Check it out. These programs are also listed below. Quick, go to the link above and you and avoid reading my opening comments and stories.
Hitting the Road: There are dozens of programs to choose from. Many of my colleagues, friends, and students consider the top programs to be Florida State University, the University of Georgia, the University of Missouri, Penn State University, and several others. They are among the chief competitors to my program in IST here in Hoosierville; at least at the doctoral level. Those are excellent places to start, to be sure. I visited and spoke at every one of these campuses during the past year except for Penn State (did that one back in 1991). And I got to a bunch of other campuses as well this year; among them was Syracuse University which has been a rival of IU for decades. After speaking there a year ago as well, my brother Tom and I got a lovely campus tour from one of their faculty members.
During my 2010-2011 travels, I wanted to hear from the students and faculty on each campus what they thought were the best programs. And I wanted to experience each campus. Unfortunately, I will not provide my personal ratings in this public forum. Sorry. You will have to write to me or ask me when at a conference. I can say that I had an especially fun time at the University of Georgia (despite an ice storm on the way down) and the University of Missouri. So many wonderful students and faculty at each one. If someone is considering Ph.D. (permanent head damage...post hole digger) programs in ed tech and instructional technology and doesn't put these two on the list, they would be crazy. Florida State...well, should be on there too despite funding problems in the state of Florida lately. Faculty from FSU, Indiana, and Syracuse were among the founders of the field.
There are many more doctoral programs on the list than the 5 or 6 listed above. Some people often consider the University of Central Florida (no, not just because Disney is there...but it does not hurt; UCF has drawn many students from China during the past decade or two), Wayne State University (especially if they work at Ford or GM), the University of Texas at Austin (was there twice last year...love the music scene and food...excellent program as well..can't go wrong), Purdue University (our neighbor to the north with many K-12 and engineering education grant projects), BYU and Utah State (much interest in educational technology and technology in general in Utah), Michigan State University (which has many online programs as well), the University of Wisconsin (this is where I went...ah, Madison in the summer! Don't even think about wintertime), the University of Minnesota (which has cool people and cool projects and cold, cold bone chilling weather...I know since I gave 4 talks there in early February 2010. Adventure Learning!), the University of Hawaii (aloha to all my friends there--see you in October; many mobile learning, Web 2.0., e-portfolio, and e-learning programs at the UH), Virginia Tech (another excellent choice as long as you do not fly into Roanoke when there is low visability like I did), and Stanford University (not easy to get in but a lovely place with brilliant people. I had a nice visit there a year ago.). There are so many programs to choose from.
And there are more...many more, including NYU (if you love New York and can afford it), George Mason University (especially if you are in the DC area), the University of Oklahoma (I presented there last year--some great statues on that campus and not just of football players. Some top notch people there.), the University of Houston (I have presented there several times--great people and conversation and delicious food always...check it out!), Boise State (I hope to visit someday), and the University of North Texas (was there in late April--much happening at UNT..it is a mini-think tank). See links below for all of these programs and many more. Apologies for any that I did not specifically mention above.
Now back to my opening story...Last week, one of the email inquiries I got was from an undergraduate senior from China. She said that she could not find many programs in the field that were like the IST program at IU. The little man in my head was baffled. "How are people searching these days?," he quickly asked me. But I put him to work to get him to shut up. Soon he was exhausted retrieving all the program data for her. Of course, I felt bad for him. It was the weekend. Supposed to be his day off. We were out on my back deck listening to the birds sing. Unfortunately, it was a sultry hot July day. Soon he was totally exhausted and complained a bit. He told me to just put this info on the Web so he would not have to repeat these steps again. I promptly agreed, mainly to get him off my back (but not out of my head). I was amazed with what he found. In fact, after an hour or two, that little man in my head had found 50 doctoral programs related to educational and instructional technology! I give him a summer bonus. He is now off on a well deserved vacation.
But 50 programs? Yes, there are 50 doctoral programs listed below (and now more than 50 with suggestions for more). Over 50! Wow. And he gave me a list of 12 other master's only programs that he thought people might be interested in. These master's programs, not surprisingly, included San Francisco State University and San Diego State University, both with long running reputations as among the best in the world. Much to do in the Bay area at all times and in San Diego, every day is a chance to run and train. There is also Emporia State University which I visited a month ago--had a great time with everyone. It also has the Teacher Hall of Fame. If you are thinking of a master's, I recommend that you place all three of these places on your list to consider.
Many of these master's and doctoral programs offer online certificates and degrees as well. I do not include much about online master's and doctorates in this list yet. Perhaps later I will add those later on. For now, I do list 9 institutions that only offer online degrees--there are many more than that to pick from. Let me restate, keep in mind that dozens of the face-to-face programs also have online programs. For instance, Old Dominion University has an online Ph.D. and the IST program at IU has an online certificate and online master's...both of which are very popular. My colleagues and I are working to create an online Ed.D. at IU. Announcement to come soon, I hope. Very soon.
Also keep in mind that this area has many names: Educational Technology, Instructional Systems Technology, Instructional Psychology and Technology, Instructional Design and Technology, Learning Technologies and Design, Instructional Technology, Educational Communications and Technology, Human Performance Technology, etc. Some related areas include learning sciences and information science. Even my old field of educational psychology is highly linked and many times will house the ed tech or instructional technology program. Curriculum and instruction programs often do as well.
Prominent Residential Master’s Only Programs (many have online programs as well):
1. California State University at Monterey Bay, Information Technology and Communication Design
2. East Carolina University, Instructional Technology
3. Emporia State University, Instructional Design and Technology
4. Fort Hays State University, Instructional Technology
5. George Washington University, Educational Technology Leadership
6. San Diego State University, Educational Technology
7. San Francisco State University, Instructional Technology
8. St. Cloud State University, Information Media
9. University of Colorado at Denver, Info & Learning Tech (eLearning Design/Imp; ID & Adult Learning; and K-12 Teaching)
10. University of South Carolina, Educational Technology
11. University of Texas at El Paso, Educational Technology
12. University of Utah, Instructional Design & Educational Technology
Residential Doctoral Programs (most include a Master’s
program; many include online degree programs and certificates):
1. Arizona State University, Educational Technology (Master’s and Ph.D.)
2. Auburn University, Dept of Ed Foundations, Leadership & Tech, Master's Library/Media Tech, Ph.D.in Admin emph in Tech
3. Boise State University, Educational Technology (Master’s and Ph.D.)
4. Brigham Young University (BYU), Instructional Psychology and Technology (Master’s and Ph.D.)
5. Florida State University, Instructional Systems (within the Ed Psych and Learning Department, certificate, Master’s, and Ph.D.)
6. George Mason University, Instructional Technology Program (Master’s and Ph.D.)
7. Georgia State University, Masters in Instructional Design & Tech; Ph.D. in Instructional Tech
8. Idaho State University, Educational Leadership and Instructional Design Masters; Doctor of Education
9. Indiana University, Instructional Systems Technology (Master’s, Ed.S., Ph.D.; IU IST Programs; Research Teams; IUconnectedEd (certificate and Master’s online)
10. Iowa State University, Curric & Instruc'l Tech, Master’s in Curric & Inst'l Tech Special; and Ph.D. in Curric & Instructional Tech
11. Kent State University, Instructional Tech (Master’s); Doctorate in Ed Psych with a Concentration in Instructional Tech
12. Michigan State Univ, Ed Tech Prog Overview; Master’s info; Overseas; Various Progs;Doc prog ed psych/ed tech; Hybrid doc prog
13. Mississippi State University, Instructional Systems & Workforce Development; B.S., Masters, Ed.D., and Ph.D.
14. NYU, Educational Communication and Technology (Master’s and Ph.D.)
15. Old Dominion University, Instructional Design and Technology Program (Master’s and Ph.D.)
16. Penn State University, Instructional Systems (Master’s and Ph.D.)
17. Purdue University, Learning Design and Technology (Master’s and Ph.D.)
18. Syracuse University, Instructional Design, Development and Evaluation (Master’s and Ph.D.)
19. Teachers College, Columbia University, Instructional Technology and Media (Master’s and Ph.D)
20. Texas A&M University, Ed Tech is offered in the Dept of Ed Psych in the Learning Sciences program (Master’s and Ph.D.)
21. Texas Tech University, Instructional Technology (Master’s and Ed.D.)
22. Utah State University, Instructional Technology and Learning Sciences (Master’s and Ph.D.)
23. Virginia Tech University, Instructional Design and Technology Program (Master’s, Ed.S., Ed.D., and Ph.D.)
24. Wayne State University, Instructional Technology (Master’s, Ed.D., and Ph.D.)
25. West Virginia University, Instructional Design and Technology (Master’s and Ed.D.); IDT homepage.
26. William & Mary, Curriculum and Educational Technology (Ed.D. and Ph.D.)
27. University of Alabama, Master’s in Instructional Tech; Ph.D. is in Instructional Leadership with an concentration in Inst'l Tech
28. University of Central Florida, Educational Communications and Technology (Master’s, Ed.D., and Ph.D.)
29. University of Florida, Instructional Technology (degrees granted in Instruction and Curric with emphasis in Educ Tech)
30. University of Georgia, Learning, Design, and Technology (Master’s and Ph.D.)
31. University of Hawaii, Department of Educational Technology
32. University of Houston, Instructional Tech (Master’s); doctorate in Curric & Instruction with emphasis in Instructional Tech
33. University of Kansas, Ed Tech (Master’s); doctorate offered in Ed Leadership & Policy Studies with emphasis in Ed Tech
34. University of Minnesota, Learning Technologies (Master’s, M.Ed. and Ph.D.)
35. University of Missouri, School of Information Science and Learning Technologies or SISLT (Master’s, M.Ed., and Ph.D.)
36. University of New Mexico, Organizational Learning and Instructional Technology (Master’s and Ph.D.)
37. University of Nevada at Las Vegas (UNLV), Ed Tech; doc in C&I with emph in Ed Tech; joint doc prog in Lrng Tech in Ed Psych
38. University of North Texas, Department of Learning Technologies (Master’s and Ph.D.)
39. University of Northern Colorado, Educational Technology (Master’s and Ph.D.)
40. University of Oklahoma, Instructional Psychology and Technology (Master’s and Ph.D.)
41. University of South Florida, Instructional Technology (Master’s, Ed.D., and Ph.D.)
42. University of Southern Mississippi, Instructional Technology (BA, Master’s, and Ph.D.) BA; Master’s and Ph.D.
43. University of Tennessee, Instructional Technology and Learning Environments and Educational Studies
44. University of Texas at Austin, Instructional Technology (Master’s and Ph.D.)
45. University of Virginia, Instructional Technology (Master’s and Ph.D.)
46. University of Wisconsin, Educational Communications and Technology (Master’s and Ph.D.)
47. University of Wyoming, Adult Learning and Instructional Technology: Main and Instructional Technology
Note: These last five lean more to Learning Sciences than ed tech, but I include them anyway due to significant overlap.
48. Indiana University, Learning Sciences, Master's and Ph.D. in Learning and Developmental Sciences
49. Northwestern University, Sch of Education and Social Policy, Master's and Ph.D. in Learning Sciences
50. Stanford University, Master’s in Learning, Design, and Technology and Ph.D. in Learning Sciences and Technology Design
51. Vanderbilt University, Learning Sciences and Learning Environment Design Specialization (Master’s and Ph.D.)
52. University of Washington, Learning Sciences (Master’s, Ed.D., and Ph.D.)
Prominent Online Only Programs
1. Capella University, Instructional Design for Online Learning (Ph.D.) as well as Training and Performance Improvement
2. Jones International University, MEd in K-12 Instructional Technology (Master’s)
3. Nova Southeastern, Instructional Technology & Distance Education (online Ph.D.)
4. Pepperdine University, Learning Technologies (online Ed.D.)
5. University of Phoenix, Doctor of Education in Educational Leadership with a Specialization in Educational Technology
6. Univ of Maryland, Univ College, 4 Distance Ed Master's Programs, Instr'l Tech, DE/E-Lrng, DE Tchg/Trng, Tech Manage
7. Walden University, Educational Technology (online Ed.D.)
8. Western Governors University, Master of Education in Learning and Technology
9. Western Michigan University, Educational Technology, Certificate and Master’s
Remember: I created a Website for Educational Technology and Instructional Technology programs. You might want to bookmark it. You might also want to tell me about programs that I have forgotten to include. My email is cjbonk at indiana.edu and curt at worldisopen dot com.
During the past few years, I have indexed many such resources including Ed Tech job listing sites and Ed Tech journals and magazines.
In effect, these three portals can help get you in an educational technology programs, then help you find a job in the field, and later get published. Start with programs I guess. You have 52 face-to-face doctoral programs and 12 face-to-face master's programs or more than 60 places to visit in the United States for a degree. If you lack travel money or need to stay home and work, many of these programs have online degrees as well. Good luck to you.
I really do hope this helps. That little man in my head needs a break.
Labels: ed tech programs, educational technology programs, instructional design programs, instructional systems technology programs, instructional technology programs