CATALOG - University of Maryland University College

COURSE DESCRIPTIONSDEPM (Distance Education Policyand Management)DEPM 604 Leadership in Distance Education (3)(Formerly OMDE 604.) An introduction to the organization,management, and administration of distance education systems.Topics include management theory, organizational behavior,leadership roles, human resource management, employee relations,the impact of information technology, faculty/staff development,interinstitutional collaboration, planning, policy, and change. Botheducation and training environments, as well as the knowledge andskills necessary to function effectively in either type of organizationalsetting, are explored.DEPM 609 Distance Education Systems (3)(Formerly OMDE 609.) Prerequisites: OMDE 601, OMDE 603,DETT 607 (or OMDE 607), and OMDE 608. An introduction toframeworks for analyzing the nature of distance education from afunctionalist, interpretive, or emancipatory systems approach. Appropriatediagramming techniques are used as a means to examine theorganization and management of distance education systems.DEPM 622 The Business of Distance Education (3)(Formerly OMDE 622.) An examination of the highly competitiveglobal business environment for distance education and training.Topics include the supply and demand of education services inemerging and existing markets, the competitive positioning oforganizations, and increasing reliance on collaborations. Emphasisis on the skills distance education managers need in planning anddeveloping programs, products, and services that are targeted tospecific markets and cost-effective.DEPM 625 Distance Education, Globalization,and Development (3)(Formerly OMDE 625.) A study of distance education froman international perspective, highlighting developing countries.Processes are explored through concrete case studies in the areasof higher education and internationalization; teacher education,school networks, and mobile learning; alternative routes to schooling;nonformal education, community radio, telecenters, andradio browsing; and vocational education and training. Topicsalso cover national and international policies on distance education,including the role of the state; international organizations(such as the World Bank or UNESCO) and their policies (e.g.the Millennium Development Goals); telecommunication infrastructure;transnational corporations and the commercializationof education; and the World Trade Organization (WTO) andthe General Agreement on Trade in Services (GATS).DETC (Distance Education Technology)DETC 620 Training and Learning with Multimedia (3)(Formerly OMDE 620. Developed by Joachim Hasebrook ofGermany.) An examination of the use of digital media in a varietyof educational settings to identify properties, strengths, and weaknessesof multimedia in different learning contexts. Basic psychologicalprocesses of perception, understanding, and learning areintroduced. Focus is on multimedia and instructional design foronline learning systems, such as Web-based training. Hands-onexperiences with several multimedia and online learning and informationsystems are provided. Topics also include groupware andcollaborative learning technologies, intelligent systems, instructionalsimulations, and virtual reality systems.DETC 630 Synchronous and AsynchronousLearning Systems in Distance Education (3)An examination of synchronous (real-time) and asynchronous(non-real-time) tools and technologies used in online education.Topics include synchronous functions such as text chat andaudio/video conferencing and asynchronous functions such ase-mail, threaded Web discussions, blogs, and wikis. Each communicationmodel is examined critically in both a research andapplied context. Review also covers how synchronous and asynchronousmodes of communication are incorporated in learningmanagement systems.DETT (Distance Educationin Teaching and Training)DETT 607 Instructional Design andCourse Development in Distance Education (3)(Formerly OMDE 607.) An examination of the instructionaldesign process, its history and place in today’s course developmentefforts, and the use of instructional design components in practice.Emphasis is on the nature of learning and the requirements foreffective instruction. The theoretical underpinnings of learningare explored and applied to the design of a prototype classroom.Management issues surrounding course and curriculum developmentefforts are discussed, and a comprehensive curriculum managementplan is developed.78GRADUATE CATALOG | 2008–2009