The mission of the Organizational Learning & Instructional Technology (OLIT) Program is to provide quality education for individuals interested in improving the learning experiences of adults in school, business, government, military, healthcare, and non-profit organizations through the application of instructional practices and organizational technologies that advance individual, group, and organizational learning.
The OLIT Program is based on a belief that learning is a life-long process, which is stimulated by active participation, a respect for the individual’s past experiences and diversity, critical reflection, and dialogue. Through the teaching of new developments in learning theory, the application of new technologies, and the management of change, the OLIT Program prepares professionals to help individuals, groups, and organizations learn in more effective ways.
In light of the massive and continuous change organizations experience, it is imperative that graduates of our program be ready to not only manage change, but lead future change efforts as well. To this end, we strive to develop a community of learners who build motivation for learning in their own organizations. The learning communities they develop will be characterized by a shared vision, systems thinking, and team learning.
The OLIT Program focuses on the design, development, delivery, and evaluation of training, organization development, knowledge management, distance education, e-learning, and instructional technology systems, methods and strategies with the intent of improving human performance. The program can best be described as one that is both theory-based and practitioner oriented.
Upon graduation from the OLIT Program, depending on individualized Program of Studies, students will be able to:
To ensure that these objectives are met, the content of the program’s courses are grounded in theoretical and empirical research and the extant literature, and are taught by experienced faculty using new and emerging technologies to facilitate activities, discussions, lectures, exercises, readings, simulations, and collaborative projects with other institutions in the U.S. and overseas.
The courses that comprise the OLIT Program also reflect the seven domains outlined in the College of Education’s Conceptual Framework. Furthermore, the program’s courses have been correlated to the recommended competencies and guidelines that have been developed by the American Society for Training and Development (ASTD), the International Society for Performance Improvement (ISPI), the Association for Educational Communications Technology (AECT), the International Society for Technology in Education (ISTE), and the National Council on the Accreditation of Teacher Education (NCATE) associations, and therefore reflect the mission of the College and the requirements of the profession.
For recent updates and additional information on the OLIT Program and courses, visit our Web site at http://www.unm.edu/~OLIT
Courses
OLIT 391 / 591.
Problems.
(1-3 to a maximum of 18 Δ)
OLIT 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 hours lab.
OLIT 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.
OLIT 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.
OLIT 470.
Workplace Training.
(3)
Introduction to the concepts of training in the corporate sector.
OLIT 471.
Designing Training.
(3)
Introduction to the principles of planning and designing of training packages and programs.
OLIT 472.
Training Techniques.
(3)
Introduction to the development of instructional training methods and strategies for corporate training programs.
OLIT 473.
Measuring Performance in Training.
(3)
Principles of evaluation of instruction and trainee performance applied to organizational training programs.
OLIT 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.
OLIT 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.
OLIT 492 / 592.
Workshop .
(1-4 to a maximum of 13 Δ)
OLIT 493 / 593.
Topics.
(1-3, no limit Δ)
OLIT 495.
Field Experience.
(3-6 to a maximum of 12 Δ)
Planned and supervised professional laboratory or field experiences in agency or institutional setting.
Offered on a CR/NC basis only.
Restriction: permission of instructor.
OLIT 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.
OLIT 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.
OLIT 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.
OLIT 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.
OLIT 509.
Collaborative Knowledge Creation.
(3)
Focused on designing technology-supported collaborations solutions that support the collective brain power of organizational members in the creation of knowledge.
OLIT 511.
Dissemination and Application of Knowledge.
(3)
Focused on designing organizational portals for managing and disseminating documents, instruction, best practices, and expert advice.
OLIT 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}
OLIT 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.
OLIT 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.
Prerequisite: 501 and 561.
OLIT 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.
Prerequisite: 501 and 521 and 561.
OLIT 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.
Prerequisite: 501 and 521 and 561 and (523 or 525).
OLIT 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.
OLIT 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.
OLIT 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.
OLIT 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.
OLIT 537.
Culture and Global eLearning.
(3)
Explores the sociocultural dimensions of eLearning and issues related to designing eLearning for global contexts. Participants examine diversity in eLearning, and design eLearning for national and international contexts.
OLIT 538.
E-Learning Course Design.
(3)
Explores new paradigms based on constructivist and sociocultural learning theories for designing e-learning. Focuses on online learning design and evaluation, and networked learning communities. Analyzes print, audio, and video for designing hybrid learning environments.
Prerequisite: 501 and 535 and 561.
OLIT 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.
OLIT 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.
OLIT 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.
Prerequisite: 501 and 561.
OLIT 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.
OLIT 561.
The Adult Learner.
(3)
(Also offered as LEAD 529)
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.
OLIT 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.
OLIT 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.
OLIT 591 / 391.
Problems.
(1-3 to a maximum of 6 Δ)
Individual Performance Contract required between student and professor.
OLIT 592 / 492.
Topics.
(1-4)
Special offerings given on demand for terms less than a semester.
OLIT 593 / 493.
Topics.
(1-3, no limit Δ)
Used to test new courses.
OLIT 595.
Field Experiences.
(3-6 to a maximum of 12 Δ)
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.
OLIT 596.
Internship.
(3-6 to a maximum of 12 Δ)
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.
OLIT 598.
Directed Readings in Organizational Learning and Instructional Technologies.
(3-6 to a maximum of 6 Δ)
Student will develop an Individual Performance Contract with a faculty member to determine the key readings and will produce a product.
OLIT 599.
Master’s Thesis.
(1-6, no limit Δ)
Offered on a CR/NC basis only.
OLIT 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.
OLIT 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.
OLIT 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.
OLIT 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.
Prerequisite: 501 and 508 and 535 and (561 or EDUC 500).
OLIT 639.
Advanced Instructional Technology Seminar.
(3)
This seminar emphasized 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.
Prerequisite: 501 and 508 and 561.
OLIT 641.
Advanced Seminar on Organization Development and 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.
Prerequisite: at least 9 hours of Organizational Behavior, Team Development, Consulting or similar courses.
Restriction: permission of the instructor.
OLIT 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.
OLIT 690.
Dissertation Proposal Seminar.
(3-6 Δ)
This seminar is the capstone course for the doctoral program. It assists students in planning and developing a dissertation proposal. Course may be repeated once.
Offered on a CR/NC basis only.
Prerequisite: students must complete the Comprehensive Examination before enrolling or take it concurrently.
OLIT 696.
Internship.
(3-6 to a maximum of 12 Δ)
Offered on a CR/NC basis only.
OLIT 698.
Directed Readings in Organizational Learning and Instructional Technologies.
(3-6 to a maximum of 6 Δ)
OLIT 699.
Dissertation.
(3-12, no limit Δ)
Individual performance contract required between student and professor, following formal approval of dissertation committee.
Offered on a CR/NC basis only.
