Undergraduate Program

Introduction to systems of information and how they impact our current social and cultural life. This course introduces organizing systems and classification, definitions of information, intellectual property and copyright, information formats, information ethics, and the history and structure of the internet. Other topics may include the history of information, social media, the attention economy, Wikipedia, net neutrality, and algorithmic bias.

Meets New Mexico General Education Curriculum Area 1: Communication.

This course will introduce the fundamental knowledge and practice of online learning and learning strategies. Students will apply this knowledge and practice in online learning environments in order to be successful online lifelong learners.

Undergraduate topics in Organization, Information, and Learning Sciences.

Concerns the use of organizing systems and information in a profession or discipline to learn, manage, and develop knowledge. Students will explore the use of the inquiry and research process in a professional context.

The course directs students towards developing deeper, nuanced and complex views of ethics and diversity rooted in socio-historical theories and foundations. Students will work to develop codes of ethics, ethics philosophies and policies.

Corequisite: 402.

Students will develop an intervention plan to address a specific issue related to inclusion. They will develop a personal ethics and inclusion statement, and the steps that help building inclusive and ethical environments.

Corequisite: 401.

The course directs students towards developing deeper views of ethics and diversity rooted in theories. In addition, students will learn how to develop interventions aimed at the improvement of organizational climate regarding ethics and inclusion.

This course prepares students to analyze LMS requirements, customizations and integrations for organizations requiring training for compliance, skill-building and knowledge-building. Students will experience LMS implementation and management through typical workflow or calendared events.

This course focuses on Learning Management Systems (LMS) and the role of the site administrator as students get practical, hands-on experience understanding and learning about LMS's for assessment and evaluation.

Corequisite: 408.

This course focuses on the technical software skills of the online eLearning site administrator as students get practical, hands-on experience using MoodleCloud (MC) and other LMS's.

Corequisite: 407. 

This course is designed to develop your ability to apply research-backed creativity strategies and design thinking in your work, learning, and life; in other words, "in the wild" by documenting your own creative practice.

This course is designed to develop your ability to frame and reframe ill-structured, complex problems, AKA "wicked problems", from your work, learning, and life using research-backed creativity strategies and design thinking methods.

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. 

This course addresses principles of instructional media use and provides students opportunities to learn instructional material development using various applications such as content creation applications tools, communication tools, and data analysis and visualization tools. 

This course provides students with learning opportunities on the overview of human resource development, including but not limited to fundamentals, processes and models, and various tools.

In this class we will learn about finding and leading people, managing projects, developing a scope of work, creating a budget, and overseeing project quality.

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.

Introduction to the concepts of training in the corporate sector.

Introduction to the principles of planning and designing of training packages and programs.

This course provides students with learning opportunities on various training techniques and strategies based on adult learning theories, so that they can effectively use them to enhance workplace training as instructors or instructional designers.

Principles of analysis and evaluation of instruction and trainee performance applied to organizational training programs. 

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.

This course is an introduction to eLearning authoring tools and instructional media technology to develop an effective eLearning module for workplace learning and training. This course features current apps for eLearning development.

Used to test new courses.

Planned and supervised professional laboratory or field experiences in agency or institutional setting.

Offered on a CR/NC basis only.

Restriction: permission of instructor.

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.

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.

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.

Prerequisite: 541 and 547.

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: 541 and 543.

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.

This course prepares students to analyze LMS requirements, customizations and integrations for organizations requiring training for compliance, skill-building and knowledge-building. Students will experience LMS implementation and management through typical workflow or calendared events.

This course is an introduction to Virtual Worlds and Virtual Reality, exploring the research and current use. We will explore and practice advanced interactive technologies to build communities of learning for education and training.

This course focuses on Learning Management Systems (LMS) and the role of the site administrator as students get practical, hands-on experience understanding and learning about LMS's for assessment and evaluation.

Corequisite: 508.

This course focuses on the technical software skills of the online eLearning site administrator as students get practical, hands-on experience using MoodleCloud (MC) and other LMS's.

Corequisite: 507. 

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.

This course is an introduction to the management of digital information resources. Students will survey essential methods for evaluating, organizing, storing and securing data and information in academic and other work environments.

(Also offered as GEOG 522)

This course builds upon the foundations of information practice with an emphasis on spatial data. Students will survey essential methods for evaluating, accessing, organizing, storing and securing spatial data and information.

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: 541 and 547.

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.

This course provides an overview of mobile learning research, trends in the adoption of m-learning, instructional design principles and strategies for curriculum integration, and applications of mobiles for distance learning.

Students explore the sociocultural dimensions of eLearning and how culture influences eLearning practices and methods. Topics include globalization vs. homogenization in learning design; international information flow and access; identity and online interaction, cross-cultural e-mentoring.

Corequisite: 536.

Continuing the learning in 535, students further explore the sociocultural dimensions of eLearning and how culture influences eLearning practices and methods nationally and globally.

Corequisite: 535.

The purpose of this course is to design and develop innovative learning environments for E-learning and analyze instructional design issues as they relate to distance learning.

Corequisite: 538.

The purpose of this course is to design and develop an eLearning course for a specific context and a specific discipline. Students will develop the course in an eLearning platform in a learning management system.

Corequisite: 537.

This course is an introduction to major theories, concepts, skills, and techniques in human resource development.

(Also offered as MGMT 731)

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.

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.

(Also offered as MGMT 732)

This course is designed to develop students understanding in instructional design. Topics will include design thinking, agile design, needs assessment, learner analysis, prototyping, instructional design strategies, formative and summative evaluation methods, and flexibly adaptive approaches.

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.

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.

This course is designed to develop students understanding and experience in framing learning design problems. Topics will include design thinking, agile design, needs assessment and problem definition skills including task/content, context, and learner analysis.

This course is designed to develop student's understanding and experience in systematically designing solutions to learning design problems. Topics will include iteration, prototyping, instructional design strategies, formative and summative evaluation methods, and flexibly adaptive approaches.

Prerequisite: 546.

Social capital is at the heart of successful learning organizations. We will explore the components of social capital in learning organizations and how we can use organizational network analysis (ONA) to assess informal networks.

This course introduces training techniques suitable for instructing adult learners in a variety of settings. Students learn to create a training environment conducive to learning, design an instructional unit, and develop a training program.

Prerequisite: 540 or 547.

Provides learners with information and skill development of various methods and techniques for leading teams in virtual and face-to-face settings. Emphasis is placed on team development and facilitation skills necessary to enhance team performance.

This course explores the concept of wisdom from various traditions and academic disciplines through weekly lectures, discussions, and experiential activities. It examines the role of wisdom in development and suggests perspectives for fostering wisdom.

This course is an introduction to major approaches, concepts, skills, and techniques used in the consulting industry. 

Students examine adult career patterns and organizational perspectives on employee career development. Specific emphasis is on mentoring and coaching adults in career decision making.

This course serves as an introduction to human performance improvement that applies a systematic process for analyzing human performance gaps and for closing them.

An introduction to planning, implementing, and evaluating change efforts in people, teams, and organizations. Students will gain knowledge of how change models are used to strategically drive individual, team, and organizational outcomes. 

This course is designed to orient students to the use of psychology in organizations in order to promote healthier, productive, and positive workplaces.

This course is designed to develop "reflective practice" around technology's impact. We explore how ethics are a process for reflection and interrogation and how design helps us translate that reflection and questioning into action.

Co-requisite: 561

This course explores how ethical considerations and reflection-in-action can be woven into design and leadership.

Co-requisite: 560.

This course is designed to help students learning how to read and make sense of research reports by introducing the research process. Key topics include purpose statements, literature review, and quantitative and qualitative methods.

This class covers assessment of learning and assessment for learning with topics such as designing effective formative & summative assessments. Furthermore, we explore frameworks for assessment of different learning and performance needs.

Co-requisite: 572

This class covers topics including competency-based learning and assessment, assessing workplace learning such as cognitive apprenticeships, mentored learning, and reflective practice, assessing collaborative learning and learning in team-based environments, building learning ecosystems using learning analytics.

Co-requisite: 571.

Introduces new Teaching and Graduate Assistants to teaching at UNM, reviews various instructional methods, assessment strategies, and pedagogical theories pertinent to teaching in higher education.

Used to test new courses.

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.

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.

This course is designed to support students in the M.A. program to plan, implement, and evaluate an applied internship and portfolio as the culmination of their degree.

Offered on a CR/NC basis only.

Prerequisite: 15 credit hours of OILS graduate courses.

Pre- or corequisite: OILS 544.

Student will develop an Individual Performance Contract with a faculty member to determine the key readings and will produce a product.

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.

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.

Students learn current research methods for understanding learning as process. The focal method varies by semester. Students gain understanding of the research method, begin their own work, and apply the method.

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.

Prerequisite: 544.

Advanced doctoral seminar on research in online education and educational telecommunications. Students will critically examine current research and develop theoretical frameworks, appropriate methodologies, a research proposal and agenda for future online education research. 

Prerequisite: 541 and 547 and 570.

Restriction: permission of instructor.

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: 541 and 544 and 547.

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 6 credit hours of Foundations of HRD, Team Development and Facilitation, Leading Change, or similar courses.

Restriction: permission of instructor.

This course provides an overview of leadership including its evolution, approaches and theories, women and leadership, culture and leadership, and leadership ethics. Students will develop an in depth understanding and a personal philosophy of leadership.

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.

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.

Topics in Organization, Information, and Learning Sciences.

Restriction: admitted to OILS doctoral program. 

A faculty-supervised course culminating in a comprehensive paper or research proposal that integrates knowledge attained through coursework, research, and experience.

Offered on a CR/NC basis only.

A faculty-directed exploration of a specific topic through reading, discussion, and critique.

Individual performance contract required between student and professor, following formal approval of dissertation committee.

Offered on a CR/NC basis only.