• LBRY 5959: Enrichment Stds:

  1.00 - 3.00 Credits

  University of Wyoming

  
  No course description available.
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• LDTE 5000: Theoretical Foundations in LDT

  3.00 Credits

  University of Wyoming

  
  Students investigate how human learning and cognitive organization and process relate to digital learning contexts. The content covers major learning theories and their implications for the instructional process through the educators' and learners' perspectives. Assignments focus on analysis and evaluation of learning processes as negotiated within technology-rich dynamic classroom environments. Prerequisite: Graduate student status.
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• LDTE 5010: Elements of Design

  3.00 Credits

  University of Wyoming

  
  This course aims to help students build a knowledge base in elements of Design and Design Thinking as applied to learning, instruction, and technology. The curriculum is designed to cover major theories and concepts of Design, as well as provide practical exercises in instructional design thinking, creativity, and problem solving. Prerequisite: Graduate student status.
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• LDTE 5020: Technology and the Mind

  3.00 Credits

  University of Wyoming

  
  This course is an exploration of technology and its relationship with cognition, learning, collaboration, productivity, and development. The curriculum is designed to help students examine technology as phenomena that facilitate and transform contexts and situations. Students will also become familiar with research perspectives that examine technology in educational settings. Prerequisite: Graduate student status.
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• LDTE 5100: Innovative Pedagogy

  3.00 Credits

  University of Wyoming

  
  Students analyze paradigms establishing educational innovations that challenge traditional norms in pedagogy and assessment practices. Content integrates theories and practices of creativity, divergent thinking, disruptive technology and change in the analysis of current innovative pedagogical practices. Students explore and construct their own pedagogical approaches to personalized content and contexts. Prerequisite: Graduate student status.
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• LDTE 5110: Visual Design and Media

  3.00 Credits

  University of Wyoming

  
  Students build theoretical frameworks and skills necessary to evaluate and create visual representations of information. Curriculum explores applications of visual literacy in various educational contexts. Students apply theoretical knowledge to plan and use visual pedagogy. Prerequisite: graduate student status.
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• LDTE 5120: Managing Design & Technology

  3.00 Credits

  University of Wyoming

  
  This course aims to help students develop their applied knowledge and skills in relation to managing existing and emerging technologies for learning, instruction, and design. The curriculum is designed to give students a practical foundation in finding, researching, assessing and selecting educational technologies for use in contexts relevant to their own professional practice. Prerequisites: Graduate Student Status.
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• LDTE 5200: Play, Make, Learn

  3.00 Credits

  University of Wyoming

  
  Students explore how creativity, playing, and making intersect with learning goals. Content includes foundational theory and challenges students engage in and create learning activities and physical and virtual learning environments. Students apply theory to practice in digital learning and design relevant to their educational contexts. Prerequisite: graduate student status.
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• LDTE 5210: Learning Experience Design

  3.00 Credits

  University of Wyoming

  
  This course aims to helps students acquire basic and advanced knowledge and skills related to learning experience design. The curriculum is meant to ground students in the theories and practices of designing learning experiences for different types of students and educational contexts. Prerequisite: graduate student status.
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• LDTE 5220: Critical Digital Praxis in Ed

  3.00 Credits

  University of Wyoming

  
  This course creates a space for students to apply knowledge in learning, design, and technology in order to influence educational contexts. Students have opportunity to practice critical digital pedagogy, discuss topics and experiences, and engage in reflection about the interdependence of theory and practice. This is a reading intensive course. Prerequisite: graduate student standing.
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