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This program requires you to be a current licensed registered nurse. Please check out other programs to reach your education goals such as the BA in Health and Wellness.

What is a Master of Science in Instructional Design and Technology?

A growing number of businesses across multiple industries look to instructional designers to create new standards for employee training and education. Your curriculum in the online Master of Science in Instructional Design and Technology from the University of Arizona Global Campus (UAGC) has been developed from the Instructional Designer Competencies developed and validated by the International Board of Standards for Training, Performance, and Instruction (ibstpi®).

Accelerated 6-week courses
Transfer up to 9* approved credits
1 course at a time
$0 Application Fee

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Learn more about how to get started in your degree program.

Degree Completion Journey

Your instructional design courses cover the analysis, design, research, development, and evaluation of instructional programs, allowing you to create meaningful and engaging educational experiences.

1

Year 1

  • This course provides an introduction to the instructional design process.  Students will start with the identification of a problem or need that can be addressed by an instructional intervention. Weekly course work will then culminate in conducting a complete instructional design front end analysis (IDFEA). Major components to the IDFEA include: gathering data to inform the intervention, identifying and describing a target audience and learning setting, and providing an overview of tasks, instruction, and content that will be associated with the proposed solution to the problem or need.  In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology.

  • This course builds on the work completed in IDT 601: Instructional Analysis I.  Weekly course work will culminate in the completion of instructional design project proposal (IDPP) and a conference presentation and proposal (CPP). Major components to the IDPP include: addressing the strategies and resources as well as the outcomes that the target population will achieve as a result of the instructional intervention.  The CPP is an opportunity to construct and present a proposal for the instructional design project as if planning to do so at an academic or professional conference.  Although an actual conference will not be attended, a presentation will be recorded for MSIDT program peers and the program’s faculty to view.  The proposal format used has been adapted from the Association for Educational Communications and Technology (AECT) conference proposal. The AECT was chosen as it is a prominent organization in the field of instructional design and technology.  In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 601

  • This course builds on the work completed in IDT 602: Instructional Analysis II.  Weekly course work will culminate in the completion of a design document, flowcharts, and storyboards. The Design Document is where additional factors that may affect the design of the final project will be considered while the flowcharts and storyboards will provide graphical and visual details related to project navigation, usability, and design. Prerequisite: IDT 602.

  • This course builds on the work completed in IDT 603: Instructional Design and Technology I.  Weekly course work will culminate in the completion of instructional materials, the assessment of project changes, and professional network development.  Three examples of instructional materials to support the implementation of the final project will be created. Students will also assess their MSIDT coursework up to this point and make necessary project revisions to refine the overall effectiveness of the design, feasibility, usability, and alignment to the project learning objectives. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 603

  • This course builds on the work completed in IDT 604: Instructional Design and Technology II.  Weekly course work will culminate in the completion of a communication and management plan. The communication and management plan will address the communication hierarchy, preferred methods of communication, and how frequently everyone should be communicating.  Student’s will also provide an overview of how the content will be sequenced in their projects as well as conduct a topic and/or concept and/or task analysis depending on the nature of the content and project. Prerequisite: IDT 604

  • This course builds on the work completed in IDT 605: ID Project Management.  Weekly course work will culminate in the completion of technology market study and making project design revisions. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 605

  • This course builds on the work completed in IDT 606: ID Technology Research.  Weekly course work will culminate in the completion of Program/Project Evaluation and an Evaluation Plan. Students will conduct a Program/Project Evaluation through the construction of a logic model while the evaluation plan will be developed to establish how target audience will be assessed to determine whether the solution to the problem has been effective.  Prerequisite: IDT 606

  • This course builds on the work completed in IDT 607: Evaluation of Instructional Systems.Weekly course work will culminate in the completion of a working prototype which reflects the major features, content, and functionality student’s MSIDT project. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 607

2

Year 2

  • This course builds on the work completed in IDT 608: Instructional Development. Weekly course work will culminate in students conducting an Alpha Test with the Prototype developed in IDT 608. Once conducted, students will analyze and write up the results of the alpha test in the form of an Alpha Test Report. Prerequisite: IDT 608

  • This course builds on the work completed in IDT 609: Advanced Instructional Design and Technology I. Weekly course work will culminate in the completion of a design team and stakeholder plan. Student will also make revisions to their projects based on the results of their alpha test that was conducted in IDT 609. In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 609

  • This course builds on the work completed in IDT 610: Advanced Instructional Design and Technology II.  Weekly course work will culminate in students conducting a Beta Test with their final project.  Once conducted, students will analyze and write up the results of the beta test in the form of a Beta Test Report. Finally, students will make revisions to their projects based on their beta test findings. Prerequisite: IDT 610

  • This course builds on the work completed in IDT 611: Final Project Phase I.  Weekly course work will culminate in the completion of a final project presentation, the creation of an ePortfolio containing various artifacts of MSIDT coursework, and a final project reflection.  In addition, students will take part in professional network development (PND) activities and discussions to create connections to other professionals via social networking technologies in the field of instructional design and technology. Prerequisite: IDT 611

Program Requirements

To be awarded the online Master of Science in Instructional Design and Technology degree at UAGC, students must maintain a minimum 3.0 GPA and complete a minimum of 36 credit hours of coursework. Students are required to complete the 12 core courses; each course is equivalent to three credit hours.

Special Terms and Conditions

An online degree from the University of Arizona Global Campus does not lead to immediate teacher licensure in any state. If you want to become a classroom teacher, contact your state’s education authorities prior to enrolling at the University of Arizona Global Campus to determine what state-specific requirements you must complete before obtaining your teacher’s license. University of Arizona Global Campus graduates will be subject to additional requirements on a state-by-state basis that will include one or more of the following: student teaching or practicum experience, additional coursework, additional testing, or, if the state requires a specific type of degree to seek alternative certification, earning an additional degree. None of the University of Arizona Global Campus online education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP), which is a requirement for certification in some states. Other factors, such as a student’s criminal history, may prevent an applicant from obtaining licensure or employment in this field of study. All prospective students are advised to visit the Education Resource Organizations Directory (EROD) and to contact the licensing body of the state where they are licensed or intend to obtain licensure to verify that these courses qualify for teacher certification, endorsement, and/or salary benefits in that state prior to enrolling. Prospective students are also advised to regularly review the state’s policies and procedures relating to licensure as those policies are subject to change.

Alabama Students Education Preparation: www.alsde.edu.

Hawaii Students: An education degree offered through the University of Arizona Global Campus online modality does not lead to teacher licensure in the state of Hawaii. In Hawaii, an alternative route to certification is not available.

Certain degree programs may not be available in all states.

Careers in Instructional Design and Technology

The University of Arizona Global Campus' Master of Science in Instructional Design and Technology aims to prepare you for roles in which you will develop educational experiences for students of all ages. Professionals with instructional design skills are also sought out by businesses and organizations to create impactful training programs for employees. Some of the careers successful graduates may pursue include:

 

  • Instructional Designer & Technologist
  • Instructional Coordinator

 

 

The Bachelor of Arts in Instructional Design and the Master of Science in Instructional Design and Technology are not CAEP**, TEAC or NCATE accredited, which is a requirement for certification in some states, and successful completion of either degree does not by itself lead to certification or licensure in any state. Other factors, such as a student’s criminal history, may prevent an applicant from obtaining licensure or employment in this field of study. All prospective students are advised to visit the Education Resource Organizations Directory (EROD) and to contact the licensing body of the state where they are licensed or intend to obtain licensure to verify that these courses qualify for teacher certification, endorsement, and/or salary benefits in that state prior to enrolling. Prospective students are also advised to regularly review the states’ policies and procedures relating to licensure as those policies are subject to change.

 

** The Council for the Accreditation of Educator Preparation (CAEP) is the resulting entity from the merger of the Teacher Education Accreditation Council (TEAC) and National Council for Accreditation of Teacher Education (NCATE).

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*Residents of California are only eligible to receive up to six (6) credits due to state regulations.

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Are you currently a licensed RN?

This program requires you to be a current licensed registered nurse. Please check out other programs to reach your education goals such as the BA in Health and Wellness.