It also includes an overview of research, practice, history and trends within the field. Since Summer of 1996, the AECT 1994 definition of Instructional Technology has been the framework for this course. Within this one course the following activities give students ample practice in applying the domains within the field. Throughout there is a focus on interrelationships among the domains rather than a more isolated view. Assessment is by course portfolio.
Students build artifacts from various projects and activities of the course.
In an overall reflective paper required as part of the course portfolio, students must address the domains, particularly in relating their past experiences, current course experience and expectations for other IT courses, the program and careers. Students receive detailed feedback on this paper, particularly if there seems to be misunderstanding of the program options, course or career expectations. They look at theory and research in the area, apply theory and research in computer screen design, and devise and apply criteria for effective message design in this particular medium. A reflective paper requires students to list processes and products in a course and classify them into domains and subdomains. The domains are used as a framework for organizing and setting goals in the internship in all program options.