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1.0      NAME OF THE PROGRAMME: M. Ed. Educational Technology

(Specialist options: Educational Media Studies; Instructional Design and Development)

The Programme Code: 4403

 

  1. ENTRY REQUIREMENTS:

 

Applicants for M. Ed Educational Technology Degree will be required to have either or both of the following:

 

  1. a  good honour  degree in Education (Arts, Languages, Sciences, Social Sciences) from any University recognized by the Senate of NOUN;

 

  1. a  good honour degree in pure Arts, Languages, Sciences or Social Sciences  plus a Postgraduate Diploma in Education (PGDE) or NCE;

 

  1. any other qualifications which NOUN may deem suitable.

 

3.0     AIMS AND OBJECTIVES:

 

    1. AIMS

 

The aim of this programme is to assist students to acquire the fundamental knowledge and skills needed for one of the following: (A) the use of diverse communication media for the packaging and delivery of instructional content for effective learning outcomes; (B) the analysis, design, development, implementation and evaluation of instructional systems and their component subsystems (such as courses, lessons, exercises, materials).

 

    1. OBJECTIVES

 

Having undergone this programme, students should be able to:

 

    1. Design and develop instruction using the concepts of systems approach;

 

    1. Design, develop and evaluate Instructional Systems and their sub-systems;

 

    1. Design, develop and evaluate analogue and digital Instructional Media;

 

    1. Manage Educational Technology / Instructional Design projects;

 

    1. Carry out research on Educational Technology / Instructional Design;

 

    1. Proceed to pursue Higher Degrees (M. Phil; M. Phil/Ph. D and Ph.D) in Educational Technology and/or Instructional Design and Development.

 

4.0 PROGRAMME STRUCTURE AND DEGREE RULES:

 

    1. OUTLINE OF COURSE STRUCTURE

The minimum period for the completion of the programme ranges from three (3) semesters to six (6) semesters. 

 

    1. DEGREE RULES

To be awarded M. Ed. Educational Technology (in either option) the student must pass a minimum of 30 credit units including all compulsory courses of the selected option.

 

Summary of Distribution of Course Credits by Level

 

700

LEVEL

GST and other General Courses

EDUCATION

SUBJECT / AREA OF SPECIALIZATION

TOTAL

Compulsory

Elective (min)

Compul-sory

Elective 8(min)/23

Compul-sory

Elective 8(min)/23

1st Semester

02

06

0

02

08

10

08

2nd  Semester

0

04

0

02

08

06

08

3rd Semester

0

04

0

02

07

06

07

Total

02

14

0

06

8(min)/23

22

8(min)/23

 

 

M. ED EDUCATIONAL TECHNOLOGY (Media Studies Specialist Track)

700 Level

1ST SEMESTER

COURSE CODE

COURSE TITLE

STATUS

CREDIT UNIT

EDU 721

STATISTICAL METHODS

C

3

EDU 723

EDUCATIONAL RESEARCH METHODS

C

3

GST 707

THE GOOD STUDY GUIDE

C

2

EDT 731

INSTRUCTIONAL MEDIA DESIGN AND PRODUCTION

C

2

EDT 721

INSTRUCTIONAL TASK ANALYSIS AND PSYCHOLOGICAL BASIS OF INSTRUCTIONAL MEDIA

E

2

CIT 653

INTRODUCTION TO INTERNET

E

3

CIT 659

MICRO COMPUTING AND WWW

E

3

 

TOTAL

 

18

 

 

 

 

 

 

 

 

 

 

 

700 Level

2ND SEMESTER

COURSE CODE

COURSE TITLE

STATUS

CREDIT UNIT

EDU 722

ADVANCED EDUCATIONAL PSYCHOLOGY

C

2

EDU 725

MANAGING CHANGES AND CREATIVITY IN EDUCATION

C

2

EDT 734

INSTRUCTIONAL RADIO AND TELEVISION

E

2

EDT 730

MULTIMEDIA TECHNOLOGY IN TEACHING AND LEARNING

C

2

EDT 723

RESEARCH AND MEDIA (Independent Study)

E

2

EDT 712

MANAGEMENT OF EDUCATIONAL RESOURCES CENTRES

E

2

EDA 742

APPLICATION OF MANAGEMENT INFORMATION SYSTEMS IN EDUCATION

E

2

 

TOTAL

 

14

 

 

 

 

700 LEVEL                                                                                                                              3RD SEMESTER

COURSE CODE

COURSE TITLE

STATUS

CREDIT UNIT

EDT 733

FACILITIES FOR MEDIA

E

2

EDT 732

PREPARATION, UTILIZATION AND INTEGRATION OF CURRICULUM AND INSTRUCTIONAL MEDIA (a practicum)

C

2

EDT 711

THEORIES OF COMMUNICATION AND PHILOSOPHICAL BASIS OF INSTRUCTIONAL MEDIA

E

3

EDU 720

RESEARCH  PROJECT

C

4

EDI 729

Theories and Techniques of Educational Evaluation

E

2

 

TOTAL

 

13

 

M. ED EDUCATIONAL TECHNOLOGY (Instructional Design Specialist track)

 

700 Level                                                                                                                                  1st SEMESTER

COURSE CODE

COURSE TITLE

STATUS

CREDIT UNIT

EDU 721

STATISTICAL METHODS

C

3

EDU 723

EDUCATIONAL RESEARCH METHODS

C

3

EDU 725

MANAGING CHANGES AND CREATIVITY IN EDUCATION

C

2

GST 707

THE GOOD STUDY GUIDE

C

2

EDT 721

INSTRUCTIONAL TASK ANALYSIS AND PSYCHOLOGICAL BASIS OF INSTRUCTIONAL MEDIA

E

2

CIT 653

INTRODUCTION TO INTERNET

E

3

CIT 659

MICRO COMPUTING AND WWW

E

3

 

TOTAL

 

18

 

 

 

 

 

 

 

 

700 Level                                                                                                                                  2nd SEMESTER

COURSE CODE

COURSE TITLE

STATUS

CREDIT UNIT

EDU 722

ADVANCED EDUCATIONAL PSYCHOLOGY

C

2

EDI 724

Principles of Instructional Design and Development

C

2

EDI 726

Educational Systems Design and Development

C

2

EDT 730

MULTIMEDIA TECHNOLOGY IN TEACHING AND LEARNING

E

2

EDT 732

PREPARATION, UTILIZATION AND INTEGRATION OF CURRICULUM AND INSTRUCTIONAL MEDIA (a practicum)

E

2

EDI 728

Management of Instructional Design projects

E

2

EDA 742

APPLICATION OF MANAGEMENT INFORMATION SYSTEMS IN EDUCATION

E

2

 

TOTAL

 

14

 

 

 

 

700 LEVEL                                                                                                                              3RD SEMESTER

COURSE CODE

COURSE TITLE

STATUS

CREDIT UNIT

EDI 725

Design and Management of Distance Learning Systems

E

2

EDI 727

 Practicum in Instructional Design (Independent Study)

C

2

EDT 711

THEORIES OF COMMUNICATION AND PHILOSOPHICAL BASIS OF INSTRUCTIONAL MEDIA

E

3

EDU 720

RESEARCH  PROJECT

C

4

EDI 729

Theories and Techniques of Educational Evaluation

E

2

 

TOTAL

 

13

 

4.3   COURSE CONTENT SPECIFICATION (ORIGINAL):

 

EDU 721:    EDUCATIONAL STATISTICS (3C)

The Nature of data/scientific observations, Basic concepts in statistics, statistical notations/short hands, measurement scales, organization and presentation of data, graphical representation of data, measures of central tendency, measures of variability/dispersion, shapes of curves, measures of association and agreement, the standard scores. Review of fundamental of statistics and their application, basic concepts of statistical models, distribution, probability.

 

EDU 723:    EDUCATIONAL RESEARCH METHODS (3C)

What is Research? Problem selection, shaping and refining, theories, concepts, and hypothesis formation, components of setting the problem and feasibility of a study, review of literature, quantitative and qualitative, constructs and variables, action research case study and observation methodology, ethnography phenomenology grounded, historical research, experimental and quasi experimental research, expo- facto research and evaluation research, population and sample, sampling technique, designing questionnaires, interviews and observations, level of measurement validity and reliability, research proposal, writing the grant  proposal, data analysis, inferential data analysis, data analysis, writing and research report.

 

EDU 725:    MANAGING CHANGES AND CREATIVITY IN EDUCATION (3C)

The concept of creativity, innovation, creativity and change, enhancing creativity in students, methods/approaches of management of creativity in education, justification for managing change and creativity in education, challenges of management of change and creativity in education.

 

EDU 720:     DISSERTATION/PROJECT (4C)

An empirical/historical study of some educational problems in educational technology with a well-documented report showing how the problem has been defined, studied and concluded.

 

EDU 722:         ADVANCED EDUCATIONAL PSYCHOLOGY                    (2C)

The Concept of Psychology, Branches of Psychology, Educational Psychology, The Theories of Learning: Ivan Pavlon, B. F. Skinner’s Instrumental Conditioning, Edward Bandura’s Social Learning Theory, The Theory of Connectionism, Gestalt/Cognitive Fields of Learning, Edward Tolman and Benjamin Bloom’s ‘Theories of Learning’, The Theories of Retention in Learning, Transfer of Learning, Motivation in Learning and its Implication in Classroom Situations

 

GST 707:          THE GOOD STUDY GUIDE                                                     (2C)

Getting Started: How to use the book, why read about study skills, getting yourself organized, what is studying all about, reading and note-taking: introduction, reactions to reading, your reading strategy, memory, taking notes, conclusion. Other ways of studying: Introduction, learning in groups, takes and lectures, learning from T.V and Radio broadcasts, other study media. Working with numbers: Getting to know numbers, describing the world, describing the tables, describing with diagrams and graphs, what is good writing? The importance of writing, what does an essay look like, what is a good essay, conclusion.  How to write essays: Introduction, the craft of writing, the advantages of treating essay writing as a craft, making your essay flow, making a convincing case, the experience of writing, preparing for examination.

 

EDT 711:    THEORIES OF COMMUNICATION AND PHILOSOPHICAL BASIS OF INSTRUCTIONAL MEDIA (2C)

            Definition of Communication; Communication Process Models of Communication, Teaching Learning Process versus Communication Process, Meaning of Philosophy, Some Educational Philosophers with emphasis on the use of Instructional Media.

 

EDT 712:  MANAGEMENT OF EDUCATIONAL RESOURCES CENTRES (2C)

The course is designed to acquaint learners with information ‘to introduce them to the various concepts in management of learning/educational resource centres. Topics such as the various nomenclatures used to describe learning resources centres, modern management techniques and principles, storage and retrieval of instructional materials and others are to be given central focus in the course.

 

 

EDT 721:          INSTRUCTIONAL TASK ANALYSIS AND PSYCHOLOGICAL BASIS OF INSTRUCTIONAL MEDIA (3C)

                        The definition of instruction; Definition of related terms used in Instructional Technology; Systems approach, Fundamentals of application of Systems Approach to Instruction; Definition of Psychology; Some Psychological Theories and their Application to Instruction; Basic concepts of Instructional Media.

EDT 723:          RESEARCH AND MEDIA (3C)             (INDEPENDENT STUDY)

The course is designed to answer such questions like why? How and What? On issues relating to research in Educational media. The course would therefore treat such topics like; Trends in research in; educational media, various researchable aspects in educational media with emphasis media effectiveness economics of media utilization, ICT and education, applied research etc. basic statistical for analysis in media research shall be introduced. Students are expected to carry out an independent study (experimental, historical, descriptive, evaluative) and submit a report for assessment.

 

EDT 730:    MULTIMEDIA TECHNOLOGY IN TEACHING AND LEARNING (2C)

Multimedia Technology in teaching and learning is designed to train learners on general and specific application of ICT based instructional media to improve the quality of instruction.  Specifically, the course would intimate learners with some definitions of terms, importance of multimedia, multimedia production, tools that are required in multimedia production, production procedure, multimedia delivery, problems and solutions in multimedia and types of evaluation, issues in evaluation, and quality improvement among others.

 

EDT 731:  INSTRUCTIONAL MEDIA DESIGN AND PRODUCTION (2C)

Origins of modern education, current shift, learning theories and classification of learning, communication theory and media design, teaching – learning modes with media, overview and classification of instructional media, print materials production, graphics and transparencies production, photographic materials production, audio materials production, film production, television production, games and simulations, improvisation, multi-image and multimedia, instructional materials production in Nigeria.

 

EDT 732:          PREPARATION, UTILIZATION AND INTEGRATION OF CURRICULUM AND INSTRUCTIONAL MEDIA. (3C)

Meaning of Instructional Media; Types of Instructional Media, Production of Different types of Instructional Media, Media Utilization; The Roles of Instructional Media in Curriculum Design and Implementation.

EDT 733:          FACILITIES FOR MEDIA (2C)

This course will acquaint students on the various media facilities required in Education. This will involve knowing the human services required as well as the hardware and software required in the production and utilization of media in Education. In addition they would be taught the techniques of improvision of these facilities and the maintenance.

 

 

 

EDT 734:          INSTRUCTIONAL RADIO AND TELEVISION (2C)

Types of instructional media/media taxonomy/media classification, meaning and types of instructional television, justification for the use of instructional television particularly in Non-formal/Distance Education, case studies of instructional television with particular reference to:

  1. the developed countries such as the United Kingdom and the United States and,
  2.  developing countries – South Africa, Sierra-Leone and Nigeria.

Extensive discussion of production of instructional television programme, background into instructional radio in Nigeria, Types of instructional radio, case studies of instructional radio in a few countries, basic concepts in instructional radio, instructional radio studio/facilities, production of instructional radio.

 

CIT 653:           INTRODUCTION TO INTERNET                            (3C)

History of Internet, internet protocols (IP, FTP, HTTP, TCP), network typologies, renters, bridges, gateways, backbones, world wide web (www), TTP sites and examples, internet browsers (internet explorer, netscape), role of ISP’s, internet connectivity requirements, e-mail, e-business, website design and hosting, engines.

CIT 659:  MICRO-COMPUTING & WWW.                               (3C)

 

            Review of basic concepts in digital electronic, microprocessors, functions, operations and architecture, comparison of current microprocessors, multichip and single chip, i/o organisation, assembler language, comparison of instruction sets, address modes, stack operation, subroutines, i/o data transfer, bus control, daisy chaining, handshaking etc. interrupt structures, programme transfer, DMA microcomputer systems, types of microprocessors, users of microprocessors, microcomputer design for specific applications, microcomputer networking, interfacing, microcomputer real-time control.

 

EDA 742: APPLICATION OF MGT INFORMATION SYSTEM IN EDUCATION (2C)                                                                             

Introduction to systems, information system, elements of information processing, organization and retrieval of information, categories of information system, the concept of management of information system. (MIS), overview of MIS in education, significance of MIS in education, structure of MIS in education, scope of MIS in education, analysis of the sources, procedure and constraints for assembly processing dissemination, storage and retrieval of the different types of information (data, statistics, signals etc) in education including the use of computers and ICT for processing information for planning, operation and control in educational management.

 

4.4. PROPOSED ADDITIONAL COURSES FOR THE INSTRUCTIONAL DESIGN TRACK OF THE MASTERS PROGRAM IN EDUCATIONAL TECHNOLOGY.

 

Note: As a minimum, only the three new core courses need be available to enable students to follow this track, selecting their elective courses from the existing available options. However, three new elective courses are also proposed and are in the stage of materials development. Additional elective courses may be added as and when student numbers rise – see the list below.

 

 

4.4.1. Core Courses

EDI 724 (2C) Principles of Instructional Design and Development: Review major aspects of instructional design and development with emphasis on learning outcomes, instructional objectives and instructional strategies in the context of theory and practice. Emphasis on knowledge and skills required to make rational, educational theory and research based, instructional design decisions at the “micro” level: lesson planning; instructional media / materials design; storyboarding and scripting for interactive multimedia and computer / web-based instruction.   Focus on: design, development and evaluation of learning experiences which achieve specific performance objectives in a motivational, effective and efficient manner.

EDI 726 (2C) Educational Systems Design and Development: This is the second in a two-course sequence that addresses instructional design and development theory and practice. The organizing theme is the knowledge and skills required to make rational, educational theory and research based, instructional system  design decisions at the “macro” level of course/programme/curriculum design and development: select, revise and apply instructional development models; select appropriate instructional methods and media; overall course and training programme planning, implementation and management. The emphasis is on the design, development, implementation and evaluation of formal and informal education and training systems which employ conventional face-to-face, distance delivered, or blended modalities.

EDI 727 (3C) Practicum in Instructional Design, Development and Evaluation. This is an independent-study course, in which each student designs, develops, implements and evaluates a small instructional system to address a real-world learning need. The focus is on application of skills in: analysis and definition of the system to be designed; learner and situation analysis; specification of objectives and assessment criteria; instructional strategies selection; media selection; learning object design; prototyping; implementation; evaluation.

4.4.2. Top-priority Elective Courses

EDI 729 (2C) Theories and Techniques of Educational Evaluation: Applied, programmatic techniques for evaluating educational/training programs and projects; facilitator performance; technical support; etc. The first module focuses on planning, client relations, problem analysis, reporting, evaluation management, and ethics. The second module addresses evaluation processes and the procedures used in the design, development, implementation and management of both conventional classroom and distance delivered courses.

EDI 725 (2C) Design and Management of Distance-Learning Systems: Organization, design, and delivery of distance education programmes; emphasis on: adult and higher education, focusing on designs that promote learning at a distance. Special attention is given to design of the student, facilitator, course, production and delivery logistics, and management subsystems.

EDI (2C) Management of Instructional Design Projects: Tactics, skills, and procedures for the planning and administering of instructional design and development projects in both educational and training contexts. Topics include: organizational development and change management; course-design/development team building and people-management; project planning, implementation, monitoring and evaluation; use of project management software.

4.4.3. Potential topics for additional Elective Courses

IDD kkk (2C) Human Performance Improvement Technology:  Participants examine factors that influence human performance and the role that instruction can have in changing behaviour and performance on the job and in society. Focus on: theories and techniques for analyzing and solving performance problems; designing performance improvement and training programs for business, industry, and educational institutions; job-aids and performance-support systems.

IDD lll (2C) Motivation in Instructional Design: Theories of motivation relevant to the design, development, implementation and evaluation of instructional systems and learning and performance environments are reviewed, analyzed and applied. Emphasis on methods to make instructional processes personally relevant and meaningful.

IDD mmm (2C) Design and Development of Computer-based Instruction: Cross-sectional view of instructional uses of computers in education, business, military, and health-related contexts. Focus on development of computer-based instruction, drawing upon the instructional development process and learning theory.

IDD nnn (2C) Message Design for Digital Media: Combines message design theory with basic technology skills development to create technology-based or enhanced instructional materials. The focus is on the rational utilization of ICT-based strategies for enhancing motivation and interactivity in the teaching-learning process.

IDD ooo (2C) Methods and Techniques for Teaching and Training Adults: Philosophy, theory, research, and practice in teaching/training adults. The course provides opportunities try out instructional methods, techniques, and strategies geared to adult learning needs: individualized learning; self-directed learning; lifelong learning.

IDD ppp (2C) Instructional Theory and Model Construction:  Nature of, and processes for, building instructional theories and models. Taxonomy-classification schemes, content-analysis procedures, and instructional-strategy selection. This is an advanced-level course in instructional design, development and evaluation. Core courses IDD aaa, bbb and ccc are pre-requisites.

 

 

5.0       LANGUAGE OF INSTRUCTION

 

All courses shall be taught in English Language.

 

6.0       QUALITY ASSURANCE

 

The market survey embarked upon led to the development of the course structure in an outlined, detailed proposal (OPP) which was approved by Senate. With this approval, the Detailed Programme Proposal (DPP) was prepared for the approval of the Senate.

 

Given the above, course material developers were sourced for within and without the National Open University of Nigeria (NOUN) to either develop from the scratch or adapt materials sourced from some reputable open universities a cross the world.

 

6.1       STAFF

 

The National Open University of Nigeria has chosen to operate on small academic faculty staff supported on the field by Instructional Facilitators who are situated at the many Study Centres of the University designed to improve quality.

 

To commence this programme, the School has the following academic staff to coordinate and monitor the programme:

 

        1. Badmus, G. A. –  B.Sc. Maths, (IFE), M. Sc. Maths, (MSU) Ph. D Mathematics Education & Evaluation, (MSU).  Dean.

 

        1. Romiszowski, A. J. – BA & MA in Engineering Science (Oxford, UK); Post-Graduate Certificate in Education (Oxford, UK); PhD in Educational Technology and Mathematics Education (Loughborough, UK). Visiting / adjunct professor.

 

        1. Salawu, I. O. – B.Ed. English/History, (U.I), M.Ed. Educational Technology, (U.I), M.L.S. (U.I) Ph.D Educational Technology (U.I), PGDDE (IGNOU).  Programme Leader 1

 

        1. Okonkwo, U.M. – B.A. Education (UNN), M.Ed. (ABU, Zaria), Ph.D. Language Education, (Columbia University, New York).  Programme Leader.

 

        1. James, Timothy – B.Ed Science Education (Biology) (ABU, Zaria), M.Ed Science Education – Biology (ABU, Zaria), Ph.D Science Education – Biology (ABU, Zaira), Bachelor of Law – LLB Civil (ABU, Zaria), Barrister at Law – B.L. (ABU, Zaria). Programme Leader.

 

        1. Ojo, Olugbenga David – N.C.E., Maths/Statistics (Poly Ibadan), B.Ed Counselling Psychology (UNILORIN), M. A Counselling Psychology (OAU – ILE-IFE), Ph. D. Counselling Psychology (OAU – ILE-IFE), Programme Leader II.

 

        1. Okonkwo, C. A. – N.C.E., Maths/Physics (IMT ENUGU), B.Sc. (Ed) Physics, (UNICAL), M.Ed. Measurement & Evaluation, (ABSU), Certificate in Computer Programming, (UNIPORT), Ph.D. Measurement & Evaluation, (ABSU), Programme Leader II.

 

        1. Oniemayin, F. E – Dip. Cert., in Computer, (Ondo) B. A.(Education) (ABU, Zaria), M.Ed. Language Education, (UNILORIN), Ph. D. (English Language Education) (UNILORIN), Programme Leader II.

 

        1. Adegbija, M. V. – Grade II Teacher’s Cert., (MOE, Kwara), B. Sc. Home Economics Education (Indiana University, Bloomington, USA), M.Sc. Instructional Systems Technology (Indiana University, Bloomington, USA), Ph. D. Educational Technology (UNILORIN), Programme Leader II.

 

        1. Inegbedion, Juliet O. – N.C.E. Secretarial Studies (AGBOR), B.Sc. Ed Business Education, (UNIBEN), PGD Manpower Economics & Planning (UNILAG), M.Ed. Business Education (UNIBEN), M.Ed. Curriculum Studies – Education Technology (UNILAG), MBA – General (Adekunle Ajasin University, Akungba - Akoko).  Course Coordinator I.)

 

        1. Ogundiran Samuel Ogunwale – B.A. Ed (Lagos), M.Ed. Educational Administration (Lagos), Ph.D Educational Administration (Lagos).  Course Coordinator I.

 

        1. Ajufo, B. I. – N.C.E. History/CRS. (FCOE, Katsina), B. A. History Education (BSU, Abraka Campus), M. Ed. Guidance Counselling (U.I), Dip. Cert., in Computer Tech. & Application (U.I. Consultancy Unit), Ph. D. Counselling Psychology (U.I) Course Coordinator I.

 

        1. Olosunde Gbolagade Ramon – NCE Maths/Chemistry (Ile-Ife), B. Sc (Ed) Maths Education (UNILORIN), M. Ed. Maths Education (U.I), Ph.D Teacher Education – Mathematics (U.I), Course Coordinator I.

 

        1. Ajadi, T. O. – B. Sc (Ed) Business Administration (OSU), M.Ed. Educational Management (U.I), Course Coordinator II.

 

        1. Awe, A.B. – B.Sc Botany/Education (Lagos), M.Ed. Educational Management (UI, IBADAN), PGD Mass Communication (Lagos), Ph.D Educational Management (Ado-Ekiti).  Course Coordinator II.

 

        1. Ofoha, D. N. - N.C.E English/French (Owerri), B. Ed. English (Uniport); M.Ed Educational Psychology (Unilag); Ph.D Educational Psychology (Unilag). Course Coordinator II

 

        1. Lawani, L. A. – Grade II Teachers’ Cert. (UMC, Ibadan); N. C. E. (Ojo – Ijanikin);; B.Ed. French/ Religious Studies (Ibadan) Religious Studies, M. Ed Early Childhood Education Early Childhood Education (Ibadan) Ph.D (Ibadan) Course Coordinator II.

 

        1. Fatimayin, F. F. – Grade II Teachers’ Cert. (BTC, Bauchi), N.C.E. English/History (ABU, Zaria), B. Ed. Language Arts (ABU, Zaria), M.Ed. English Lang. Education (UNILORIN), Ph.D. English Language Education) (UNILORIN), Course Coordinator II.

 

 

Staff from School of Science and Technology:

  1. Dr. Sunday Reju, B.Sc., M.Sc. (Applied Maths), Ph.D. (Computational Maths) - Associate Professor (Programme Leader)
  2. Mr. E. Eseyin B.Sc. Computer Science, M.Sc. Management Science
  3. Mr. Bankole Abiola - B.Sc., M.Sc. (Maths) and Ph.D. (Maths) (awaiting defence of Thesis at UNAB) (Course Coordinator) - Lecturer 1
  4. Mr. S.O. Ajibola B.Sc., M.Sc. (Maths), Ph.D. (Maths) (awaiting defence of Thesis at FUTA) (Course Coordinator) - Lecturer 1
  5. Mrs A. A. Afolorunso B.Sc. (Maths/Computer Science), M.Sc. Computer Science (Course Coordinator)- Lecturer 1I

FACILITATORS FOR GST 707

S/N

NAME

QUALIFICATION

1

Dr. Usuman M. Dakaska

Ph.D

2

Dr. Faniran A. Omtoso

Ph.D

3

Dr. S. J. Ibitoye

Ph.D

4

Dr. Uchenna .N. Ndem

Ph.D

5

Dr. Bassey .M. Ubangha

Ph.D

6

Dr. Rotimi Ogidan

Ph.D

7

Dr. Okoronka A. U.

Ph.D

8

Dr. Ofoha .D.

Ph.D

9

Dr. Makinde .O. Bola

Ph.D

10

Dr. Oladapo .C. O

Ph.D

11

Dr. Omisande M. A

Ph.D

12

Dr. Ojekuaye .S.

Ph.D

13

Dr.  Akinkotu .A.

Ph.D

14

Dr. Fadare G. M

Ph.D

15

Dr. Fidel Okopi

Ph.D

16

Dr. Chinyere Chibuko

Ph.D

17

Prof. Patrick Eya

Ph.D Educ Tech & Curr Stud

18

Dr. Segun Abifarin

Ph.D Educ Technology

19

Dr. Segun Egunjobi

Ph.D Educ Technology

20

Dr. M. Yusuff

Ph.D Educ Technology

21

Dr. I.O. Salawu

Ph.D Educ Technology

22

Dr. (Mrs.) Ronke Ogunmakin

Ph.D Educ Technology

23

Ms Inegbedion Juliet

M.Ed (Educ Tech. ICT)

24

Dr. Reju Sunday A.

Ph.D Mathematics / ICT

 

It is envisaged that as the programme moves into subsequent levels of study, an additional academic staff would each year, be appointed at each level. They would be responsible for a whole range of activities of Learning and Tutoring:  admission of students into the programme; registration of students into the programme; recruitment of facilitators; editing of course materials, development of some course materials, proof reading of galleys of printed course materials; preparation of the Semester examinations, and Coordination of the marking of examination answer scripts.

 

6.2       ADMISSION AND REGISTRATION PROCEDURE

 

One of the determinants of the quality of education provided is the quality of the admitted students. The procedure of admission would be based on academic qualifications, in as much as it satisfies the minimum prescribed by the NUC and in some cases with the appropriate regulatory professional body. A possible unintended fall out of the admission process may be an opportunity during the registration exercise where some formal interaction with the would-be students will be possible.

 

  • To determine the pre-entry level of the prospective candidates.
  • To allow for scientific selection of students without creating biases.
  • To allow for proper placement of students at the desired entry level.

 

Generally admission process should be conducted in a flexible way to allow more students to have access to university education. This would be particularly in line with the individualisation of ODL concept. Cross-checking of relevant documents submitted would be carried out immediately to avoid future embarrassment.

 

    1. INSTRUCTIONAL METHODS AND DELIVERY

 

The Course Materials to be used in this programme would either be adopted and/or adapted from the Course Materials acquired from similar Open and Distance learning universities. The instructional methodologies adopted in the School of Education/School of Science and Technology and which would be used for this programme, includes the use of specially designed packaged print materials. Future use of video and audiotapes, radio and television broadcast, CD-Rom and the Internet to complement the print material are in the pipeline.

 

    1. EVALUATION:

 

Evaluation of each of the theory courses would consist of Tutor Marked Assignments and End of Course examination. The TMA constitute 30% of the Total Credit Units score. The End of Course examination is 70%. For practical courses, a practical component is introduced for scores achieved during the practical classes. This constitutes 70% of the 30% of the TMA score (30 marks) while the end of course examination constitutes 70%.

 

      1. TUTOR MARKED ASSIGNMENTS:

 

As part of the evaluation mechanism, each course would be provided with 4 e-TMA’s out of which the best 3 would be used for the Continuous Assessments for a course.  To qualify to sit for examination therefore, each student must turn at least 3 TMA’s

 

6.4.2    END OF TERM EXAMINATION:

 

Each course will also be examined at the end of the semester. Course facilitators would be encouraged to provide data bank questions to the examination data bank in the School. Course coordinators and Programme leaders of the School of Education who are experts in the various course areas would be given the task of selecting two sets of question papers to conform to a particular house style and format provided by the School of Education/School of Science and Technology Board of Examiners.  Thereafter the questions would be internally moderated by the Deans and in some cases, another staff member. External Assessor for moderation who will be chosen from tertiary institutions. 

 

    1. LEARNER SUPPORT

 

Similar to other students receiving tertiary education, students in Distance Education require various academic and administrative support services from the University.  The existing academic support takes place presently at the various 26 Study Centres with student Counsellors and Facilitators.  The School of Education/School of Science and Technology on its own part will take steps to enhance Study facilitation by providing practical facilities for its practical based courses in selected Centres and employ more facilitators.

 

7.0       PROPOSED STARTING DATE AND PRESENTATION SCHEDULE

 

The programme shall commence in April 2011.

 

8.0       TARGET STUDENTS

 

M. Ed Educational Technology is directed to all students who seek to acquire knowledge and skills of how to integrate ICT as a process and as a product into the design and delivery of instructional content. The programme is equally targeted to students who are willing to carry out research in educational media production, utilization, and educational media management

 

 

11.0     CONCLUSION

 

Successful graduates of this programme would be able to:

 

  • relate theory to practice;
  • demonstrate skills in educational research;
  • demonstrate competence in management of educational media resource centres; or Industrial Design projects
  • demonstrate competence in handling ICT based resources.
  • aspire to higher education leading to attainment of Ph.D.
  • take appointment with educational institutions, media-related organizations, instructional materials publishers & production.