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Design Methods in Educational Technology (5 ECTS), 3621542




Course description

The aim of the course is to familiarize with various design technologies and methods in educational technology. After the course, students are expected to identify and to be aware of different design traditions and methods and their applicability in the field of educational technology.

The core questions of the course are;

  1. What is the role of design in educational technology?
  2. What is specific about the design process of educational technology?
  3. What are the traditions of using design methods in educational technology? What are the innovative ways to support design in educational technology?
  4. What are the advantages, disadvantages, tools, methods and principles of various design methods?


During the course, the following learning contents will be covered

  • the role of design in educational technology
  • introduction to various design methods
    • structured instructional design methods
    • agile and rapid development models
    • constructive design methods
    • learner centered design
    • scenario-based design, story-based design
  • application of design methods in educational technology

Learning goals

After the course, the students are expected

  • to understand the factors affecting the design process of educational technology
  • to identify various design methods, their principles and applicability in educational technology
  • to critically evaluate the strengths and weaknesses of different design methods
  • to apply the knowledge acquired in the course to inform future design and development tasks

Course audience

The course is an advanced level (e.g. master level) Computer Science course. The course is specifically aimed to the following student groups:

  • Computer Science master students, including IMPIT, CIMET and CBU students, and those students wish to include the course as a part of the selective advanced studies in Computer Science
  • doctoral students at School of Computing with priority to IMPDET-LE students

Please note that maximum of 30 students will be accepted to take part in the course. The above mentioned student groups will have priority when students are selected to the course. If there is room in the course, also bachelor level students are able to join the course.


The students are required to complete a set of mandatory exercises during the course. The exercises will be graded and a general feedback will be given by the instructor of the course. The points collected from the exercises will determine the course grade. This course does not have a course exam.


Relevant Literature

The following books related to the content of the course are available in the University Library. These books will be useful, if you want to expand the knowledge learned during the course.

  • Gagne (2004) Principles of Instructional Design
  • Ertmer, Quinn (2007). The ID Casebook: Case Studies in Instructional Design
  • Reiser, Dempsey (2006). Trends and Issues in Instructional Design and Technology
  • Richey, Klein, Tracey (2010). The Instructional Design Knowledge Base: Theory, Research and Practice
  • Smith, Ragan (2005). Instructional Design
  • Laurel (2003). Design Research - Methods and Perspectives.

Additional information

Senior Researcher, Jarkko Suhonen, jarkko.suhonen(at)uef.f

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