MS in Instructional Design and Technology - Curriculum

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Master’s Degree in Instructional Design Courses

Focus on learning theory, multimedia design and instruction assessment and evaluation with SNHU’s 12-course, 36-credit online master’s degree. Instructional design students will use the latest technology while they explore development strategies in a variety of delivery models – online, face-to-face and hybrid.

Instructional Design Learning Outcomes

Students enrolled in the MS in Instructional Design and Technology will develop into agile and thoughtful planners who understand how content and technology can be transformative. They will build core skills that are aligned with professional standards, as well as a strong understanding of how to use learning technologies to convey skills and knowledge.

Courses in SNHU’s MS in Instructional Design and Technology enable graduates to:

  • Evaluate existing and emerging learning technologies for their potential to support and improve learning strategies
  • Develop learning solutions that balance learner needs with institutional and organizational resources, expectations and desired outcomes
  • Craft reliable and valid student learning assessments that are directly supported by learning experiences
  • Implement improvements to existing learning experiences based on evaluations of student performance data and stakeholder feedback
  • Choose and use instructional design tools and strategies in the design and development of engaging learning experiences 
  • Manage design resources and promote collaboration to complete project objectives
  • Build a professional identity founded on an ethical design philosophy, active memberships in related communities of practice and a robust online presence

Instructional Design and Technology (MS) Courses

Total Credits: 36

IDT-510: Instructional Design and Technology As a Profession
In this course students receive an overview of the Instructional Design and Technology (ID&T) profession. Students begin to develop research-based knowledge, skills, and dispositions that shape their professional identity as ID&T specialists. Students engage multiple methods of instruction including real-world, case-based problems resembling those they would encounter, and be expected to solve, within higher education, corporate, and client-specific settings.
Take IDT-520
IDT-520: Theories of Learning for Instructional Design
In this course students analyze seminal learning theories and how they are applied to instructional design solutions. Various aspects of cognition, memory, behavioral conditioning, experiential learning, and the construction of knowledge are explored in the context of designing effective learning experiences that draw from appropriate principles of learning. Students, using theoretical knowledge to guide them, explore how technology can be leveraged to effectively meet the needs of diverse learners and approaches to instruction in applied settings.
IDT-530: Technology for Learning
The one constant within instructional design is change-especially when it comes to technology. In this course, students explore how technological innovation has evolved and transformed instructional design approaches. Students consider how cutting-edge digital technologies can be applied to sound design and weigh how their applications align with contemporary approaches to learning within various settings.
IDT-540: Assessment and Evaluation
People do not know how well they are designing instruction unless they know how learners are responding to instruction, whether they are performing, and to what extent they have acquired new knowledge and skills. In this course, students explore and construct assessments designed to measure how well learners have mastered certain outcomes. The course initially focuses on objective assessment test construction and then emphasizes authentic performance-based assessment approaches. Students also explore how professional standards-based curricula inform instructional choices and accreditation efforts.
IDT-550: Learning Design I
Instructional designers can plan learning for diverse sets of learners in various environments. Through the use of case studies, this course prepares students to conduct a "needs assessment," to fashion learner outcomes based on institutional/client needs, and to align those outcomes with specific instructional and learning activities. Students are required to integrate technological enhancements and solutions where appropriate.
IDT-520 and IDT-530
IDT-610: Multimedia Design and Production
This course serves as a foundation for research-based multimedia design and production. Students attain core principles and tools necessary for effective learning design, which will be further developed in later design and production coursework. This is a production-oriented course that focuses on the direct application of principles through the use of current and emerging multimedia design tools, emphasizing informed, deliberate decision making for effective design.
IDT-520 and IDT-530
IDT-620: Learning Design II
Sound instructional design pays careful attention to how the learners are positioned to engage multiple learning environments. Research suggests that learner-centered, interactive learning environments that value one's experiences can richly inform the learning process. This course requires students to make their assumptions about the learner explicit and design conventional, technological, and hybrid based learning experiences that heighten interactivity. Finally, the challenges and benefits of standards-based design are engaged in this course.
IDT-630: Decision Making in Multimedia Design And Production
This course provides the frameworks instructional designers use to purchase and integrate external vendor products or leverage internal assets to address an identified learning need. Educational institutions and corporations rely heavily on instructional designers to make resource-based decisions that align with capacity, scope, and needs. Balancing these needs will inform the production, piloting, and implementation processes. Finally, this course focuses on the user-interface design of learning environments, improving engagement and interaction with instruction.
IDT-640: Managing Instructional Design and Technology Projects
All instructional endeavors require the careful management of time- and fiscally-based resources, as well as collaborative efforts across multi-functional teams. This course equips instructional design and technology students with essential project management tools and strategies to plan work flow, develop effective communication protocols, assess project risks, and develop accountability structures that facilitate production processes. Students engage problem-based scenarios and will use the tools provided to best manage organizational risk and satisfy stakeholder needs and demands.
IDT-650: Learning Design III
Learning Design III provides students with opportunities to apply advanced design principles in a workshop-based environment. The problem-based course focuses on the application of sophisticated design tools to create solutions for various environments and contexts. This course serves as a precursor to the development of the capstone portfolio.
IDT-670: Seminar in Instructional Design and Technology
This course explores trends, issues, and emergent technologies that inform the field of instructional design. Students critique the capacity of technologies to deliver effective learning and instruction through research-based frameworks and standards. Emphasis is placed on engaging with the field of research, asking students to enter conversations of personal interest as a professional colleague in instructional design and technology.
IDT-510, IDT-520, and IDT-530
IDT-690: Capstone in Instructional Design and Technology
The capstone experience in instructional design and technology asks students to develop a comprehensive professional portfolio of design and research. Drawing from experiences in students' coursework and professional-based activities, students reflect on the artifacts and experiences that they will bring forward into their next professional setting. The capstone will provide evidence of competency across the degree program outcomes.
Complete 30 credits
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