Course Descriptions

This course is designed for the student who demonstrates an interest in the area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. An independent study counts as an elective and may not be used for accelerated or remedial credit. A learning contract between the student and instructor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the project. A calendar of meeting times and deadlines shall be part of that contract.

This first project in the online degree student’s experiential program challenges the student to identify, investigate and analyze a particular topic in the program of study or a concentration. A key objective is to apply skills, methods, and knowledge obtained in prior courses with independent thinking and research; the final product represents the successful and purposeful application of knowledge. The project is undertaken with the close mentorship of a faculty member and may involve a community partner. Projects can involve academic and/or scientific-based research, laboratory experiences, needs analysis or development plans for external organizations, or market studies and business plan proposals.

Cloud services have transformed traditional IT structure and business operations. Today, cloud technology dominates consumer and business applications, network services, and data center providers. Organizations are moving rapidly towards cloud services, and ISIT specialists should now have a good understanding of cloud and its services. This course provides a deep understanding of key cloud concepts, cloud services, and their applications to increase business productivity and effectiveness. Other topics include various cloud models, deployment models, different service platforms (IaaS, SaaS, PaaS, and other XaaS), comparison of cloud platforms, migration to cloud and its challenges, cloud security, cloud design, and industry best practices. Moreover, implementation, configuration, and management of cloud services will be practiced and examined through hands-on projects.

Prerequisites: ISIT 250 and ISIT 315

The course is designed for the student to develop Cloud Architects and Solutions Architects design solutions on AWS and Azure using best practices. It will expose the student to architecting concepts relevant to AWS and Azure, while lab activities provide a mechanism to build skills. The course will also prepare the student for the AWS Certified Solutions Architect – Associate and AWS Certified Solutions Architect – Professional certification exams or the Microsoft Certified: Azure Administrator Associate exam. Offered Fall semester, annually.

This course explores a topic or collection of topics of special interest that is timely and in response to critical or emerging topics in the broad field of information systems and information technologies. Topics may include hardware, software, organizational and social aspects of ISIT, ethical and legal considerations and frameworks, future trends and innovations, and ISIT implications on management, businesses, and marketing.

Prerequisites: ISIT 240, ISIT 250, and ISIT 260

This course will cover how virtual machines (VMs) are implemented. The course will be organized as a mixture of theory and implementation. The student will implement their own hypervisor, and extend the hypervisor as an open-ended course project. Topics to be covered include: memory management, paravirtualization, hardware virtualization, OS-level virtualization (containers), security, and advanced research topics. Offered Spring semester, annually.

This project must be in the student’s program of study or concentration. It should demonstrate application of the skills, methods, and knowledge of the discipline to solve a problem or answer a question representative of the type to be encountered in the student’s profession. As with Project I, this is undertaken with the close mentorship of a faculty member and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

The two projects in the experiential program challenges the student to identify, investigate, and analyze a particular topic in the program of study or a concentration and apply it. This Occupational Practicum offers the online degree student an expanded opportunity to delve deeper into their existing project(s) and/or work with a professional practitioner (community partner) to apply previous research, knowledge, and skills to develop a new product, proposal, service, needs assessment, unit/department launching, or other organizational entity related to the online student’s career path. The student is expected to transfer theory into extended application and practice. The Occupational Practicum assists the student in the completion of their ePortfolio. It is an alternative to ISIT 365 Internship; the student needs to complete one or the other.

This course is designed to help the student prepare for a career in management, building on their technical and professional background and education. The field of business analysis is a fastgrowing profession that offers a global certification. Business analysis is a key function on a project team that promotes understanding of what the customers want the project team to build for them; it is essential to project success. Through the use of real life project examples, the student gains expertise in planning, eliciting, writing, and managing customer requirements for IT and other types of projects.

This course explores a topic of special interest that is timely and in response to a critical topic in the field of technology project management.

In this hands-on course, students explore the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) of instructional design as a framework for building effective, engaging, and inclusive instruction across all delivery formats. Students develop skills in using cutting-edge AI-powered tools to streamline workflows, design aligned assessments, and create instructional materials tailored to diverse learners.

Each phase of the course includes real-world application, peer feedback, and opportunities to reflect and refine content development. By the end of the course, students begin building a professional instructional design portfolio that showcases their ability to develop dynamic, accessible lessons ready for implementation.

Today’s classrooms – whether online, hybrid, or in person – demand more than lectures. This course equips educators with the strategies, tools, and mindset needed to deliver learner-centered facilitation. The student will explore how to foster active learning, promote student voice, and build trust across diverse learning environments.

Alongside hands-on practice, students use AI tools to co-design lesson components, discussion guides, and engagement strategies. By the end of the course, students will have developed a ready-to-use portfolio of flexible, inclusive learning artifacts that elevate learner motivation and instructional impact across modalities.

This course empowers students to design effective, equitable, and standards-aligned assessments while leveraging the power of data to drive instruction. Students explore formative, summative, authentic, and performance-based assessments, interpret classroom data, and use that data to improve learner outcomes.

Throughout the course, students integrate AI tools to streamline assessment development, feedback, and analysis to make informed instructional decisions. With an emphasis on equity, differentiation, and learner-centered design, this course culminates in a professional portfolio showcasing each student’s growth in assessment literacy and data-informed instruction.

This course examines how emerging digital tools and media can be ethically, legally, and effectively integrated across learning modalities. Students explore digital citizenship, confidentiality, and professional communication practices while analyzing current trends such as artificial intelligence, immersive learning, and adaptive technologies.

Emphasis is placed on responsible technology use, stakeholder collaboration, and strategic media design to support knowledge transfer and learner success.

The goal of the topics suggested and delivery options provided is to develop a group of individuals within HE&R and the Center for Learning and Leadership Development with a basic set of awareness and/or skills for creating e-learning environments and solutions. The assumption built into this proposal is that these modules to develop e-learning will provide a foundation for identified members of the Center upon which they can build through self-directed learning, experience, and additional professional development.

The University may award undergraduate academic credit for prior knowledge, skills and abilities acquired through non-accredited and work-related learning experiences and equivalent to: the outcomes of an undergraduate major offered by the University, or the outcomes of a specific course. The experience and evidence provided should have a direct relation to the material taught in a course in the University’s curriculum and should extend over a sufficient period to provide substantive knowledge in the relevant area. A baccalaureate degree-seeking student who is in good academic standing, has completed a minimum of 6 semester hours in a program of study at Harrisburg University, and demonstrates the qualities to receive such credit may petition the Provost through the academic advisor.

It’s proven-games engage learners and produce measurable results for learning. Learn how to harness the appeal of games to energize, motivate and educate students! This session provides an overview on using games and simulations for learning, including the types of experiences, and considerations for using games and simulation in the classroom. Off-the-shelf games and game templates that can be implemented immediately will be reviewed and simple tools for creating your own games will also be explored. This session will be offered in a computer lab.

Virtual environments enlarge the classroom and create a whole new world for learning! Impact learner engagement, promote active learning and improve learning outcomes through distributed learning in a virtual world environment. This session explores and evaluates virtual world environments and identifies existing virtual spaces and interactions that can be integrated into your classroom. The session will briefly introduce ‘New Worlds,’ the PAIUnet virtual world. Also consider design and development trends and research-based practices for engagement, learning and collaboration using virtual worlds. This session will be offered in a computer lab.

The web has changed from a one-way communication vehicle to a two-way, collaborative space that enables conversations, content creation, connection as and collaboration to enhance learning and communication. How can you use these new, often free, tools to enhance your learning activities in the classroom and communication in the school district? The session will explore the changing Internet landscape, opportunities for using web 2.0 as a learning and communication tool, strategies for implementing web 2.0 and an exploration of some tools that enable social learning.

If you’ve ever need to get up and walk around to reawaken your senses, or found that a short burst of physical activity ‘woke you up’, then you’re already aware of the critical impact of physical activity on the brain. In the classroom, physical activity can lead to improved learning outcomes, including improved memory skills, concentration and abstract reasoning. The session will explore the connection between body & mind and will investigate technologies like console games, alternate reality, QR codes and augmented reality that promote physical movement and enhance the learning experience.

If a picture is worth a thousand words, why not use more visuals to convey complex ideas and create interest? This session explores the benefits of visually representing ideas, concepts and processes to improve the results of learning and communication. Visual, screen design and media standards will be studied along with techniques and technologies for visually representing concepts, data and processes.

Add meaningful activities and engage students using online course management systems such as Moodle. This session uncovers the opportunities for creating interactive activities in Moodle to support student engagement and learning. Activities like Choice, Database, Forums, Glossary, Lesson, Quiz, Wiki and others will be explored as tools for increasing active learning. Plug-ins that expand Moodle’s core functionality to increase interaction will also be reviewed. Instructor: Andy Petroski*

Identify writing techniques that grab and maintain your students’ attention! This session addresses the benefits of using storytelling techniques in teaching and learning, and aims to enhance skills in writing stories and scenarios that draw in the reader and support learning. General writing styles, formats and techniques for asynchronous learning and the web will be explored and practiced. This session also highlights writing in Moodle as part of demonstration.

Good training webinars are the result of careful planning, good design and preparation. Whether you’ll be offering your first webinar or have been conducting webinars for a while and want to improve the results, attend this workshop to explore planning, design and production strategies for creating effective training webinars.

Social media has expanded beyond marketing and has become a more prominent tool for organizational learning and communication. While technology is a core component of a successful implementation, there are other factors to consider before your organization is ready for social learning. Attend this workshop to develop a strategy for using social learning in your organization.

Even though the use of serious games is increasing, guidelines and models for creating serious games are scarce. Instructional designers often use a model they know, like ADDIE, or borrow processes from the entertainment game industry. The results are often educational games that aren’t any fun or fun games that aren’t very educational. Attend this workshop to explore a problem-based learning model that can be applied for serious game design.

Today’s K-12 and higher education learning environments are moving toward blended and online learning. These new strategies are being used to address student preferences and financial resource challenges to take advantage of the individualized learning that can occur using online and blended learning. Lacking the tools to transition from face-to-face instruction, teachers often struggle with rigor, instructional strategies, and technology integration. Attend this workshop to explore the variety of options for blended and online learning experiences, develop instructional strategies for online and blended solutions, and use course management systems to support good learning and user experience design.

Games are being explored as an educational resource at all levels of education and training. But, the right games can be difficult to find and integrate, and even more difficult to create. Join this session to learn about changing your entire classroom into a game without programming, graphics or even computers.

Teachers participating in this professional development program will enhance their ability to engage students and develop 21st century skills by learning how to integrate digital learning resources into the learning environment. Objectives: -Evaluate teaching methodologies to support learner needs, higher-level learning and development of 21st century skills -Systematically evaluate a learning situation to determine the best approach for achieving learning goals -Integrate media and visual representation into learning for increased attention, motivation, comprehension, memory and learning -Integrate web 2.0 technologies into learning to increase active learning and development of 21st century skills -Use Moodle to extend classroom learning and provide optional learning and participation methods for all students -Revise an existing lesson with digital resources and increased development of 21st century skills with learners -Create a repository of resources that can be used by teachers throughout the district, diocese, or other organizational level -Develop a personal learning network that will support continued development beyond the formal professional development program

This course provides an in-depth overview of the pillars of active learning: physical literacy, educational neuroscience, cognitive psy-chology and best practices. Educators will be equipped with the tools needed to create, implement and evaluate active learning strategies-for the classroom, gymnasium, athletic field, school, district or alternative educational settings.

The course focuses on the use of an instructional design process to improve learning outcomes, with an emphasis on the analysis components of instructional design that create a foundation for successful learning solutions. The course explores tools and techniques for analysis, design, development, delivery and evaluation and addresses strategies that can be enhanced by technology integration. The goal of the course is to establish a systematic process for designing instruction and explores trends and technology integration opportunities throughout the process.

This course focuses on the research and evidence that supports the role of movement in learning, memory, attention and concentration. A course participant creates an active learning intervention plan for the school setting, which is reviewed by experts in the field. Upon completion, the student receives the Active Learning Specialist certificate. This course is delivered in an online, asynchronous format with new cohorts of students starting the online course each semester with a onemonth rolling start date. Course completion takes approximately 30 hours over 5 to 10 weeks. Thirty (30) hours of asynchronous contact time equates to 15 hours of standard contact hours or 1 graduate semester hour. This course is intended for current teachers, pre service teachers, administrators, athletic coaches, nutrition experts, and parents serving on a school board.

Uses of the Raspberry Pi in the STEM Classroom are explored. Topics include teaching the Linux operating system to students, uses of the various programming languages in the PI, including Scratch, Sonic Pi, and Python. An introduction to physical computing within several curricula in an integral part of the class. The student will be expected to purchase a Raspberry Pi 3B starter kit.

If you are a certified Instructional Technology Specialist you need to be aware of a variety of cybersecurity issues that become more important day by day. This class will cover topics in the 5 areas of cybersecurity defined by NIST: Identify, Protect, Detect, Respond and Recover, as well as school specific security concerns.

This class explores the use of applications within the Google G Suite for education and Google Chromebooks in a school environment. Course topics include the use of the tools to foster individual creativity, collaboration, and presentation skills within a constructivist educational paradigm. This course is taught by Google certified educators and requirements for Google certification are presented.

This class explores the use of applications within the Microsoft Tools for Educator in a school environment. Course topics include the use of the tools within Office 365 to foster individual creativity, collaboration, and presentation skills within a constructivist educational paradigm, including the use of Skype as a collaboration tool in the classroom. This course is taught by Microsoft certified educators and requirements for Microsoft certification are presented.

This course presents an overview of multiple technology-based solutions to realize learning outcomes. Beyond a survey of learning software, the course challenges the student to think broadly about emerging technology trends that present opportunities. By establishing a systematic decision analysis process, the student will be able to assess suitable technology tools for specific environments and learning needs. A broad survey of open source and proprietary solutions will be explored, as well as emerging trends in learning technologies. Course topics are examined within a framework of learning strategies and learning architecture.

This course focuses on designing lessons, creating screencasts and assessing learning in a flipped classroom or blended learning classroom model. The student plans, organizes, develops, and administers screencasted lessons for distribution on a course management system (CMS) or website. Authoring tools are also introduced and utlized to produce e-Learning modules with embedded assessments. This course is for the teacher or business professional who wants to learn the basics of delivering instruction in a flipped classroom model.

The course focuses on creating media for learning solutions. Selecting appropriate media to meet learning objectives will be explored as the student creates graphics, illustrations, audio, video and animations to support learning. Graphic design fundamentals will be addressed in addition to production skills like media compression and conversion. Industry leading media software and open source options will both be considered.

This course presents content creation software that can be used for eLearning. The student will create eLearning modules that focus on navigation, usability and compliance to content standards. Planning and asset management will also be explored as elements of efficient eLearning development. Industry leading software and open source options will both be considered.

The course focuses on measuring multi-modal learning and performance with an emphasis on the use of technology as an evaluation and assessment tool. Course evaluation and learner performance are both explored as formative and summative assessment, authentic assessment, subjective and objective assessment, criterion-referenced and norm-referenced assessment, formal and informal assessment, testing and evaluation standards, analytics and metrics, the importance of validity and reliability, and the use of technology in the evaluation and assessment process.

This course is an in-depth exploration of learning theories including, but not limited to, behavioral modeling, cognitive processing, metacognition, motivation, social learning, constructivism and connectivisim. Culture and learning, brain research and the integration of technology to support learning theories are also explored. Theories and practices are examined within the context of creating instructional strategies as part of learning design with a focus on technology-supported learning solutions.

New technologies are changing instruction and placing new demands on technology professionals that support learning technologies. This course addresses the challenge of providing access to educational technologies while balancing security and resources in learning environments. The course establishes strategies for assessing, planning, implementing, supporting and governing learning technologies with a focus on maximizing the instructional value of technology investments.

This course focuses on applying game and simulation design strategies to increase context, motivation, engagement and learning outcomes. Character development, narrative, user interface, game play, game balancing, principles of level design and feedback in games and simulations will be applied as the student designs a game or simulation to achieve a learning goal. The differences and similarities between game and simulation concepts, genres and worlds are examined in addition to game and simulation intricacies for specific groups and game production and management.

The course presents tools and techniques for developing serious games and simulations. Programming and scripting languages, simulation systems, programming fundamentals, game architecture, navigation, usability, feedback, data management, artificial intelligence, media programming and developing for multiplayer environments are explored as the student develops the design from the “Designing Serious Games & Simulations” course. Game production and management with a focus on the game development phase are also discussed.

The course develops skills in computer-generated 3D modeling and design with a focus on basic 3D concepts, animation concepts and physics, scene management, modeling, mesh, materials and mapping. A focus will be given to lighting, physics, and particle emitters as part of object development and animation. 3D rendering options and preferences will also be examined. A discussion of 3D production and management requirements is also explored.

The course focuses on building engaging, interactive and collaborative experiences in a distributed virtual world environment. Building objects, advanced building techniques, object editing, texturing and lighting, clothing and accessories, animation, filming, scripting and terraforming will be explored as virtual world development skills. User experience topics like performance lag, accessibility and interface design are addressed. Virtual world production and management requirements are also explored.

This course addresses topics in biology education that combine current priorities in science and the need of the society. Topics such as biological knowledge, scientific methods, societal issues and career awareness are covered. This course also surveys the biology education landscape to identify topics in K-12, postsecondary and professional biology education that are impacting interest and achievement in STEM education and how interactive learning experiences such as games and simulations can address the student motivation and cognition challenges for improved learning outcomes.

This course focuses on developing a foundational knowledge of theory-based methods in health communication and the application of those methods to creating health communication products that influence awareness, knowledge, attitude, and behavior within a target audience. The course examines successful case studies in health communication and the stages of health communication product development (audience assessment, product planning, development, testing, revision, and implementation) as they apply to eHealth Communication.

The course focuses on techniques for designing and developing learning solutions in a reduced time frame. The need to rapidly create learning solutions increases as information, expectations and requirements change quickly in a technology-based, global marketplace. Strategies for reducing the instructional design timeframe and reducing the need for development resources are explored.

This course looks at critical issues in the field of instructional design including opportunities to advance the field and develop skills in areas of emerging need. The industry-related opportunities and challenges of instructional design commonalities and disparities in various learning environments are also explored.

This course focuses on promoting active learning, impacting learner engagement and improving learning outcomes through distributed learning in a virtual world environment. Concepts are explored throughout the course as the student explores and evaluates virtual world environments. The course promotes active learning solutions based on proven design and development trends and research-based practices for engagement, learning and collaboration using virtual worlds.

This course focuses on the evolution of the profession of instructional designer from one customarily employed by a corporation to one where the instructional designer is most frequently an independent contractor. The focus is on the effect this has on the required skillset and mindset of the designer. The course explores tools and techniques for finding work, evaluating requests for proposals, writing proposals, meeting with selection teams, and building strategies that can be enhanced by technology integration. The goal of the course is to establish a systematic process for designing the workflows, processes, and skillsets needed to build an instructional design consultancy.

This course focuses on promoting active learning, impacting learner engagement, improving access and improving learning outcomes through the use of mobile devices. As mobile devices become more abundant, their use as a learning tool is increasing. Mobile learning can increase engagement, enhance access, support differentiated instruction and provide alternate assessment opportunities. Mobile learning opportunities, design considerations, development tools and implementation challenges are explored.

Interactive whiteboards, student response systems, mobile devices and other systems for supporting and extending classroom-based learning solutions are explored. Classroom technologies can be used to engage learners, enable formative assessment, capture the learning environment and promote higher level learning in today’s classroom. The student designs a learning solution delivered through the use of classroom technology. Open-source and industry leading hardware and software options are both considered.

This course explores the management of interactive media in the modern industry environment. It is designed to give the student an understanding of the factors that influence the structures, policies, programming, and management practices of various interactive media projects. The objective is to integrate relevant social, organizational and political issues related to interactive media management and programming decisions. Topics include a management perspective on the practice of digital video production, including nonlinear editing, graphics creation, multi-channel audio mixing, and streaming video. Special attention is paid to the study of laws and regulations as they pertain to media operations and the internal and external codes that guide media behavior. Discussions include: media ownership and operation, including monopoly and competition, labor relations, industry trends and market relations.

This course explores critical issues with the integration of learning technologies into a math curriculum. Emerging opportunities in learning technologies for active learning, applied math, data visualization, media solutions and assessment will be investigated. Promoting math careers and supporting professional development through the use of learning technologies are also explored.

This course explores a topic of current interest in the field of learning technology.

This course explores critical issues with the integration of learning technologies into a science curriculum. Emerging opportunities in learning technologies for active learning, virtual labs, data visualization, media solutions and assessment will be investigated. Promoting science careers and supporting professional development through the use of learning technologies are also explored.