Fordham University

NMDD 3150: Creative Coding
This course will develop programming skills used in the digital humanities, all in the context of critical and cultural media studies. Students will learn basic coding concepts such as variables, loops, graphics, and analyzing sound data, and will connect them to current debates in the culture of coding.

NMDD 3450: User Experience Design for Empowerment
This course focuses on how human-centered design and participatory design methods can be used as approaches to empowerment. Students will gain a hands-on experience with conducting user research, synthesizing findings into insights, ideating, sketching, rapid prototyping, and validating concepts with users. Course reading, discussions, and activities will be organized into a user-experience project to help students get out and interact with real users, needs, and challenges.

DTEM 4710: Values in Design
This course focuses on the role values play in the design and development of technologies. Students will gain hands-on experience with several design approaches and methodologies such as value sensitive design, values in design, and values-led participatory design. Course readings, discussions, and activities will be organized into a design project that posits a technological experience centered on a particular value set and using a value-oriented design approach. Four-credit courses that meet for 150 minutes per week require three additional hours of class preparation per week on the part of the student in lieu of an additional hour of formal instruction.

DTEM 2411: Digital Research Methods
This course provides an overview of and hands-on approach to contemporary digital research methods, including ethnography, interviews, focus groups, metrics and analytics, and polling and surveys. Students will become familiar with basic research methods used in both academic and professional contexts. 

DTEM 2417: Data Visualization
Obtaining, interpreting, visualizing and displaying data are essential skills for communication professionals in the 21st Century. This hands-on introductory course in data visualization focuses on using P5 to explore how visual artifacts can represent data, invite the reader to engage in specific ways, and support the readers experience of sense-making. Students will critique published visualizations to identify common pitfalls, as they create a data-based story to add to their portfolio.

NMDD 3020: Digital Storytelling
What kinds of stories can be told with digital media? What art form best suits a given story? Today, people engage with stories in movie theaters and on their cell phones. How should we adjust our storytelling techniques for such diverse venues? To answer these questions, this class will conduct a critical examination of digital stories in a variety of media.  Beginning with classic narrative approaches and a foundation in the technical skills of audio and video production, in the second half of the semester we will branch out to look at how interactivity, gaming, and transmedia methods provide new opportunities and challenges for storytellers, and we will experiment with the digital tools that facilitate them.

PMMA 5106: Race, Gender, & Media
This class analyzes representations and productions of inequalities of social class, racial and ethnic diversity, and gender and sexuality across a variety of digital media content and platforms. We begin our work with two assumptions: First, that media and technologies both shape and are shaped by social conceptions. Second, that these categories–race, gender, class–are embodied, that is, that they describe physical bodies that inhabit real, lived environments. In particular, this class engages questions of representation in digital spaces, questions of gender, race, and class in digital industries, and interrogates the utopian vision of technological development as a way toward the construction of as postfeminist and post-race society.

New York University

EDCT 2251: User Experience Design Studio
This courses focuses on human-centered design and interaction design. Through a semester-long project, students get hands-on practice conducting user research, synthesizing data, ideating, and engaging in cycles of design iteration that include usability, rapid prototyping, and other methods of user research.

EDCT 2095: Educational Communication and Technology Research
In this course, candidates for the Master of Arts degree develop their final project or thesis, a requirement for this degree. The purpose of the thesis is to provide students an opportunity to integrate their academic studies in the program and bring their learning to bear on a single project of personal and professional interest in a very concentrated way.

EDCT 2251: Designing for the World Wide Web
In this course, students focus on design and implementation of web-based technologies for learning. There are three main deliverables, along with other smaller assignments. By the end of the course students will be able to identify types of web-based educational platforms, their strengths and weaknesses, and their likely conditions of success; understand basic concepts about technologies underlying the web, including client-server networking, style vs. semantic markup, the difference between markup, scripting, and programming; and develop simple websites including html, flash, jquery, javascript, and CSS.

EDCT 2015: Interaction Design for Learning Environments
This design course builds on cognitive and cultural theory as well as design theory, translating them into approaches to the design of the representation of information and design of interaction in media environments. Interaction design discussions will explore issues such as types and levels of interactivity, levels of user control, pattern languages, and media-specific instructional strategies for different levels of engagement, and will result in the design of wire frames of a learning environment.

EDCT 2500 Video Games and Play in Education
This course prepares students to: Understand the history of educational video games, and what shaped the development of certain genres; identify theories of learning and play, and describe how they relate to the educational potential of video games; analyze and evaluate commercial and educational video games; and Design educational video games with history, theory, learning outcomes and learner characteristics in mind

Medgar Evers College, City University of New York

EDU 350: Computers in Education
This survey course is designed to prepare pre-service teachers to integrate technology into classroom curriculum. Students design computer and technology-mediated lessons and projects that reflect the knowledge, skills and attitudes necessary to effectively use computers and other technology in teaching. In addition, their current technology use is observed and implemented in local schools to provide a forum for examining theory and practice.