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Educational Technology and Learning Design
The master of education (MEd) is a professional degree signifying advanced knowledge about and advanced training in educational practice.
The program takes a scholarly approach to learning technologies design, plans for its use, and/or evaluations of technology-based learning innovations. Designed to accommodate students who work full time during the day or who take a leave to study full time, the program supports diverse cohorts including K-12 teachers, college instructors, instructional designers, and aspiring academics. Applicants from a wide variety of educational and technical backgrounds are welcome.
The program requires a minimum of 31 units of course work and a comprehensive exam. The program culminates with a comprehensive examination (EDUC 883-5).
丁香园AV Requirements
See 1.3 for University admission requirements. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.
丁香园AV is granted to a specific degree and to a particular program or specialization. Updated application information is available November 15 at . All applications are reviewed once a year. Completed applications must be received by January 31.
Conditional 丁香园AV
Depending upon completed academic course work, students may be admitted conditionally upon completing Faculty of Education prerequisite courses.
Program Requirements
Students complete a total of 31 units, including all of
Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Mark Fettes |
Sep 2 鈥� Dec 1, 2014: Mon, 4:30鈥�9:20 p.m.
|
Burnaby |
|
|
Diane Dagenais |
TBD |
Provides a historically-grounded treatment of the constructive role of technologies in the transmission and production of cultural knowledge and understanding. Students develop a grasp of the ways in which technologies have mediated and transformed the nature of knowledge, the knower, and processes of coming to know.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Kevin O'Neill |
Sep 2 鈥� Dec 1, 2014: Thu, 4:30鈥�8:20 p.m.
|
Surrey |
Engages students in a critical analysis of learning design theory, including the underlying assumptions these embrace about knowledge, learning, the learner, learning technologies and the nature of instruction. Students will examine the appropriateness of media and learning technologies to support teaching and learning, and create a learning design according to a principled approach.
Design principles for multimedia learning are derived from the theories and research of cognitive science. Topics include: tutorial interactions, history of adaptive learning systems, adapting to individual differences, dialogues with teachers (and other agents), problem solving and cognitive load, learning from multimedia, cognitive principles for document design, tools for self-regulated learning, intrinsic and situational motivation, simulations and self-regulated inquiry, inquiry with microworlds and cognitive tools, multimedia scenarios for anchored instruction.
Reviews constructive approaches to integrating learning technologies, provides analysis tools from cultural historical activity theory, reviews impact of organizational culture and draws on visualization of social activity networks. Organization and change strategies are examined in higher, school and workplace learning; providing a source for designing organizational learning technologies.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
David Kaufman |
Sep 2 鈥� Dec 1, 2014: Tue, 4:30鈥�8:20 p.m.
|
Surrey |
Examines methods, practices and thinking of direct value in improving quality and use of learning technologies. Students experience leading software tools for observational analysis, qualitative research and digital ethnography. We consider computer-supported methods for learning technology professionals and for assessing learning technology programs. Prerequisite: EDUC 864.
and two elective courses.
Comprehensive Examination
Candidates must complete a comprehensive exam by enrolling in
Normally, this occurs in the term in which course requirements are completed or in the immediately following term.
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the (residence, course work, academic progress, supervision, research competence requirement, completion time, and degree completion), as well as the specific requirements for the program in which they are enrolled, as shown above.