Educational Technology and Learning Design
The master of arts (MA) degree signifies the acquisition of advanced knowledge in the student’s field of specialization and competence in conducting significant and original research in education. Graduate programs leading to this degree culminates with a master’s thesis (EDUC 898).
The program takes a scholarly approach to learning technologies design, plans for its uses, and/or evaluation 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 28 units of course work and a thesis (EDUC 898-10).
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.
Graduate education admission is granted to a specific degree and to a particular program or specialization. Application information is available from the .
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 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 |
|---|---|---|---|
|
Diane Dagenais |
May 8 鈥� Aug 4, 2017: Thu, 4:30鈥�9:20 p.m.
|
Vancouver |
|
|
Larry Johnson |
TBD | ||
|
Michelle Pidgeon |
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.
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.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
John Nesbit |
May 8 鈥� Aug 4, 2017: Thu, 4:30鈥�8:20 p.m.
|
Surrey |
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.
and one of
Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.
This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.
| Section | Instructor | Day/Time | Location |
|---|---|---|---|
|
Michael Ling |
May 9 鈥� Jul 25, 2017: Tue, 4:30鈥�9:20 p.m.
Jul 4 鈥� Jul 6, 2017: Tue, Wed, Thu, 8:30 a.m.鈥�4:50 p.m. |
Surrey Surrey |
and one elective course
Thesis
Normally, before the fifth course, a master鈥檚 thesis research plan is presented to the tenured or tenure track member of the faculty whom the student proposes to be senior supervisor. The senior supervisor and at least one other faculty member chosen in consultation with the senior supervisor constitutes the supervisory committee and the student proceeds to the thesis by completing:
The master’s thesis is examined as prescribed in graduate general regulations and .
Academic Requirements within the Graduate General Regulations
All graduate students must satisfy the academic requirements that are specified in the Graduate General Regulations, as well as the specific requirements for the program in which they are enrolled.