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Masters Degrees (Instructional Technology)

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The M.S. in Instructional Design and Technology program at The University of Tampa addresses a growing field in learning and human performance, and provides a multidisciplinary area of study that draws students from many disciplines and backgrounds. Read more
The M.S. in Instructional Design and Technology program at The University of Tampa addresses a growing field in learning and human performance, and provides a multidisciplinary area of study that draws students from many disciplines and backgrounds. Instructional designers understand and utilize technologies as both product (e.g., Web-based courses) and process (e.g., iterative and formative approaches to learner assessment).

Given the diverse career tracks in instructional design, this program offers students the flexibility to customize their course of study based on individual goals and interests. Graduates of the program are well prepared to practice their unique, multidisciplinary profession in a variety of settings, including business, K-12 schools, higher education, government and military, or to pursue doctoral studies.

Visit the website http://www.ut.edu/InstructionalDesignandTechnology/

Who enrolls in this program?

Students who enroll in the M.S. in Instructional Design and Technology program intend to pursue careers as experts in the design, development, implementation and evaluation of instructional resources to improve learning and performance in multiple environments. Candidates come from a broad array of backgrounds, including communications, psychology, management and education, among other areas of specialization, but share a common interest in designing creative solutions to learning needs.

- What is the structure of the M.S. in Instructional Design and Technology program?

The M.S. in Instructional Design and Technology emphasizes theories of learning and cognition, multimedia design and development, systematic instructional design, technology and open learning environments. The curriculum couples hands-on, technology-based coursework with theories of education, learning and human performance. Candidates learn to develop effective, cross-media curricula for diverse audiences.

What courses are offered?

A comprehensive list can be found in the course catalog. A small sampling of the courses in the M.S. in Instructional Design and Technology program includes:

- Trends and Issues in Instructional Design and Technology

- Theories of Learning and Cognition for Instruction

- Open Learning Environments in the 21st Century

- Principles of Learner Motivation

- Design of Online Collaborative Learning

- Introduction to Distance Learning

- Multimedia Design and Development

- Management of Instructional Development

What are the benefits of the M.S. in Instructional Design program?
- Cutting-edge, multidisciplinary curriculum

- Rigorous coursework prepares graduates for highly skilled careers

- Professional networking and growth provided through classroom interactions

- Mentorship and career support from expert faculty members who hold doctorate degrees in the field

- Opportunities to build a professional portfolio to support job seeking

- Course specialization in individual areas of interest

- Exponential job growth predicted in the field

Find out how to apply here - http://www.ut.edu/apply

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The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. Read more
The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. It meets the growing need for management-level individuals who have the knowledge and skills to assume leadership roles in program design, development, and evaluation, as well as the need for online facilitators who can effectively integrate educational technologies into their teaching and learning environments.

This program was designed to be taken on its own, but students who successfully complete the program may have their credits applied to the Master of Arts in Learning and Technology degree.

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Who It’s For

Instructors who work in or aspire to work in technology-mediated learning environments including K-12 education systems, post-secondary institutions, government departments, the corporate sector, and not-for-profit agencies. This program is for those interested in integrating technology more effectively into the classroom; individuals responsible for professional development within corporations, government and the public sector; and senior decision-makers responsible for online learning activities.

Applications are assessed, based on an integrated and consolidated examination of academic credentials, work experience and personal experience. Experience in a technology-mediated learning environment is an asset.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy.

Outcomes

Graduates will have the skills to assume leadership roles in program design, development, implementation, and evaluation of technology-mediated learning initiatives.

Graduates will be able to:
-Develop proposals for instructional strategies
-Analyze, design, develop, implement, and evaluate instructional design
-Recommend appropriate learning strategies
-Plan and coordinate projects to a successful conclusion
-Evaluate current educational technology research
-Advance their careers as leaders in technology-mediated learning environments

Graduates will have:
-Expanded knowledge of educational theory
-Developed practical skills in graphic design, project management and instructional design
-Increased understanding of student characteristics and needs
-Enhanced critical thinking and creative problem-solving skills

Delivery Model

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Pre-Residency
Students begin the Graduate Diploma in Learning and Technology program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.

Residency
The 10-day residency is a carefully designed period of intense academic study in which students complete approximately 75 per cent of two courses – Learning Theory and Introduction to Research. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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The 18-credit Graduate Diploma in Technology-enhanced Learning and Design combines the learnings from the Graduate Certificate in Instructional Design with three essential components of the Master of Arts in Learning and Technology program at Royal Roads University. Read more
The 18-credit Graduate Diploma in Technology-enhanced Learning and Design combines the learnings from the Graduate Certificate in Instructional Design with three essential components of the Master of Arts in Learning and Technology program at Royal Roads University. By combining the two programs you will have access to, and a better understanding of, the pedagogical foundation required to effectively design in a technology-enhanced learning environment.

To tailor your program to better fit your specific learning requirements, you will choose three courses from the RRU Master of Arts in Learning and Technology curriculum:
-Community Building Processes For Online Learning Environments
-Choosing and Using Learning Technology
-Supporting Learners In Technology-Mediated Environments (subject to enrolment)
-Leadership, Learning and Technology (subject to enrolment)
-International and Global Distance Education

Who Is it For?

This diploma program is ideal for educators, trainers, and developers from within the private and public sectors seeking new skills to advance their career or begin a new one. The current marketplace is seeking applicants with a formal background in instructional design as well as the ability to work within technology-enhanced learning environments.

You’ll have the opportunity to use your real-world experience and apply what you are learning through the use of a variety of proven-effective online methodologies and approaches, strategically paired with today’s best practices in the field of learning. You’ll practice the theoretical concepts learned in the classroom on a variety of situations, ensuring you develop practical experience with tools you can use within your organization. Today.

Core Competencies

Developing an effective learning environment that uses technology-assisted learning tools requires hard work, great leadership, and a thorough understanding of the current and future needs of your organization.

Through completion of this program, you will have demonstrated your ability to:
-Communicate effectively
-Research and recommend appropriate learning strategies
-Employ instructional technologies to support learning
-Apply knowledge of relevant learning theory to thoroughly critique online or blending learning materials
-Demonstrate your knowledge of the principles of graphic design

Outcomes

This 12-month, 18-credit program was developed to provide instructional designers in traditional education or corporate environments with the skills requested within the current job market. The online course provides opportunities to refine your skills to advance in your current position or begin a new career at your ideal organization.

Graduates of this diploma program will have displayed their proficiency within the following areas:
-Creating effective presentations using appropriate media and techniques
-Applying critical thinking to the integration of knowledge and practice
-Collecting information and data from a variety of sources
-Employing a critical analysis approach to make appropriate recommendations
-Facilitating effective teamwork
-Effectively producing written material
-Identifying appropriate research methodologies to investigate issues or problems
-Developing on-line curriculum that aligns with best practices in instructional design

The Graduate Diploma in Technology-enhanced Learning and Design is an applied program, meaning you’ll have multiple opportunities to test your new skills within a safe and supportive environment.

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Today’s corporate world and traditional education realms demand frontrunners who understand how to create instructional experiences that make the acquisition of knowledge interesting, productive, and useful. Read more
Today’s corporate world and traditional education realms demand frontrunners who understand how to create instructional experiences that make the acquisition of knowledge interesting, productive, and useful.

At Royal Roads University, we’ve leveraged our expertise in instructional design to create a Graduate Certificate in Instructional Design program to help you build on your academic knowledge as well as your professional experience. Learn how to master the theories and practical applications of today’s technology-enhanced learning environments.

Who It’s For

We use a cohort learning model in our programs to help you build a beneficial network of likeminded professionals; people you can turn to for support and advice for the rest of your career. A common thread between our learners is their ability and willingness to help each other be successful, regardless of workplace. They share a passion for creating a learning environment that encourages critical thinking, demonstrated leadership, and unique expression of thought. Our program provides the practical skills and management strategies that are essential to instructional design.

Students in this program come from a wide variety of professional organizations; including government, non-profits, universities and community colleges, private sector employers, financial institutions, classroom teachers, social service workers, public sector trainers, and other training environments.

We understand that your life is busy, so we’ve designed this program to be completed online; ideal for students looking for a flexible way to improve their skills and thrive within their organizations and institutions, without sacrificing their personal or professional life.

Applications are assessed, based on an integrated and consolidated examination of academic credentials, work experience and personal experience. Experience in a technology-mediated learning environment is an asset.

Outcomes

By participating in class activities, providing valuable feedback to your colleagues, meeting deadlines, applying critical thinking to the integration of knowledge and practice, and recognizing ethical values and considerations, you will be well prepared to create the processes necessary to oversee effective knowledge acquisition and transfer.

By completing this certificate program, you will be able to demonstrate competency in five critical domains:
-Communication
-Leadership and Teamwork
-Critical Thinking
-Research and Analysis
-Knowledge

Graduates of this certificate will be able to:
-Develop proposals for instructional strategies
-Analyze, design, develop, implement, and evaluate instructional design
-Recommend appropriate learning strategies
-Plan and coordinate projects to a successful conclusion
-Evaluate current educational technology research
-Advance their careers as leaders in technology-mediated learning environments

Graduates of this certificate will have:
-Expanded knowledge of educational theory
-Developed practical skills in graphic design, project management and instructional design
-Increased understanding of student characteristics and needs
-Enhanced critical thinking and creative problem-solving skills

This program allows you to foster innovation within the field of instructional design, providing you with the academic credentials and practical experience necessary to develop creative solutions to accomplish your learning objectives. You will acquire a sufficient breadth and depth of knowledge related to the field of instructional design, as well as a solid grounding in the practical applications related to your new-found skills and knowledge.

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This program was designed to facilitate the educational use of information technology in a wide variety of settings. Read more
This program was designed to facilitate the educational use of information technology in a wide variety of settings. The program will be of interest to educators at all levels, including K-12 teachers, school administrators, those in the post-secondary system, business and industry, as well as those in most other adult learning situations. While the co-operatively-offered degree may be awarded at convocation at either CBU or MUN, the degree is conferred by MUN.

Rationale and Goals

The graduate programme in Information Technology is offered in partnership with the Cape Breton University (CBU). It is designed to facilitate the educational use of information technology in a wide variety of settings. The programme will be of interest to educators at all levels including K-12 teachers, school administrators, those in the post-secondary system, business and industry, as well as those in most other adult learning situations.

Information technology in this Master of Education programme encompasses computer, communications, networking and multi-media applications. The overall intent of the programme is to:
-Provide educators with skill sets and pedagogical expertise that will enable them to address computer and related information technology in a teaching/learning situation.
-Develop potential information technology leaders for the educational system.
-Develop instructional designers, for a variety of educational settings, who are able to combine information technology with learning theory to enhance curriculum development and delivery.
-Provide a basis for the continued professional development of educators in the area of information technology.
-Develop an awareness of the applications of information technology in a wide variety of educational contexts.
-Develop research expertise and potential in the use and application of information technology for teaching and learning purposes.

Candidates for the programme will have attained, prior to acceptance, some fundamental knowledge and skills with respect to information technology through prerequisite experiences, and have attained a recognised undergraduate degree in an appropriate discipline with at least a second class standing (see specific regulations for details). The programme components are designed to enable candidates to build on their prior experience through the development of pedagogical links and information technology applications. It is intended that the programme be offered primarily as a part-time programme through distance delivered courses, with other delivery formats to be considered/utilised where feasible. Access to specific computer hardware, software, and the internet is required and will be the responsibility of each candidate.

Program Highlights

-Application deadlines are September 15 and February 1
-All courses offered on-line by CBU and Memorial
-Full- and part-time students welcome
-Both thesis and comprehensive course routes available

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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of two letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of two letters of recommendation, using the required recommendation form.
• Resume or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Organizational Performance & Leadership Technology is intended to prepare students for careers in human performance improvement, training, and development. The program is also targeted for individuals seeking careers in leadership or management positions in organizations such as higher education, social service agencies and the military. This program is designed for candidates who do not seek an Initial or Professional New York State teaching certificate. Program start dates: Summer, Fall, Spring.

Required Program Courses
Minimum of 36 credit hours:

IT 502, Organizational Development
IT 607, Organizational Leadership
IT 615, Critical Issues in Performance and Leadership Technology
IT 635, Research and Theory on Communication and Performance
IT 648, Principles of Performance Technology
IT 653, Instructional Planning and Development Process
IT 654, Program Evaluation IT 658, Needs Assessment (Culminating Experience)

Three electives focusing on management, training, or hardware utilization: 9 credit hours

One elective focusing on technology: 3 credit hours

Automatic admission options exist for this program.

Uniqueness of Program

This program accepts students whose undergraduate background is in a wide variety of majors and areas. Program faculty advisors accommodate individual needs and schedules of students, and encourage student internships.

Success Stories

Graduates of the program have obtained positions in but not limited to higher education; coordinators; career counselors; instructors; and admissions into PhD programs.

Testimonials

“The Organizational, Performance, and Leadership Technology program provided me with the knowledge, skills, and abilities necessary to be successful in a wide variety of fields. After working in Human Resources for a while, I found my true passion working in higher education.” —Kyle Fennell, ’07

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This programme has been designed to provide postgraduate education for current or future practitioners engaged in education, training or business practice relevant to Technology Enhanced Learning. Read more
This programme has been designed to provide postgraduate education for current or future practitioners engaged in education, training or business practice relevant to Technology Enhanced Learning.

Course Overview

The programme will be delivered online and will be available to anyone who meets the entry requirements and is professionally engaged in learning support, teaching or training practice. It is highly relevant for professional practitioners who work in learning in a university or college, in business training, public sector services or for people considering moving into one of these areas.

The programme provides theory and practice through experience of a range of learning technologies. It enables learners to explore the processes of designing and implementing technology-enhanced learning and issues concerning the practicalities of professional practice in their own context.

Learners will also develop their academic research skills as postgraduate learners. Learners will participate with other EU and non-EU professionals and with their tutors through a range of innovative online communication technologies. The programme aims to capitalise on a collaborative community of practitioners sharing the diversity of their experiences.

The first year of this three year programme is funded for successful applicants in working in vocational education and training in UK, Cyprus, Greece, Bulgaria and Sweden through the EU Lifelong Learning Programme.

Modules

PART 1
-Designing for Technology Enhanced Learning (30 credits)
-Implementing Technology Enhanced Learning (30 credits)
-Identity, Communities and Networks (30 credits)
-The Practitioner as Researcher (30 credits)

Within part 1 of the programme students undertaking the Postgraduate Diploma or MA must take all part 1 modules. Students who are undertaking a Postgraduate Certificate must take Designing for Technology Enhanced Learning and Implementing Technology Enhanced Learning.

PART 2
-Students undertaking the MA Technology Enhanced Learning take the 60 credit Dissertation module.

Key Features

63% of survey respondents from both the public and private sectors say that technological innovation will have a major influence on teaching methodologies over the next five years and that it will become a core differentiator in attracting students and corporate partners (Economist, 2008).

Technology led learning is continuing to grow at a phenomenal rate and the market for eLearning has exceed $52.6 billion in 2010 (Cegos, 2009). Cegos (2009) indicate the development of professional qualifications to meet the personnel demands of this “star” industry are lagging demand.

As an increasingly preferred approach for delivering training and education (Cedefop, 2010) the HE sector is now responding to the need for qualifications and learning demands of this fast changing sector. This MA Technology Enhanced Learning course is an online programme that is intended to attract a global student body.

Knowledge and understanding is achieved through learning activities that emphasise students’ engagement with research-led resources and dialogue and with each other and their tutor. Resources are made available electronically from a range of different sources including: e-books, electronic journal articles, videos, images, numerical data, voice recordings, transcripts, web applications and web documents, available through the University’s Virtual Learning Environment.

Assessment

The assessment scheme is designed to enable students to demonstrate individually that they have met the aims of the programmes and achieved the learning outcomes at the standard required for the MA. Assessment will also be used to provide feedback to students so as to assist in subsequent learning.

The assessment will enable theory to inform practice, with students demonstrating intellectual rigor and reflecting critically on their own experiences of using technology for learning. The overall assessment package is developed out of an inter-dependent learning culture. The assessment strategy aims to make use of the benefits to be gained from sharing practice in multiple contexts.

Career Opportunities

The MA Technology Enhanced Learning programme combines a theoretical approach with practical skills relevant for the teaching and training sectors and promotes an understanding of key concepts from an applied perspective. Graduates from the programme will have developed transferable employability skills such as research, problem solving, data interpretation and critical thinking as well as gaining the knowledge and practical skills applicable to the sector.

Graduates of the programme are likely to find employment within universities, vocational colleges, HRM departments, training companies and be employed as course managers, lecturers, teachers, instructional designers, authors, TEL Directors, information specialists or media design.

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The Education and Technology MA will teach students the practical and research skills to design, use and evaluate technology-enhanced learning interventions. Read more
The Education and Technology MA will teach students the practical and research skills to design, use and evaluate technology-enhanced learning interventions. They will learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.

Degree information

This programme will enhance a student’s theoretical insights in, and practical applications of, technology in education and professional practice. Students learn how to apply the latest educational theory to their everyday professional practice as well as developing research skills, allowing progression on to doctoral research.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two elective modules (60 credits) and a dissertation (60 dissertation), or a report (30 credits) and three elective modules (90 credits).

Core modules
-Education and Technology: Key Issues and Debates (online/mixed)
-Researching Digital Learning (online/mixed)

Elective modules - students choose two optional modules from across the UCL Institute of Education's Master's-level offering. The following are examples:
-Design and Use of Technologies for Education
-Technology and Education Beyond the Classroom

Dissertation/report
All students undertake an independent project culminating either in a dissertation of 20,000 words or a report of 10,000 words, supervised either on campus or online.

Teaching and learning
Teaching is delivered through individual and group working; lectures and podcasts, student presentations and group discussion of reading and writing undertaken in preparation for sessions, both online and face-to-face; collaborative activities in face-to-face and online contexts. All modules are assessed by written assignments.

Careers

Graduates of this programme are currently working as educators, university learning technologists, government education researchers and PhD students.

Top career destinations for this degree:
-International School Teacher (Head of ICT), Rainbow International School Uganda
-Research Officer, Institute of Education
-Secondary School Teacher, Notting Hill & Ealing High School
-Education Consultant, CfBT
-Lecturer / Instructional Designer, National University of Kaohsiung and studying MA Education and Technology, Institute of Education, University of London (IOE)

Employability
The Education and Technology MA is highly regarded within education and industry. Graduates from our programme have gone on to develop their careers in the education sector as senior teachers, learning technologists, education researchers, and to undertake PhD research.

Why study this degree at UCL?

This programme is run by UCL's Knowledge Lab (UCLKL) where social scientists engage in research on the future of learning with digital technologies in a wide range of educational settings. This brings together social scientists from a range of fields including education, sociology, and semiotics who explore design, development and evaluation across a broad range of digital media. The research is interdisciplinary in nature, with collaborations involving, for example, computer scientists, designers, and subject specialist educators.

This programme offers a number of opportunities for networking across different sectors in educational contexts: the Knowledge Lab runs regular seminars and talks from external academic visitors, which students are encouraged to attend, and are broadcast on Moodle for distance learners, providing networking opportunities with academics; several projects within the lab are in collaboration with tech companies, providing potential opportunities to link with industry; and the programme attracts students from across the world providing international networking links across different educational sectors.

The MA attracts students from a wide variety of backgrounds and nationalities, providing scope for broad intellectual discussion and debate, and opportunities for multidisciplinary working, and global networking.

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This course is designed to provide practising teachers with a holistic approach to the teaching of Primary Science and Technology. Read more
This course is designed to provide practising teachers with a holistic approach to the teaching of Primary Science and Technology. It will introduce teachers to the process model of scientific and technological skills, while including immersion in the philosophical background to the teaching of Science and Technology.

Aims of the Programme

• To give an understanding of the need to apply cognitive theory in the development of appropriate instructional models in the teaching of Science and Technology
• To develop a scientifically and technologically literate teaching community having a basic understanding of the fundamental scientific and technological concepts
• To familiarise primary school teachers with a wide range of methodologies currently employed in the teaching of Science and Technology
• To give participants an insight into the range of curriculum materials available for the teaching of Science and Technology
• To allow teachers to gain confidence in their ability to teach Science and Technology through immersion in the process skills of scientific and technological enquiry.

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The design and management of e-learning systems and programs is a complex task that requires specialist skills and a well-founded understanding of how people and organisations learn, and how they can learn more effectively with the help of technology. Read more
The design and management of e-learning systems and programs is a complex task that requires specialist skills and a well-founded understanding of how people and organisations learn, and how they can learn more effectively with the help of technology. Our Master of Learning Sciences and Technology will help you rise to the challenges of this cutting edge field where education meets technology. The course has two pathways, professional and research. The professional pathway will appeal to you if you're looking to work as a learning and development manager, an instructional designer, a multimedia learning designer or a learning strategist. The research pathway will suit you if you want to conduct research in ICT-supported learning or if you're planning to progress to a higher degree by research. If you pursue the research pathway you'll complete a dissertation (12 credit points) on a topic chosen in consultation with your supervisor along with core units of study in psychology and the design of technology-supported learning, emerging educational technologies and research frontiers.

To ask a question about this course, visit http://sydney.edu.au/internationaloffice/

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The design and management of e-learning systems and programs is a complex task that requires specialist skills and a well-founded understanding of how people and organisations learn, and how they can learn more effectively with the help of technology. Read more
The design and management of e-learning systems and programs is a complex task that requires specialist skills and a well-founded understanding of how people and organisations learn, and how they can learn more effectively with the help of technology. Our Master of Learning Sciences and Technology will help you rise to the challenges of this cutting edge field where education meets technology. The course has two pathways, professional and research. The professional pathway will appeal to you if you're looking to work as a learning and development manager, an instructional designer, a multimedia learning designer or a learning strategist. The research pathway will suit you if you want to conduct research in ICT-supported learning or if you're planning to progress to a higher degree by research. If you pursue the research pathway you'll complete a dissertation (12 credit points) on a topic chosen in consultation with your supervisor along with core units of study in psychology and the design of technology-supported learning, emerging educational technologies and research frontiers.

To ask a question about this course, visit http://sydney.edu.au/internationaloffice/

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To meet the objectives of this master's degree, students will do the following. -Analyse the potential of ICTs as new platforms for learning and knowledge management, focusing on the advances achieved in this field by e-learning. Read more
To meet the objectives of this master's degree, students will do the following:
-Analyse the potential of ICTs as new platforms for learning and knowledge management, focusing on the advances achieved in this field by e-learning.
-Identify the theories and strategies of the teaching-learning process on which e-learning media are.
-Acquire criteria for designing multimedia for education
-Analyse the potential of ICTs as new platforms for learning and multimedia applications.
-Structure and develop multimedia teaching material according to the target audience.
-Learn and understand the parameters that define the process of digitisation and reproduction of teaching materials.
-Acquire skills to manage information and knowledge.
-Determine the economic feasibility of multimedia projects.
-Develop a practical application in the field of materials design and/or training environments.
-Have their first contact with research methodology in educational technology.

Student Profile

This master's degree is intended for teaching staff, education managers and instructional designers. It is also suitable for university graduates with motivation and experience in areas related to education, information and communication technologies, and computer engineering.

In order to successfully follow the content of all the subjects, advanced users of the information and communication technologies will need to have an interest in educational innovation.

Students need to be responsible and independent, because although distance learning is suited to individual tuition, the subjects of the programme require continual dedication.

Applicants should therefore be university graduates with the following characteristics:
-Motivation for educational innovation
-Technical knowledge
-Autonomy and responsibility

Career Opportunities

The graduates in the Inter-university master's degree in Educational Technology: E-Learning and Knowledge Management are capable of working in:
-Design and development of e-learning projects
-Management of virtual campuses and training services
-Design and development of training materials
-Technical consultancy and teaching
-Information and knowledge management
-Design and development of research projects in the field of educational technology
-Management of research projects in the field of e-learning
-Design and development of basic research and R&D projects
-Technical and pedagogical advice on research projects in the field of educational technology

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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of two letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of two letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Organizational Leadership is offered exclusively on the campus of Jefferson Community College in Watertown, New York. Students who have successfully completed this program or who are currently enrolled in this program are typically employed in higher education, small business ownership, instructional design, various civilian positions within the military, management positions in health insurance, assisted living, and a municipal housing authority. Program start date: Fall

Required Program Courses
Minimum of 36 credit hours

Foundation Courses:
IT 502, Organizational Development
IT 607, Organizational Leadership
IT 648, Principles of Performance Technology
IT 654, Program Evaluation

Controlled Elective Courses:
IT 503, Team Building
IT 602, Human Resources
IT 603, Policies, Issues, and Ethics in Professional Practice
IT 609, Conflict Resolution
IT 610, Change Processes

Performance Technology Courses:
IT 545, Preparing and Delivering Professional Presentations
IT 614, Technology in Education

Culminating Experience:
IT 658, Needs Assessment (Culminating Experience)

Uniqueness of Program

Students are enrolled in two courses per semester, one course in each Winterim mini-session, and two courses during the first Summer session. All instruction is offered in a blended delivery technique, in which classes meet alternate weeks in the evening, or on Saturdays. There are also regular online internet-based individual and team discussions.

Testimonials

“People are diverse; jobs are diverse – your only way to be successful is an education that addresses…diversity! This program has done just that for me. It is great to be equipped with an arsenal of tools to address any issues on the work floor with confidence. This program will elevate anyone from good to great!”

“The Watertown Organizational Leadership pro- gram is an enriching program that has allowed me to achieve personal and professional goals. The practical concepts and theories explored are relevant to beginning or seasoned leaders. I wish I had done this ten years earlier.”

“The topics covered in the Organizational Leadership program are timely and relevant to issues impacting organizations today. This program has given me the tools to implement strategies in my daily work and has made me a better leader.”

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Admission to this program is a competitive process, with candidates (students) admitted in cohorts. Visit the website http://education.ua.edu/academics/elpts/edle/ma/. Read more
Admission to this program is a competitive process, with candidates (students) admitted in cohorts.

Visit the website http://education.ua.edu/academics/elpts/edle/ma/

Application Process

Visit the UA Graduate School website where you will:

- Complete the online application http://graduate.ua.edu/application.

- Submit official GRE or MAT scores.

- Submit official transcripts from all previous post-secondary institutions attended.

- Submit a statement of purpose.

- Submit 3 letters of recommendation (one from your principal or supervisor).

Due Date for Applications

Applications for admission will be due in the Department of Educational Leadership, Policy & Technology Studies by April 1 for entry into a cohort that will begin the program in the subsequent summer. All applications for entry into a cohort that will begin in the spring are due November 1, and all applications for entry into a cohort that will begin the subsequent fall will be due in the Department of Educational Leadership, Policy & Technology Studies by July 1. All applicants for this program must provide a Supplemental EXP completed by their current and/or previous school system(s) verifying at least three full years of full-time, acceptable professional educational experience including at least one full year of full–time P-12 teaching experience. The original notarized form(s) should be sent to:

Dawn Bryant
Student Services & Certification
College of Education
The University of Alabama
Box 870321
Tuscaloosa, Al, 35487-0231

Portfolio

In addition to the general application materials required by the University of Alabama Graduate School and the Department of Educational Leadership, Policy & Technology Studies, applicants must construct an application portfolio, as required by Ala. Admin. Code §290-3-3-.48(1)(b). For entry into a cohort beginning in the Summer Term, the application portfolio is due in the Department by April 1. For entry into a cohort beginning in the Spring Term, the application portfolio is due in the Department by November 1. For entry into a cohort beginning in the Fall Term, the application portfolio is due in the Department by July 1.

The application portfolio must contain the following items:

- Three letters of recommendation, including one from the applicant’s principal or supervisor;

- Completed copy (all forms) of most recent performance appraisal to include the professional development component if available;

- Evidence of ability to improve student achievement;

- Evidence of leadership and management potential including evidence of most recent accomplishments in the area of educational leadership;

- Summary statement of applicant’s reasons for pursuing instructional leadership certification;

- Summary statement of what the applicant expects from the program; and,

- The applicant’s vitae.

Items should be placed in a large envelope in the order of the above list, have divider pages between items, and mailed to Vanessa Williams, The University of Alabama, Box 870302, Tuscaloosa, Alabama 35487-0302 or hand-delivered to 301 Graves Hall (main campus) or to the UA Gadsden Center.

Assessment Center

The purpose of the Assessment Center is to first fulfill the regulatory requirement of a face-to-face interview with each applicant. The Assessment Center will also include other activities designed to provide additional information, particularly with respect to candidate dispositions and candidate writing skills, to adequately assess candidate aptitude for instructional leadership.

Scheduled Assessment Centers appear below. Candidates electing to participate in an Assessment Center at the Gadsden Center should contact Dr. Brenda Mendiola ().

Cohort Numbers

Cohorts will be limited to twenty-five participants at two locations: Tuscaloosa (main campus) and at the UA Gadsden Center. Additional cohorts will be admitted at either location, if there are sufficient eligible candidates and available faculty members.

Program of Study

The program of study for the Master of Arts Degree in Educational Leadership, leading to initial certification in Alabama for Instructional Leadership, will be composed of thirty (30) semester hours of coursework, including the following courses:

AEL 520: Leadership for Communities and Stakeholders (3 semester hours)
AEL 521: Leadership for Continuous Improvement (3 semester hours)
AEL 522: Leadership for Teaching and Learning (3 semester hours)
AEL 523: Human Resource Development (3 semester hours)
AEL 524: Ethics and Law (3 semester hours)
AEL 525: Management of Learning Organizations (3 semester hours)
AEL 526: Data-Informed Decision-Making (3 semester hours)
AEL 527: Internship in Instructional Leadership (3 semester hours)
BER 540: Quantitative Research; Statistics (3 semester hours)
BEF graduate-level Foundations Course from approved list (3 semester hours)
Total: 30 semester hours for Masters Degree in Educational Leadership

*Note: To receive certification at the “A” level, students are also required to have taken a special education survey course (SPE 300 or SPE 500 or the equivalent). If students have taken a special education survey course as part of the requirements for an earlier certificate, it will not have to be taken again. If students have not taken a special education survey course for an earlier certificate, SPE 500 must be taken in addition to the 30 semester hours detailed above.

Field experience objectives, including progression from observation through participation to leading behaviors, will be embedded in each course and assessed by the faculty member of record for each course. Throughout this program, instructional activities are aligned with instructional objectives. The faculty member of record has the responsibility of assigning the LiveText assessment (1, 2, 3, 4) for each objective, and instructional activities will also generate documentation for the electronic portfolio aspect of LiveText, which will append to the assessment ratings.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. Read more
At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. The online course focuses on e-Learning design and development, enabling you to develop applications that are learner-centred.

The MSc eLearning Technology draws on the University’s extensive experience in distance-learning, this online Master’s focuses on designing and developing e-Learning, equipping you to develop effective, learner-centred applications.

Why choose this course?

-Gain a master's degree in one year full-time or at a pace that suits you through online study
-Chose from two different routes depending on your qualifications: an advanced programme for Computer Science graduates - or a route for other graduates that combines foundation modules with options from the advanced modules
-Flexible online learning allows you to fit study around your other commitments, without travel and accommodation costs
-Gain an internationally-recognised master's degree from the UK's University of Hertfordshire
-Benefit from the same academic standards and quality control procedures as our equivalent on campus course
-We have an excellent track record in research, with over half of our outputs rated at world-leading or internationally excellent in REF 2014, the most recent national assessment.

Careers

Our online masters programme is designed to give graduates the up-to-date skills and knowledge sought after by employers, whether in business, industry, government or research.

There are many opportunities within the rapidly growing e-Learning industry for technical staff who are highly skilled in the application of advanced IT techniques to e-Learning design.

Typical roles could be those found in traditional IT development projects such as Business Analyst, Programmer, User-interface Designer, Quality Controller or Project Manager. Alternatively there are more specialist roles such as Instructional Designer or Learning Technologist.

Teaching methods

Our online degree programmes are taught 100% online when studied independently, or supplemented by tutorial support when studied at a local study centre run by one of our online partners. Find out more about Tutored eLearning. Assessment is by coursework and online tests.

You will participate in the learning experience through the University's on-line learning environment, StudyNet. You will receive learning materials, take part in discussions and submit your assignments online. Additionally, you will receive study resources such as e-books and any specialist software. You will have access to the University's extensive online library facilities, or be able to visit in person if you so choose.

The amount of study time required is no different from that needed for an on campus programme. You should expect to spend at least 30 hours per week if studying full-time, and in proportion if part-time.

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