Note: Course offerings subject to change. Current scheduling information available at go.sfu.ca or contact us at email@example.com. Consult your protem/supervisor prior to enrolling in courses outside your program.
This program is designed to offer flexibility for students by holding most classes in the late afternoon/evenings. Classes tend to be held on our Surrey campus.
The MEd and MA programs follow blended delivery models that combine in-person and online activities. In-person classes are held on evenings or weekends to accommodate employed students at our SFU Surrey campus. Core courses are generally held Tuesday and Thursday evenings.
Students who do not work full-time off campus may take up to two core courses per term to speed their completion. Students who work full-time are encouraged to register in no more than one course per term.
After MA students complete the required course work, they write and defend an original research-based thesis with supportive guidance by a faculty member.
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.
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.
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
Students also participate in the non-credit Program Institute (a conference held in the Fall term.)
a minimum 5 units of course work chosen in consultation with supervisor
A faculty-mentored workshop in which MEd students in Educational Technology and Learning Design produce a major new technology-enhanced learning design for a setting that interests them, to demonstrate their mastery of principles, ideas and skills acquired in the core courses. Students will have scheduled meetings with their instructor throughout the term to report progress and seek advice. Prerequisite: EDUC 864, EDUC 890, EDUC 891, EDUC 892, EDUC 893. Corequisite: EDUC 935.
A public demonstration of mastery of theories, principles and practices of technology-enhanced learning design covered in the core courses of the Educational Technology and Learning Design MEd program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 864, EDUC 890, EDUC 891, EDUC 892, EDUC 893. Corequisite: EDUC 934.
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.
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.
The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms. Graded on a satisfactory/unsatisfactory basis.
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