Summer 2019 - EDUC 935 G001

Learning Design Demonstration of Mastery

Class Number: 1536

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA

  • Prerequisites:

    EDUC 864, EDUC 890, EDUC 891, EDUC 892, EDUC 893. Corequisite: EDUC 934.



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.


Each student will publicly demonstrate a major new technology-enhanced learning design (such as a course, workshop series or game) similar in kind but larger in scope than assignments developed in the prerequisite core courses in the ETLD M.Ed. proram. Design artifacts and a design rationale document will be submitted to demonstrate mastery of principles, ideas and skills acquired in at least three of the preceding core courses. Students’ learning designs will each be evaluated by two program faculty members, with regard to appropriate application of design principles and skills gained in preceding core courses.


Demonstrate substantive transfer of principles, skills and knowledge gained from a minimum of three core courses in the ETLD M.Ed. program a new, original technology-enabled learning design of substantial scope.


  • Satisfactory/Unsatisfactory


Grades for each will be determined by two ETLD faculty members.


To achieve a grade of S (satisfactory), evaluators must agree that the students’ work meets all of the following criteria:  

Design Rationale Document:

  • The target audience and context of use are clearly identified
  • The problem of learning which the design addresses is non-trivial and convincingly documented (through assessment conducted by the student, through research literature, or both)
  • Learning objectives are clearly articulated
  • The design integrates technology tools that are practical in the intended context of use and whose affordances are appropriate for the problem of learning addressed
  • Artifacts (e.g., web site, videos, lesson/unit plans) are submitted on time and in good order for assessment (i.e. no broken links, invalid logins or software bugs that interfere with a thorough evaluation)
  • Design rationale are discussed in detail, with explicit and appropriate links to principles and concepts introduced in at least three of the preceding core courses
  • Planned learning activities directly support achievement of intended learning objectives
  • Choice and use of technology tools meaningfully support the planned learning activities and intended learning outcomes
  • A practical plan for assessing learning is included (e.g. evaluation rubrics or quizzes)
  • The length limit is respected
  • Current APA formatting conventions are followed           
Presentation: Presentation is well organized, clearly delivered, and effectively communicates the target audience, problem(s) of learning to be addressed, the thinking behind the design, and plan for assessment of learning. Key design artifact(s) are demonstrated, and the time limit is respected.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University.