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Educational Technology and Learning Design

Master of Arts

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. This 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.

Admission Requirements

Applicants must satisfy the University admission requirements as stated in Graduate General Regulations 1.3 in the SFU Calendar. In exceptional circumstances, applicants who do not meet these requirements may be considered if superior scholarly or professional achievement is demonstrated.

Admission is granted to a specific degree and to a particular program or specialization. Application information is available from the Faculty of Education. Depending upon completed academic course work, students may be admitted conditionally upon completing Faculty of Education prerequisite courses.

Program Requirements

This program consists of courses and a thesis for a minimum of 42 units.

Students must complete

EDUC 864 - Research Designs in Education (5)

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
G031 Magally Constant
EDUC 890 - Educational Media as Foundations of Curriculum (4)

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.

EDUC 891 - Learning Design in Technology-Mediated Environments (4)

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.

Section Instructor Day/Time Location
G001 Laura D'amico
Th 4:30 PM – 8:20 PM
SRYC 3280, Surrey
EDUC 892 - Cognitive Tools and Multimedia Learning (4)

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.

EDUC 893 - Organizational and Social Aspects of Learning Technology Design (4)

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

EDUC 863 - Quantitative Methods in Educational Research (3)

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.

EDUC 866 - Qualitative Methods in Educational Research (5)

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.

and a thesis

EDUC 898 - Master's Thesis (18)

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.

Section Instructor Day/Time Location
G001 TBD
G002 TBD


Normally, before the fifth course, a master's thesis research plan is presented to the tenured or tenure track member of the faculty whom the student proposes to be supervisor. The supervisor and at least one other faculty member chosen in consultation with the supervisor constitutes the supervisory committee. The master's thesis is examined as prescribed in Graduate General Regulations 1.9 and 1.10.

Program Length

Students are expected to complete the program requirements within nine terms.

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.