Master of Arts, Master of Education

MA, MEd in Educational Technology & Learning Design

Method of delivery:
In-person
Applications open:
October 17, 2022
Applications close:
December 20, 2022
Next start date:
September 2023

Learn research-based approaches to designing learning technologies, planning for their use and evaluating their impact on learning.  

Program Overview

Designed For

Working professionals, exploring careers in schools, universities, corporate training, R&D labs, informal learning environments and beyond.

Program Structure

  • Complete an MEd or ladder to an MA (with faculty approval)
  • Blended delivery that combines in-person and online activities
  • Designed for working professionals with in-person classes generally held on Tuesday/Thursday evenings or on weekends
  • Excelerated pace for those who do not work full time (may take up to two core courses per term)

Intake Schedule

Next Start Terms
Fall 2022 (applications closed)
Fall 2023

Program Design & Courses

Program Design

In this program you will learn research-based approaches to designing learning technologies, planning for their use and evaluating their impact on learning.

The program features:

  • Small classes that encourage personal mentoring from expert professors
  • Project-centered course work that relates to your workplace or research goals
  • Networking with a tight-knit cohort of students from diverse backgrounds (Computing Science, K-12, Higher Education, Industry)
  • Opportunities to participate in cutting-edge research projects on computer-supported collaborative learning, cognitive tools, and digital games for learning
  • Participation in the non-credit Program Institute, a conference held in the Fall term.

transfer between the MA and MEd degree

Students wishing to switch from the MA route to the MEd route must approach their pro-tems or senior supervisors, and complete the appropriate forms with them.

Switching from the MEd to the MA degree route is more complex, because producing an MA thesis in a timely way requires strong writing ability, a clear plan and committed advisement. To ensure that all three are in place, the following procedure will be observed:

  • Students should ordinarily have completed EDUC 890, 891 and 864 before applying to switch from MEd to MA. At this point they must consult a prospective advisor for the thesis. If this faculty member is other than the pro-tem advisor, the pro-tem advisor should be informed.
  • In consultation with the prospective thesis advisor, the student will then prepare a written thesis proposal. This will be a minimum of 15 pages in length, and will include a) a critical review of literature relevant to the study proposed, b) a description of the methodology to be used, and c) other elements as determined by the proposed faculty advisor.
  • The proposal must be approved by two faculty members (the prospective supervisory committee) before the degree-route change form is submitted to the Graduate Programs office.

If any of these conditions are not met, the change of degree route will not be approved.

Courses

MEd and MA students both complete:

FALL EDUC 890-4 EDUCATIONAL MEDIA AS FOUNDATIONS OF CURRICULUM

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.

SPRING EDUC 892-4 COGNITIVE TOOLS & MULTIMEDIA LEARNING

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.

SUMMER EDUC 891-4 LEARNING DESIGN IN TECHNOLOGY-MEDIATED ENVIRONMENTS

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.

FALL EDUC 893-4 ORGANIZATIONAL AND SOCIAL ASPECTS OF LEARNING TECHNOLOGY DESIGN

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.

SPRING EDUC 864-5 RESEARCH DESIGNS IN EDUCATION

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).

MEd students also complete:

SUMMER EDUC 934-4 LEARNING DESIGN DEVELOPMENT WORKSHOP

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.

SUMMER EDUC 935-0 LEARNING DESIGN DEMONSTRATION OF MASTERY

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.

A MINIMUM 5 UNITS OF ELECTIVE COURSE WORK CHOSEN IN CONSULTATION WITH SUPERVISOR.

MA students also complete:

EDUC 866-5 QUALITATIVE METHODS IN EDUCATIONAL RESEARCH

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.

OR

EDUC 863-3 QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH

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.

AND

EDUC 898-10 MA MASTERS THESIS

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.

EDUC 898 may be taken either concurrently with one of the above two courses or after all coursework is complete, but always until thesis is defended and submitted to library.

Course Challenge Policy

Course challenges are considered on a course by course basis. If you have taken a course at SFU or at another university that you believe fulfills the requirement of one of the core courses in your program or the required elective(s), follow this process:

  • Meet with your supervisor; she/he will coordinate this process.
  • Provide your supervisor with the course outline(s)/syllabus and, if possible, a copy of the table of contents annotated to identify what your course covered and/or a list of readings assigned in the course(s) you took that you believe fulfills requirements of the course(s) you are challenging.
  • Your supervisor will forward this information to the instructor(s) of the courses you are challenging. The instructor(s) will consult with your supervisor to determine the merit of your challenge.
  •  If your challenge is supported, your supervisor will provide to the appropriate ETLD program coordinator and the Director of Graduate Programs a brief written rationale and copies of material you submitted.

The Director of Graduate Programs must approve the course challenge(s). If approved, the materials you submitted and the instructor’s written rationale will be added to your student file.

Location

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Surrey

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

Faculty

The non-departmental structure of our Faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise. Meet some of the faculty members teaching in this program.

Future Pathways

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

  • Faculty members at universities and colleges
  • Corporate trainers
  • R&D labs
  • Educational consultants and analysts
  • Researchers

Further Studies

Student Experiences

Meet some Educational Technology & Design MA/MEd students and alumni.

  • "Courses offered resonated with my needs, and more importantly gave me the skills necessary to excel during the emergence on online learning environments."

  • "I’m grateful that my multi-disciplinary training affords me the opportunity to make connections bridging communications, publishing, liberal arts, business and education."

"As third generation alumni, I know firsthand the quality of SFU’s programs from a number of faculties. I was excited to discover the Education Technology and Learning Design program, a perfect bridge between aspects of my earlier work in adult education and digital living." 

Angela Crocker, 2018 MEd Graduate

LEARN MORE ABOUT THIS PROGRAM

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