Learning Design and Technology
Learning Design and Technology
*C. Ho, PhD (Chair)—educational technology and distance learning
Cooperating Graduate Faculty
D. Lassner, PhD—communication and information sciences
Degree Offered: MEd in learning design and technology, PhD in learning design and technology, GCERT Online Learning and Teaching, Dual Master’s Degree program with Library and Information Science (LIS), GCERT Learning Design and Technologies for Teachers
The Academic Program
For half a century, the Department of Learning Design and Technology (LTEC) has provided dynamic and high quality programs for educators seeking innovative ways to create effective teaching and learning environments that integrate emerging technologies. To meet the needs of lifelong learners, LTEC offers diverse programs and courses for graduate students as well as courses to meet the needs of undergraduate students. Students in the LTEC program may be upgrading current capacity as educators or seeking new career paths, often moving into leadership positions as a result of their educational experiences.
The department’s main target group is post-baccalaureate students committed to the improvement of instruction and learning across the educational spectrum, including PreK-12, post-secondary, workplace, and informal educational settings. The field of educational technology is delineated by the definition developed by its professional association, the Association for Educational Communications and Technology (AECT): “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” AECT standards for professional programs guide the curriculum and core assessments.
A major strength of the department is its role in developing the educational and research expertise needed for the digital age, contributing to workforce development and technology innovation at the local, national, and global levels. Educational technology, with its multi-disciplinary focus on such areas as distance education, interactive multimedia and educational gaming, design of engaging learning environments, participatory and social learning communities, cognition and computing, and research into effective learning and teaching strategies through emerging technologies, puts the LTEC department at the forefront of developments in 21st century education.
LTEC graduates are found in many learning environments including PreK-12 and higher education, government, business, industry, military, health occupations, museums, and other non-profits. Types of careers include: technology training, support and management, instructional design, eLearning development, website development, distance learning management, educational video production, multimedia authoring, performance improvement, project management, adult education and training, and teaching and research.
Student Organization – aectHI
aectHI is an active organization open to anyone interested in learning design and technology. The chapter is an official affiliate of the department’s professional organization, the Association for Educational Communications and Technology (AECT) and is a recognized UH Manoa registered independent organization (ROI). Members of aectHI participate in professional development activities and social networking. For more information, contact the LTEC department office.
LTEC graduate programs are offered at master’s, PhD, and graduate certificate levels. Online options are available at the master’s and certificate level, while campus-based programs include the master’s and PhD, with the PhD offering an alternative schedule program with weekend and summer options.
LTEC has a commitment to provide theory and research-based, yet practical educational programs. The graduate programs place emphasis on applications and evaluation of technology in educational settings rather than simple technical skills. All LTEC programs have been designed to encourage intellectual excellence and participation in a scholarly community. Emerging technologies are actively deployed to support scholarly networking as well as learning and teaching. A set of strong objectives has been established, and appropriate activities devised to ensure high levels of competencies of program graduates.
LTEC graduate programs adhere to the general information, policies, requirements, and procedures of Graduate Education. Students interested in graduate study should refer to the "Graduate Education" section in this Catalog.
Master of Education in Learning Design and Technology
The MEd in Learning Design and Technology is offered in both campus-based and online versions. Both involve face-to-face and online experiences (known as hybrid). These programs are designed to accommodate busy professionals with evening hours for live sessions, whether online or face-to-face.
Students should indicate their preference of campus-based or online when applying. There is no automatic transfer between these programs after admission.
Admission to the learning design and technology program is only for the fall semester. Applications may be filed with Graduate Education beginning October 1 until the deadline of February 1 for the following fall semester. Students must meet the requirements set by Graduate Education. Because the number of students who can be admitted is limited, the admission process is highly competitive and meeting the minimum established criteria does not guarantee automatic admission.
In addition to the application materials required by Graduate Education, prospective students must also submit the following directly to the LTEC Department (see LTEC web page for additional details):
Students are not required to have an undergraduate degree in education or educational technology to enter the master’s program. However, students without a previous background in education or with limited skills in technology are advised to consider taking a course in educational technology prior to entering the program to determine match for skill sets and interests.
The master’s program requires a minimum of 33 semester credit hours, with six required and five elective LTEC courses. The LTEC MEd is cohort based, with students only admitted in fall term each year as part of a group that takes initial classes together. In a cohort model, students enroll in a series of core courses, beginning and ending the series together. Such an approach helps build community and support structures within the program. Students work with like-minded professionals to achieve a common goal. Students are required to take two core courses each in their initial fall and spring semesters; these typically meet on Tuesday and Thursday evenings. Elective courses are offered in every semester and may be taken online or on campus. All students are required to have access to a laptop computer with internet access to meet program requirements.
The set of required LTEC courses provides each educational technology major with a solid foundation in technology, instructional design, learning theory, and research and evaluation. After the four core courses in the initial year have been completed, each student will be evaluated to determine whether he or she is making satisfactory academic progress and is prepared academically and in other ways for the continuation in the program. Poise, personal dispositions, attitude, and communication skills as well as substantive progress in course work are significant components in the overall evaluation. If advancement to candidacy is recommended, students will be allowed to begin work on their master’s project. The program culminates with student presentations of a final master’s project at a professional conference in their final year.
Dual Master’s Degree Program
Students may pursue a Master’s in Learning Design and Technology and a second master’s concurrently in Library and Information Science. Students enrolled in either program may apply for admission in the other degree program. The dual master’s option allows sharing of many elective courses. For more information, contact an advisor in LTEC or LIS.
Doctor of Philosophy (PhD) in Learning Design and Technology
The PhD in Learning Design and Technology is designed to prepare influential professionals in the field of educational technology and the learning sciences. The program is research focused, designed to prepare future faculty and education leaders. Scholars in the field explore the uses of innovative media and technologies for education, studying aspects from student learning and cognition to impacts on individuals and institutions. The field provides the research base for effective utilization of new media in education and by default is interdisciplinary in its approaches and theories. From the beginning, students are expected to actively engage and contribute to the field through publication, conference presentations, and applied instructional projects. The PhD program is designed to enhance and facilitate educational, social, and economic growth locally, nationally, and internationally with a pool of highly qualified educational scholars and leaders.
Admission to the Learning Design and Technology PhD program is only for the fall semester. Applications may be filed with Graduate Education beginning October 1 until the deadline of February 1 for the following fall semester; international students must file by January 15. Applicants are required to submit scores for the Graduate Record Examination (GRE) except for students who received the MEd from the department.
In addition to the application materials required by Graduate Education, prospective students must also submit the following directly to the LTEC office (see LTEC web page for additional details):
Because the number of students who can be admitted is limited, the admission process is highly competitive and meeting the minimum established criteria does not guarantee automatic admission. The program requires applicants to hold a master’s degree. A degree in educational technology is not required to enter the PhD in LTEC. Students without such a degree or equivalent experience may be required to complete additional course work.
The LTEC program requires a minimum of 40 credit hours of course work and completion of a scholarly research project written as a dissertation. The LTEC PhD program is aligned with Association for Educational Communications and Technology (AECT) standards. Courses are offered in an alternative schedule format, requiring limited weekends and summer study on campus, with online sessions offered in the evenings to support working professionals. Schedule details may be found on the College of Education website.
First and Second Year Requirements
LTEC doctoral students are part of a cohort experience that requires a minimum of two courses each semester during the first and second year. Students not able to commit to attending, including online sessions on Monday and Wednesday evenings and weekend sessions on campus, will not be accepted into the program. Students must also attend a one-week session on campus during the summer for each of the first two years in the program. Students typically take a seminar or design course as well as a research course in each of the fall/spring semesters of the first two years. Full time students may add an elective course to the two required core courses. Additional detail on courses and schedules may be found on the College of Education website.
Elective courses are planned with the student’s advisor to meet both program requirements and personal goals. Students are able to select from a wide range of LTEC graduate courses, including online options for electives. After the first two years, students are required to enroll for a minimum three-credit seminar each fall and spring until achieving candidate status and having approval from the Office of Graduate Education to enroll in dissertation credits (LTEC 800). All students must have internet access to meet program requirements.
Graduate Certificate (GCERT) in Online Learning and Teaching (COLT)
The Graduate Certificate program is a 15-credit, fully online post-baccalaureate program. The purpose of COLT is to develop competent online instructors and instructional designers. COLT provides those who desire to deliver learning at a distance with the foundational knowledge and skills required to design, develop, and implement effective materials for online learning. Although targeted for Hawai‘i’s educators, this program will also appeal to online educators throughout the Asia-Pacific. Participants learn the skills necessary to be successful online teachers and online learners. Within the certificate program, students learn to create, use, and manage appropriate technological processes and resources to understand and deploy effective, efficient, and engaging online learning environments.
The certificate prepares participants to apply the theories, principles, models, tools, and techniques associated with online teaching in diverse educational settings. Throughout this completely online certificate program, participants have numerous opportunities to integrate their professional experiences into their learning, apply course assignments to their current professional activities, and actively engage with other professionals in the development of these proficiencies.
The COLT program has been endorsed by the Association for Educational Communications and Technology (AECT). Course objectives and assessments are framed by standards developed by AECT to ensure relevance and quality.
Admission to the COLT program is available for any semester with applications due March 1 for the following summer or fall, and November 1 for spring admission. Students must meet the requirements set by Graduate Education for admission. Students should select "Online Learning and Teaching" as the major on the graduate application form.
In addition to the application materials required by Graduate Education, prospective students must also submit the following online (see LTEC web page for additional details):
Because the number of students who can be admitted is limited, the admission process is competitive and meeting the minimum established criteria does not guarantee automatic admission. A previous degree in educational technology is not required to enter the COLT program. Students without previous online learning experience should take Introduction to E-Learning (LTEC 612) as their first course in the program. The certificate program does not generally accept waivers for tuition.
The COLT Graduate Certificate is comprised of three 3-credit required courses, plus two additional 3-credit elective courses. The five courses are designed to cover a range of competencies to educate candidates in understanding, designing, and delivering online learning. All courses for the COLT program are offered fully online. Courses follow the UH Mânoa semester schedule, and are offered in fall, spring, and summer semesters. Some courses may require attendance at live online sessions in the evenings. Students may opt for campus courses for electives but this is not required.
Required courses include: LTEC 612, 632, and 673. Students select two electives with approval of the COLT advisor. The electives may be chosen from among the rich array within the department’s graduate courses. Courses must relate to the overall goals of the certificate but are designed to meet the specific needs and objectives of the individual student. Students complete a culminating project in LTEC 632 after all other course requirements have been met. COLT students are required to have access to a laptop computer with internet access to meet program requirements.
Graduate Certificate (GCERT) in Learning Design and Technologies for Teachers (TeachTech)
This new Graduate Certificate program is a 15-credit, fully online post-baccalaureate program. The purpose of TeachTech is to provide professional development for K-12 teachers in teaching digital-age students who will need 21st Century Skills for their future careers. Modeled after the department’s successful Graduate Certificate in Online Learning and Teaching (COLT), TeachTech prepares teachers with practical classroom technology skills while meeting common core standards. TeachTech is also appropriate for those with instructional roles beyond K-12.
Admission to the TeachTech program is available for any semester with applications due March 1 for the following summer or fall, and November 1 for spring admission. Students must meet the requirements set by Graduate Education for admission. Students should select “Learning Design and Technology for Teachers” as the major on the graduate application form. In addition to the application materials required by Graduate Education, prospective students must also submit the following online (see LTEC web page for additional details):
Because the number of students who can be admitted is limited, the admission process is competitive and meeting the minimum established criteria does not guarantee automatic admission. A previous degree in educational technology is not required to enter the TeachTech program.
As required for all Graduate Certificate programs, the TeachTech course sequence will require students to complete five three-credit courses (total 15 credits) to earn the certificate. Three courses must be at the graduate level and are required. Each has a curricular focus on K-12 except the practicum that is tailored to individual student’s projects and interests. All students must have approval for electives or substitutions from the TeachTech faculty coordinator.
Required courses include:
TeachTech requires successful completion of a culminating project in the capstone course LTEC 689. This project includes development of a standards based electronic portfolio that showcases instructional products and teaching/training strategies that result from course assignments and projects. The certificate student will be expected to write a paper suitable for presentation at a professional conference related to their products from the certificate program.
Transfer Credit and Dual Programs
TeachTech students are required to have access to a laptop computer with Internet access to meet program requirements.
Please note: This Catalog was prepared to provide information and does not constitute a contract. The University reserves the right to change or delete, supplement or otherwise amend at any time and without prior notice the information, requirements and policies contained in this Catalog.
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