Addendum to 2019-2020 Catalog
Addendum Publication Date: July 2019
Master of Education in Educational Technology & Learning Design
Concordia’s Master of Education in Educational Technology & Learning Design offers educators in an array of professional fields a comprehensive understanding of the theories and skills needed to create learning environments which optimize the use of technologies. Professional core classes review theories and emerging issues which have surfaced regarding the integration of technologies, while also helping candidates gain proficiency in the ability to research and evaluate those technologies with a lens toward cultural and spiritual equity.
- Designing and implementing curriculum or learning initiatives that reflect current knowledge of research and trends in technology and academic content for all learners.
- Consulting, being able to assess learning environments, and making appropriate, research-based recommendations for improving learning design, learner experience and learning outcomes through the integration of technology.
- Providing leadership that encourages technological interventions for learners through effective mentorship of professionals responsible for instruction, that is responsive to individual and community diversity.
- Providing leadership to support colleagues in the selection, utilization and evaluation of technologies in learning environments; an aptitude to also assess and correct inappropriate uses of technology for learning.
- Developing a personal capacity for continuous improvement in understanding and utilizing technology by practicing a regimen of daily habits that incorporate research and collaboration with other practitioners.
Admission requirements for each graduate program at Concordia University are listed at: https://www.cu-portland.edu/admission/admission-requirements/graduate-students. The requirements may include but may not be limited to:
- An online application
- Confidential Letters of Recommendation
- Official Transcripts
- Letter of Intent
- Résumé or Work History Form
- Sample of applicant's scholarly writing
International applicants should refer to the International Graduate Admission Requirements section for additional requirements.
Courses Allowed as Transfer
The following are the specific courses which might be transferred in for the M.Ed in Educational Technology & Learning Design degree:
- EDET 508 LEARNING THEORY FOR EDUCATIONAL TECHNOLOGY
- EDET 520 RESEARCH AND EVALUATION OF EDUCATION TECHNOLOGY
In order to graduate from any Master of Education (M.Ed.) program at Concordia University-Portland, the following requirements must be met:
- A completed Application for Graduation
- Successful completion of the minimum semester credits required in the chosen major
- Successful completion of all courses required in the chosen major
- At least a 3.0 cumulative GPA has been earned
- All required courses have been completed with a grade of "B-" or better
- No grade below a “B-” will be accepted in a course that counts toward completion of the program. Students who receive a “C”or lower in a required course must retake the course and earn a “B-” or higher for the course to count toward completion of the degree.
Master of Education in Educational Technology & Learning Design – 30 credits
|Core Requirements (15 credits)|
|EDET 501 - The Future of Learning with and through Technology||3|
|EDET 508 - Learning Theory for Educational Technology *||3|
|EDET 509 - The Evolving Landscape of Educational Technology||3|
|EDET 510 - Culture and Equity with Educational Technology||3|
|EDET 520 - Research and Evaluation of Educational Technology *||3|
|Concentration (12 credits)|
|See below for requirements||12|
|Capstone Requirements (3 credits)|
|EDET 598 - Educational Technology & Learning Design Capstone||3|
May be satisfied through Transfer of Credit.
Concentration Requirements - Select one (12 credits)
Corporate Training Concentration
The Corporate Training concentration for the M.Ed. in Ed Tech & Learning Design provides those working in business environments with the tools to facilitate the incorporation of the latest in learning design for improvements in corporate education. Candidates will consider the myriad ways that learning design permeates different industries and evaluate what is the best approach to serve and improve their given field. Candidates will also receive training in how to more effectively analyze technological tools and how to improve designs for the adult learner.
|EDET 530 - Opportunities in Online Corporate Training||3|
|EDET 531 - Models and Strategies for eLearning in Corporate Training||3|
|EDET 532 - Online Learning Management in Corporate Settings||3|
|EDET 533 - Technology Leadership in Corporate Training||3|
Online Higher Education Concentration
The Online Higher Education concentration for the M.Ed. in Ed Tech & Learning Design provides staff, faculty, and administrators working in higher education the opportunity to contemplate the interplay of technology and post-secondary instruction. They will examine the role that learning design plays with college populations, specifically given the growth of adult learners and the ubiquity of student technology use in classrooms. It will also provide a foray into learning design in the online environment.
|EDET 540 - Opportunities in the Online College||3|
|EDET 541 - Models and Strategies for Online College Course Rooms||3|
|EDET 542 - Online Learning Management in College Settings||3|
|EDET 543 - Technology Leadership in College Settings||3|
K–12 Education Concentration
The K–12 Education concentration for the M.Ed. in Ed Tech & Learning Design provides K–12 teachers, staff, and administrators the preparation necessary to assess the impact of technologies on children and adolescents. Candidates will become conversant in the issues facing districts and schools when it comes to technologies, and will practice both creative and analytical skills in order to grow into technology leaders who can serve their colleagues and broader student populations.
|EDET 550 - Educational Technology Opportunities in the K-12 Environment||3|
|EDET 551 - Models and Strategies for Educational Technology in K-12 Classrooms||3|
|EDET 552 - Integrated Technology Use in K-12 Classrooms||3|
|EDET 553 - Technology Leadership in K-12 Schools||3|
Department of Master of Education
M.Ed. Program Support
Concordia University + Faubion School - 250
EDET 501 THE FUTURE OF LEARNING WITH AND THROUGH TECHNOLOGY Credits: 3
The potential of technology to support educational aspirations seems boundless. In the past twenty years, innovations previously only dreamed of have entered learning environments. This initial course overview the landscape of learning with technology, analyzing key breakthroughs in technological integration while also examining noted missteps. It will introduce the program expectation of maintaining a balance of curiosity and skepticism with new technologies in order to better serve the needs of learners across the educational spectrum.
EDET 508 LEARNING THEORY FOR EDUCATIONAL TECHNOLOGY Credits: 3
Effective educational technology use builds on the foundation of many operative learning theories commonly leveraged in most educational programs. Candidates will examine more closely the learning theories that have emerged in the last 30 years and evolved alongside the rapid deployment of educational technology, asking questions about the nature of cognitive load, the potency of multimedia design, and whether the human mind can be molded differently by the affordances of new tools.
EDET 509 THE EVOLVING LANDSCAPE OF EDUCATIONAL TECHNOLOGY Credits: 3
The rapid development of new technologies—including social media, virtual and augmented reality, and artificial intelligence—has challenged educators to adapt their practice. This reality of teaching in a digital world is further complicated because in many cases, new technologies create as many problems as they portend to solve. This course conducts a review of the immediate past while also looking to potential future impacts of technologies in education.
EDET 510 CULTURE AND EQUITY WITH EDUCATIONAL TECHNOLOGY Credits: 3
This course explores a variety of lenses through which to evaluate instructional tools and environments. Candidates will both explore frameworks for understanding culture and equity in teaching—such as critical race theory and culturally responsive pedagogies—as well as discuss ways in which particular instructional tools and learning environments may provide access to equitable learning for diverse groups of learners. Discussion will primarily be centered on potential issues in candidates’ professional and learning contexts.
EDET 520 RESEARCH AND EVALUATION OF EDUCATION TECHNOLOGY Credits: 3
Educational technology research skills are critical to practitioners who will be tasked with serving as regional experts on the use of new technologies. This course provides an overview of a range of research methods that can be used for data collection, such as survey use and participant observation. Candidates will create their own evaluation scheme that they can use in their learning environment. They will be evaluated on their ability to assess different technologies.
EDET 530 OPPORTUNITIES IN ONLINE CORPORATE TRAINING Credits: 3
Explore current issues facing organizations who are responsible for training their workforces to perform efficiently according to common mission, vision, and legal rules and regulations. Candidates will gain a real-world understanding of barriers and opportunities to learning from employer and employee perspectives. Topics explored include performance improvement, legal compliance, insourcing versus outsourcing training, adjusting to demand and rapid change, and return on investment in corporate training.
EDET 531 MODEL AND STRATEGIES FOR ELEARNING IN CORPORATE TRAINING Credits: 3
Review models and strategies used specifically for eLearning that are focused on stand-alone (no instructor), self-paced, asynchronous, online learning environments. Candidates will gain understanding of the psychology of eLearning within this context and how to provide online training to achieve learning goals. Topics explored include andragogy, knowledge-skills-abilities (KSAs), stand-alone environments, competency-based learning, problem-based learning, multimedia learning, and eLearning assessment strategies.
EDET 532 ONLINE LEARNING MANAGEMENT IN CORPORATE SETTINGS Credits: 3
Learn about the management of online learning in organizations that deliver corporate style eLearning to employees. Candidates will gain understanding in how human resources, legal, and information technology departments work together to deliver and track training initiatives, and how data-driven reporting is used for corporate leadership decision-making. Candidates will also explore how eLearning initiatives are managed. Topics include corporate learning management systems, human resource systems, eLearning development tools and processes, and compliance tracking and reporting.
EDET 533 TECHNOLOGY LEADERSHIP IN CORPORATE TRAINING Credits: 3
Evaluate a real-world corporate training program to determine its effectiveness, goal attainment, and employee perspectives. Based on each candidate’s evaluation, candidates will create unique written program improvement plans that include needs assessments, gap analyses, change recommendations, project management plans, and testing plan.
EDET 540 OPPORTUNITIES IN THE ONLINE COLLEGE Credits: 3
Explore current issues facing colleges and universities that are responsible for delivering instructor-led online learning to students in remote settings. Candidates will gain a real-world understanding of barriers and opportunities in online higher education from college and student perspectives. Topics explored include faculty governance, differences in modalities, differences in student populations, cost of instruction, adjunct faculty, accreditation for online programs, and how to determine quality of the online learning experience.
EDET 541 MODELS AND STRATEGIES FOR ONLINE COURSE ROOMS Credits: 3
Review models and strategies used in online college courses that are focused on instructor-led, socially interactive, synchronous and/or asynchronous, online learning environments. Candidates will gain understanding of the psychology of online learning within this context and how to provide online learning that meets approved goals and objectives. Topics explored include andragogy, online student and instructor roles, online presence and voice, directed versus student-led learning, interactive content, student support, and online assessment strategies.
EDET 542 ONLINE LEARNING MANAGEMENT IN COLLEGE SETTINGS Credits: 3
Learn about the management of online learning in colleges that deliver instructor-led courses. Candidates will gain understanding in how faculty and support teams work together to deliver online curriculum, and how data-driven reporting is used for leadership decision-making. Candidates will explore how the development of online college courses are managed. Topics include higher education learning management systems, student information systems, online faculty management, instructional design processes, and online course data storage and archiving.
EDET 543 TECHNOLOGY LEADERSHIP IN COLLEGE SETTINGS Credits: 3
Evaluate a real-world online college degree program to determine its effectiveness, goal attainment, and instructor and student perspectives. Based on each candidate’s evaluation, candidates will create unique written program improvement plans that include needs assessments, gap analyses, change recommendations, project management plans, and testing plan.
EDET 550 EDUCATIONAL TECHNOLOGY OPPORTUNITIES IN THE K-12 ENVIRONMENT Credits: 3
Leveraging educational technology in a K–12 environment is an opportunity to engage enthusiastic learners with tools that can accelerate their learning. At the same time, consumer technologies have proliferated extensively and educational technologies have expanded to the point that schools might not know what the best options are for student learning needs. This course will review how to evaluate technologies for use in the K–12 classroom, through case study analysis of those tools.
EDET 551 MODELS AND STRATEGIES FOR EDUCATIONAL TECHNOLOGY IN K-12 CLASSROOMS Credits: 3
While educators can wait for the consumer marketplace to develop a solution to fit the pedagogical demands of a classroom, it may be more useful for an educator to design their own. Candidates will be guided through a Design Thinking process to use empathy work in order to assemble a prototype from existing resources that they can test in their learning environment.
EDET 552 INTEGRATED TECHNOLOGY USE IN K-12 CLASSROOMS Credits: 3
Building off of the prototypes developed in the previous course, students will collect qualitative and quantitative data to determine how their solutions addressed the problems analyzed. After testing and reflection, candidates will be guided through a process of determining how the use of their technology supports the pedagogy and learning. Candidates will engage in conversations about fostering Technological Pedagogical Content Knowledge (TPCK) - the interconnecting of technological expertise with pedagogical mastery in a K-12 setting.
EDET 553 TECHNOLOGY LEADERSHIP IN K-12 SCHOOLS Credits: 3
Building strength and skill in educational technology will result in candidates becoming valuable resources outside the classroom for their colleagues and administrative leaders. This course will underscore the methods for an M.Ed. graduate to apply the skills learned in this concentration to regularly support other educators, both inside and outside their schools, to positively influence and support decision-making regarding innovative pedagogy, technology programs, and student success.
EDET 598 EDUCATIONAL TECHNOLOGY & LEARNING DESIGN CAPSTONE Credits: 3
Candidates have the opportunity to develop a project, portfolio or even a technology to demonstrate their mastery of program components. They will use accumulated resources to create a comprehensive and summative assessment product. In some cases, it might make the most sense to craft a district-wide technology plan, while in others, the development of a portfolio of e-learning modules would be the most practical. Professors will work with candidates to create an appropriate summative experience.