The Doctor of Philosophy Degree in Learning Technologies is a comprehensive program provides knowledge and skills in areas such as:
- instructional systems design,
- learning and instructional theories,
- instructional materials development,
- design of learning environments using various emerging technology-based systems and tools.
Graduates from our program assume academic, administrative, and other leadership positions. Academic positions include professors; technologists or directors at the school district level. Many students also go on to work in the private sector as designers, managers, and researchers at companies, as well as instructional evaluators.
Minimum Coursework Total (excluding dissertation): 63 hours
Department Requirements (Minimum 21 hours)
Foundations Requirements (9 hours)
- EDC 380F Sociocultural Foundations
- EDC 381F Introduction to Teaching & Teacher Education
- EDC 383F Curriculum Theory
Research Methodology Requirements (12 hours)
To be taken in sequence:
- EDC 381R Intro to Systems of Human Inquiry
- The following two courses (6 hours), in any order:
- EDC 385R Intro To Quantitative Research
- EDC 386R Intro To Qualitative Research
- One more advanced and specialized research methods course (either quantitative, qualitative or mixed) such as:
- EDC 385G Mixed Methods Design Based Research
- EDC 387R Survey Research
- EDC 388R Case Study
- EDC 388R Discourse Analysis
- EDC 388R Ethnographic and Qualitative Research methods
- EDC 388R Narrative and Oral Tradition
- EDP 380P 1-Measurement and Evaluation
- EDP 380P 4-Evaluation Models and Techniques
- EDP 382K 2-Correlation and Regression Methods
- EDP 382K 3-Factor Analysis
- EDP 382K 6-Structural Equation Modeling
- EDP 482K 1-Experimental Design and Statistical Inference
- EDP 384 4-Introduction to Survey Research
- EDP 384 16-Hierarchical Linear Modeling
- SOC 380L Social Statistics: Dynamic Models and Longitudinal Data Analyses
- SOC 384J Structural equation modeling
- SOC 385K Social Statistics: Discrete Multivariate Models
- SOC 385L Social Statistics: Linear Models and Structural Equation Systems
Directed Research Requirements (Minimum 12 hours)
All students in the doctoral program will take the following:
EDC 396 Doctoral Seminar: Learning Technologies (3 hours)
This course is designed for doctoral students enrolled in the Learning Technologies Program who have completed a certain amount of the coursework. Its goal is to help you proactively plan for timely completion of L.T. program coursework, program reviews, candidacy exams, formation of your dissertation committee, and your dissertation research area of inquiry.
EDC 396T Directed Research in Curriculum & Instruction* (9 hours)
*EDC 396T can be taken more than once for credit.
Specialization Requirements (Minimum 30 hours)
Students who have already taken courses similar to the required ones listed below and need course substitution should discuss with their assigned coursework advisor and then seek approval from the LT Program Area Advisor. In general, course substitutions are discouraged.
*Online and blended with a few face-to-face meetings
** Completely online
Required Courses (12 hours)
To be taken in Fall semester:
EDC 390T Instructional Systems Design*
This course provides an overview of the theoretical frameworks, current trends, and common concerns associated with the design and development of instructional materials. Students will investigate the theoretical, practical, and critical perspectives on instructional design as it is applied in a variety of educational contexts (i.e. K-12, higher education, and corporate training) and modes (i.e. face-to-face, hybrid, and online). Through reading, discussions, real-world design, practical application, and interactions with instructional design experts, students will become designers of effective and engaging learning experiences.
EDC 390T Foundations of Learning Technology**
This course is designed to introduce you to the field of learning technology by learning its history as well as the learning theories, paradigms, thought leaders, trends and issues that have shaped the field. The course is primarily online and involves both individual and collaborative work. Online class meetings will be held every 2-3 weeks to facilitate real-time discussions on the readings as well as opportunities for interaction with visiting experts in the field.
To be taken in Spring semester:
EDC 385G Interactive Multimedia Design and Production*
In this hands-on course, students will learn various new media based technology tools to create a Web-based application on a topic of their choice. Students will engage in the design and production process and work with a client in developing an interactive Web-based application; and industry standard technology tools on graphics, video, audio, animation, and Web development will be used in this course. By taking this course, students will not only develop and advance their technical skills, but also acquire the experience of engaging in the entire development process from a concept to a product in a real-world setting.
EDC 385G Teaching and Learning with the Internet**
This course examines the Internet’s capabilities for blended or face-to-face instruction, learning, professional development, and research. Students will understanding the historical context of uses of the Internet for teaching and learning, become a participant in the Internet, develop a critical framework for evaluating Internet/web uses in educational contexts, and interpret educational research that focuses on teaching/learning with the Internet/web.
Elective Courses (12 hours)
EDC 390T Advanced Instructional Systems Design*
Course includes advanced topics, theoretical frameworks and strategies for the design of instructional systems. Students will work in teams to design and develop an instructional product for an authentic client such as a state agency, school system, university, corporation or museum that meets specified criteria for quality.
EDC 385G Analysis of Research in Learning Technologies
The goal of this course is for students to get familiar with research in the field of technology for teaching and learning and develop one’s own research interest. Course activities include reading both major historic and contemporary topics in the field, evaluating emerging technology tools and learning environments to examine their potentials for teaching and learning, synthesizing selected research topics, and developing one’s own research topic that can be used for one’s dissertation.
EDC 385G Computer-Supported Collaborative Learning*
Explore current research, theories and strategies of computer-supported collaborative learning, Course includes Web-based activities focused on collaborative inquiry, collaborative writing, project-based learning and collaborative approaches to foreign language learning. Students design a collaborative learning activity using contemporary Web-based tools and environments.
EDC 385G Current Issues in Learning Technologies
EDC 385G Designs and Strategies for New Media*
This course is about human-computer interaction (HCI), and the emphasis is on examining and understanding the designs and strategies for new media through various evaluation and hands-on activities. We will examine the use of new media from the perspectives of information design, interaction design, and interface design and learn industry standard new media tools to illustrate our understanding. Developing such design and practical knowledge will enable students to become effective designers for creating and working with interactive technology applications for use in various setting: online, face-to-face, and hybrid.
EDC 390T Issues and Strategies For Technology Leaders
This course will examine the concept of a “technology leader” in the context of PK-12 schools. Topics include: standards, licensure, technology planning, leader preparation and professional learning, data-driven decision making, technology integration, staff development, and types of leaders. Students will understand the roles, responsibilities, and knowledge required of a technology leaders, interpret educational research on technology leadership and identifying promising areas for new research, and develop one’s own technology leadership capabilities.
EDC 385G Learning Technology Planning and Management*
The course is designed to help you understand the educational technology planning process and to develop components of a technology strategic plan using authentic tools in an authentic context. The context for learning the principles and strategies for technology planning is a K-12 school district since almost everyone has had experience either as a student or professional in this setting.
EDC 385G Motivation and Design of Learning Technologies
EDC 385G Online Learning and the Future of Education**
This course is focused on the exploration, understanding, and critique of contemporary developments in online learning (including K-12, higher education, and corporate contexts). The course involves evaluating current and future trends in online education including online learning research, theory, and best practices.
EDC 385G Technology & Preservice Teacher Education
This course comprehensively examines the role technologies have played within teacher preservice preparation. Students will gain a historical view of technologies (e.g., radio, film, TV, computers, Internet); technological perspectives (e.g., instructional media, instructional design, computer-based teaching/learning, TPCK); and modalities (face-to-face, distance education, online learning) that have been included within teacher preparation in the last century. Students will examine subject-specific (e.g., mathematics, science, social studies, English, foreign languages, special education) approaches to technology integration, based on their interest areas.
EDC 385G Technology, Teacher Learning & School Change
This course examines the complexity of the change process, especially in relation to the introduction of digital technologies in the PK-12 school context. Students learn about dimensions of educational change, understand how innovations are adopted, adapted, and eventually diffused or rejected across organizations, and will be able to describe particular aspects and features of schools, school processes, and human elements that have led to successful/unsuccessful technology integration in classrooms and schools.
EDC 398P Graduate Internship
Please note: Not all courses are offered every year. Other courses may be added. Please check the course schedule.
Special Interest (6 hours)
Two courses, selected with the assistance and approval of your advisor, that address a disciplinary or interdisciplinary interest area that relates directly to your research agenda or professional goals in Learning Technologies. These courses can be in or outside the department.
Outside Department Requirements (Minimum 6 hours*)
Coursework taken outside of the department (must not begin with EDC) and listed under the research course section or special interest section can fulfill this requirement.
*This is not an additional two-course requirement.
Dissertation (Minimum two consecutive semesters of dissertation work)
Students are required to continuously register for dissertation once they have advanced to candidacy. Curriculum and Instruction students are required to register for 6 hours of dissertation credit during each fall and spring semester during which they are working on their dissertation research.
Dissertation credit is accrued while taking EDC 699R and EDC 699W.
EDC 699R should be scheduled first. The dissertation proposal defense should take place during the semester in which EDC 699R is taken.
Special accommodations for fewer hours of dissertation credit per semester must be arranged with the departmental graduate advisor, typically occurring only while the student is working outside the university full-time.
Download the LT Doctor of Philosophy degree plan
(for students enrolled Fall 2015 and later)