Learning Design & Technology Learning Aims
The Learning Design & Technology (LDT) program aims to develop candidates' skills in instructional design, integrating technology into teaching, designing accessible and engaging learning activities, and applying learning theories and models. Key learning aims include applying instructional design models, designing instructional materials that are accessible, integrating technology to facilitate active learning, developing assessments aligned with learning objectives, and creating multimedia products using research-based principles. The program focuses on developing leadership skills to support technology integration and continuous improvement in educational and professional settings. Overall, the learning aims center on leveraging technology and design thinking to create effective, equitable, and innovative learning experiences.
The learning aims for the LDT program as are follows:
Theories of Teaching, Learning, and Technology:
- Candidates will apply learning theories (e.g., behaviorism, constructivism, connectivism) to the design of instructional activities for face-to-face, blended, or online learning environments.
- Candidates will integrate critical pedagogies (e.g., culturally responsive instruction, pedagogy of liberation, etc.) in professional practice.
- Candidates will apply instructional design models (e.g., Understanding by Design, ASSURE) within professional practice.
- Candidates will design instructional materials in accordance with the Web Content Accessibility Guidelines (WCAG 2.0).
- Candidates will integrate technology to work toward a more just and equitable world.
- Candidates will analyze ways in which technology disrupts and contributes to systems of oppression.
Citizenship in a Digital World:
- Candidates will advocate for digital citizenship as a means for building civic culture and empowering others for the future.
- Candidates will ensure the protection of individual privacy and intellectual property by applying legal statutes and regulations.
- Candidates will use technological tools for global collaboration, creative problem solving, communication, and critical thinking.
- Candidates will create global collaboration opportunities for a specific learning audience.
Assessment with Technology:
- Candidates will develop measurable learning objectives that align with instructional activities and assessments.
- Candidates will use technology to facilitate effective assessment strategies (e.g., formative, summative) that include collecting, analyzing and interpreting data to inform instruction.
- Candidates will think critically about how media and media messages influence citizens’ beliefs, behaviors, and the democratic process.
- Candidates will promote media literacy within a professional learning environment.
- Candidates will design learning opportunities by following best practices in online learning and teaching.
- Candidates will design student-directed learning opportunities (e.g., flexible learning, choice boards, experiments, project-based learning, STEAM/STEM activities).
- Candidates will apply a learner-centered framework (e.g., learner-centered principles, Universal Design for Learning) to the development of learning activities or the design of the learning environment.
- Candidates will design learning opportunities that facilitate creative problem solving, communication, collaboration, and critical thinking to support student agency.
Educational Technology Research:
- Candidates will analyze educational dilemmas, issues, or trends in the context of educational research.
- Candidates will apply the results of research to inform their practice.
Technology Integration Models:
- Candidates will apply models of technology integration to improve or enhance teaching and learning.
- Candidates will make connections between learning theory, technology integration models, and professional practice.
- Using research-based design principles, candidates will create multimedia products to facilitate instructional goals and/or professional learning goals.
- Candidates will design instructional activities resulting in multimedia production.
Educational Technology Resources:
- Candidates will justify a selection of technology resources for their professional environment through the evaluation, curation, and sharing process.
- Candidates will create opportunities that facilitate learner choice of technology tools.
Models and Theories of Change:
- Candidates will analyze schools through models of change (e.g., Ely’s Eight Conditions, ACOT) to understand the current status of technology integration.
- Candidates will engage in a process of continuous reflection to facilitate next steps for technology integration based on models of change.
- Candidates will collaborate with key stakeholders to create a shared technology vision.
- Candidates will lead technology initiatives at the school or district level or in their professional setting.
- Candidates will justify the selection of a specific research-based model of learning to meet professional learning needs.
- Using research-based models of learning, candidates will lead and then evaluate the impact of professional learning.
- Candidates will consistently engage in online and/or face-to-face professional learning networks (PLNs) for networking, collaboration, and sharing of ideas and resources with colleagues.
- Candidates will engage in metacognition about their professional practices and growth.
Leadership for Continuous Improvement:
- Candidates will evaluate the socio-cultural advantages and disadvantages of educational technology at their place of work.
- Candidates will analyze funding opportunities to enhance technology resources with consideration of current budget and institutional protocols.