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:

Key Concept	Learning Objective
Key Concept 1: Theories and Teaching and Learning	1.1 Candidates will apply educational learning theories (e.g. behaviourism, cognitivism, constructivism, connectivism) to the design of instructional activities for various modalities.
	1.2. Candidates will implement principles of adult learning theory to create engaging learning experiences that respect learner's experiences and self-direction.
Key Concept 2: Student-Centered Learning	2.1 Candidates will implement learner-centered instructional frameworks (e.g., learner-centered principles, Universal Design for Learning) that accommodate diverse learning needs, preferences, and abilities.
	2.2 Candidates will create authentic learning experiences that foster critical thinking, collaboration, communication, and creative problem-solving to promote learner autonomy and agency.
Key Concept 3: Instructional Design	3.1 Candidates will apply instructional design models (e.g., ADDIE, Understanding by Design, etc.) to analyze needs, develop solutions, implement interventions, and evaluate outcomes in diverse professional contexts.
	3.2 Candidates will create accessible digital learning experiences that comply with Web Content Accessibility Guidelines (WCAG) and promote equitable access for learners with diverse abilities and needs.
Key Concept 4: Multimedia Production	4.1 Candidates will design and develop multimedia learning materials that apply research-based principles to enhance engagement and facilitate learning.
	4.2 Candidates will create and curate multimedia content that adheres to copyright laws, fair use guidelines, and open educational resource practices.
Key Concept 5: Technology Integration Models	5.1 Candidates will apply research-based technology integration models (e.g., SAMR, TIM, LoTi, TPACK) to make strategic decisions about digital tool selection that enhance learning outcomes.
	5.2 Candidates will apply a research-based technology integration model (e.g., SAMR, TIM, LoTi, TPACK) to design instruction across diverse educational and/or professional contexts. (605; 691)
Key Concept 6: Educational Technology Research	6.1 Candidates will critically evaluate and synthesize research literature to establish evidence-based approaches to their research inquiry or problem of practice.
	6.2 Candidates will translate research findings into actionable recommendations that improve learning experiences and/or technology applications in professional settings.
Key Concept 7: Professional Writing	7.1 Candidates will produce clear, concise, and effective written communications tailored to diverse professional audiences and purposes.
	7.2 Candidates will apply current APA style guidelines to academic and professional writing, demonstrating attention to detail and commitment to academic integrity.
Key Concept 8: Social Justice	8.1 Candidates will analyze barriers to equitable technology access and representation and design inclusive learning solutions that address systemic inequities.
	8.2 Candidates will evaluate educational technologies for ethical implications (e.g., data privacy, accessibility, algorithmic bias) to ensure all learners are served equitably.
Key Concept 9: Artificial Intelligence	9.1 Candidates will explore emerging AI technologies and research in education, seeking innovative ways to incorporate AI into future learning environments and design practices.
	9.2 Candidates will analyze and implement AI-enhanced learning strategies that support personalization while maintaining the integrity of educational goals.
Key Concept 10: Ethics and Professional Disposition	10.1 Candidates will design technology-enhanced learning environments that maintain meaningful human interactions and relationships.
	10.2 Candidates will evaluate the ethical implications of educational technology implementations, considering issues of privacy, bias, autonomy, and equity.
Key Concept 11: Professional Learning	11.1 Candidates will design and facilitate professional learning experiences that apply adult learning principles and address diverse learner needs.
	11.2 Candidates will engage with collaborative professional learning communities that foster knowledge sharing, reflective practice, and sustainable implementation of educational innovations.
Key Concept 12: Professional Growth	12.1 Candidates will engage with emerging trends, tools, and research in educational technology to continuously improve professional practice.
	12.2 Candidates will implement reflective practices to assess personal competencies, identify areas for growth, and develop strategies for ongoing professional learning.
Key Concept 13: Leadership Skills	13.1 Candidates will develop collaborative strategies to engage diverse stakeholders in initiatives that support organizational goals.
	13.2 Candidates will lead the planning, implementation, and/or evaluation of technology initiatives that drive positive change in professional environments.