Students wishing to switch from the MA route to the MEd route must approach their pro-tems or senior supervisors, and complete the appropriate forms with them.

Switching from the MEd to the MA degree route is more complex, because producing an MA thesis in a timely way requires strong writing ability, a clear plan and committed advisement. To ensure that all three are in place, the following procedure will be observed:

• Students should ordinarily have completed EDUC 890, 891 and 864 before applying to switch from MEd to MA. At this point they must consult a prospective advisor for the thesis. If this faculty member is other than the pro-tem advisor, the pro-tem advisor should be informed.

• In consultation with the prospective thesis advisor, the student will then prepare a written thesis proposal. This will be a minimum of 15 pages in length, and will include a) a critical review of literature relevant to the study proposed, b) a description of the methodology to be used, and c) other elements as determined by the proposed faculty advisor.

• The proposal must be approved by two faculty members (the prospective supervisory committee) before the degree-route change form is submitted to the Graduate Programs office.

If any of these conditions are not met, the change of degree route will not be approved.

FALL EDUC 890-4 EDUCATIONAL MEDIA AS FOUNDATIONS OF CURRICULUM

Provides a historically-grounded treatment of the constructive role of technologies in the transmission and production of cultural knowledge and understanding. Students develop a grasp of the ways in which technologies have mediated and transformed the nature of knowledge, the knower, and processes of coming to know.

SPRING EDUC 892-4 COGNITIVE TOOLS & MULTIMEDIA LEARNING

Design principles for multimedia learning are derived from the theories and research of cognitive science. Topics include: tutorial interactions, history of adaptive learning systems, adapting to individual differences, dialogues with teachers (and other agents), problem solving and cognitive load, learning from multimedia, cognitive principles for document design, tools for self-regulated learning, intrinsic and situational motivation, simulations and self-regulated inquiry, inquiry with microworlds and cognitive tools, multimedia scenarios for anchored instruction.

SUMMER EDUC 891-4 LEARNING DESIGN IN TECHNOLOGY-MEDIATED ENVIRONMENTS

Engages students in a critical analysis of learning design theory, including the underlying assumptions these embrace about knowledge, learning, the learner, learning technologies and the nature of instruction. Students will examine the appropriateness of media and learning technologies to support teaching and learning, and create a learning design according to a principled approach.

FALL EDUC 893-4 ORGANIZATIONAL AND SOCIAL ASPECTS OF LEARNING TECHNOLOGY DESIGN

Reviews constructive approaches to integrating learning technologies, provides analysis tools from cultural historical activity theory, reviews impact of organizational culture and draws on visualization of social activity networks. Organization and change strategies are examined in higher, school and workplace learning; providing a source for designing organizational learning technologies.

SPRING EDUC 864-5 RESEARCH DESIGNS IN EDUCATION

Designing and interpreting research about education. Introduction to survey techniques, correlational designs, classic experimental and evaluation designs for investigating causal relations, case study methods, interpretive approaches to research. Students with credit for EDUC 814 may not take this course for further credit. Equivalent Courses: EDUC814

Students also participate in the non-credit Program Institute (a conference held in the Fall term).

SUMMER EDUC 934-4 LEARNING DESIGN DEVELOPMENT WORKSHOP

A faculty-mentored workshop in which MEd students in Educational Technology and Learning Design produce a major new technology-enhanced learning design for a setting that interests them, to demonstrate their mastery of principles, ideas and skills acquired in the core courses. Students will have scheduled meetings with their instructor throughout the term to report progress and seek advice. Prerequisite: EDUC 864, EDUC 890, EDUC 891, EDUC 892, EDUC 893. Corequisite: EDUC 935.

SUMMER EDUC 935-0 LEARNING DESIGN DEMONSTRATION OF MASTERY

A public demonstration of mastery of theories, principles and practices of technology-enhanced learning design covered in the core courses of the Educational Technology and Learning Design MEd program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: EDUC 864, EDUC 890, EDUC 891, EDUC 892, EDUC 893. Corequisite: EDUC 934.

A MINIMUM 5 UNITS OF ELECTIVE COURSE WORK CHOSEN IN CONSULTATION WITH SUPERVISOR.

EDUC 866-5 QUALITATIVE METHODS IN EDUCATIONAL RESEARCH

This course introduces students to qualitative research in education and examines topics such as identifying problems, using conceptual frameworks, coding, data analysis, drawing interpretations, and constructing arguments.

OR

EDUC 863-3 QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH

Focus on critical analysis of quantitative research in education. Research studies examined will be based on exploratory and confirmatory data analysis, including group comparisons and correlations. Students will use calculators and computers for data analysis and display. Prerequisite: EDUC 810 or 864.

AND

EDUC 898-18 MA MASTERS THESIS

The thesis is a research investigation designed to generate and/or examine critically new knowledge in the theory and/or practice of education. The thesis should normally be completed and approved in three terms. Graded on a satisfactory/unsatisfactory basis.

EDUC 898 may be taken either concurrently with one of the above two courses or after all coursework is complete, but always until thesis is defended and submitted to library.

Course challenges are considered on a course by course basis. If you have taken a course at SFU or at another university that you believe fulfills the requirement of one of the core courses in your program or the required elective(s), follow this process:

• Meet with your supervisor; they will coordinate this process.

• Provide your supervisor with the course outline(s)/syllabus and, if possible, a copy of the table of contents annotated to identify what your course covered and/or a list of readings assigned in the course(s) you took that you believe fulfills requirements of the course(s) you are challenging.

• Your supervisor will forward this information to the instructor(s) of the courses you are challenging. The instructor(s) will consult with your supervisor to determine the merit of your challenge.

•  If your challenge is supported, your supervisor will provide to the appropriate ETLD program coordinator and the Director of Graduate Programs a brief written rationale and copies of material you submitted.

The Director of Graduate Programs must approve the course challenge(s). If approved, the materials you submitted and the instructor’s written rationale will be added to your student file.