INDS510: Social Science Research Methods

Introduces students to qualitative and quantitative research methods commonly used in the social sciences. Emphasizes applied research projects designed from interdisciplinary, cross-disciplinary or transdisciplinary perspectives. Covers basic research process, research topics and questions, research design, accessing and evaluating research, common methodologies, data collection, ethics, and analysis interpretation and communication of research results.
Credits: 3.0

LRNT501: Learning Theory

Examines current beliefs about how people learn, from behaviourism through to cognitivism and on to constructivism. Explores theories of intelligence and motivation, as well as the concepts of learning styles and transformational learning. Concludes by investigating how learning theory can be used to influence practice and the implications for technology-mediated learning.
Credits: 3.0

LRNT502: Introduction to Research

Introduces the research process. Teaches practical skills such as how to locate, analyse and evaluate relevant research materials. Exposes students to theoretical underpinnings and practical applications of different approaches to research. Explores intellectual property, copyright, and research ethics issues
Credits: 3.0

LRNT503: Program Planning

Outlines the foundations of distance education, blended and distance education systems, and the institutional factors that affect technology-mediated learning. Examines current program planning models. Enables students to then work through the planning process from the needs analysis stage through to the evaluation stage.
Credits: 3.0

LRNT504: Instructional Design for Technology-Mediated Learning

Builds on concepts introduced in LRNT 501. Enables students to examine how learning theory influences instructional design from a variety of perspectives: content presentation, learning activities, and assessment. Introduces a broad range of instructional design models and allows students to evaluate the merits and suitability of each within specific learning contexts.
Credits: 3.0

LRNT505: Community Building Processes for Online Learning Environments

Connects underlying theories of learning with the practice of facilitating online learning and how this can be applied to build online learning communities. Develops and enhances online facilitation skills using leading trends and best practices.
Credits: 3.0

LRNT506: Research for Teaching and Learning

Applies the knowledge and skills gained in LRNT 502 (or equivalent) and make the transition from the role of critical research consumer to that of research producer. Focuses on the research process with particular emphasis on research methodology so that the student can select the most appropriate methodology and methods for their own research. Examines quantitative and qualitative data-gathering and analysis methods, the development of a theoretical framework and examines the accepted practices of ensuring the validity or trustworthiness of research findings. Centres on the ethical framework for research conduct. Pre-requisite: LRNT 502 or equivalent.
Credits: 3.0

LRNT507: Supporting Learners in Technology-Mediated Environments

Introduces the range of student service options, theories and models required in technology-mediated learning environments and the challenges involved in their provision. Learners will examine support levels in an actual organization and consider the evolving nature of support for the 21st century learner.
Credits: 3.0

LRNT509: Choosing and Using Learning Technology

Enables students to categorize the various instructional media and both synchronous and asynchronous learning technology formats in current use and critically assess their characteristics. Encourages students to explore the pedagogical rationale for selecting appropriate technology for particular instructional contexts and to evaluate the effect that factors such as cost and available infrastructure have on successful implementation. Gives hands-on experience to help students determine ease of use and to estimate the potential training needs of their faculty and students.
Credits: 3.0

LRNT510: International and Global Distance Education

Using a series of case studies, participants will first explore the role played by the leading international distance education organizations and institutions. They will then narrow their focus to examine the way individual countries or regions have implemented distance or blended programs, the policy issues, and the importance of partnerships. Finally, they will consider the implications of moving into the global delivery of distance education.
Credits: 3.0

LRNT513: Leadership, Learning and Technology

Provides a basic foundation in leadership theories and explores the evolving interrelationships amongst leadership, learning and technology. Students develop critical thinking skills in choosing and developing leadership approaches for different sectors and contexts, and personalize their learning to fit with their interests, settings and goals.
Credits: 3.0

LRNT521: Digital Learning Environments, Networks, Communities

Examines digital learning environments, networks, and communities. Requires students to examine and cultivate their digital presence and identity. Assesses the impact of learning networks, learning communities and digital learning environments on society. *Pending approval
Credits: 3.0

LRNT522: Introduction to Research: Critical Reading and Writing

Equips students with the skills to develop their ability to effectively engage in critical reading and writing. Examines the types, purpose, and importance of various forms of writing and research. Introduces practical approaches to develop exemplar reading and writing skills. *Pending approval
Credits: 3.0

LRNT523: Foundations of Learning and Technologies

Provides an investigation of foundational issues underpinning learning technologies. Examines the histories, theories, debates, and contemporary developments of the field. Provides a well-rounded and in-depth understanding of critical issues in learning and technology and their impact on society. *Pending approval
Credits: 3.0

LRNT524: Innovation, Design and Learning Environments

Explores a variety of design models and approaches in creating exemplar learning environments. Analyzes and gains an appreciation of student and stakeholder needs. Investigates effective and ineffective designs. Explores the role of innovation in re-imagining learning environments. Applies a design mindset to solve real-world problems. *Pending approval
Credits: 3.0

LRNT525: Leading Change in Digital Learning

Examines aspects of leadership and change as they impact the creation and implementation of digital learning environments. Develops leadership and change management skills. *Pending approval
Credits: 3.0

LRNT526: Inquiry into Contemporary Issues in Learning Technologies

Requires students to identify and investigate a topic of personal interest related to learning, technology, design and innovation. Requires foundational knowledge of the field from LRNT 523 to support deep inquiry. Facilitated through the execution of a personal learning plan and supported by one-to-one faculty-student mentoring. Pre-requisites and/or co-requisites – LRNT 523 *Pending approval
Credits: 3.0

LRNT527: Creating Digital Resources

Supports students in producing a digital learning resource of personal significance and relevance. Examples include, but are not limited to, the creation of an instructional module, a series of learning objects, an open educational resource, a series of tutorials, an app, or any other tool, technology, or resource of student’s choice. Facilitated through the execution of a personal learning plan and supported by mentoring from the instructor, peer-to-peer and digital learning networks and communities. Pre-requisites and/or co-requisites – LRNT 521; LRNT 523; LRNT 524 *Pending approval
Credits: 3.0

LRNT528: Facilitating in Digital Learning Environments

Enables students to design and facilitate digital learning experiences on contemporary topics of interest. Investigates emerging topics in learning, technology, design and innovation. Evaluates digital learning experiences and facilitation strategies. Pre-requisites and/or co-requisites – LRNT 523 *Pending approval
Credits: 3.0

LRNT600: Advanced Research: Thesis Proposal

Helps students to transition from knowledge consumers to knowledge producers. Focuses on the research process with particular emphasis on creating effective research questions, analyzing and synthesizing literature, developing evidence-based arguments, selecting a research method to analyze primary data, and developing a thorough research proposal for primary research. Enables students to focus on an area of personal interest. Directs the student through each stage in the development of the research proposal for a primary research study. Pre-requisites and/or co-requisites – LRNT 521; LRNT 522; LRNT 523; LRNT 524; LRNT 525; LRNT 526 *Pending approval
Credits: 3.0

LRNT622: Advanced Research

Helps students to transition from knowledge consumers to knowledge producers. Focuses on the research process with particular emphasis on creating effective research questions, analyzing and synthesizing literature, developing evidence-based arguments, selecting a research method to analyze secondary data, and developing a thorough research proposal related to learning, technology and digital learning environments. Enables students to focus on an area of personal interest, a topic in the participant’s work environment, or conduct a digital learning consulting project. Pre-requisites and/or co-requisites – LRNT 521; LRNT 522; LRNT 523; LRNT 524; LRNT 525; LRNT 526; LRNT 527; LRNT 528 *Pending approval
Credits: 3.0

LRNT690: Thesis

Revises and implements the thesis proposal developed in the Advanced Research: Thesis Proposal course (LRNT 600). A thesis constitutes a systematic study of a significant problem, issue, or phenomenon. Demonstrates the ability to analyze existing research, collate or collect data and apply it in the context of an existing problem, issue, or opportunity. The result is a synthesis of theoretical and empirical information and/or recommendations for further action. Identifies a problem or issue, states the research question, identifies major assumptions, explains the significance for the undertaking, grounds the research in relevant literature, sets forth the methods of gathering information, analyzes the data and offers a conclusion or recommendation based on the data and theoretical framing. Appropriate quality standards such as validity, reliability, or authenticity must be consistent with the selected research tradition and evident in tool development and data collection. The finished thesis evidences critical and independent thinking, subject expertise, appropriate organization and format and thorough documentation. The thesis should involve approximately 400 hours of student effort. Pre-requisites and/or co-requisites – LRNT 600 *Pending approval
Credits: 12.0

LRNT691: Research Paper

Revises and implements the research proposal developed in the Advanced Research course. Requires students to adhere to the guidelines introduced in LRNT 622 with regard to research methods, ethics and academic integrity. Analyzes and synthesizes secondary data, or the process and product of the digital learning consulting project, to develop recommendations and best practices. Requires at least 200 hours of effort. Pre-requisites and/or co-requisites – LRNT 622 *Pending approval
Credits: 6.0