The Master of Arts in Learning and Technology (MALAT) is a two-year, 33-credit program has been designed to address the need for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments. Through the MALAT program you’ll apply theoretical and practical knowledge of learning and critically analyze and evaluate how learning is being shaped in the digital age as well as how to facilitate it using technology.
Designed in collaboration with current leaders in the field, the MALAT program enables professionals to:
- Create and evaluate contemporary digital learning environments;
- Use theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society; and
- Lead and support organizations to continually improve the learning experiences they offer.
This Teacher Qualification Service (TQS) approved program is specifically designed for working professionals. It is offered in a fully online or through a blended model, comprised of online learning and one intensive two-week long on-campus residency period in July or August. This format allows participants to substantially enhance their educational credentials, while minimizing absences from their workplace.
A Graduate Diploma in Learning and Technology is also offered which ladders into the MALAT program. If you are considering a master’s degree but are not sure where to start, this diploma may be a fit for you.
Who It’s For
This program is designed for individuals involved in the creation of contemporary learning environments that incorporate the best of what is known about learning and technologies. The MALAT program is not just for teachers! It’s for anyone in an environment where they training or teaching people, implementing training processes and/or creating conditions to maximize learning.
People who could benefit from the program include decision-makers responsible for learning, training or education; training managers and coordinators; training and development positions; learning scientists; facilitators, trainers, or instructors. The program attracts learners from multiple sectors and industries who work at the intersection point between technology and learning including post-secondary institutions, government departments, K-12 education systems, the corporate sector, healthcare, not-for-profit agencies organizations and small businesses.
To learn more about the admission requirements visit our Program Admissions page.
The program is founded on principles of openness, networked learning, and digital mindset, and requires students to create and build on their digital presence to collaborate meaningfully to digital learning communities in the field. The Virtual Symposium at the beginning and end of the program is one of the many opportunities for students to engage in, cultivate and contribute to these digital learning networks and communities as they learn more about facilitating in contemporary learning environments.
The MALAT program approaches openness as a dynamic and negotiated space which encompasses “collaborative practices [including]... the creation, use and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation and empowerment of learners” (Cronin, 2017, ¶ 10).
This means we use an “open first” approach when selecting course readings and resources. With the exception of the exit pathway courses, all program courses are openly licensed CC Attribution Share-Alike 4.0 International and all course materials are available publicly on the course Wordpress sites. All students in the program are provided with a Wordpress blog and many of the discussions happen on the blog sites. Students are encouraged to consider sharing what they are learning more broadly as they contribute to various social networks of their choosing and further co-create their personal learning environment. The design and facilitation of the courses in the program incorporate aspects of open pedagogy such as the use of renewable assignments, co-created rubrics for assessment, and the use of design-thinking and inquiry-based approaches.
Human-to-human interaction mediated through the use of digital technologies.
The development of a digital mindset or a way of being and choosing to be in the digital space is a common theme throughout the program courses. Exploring aspects of digital identity and digital presence, as well as the multiplicity of roles and associated changing digital literacies are introduced in the beginning of the program and draw upon and developed further in each course.
The annual MALAT Virtual Symposium in April launches the first course of the program (LRNT 521). It is a week-long series of open, public, synchronous speakers and conversations and asynchronous discussions aimed at exploring the broad field of digital learning from theoretical and practical perspectives. This is where new students begin their orientation to the field and second year students are able to share their knowledge with the larger professional community. Join in some free professional development at the annual MALAT Virtual Symposium.
There are three tracks to the symposium:
- Lay of the Land Track: which features sessions by professionals, experts and academics in the field. These sessions explore topics related to digital learning environments, networks, communities.
- Work in Digital Learning – Stories from the Field Track: this track features sessions by working professionals in the field(s) of digital learning as they discuss “a day in the life of,” the importance of the role and skill set, etc.
- End in Mind Track: includes presentations by second year students. These presentations focus on both content (e.g., a short summary of their research) and process (e.g., summary presentations on the process of completing a thesis; research paper; or digital learning research consulting project).
Each day there are live synchronous sessions as well as asynchronous video presentations and discussions. Anyone can join into the Virtual Symposium sessions or view the recorded sessions afterwards.
While the first six foundation courses are common to all students in the program, you’ll be able to apply to one of the three exit pathway options: a thesis, an applied research project or a digital learning consulting project.
You’ll apply to the thesis track in your first year of the program. Once you are admitted to the 12-credit thesis track you will identify a research area of focus and work 1:1 with a thesis supervisor on primary research: you can view recent student research titles. If your application is not successful you have the option of completing the program following the Applied Research Project or Digital Learning Consulting Project tracks.
APPLIED RESEARCH PROJECT
By choosing this track you will complete additional courses including inquiry-based courses that require them to take open courses, produce a digital learning resource of personal significance and relevance related to learning, technology, design, and innovation, and co-create their learning experience with the course instructor. You will then take an advanced research course in preparation for the 6-credit applied research project. You will perform a deep investigation on a specific research question using secondary data with the ability to conduct informational interview with up to five individuals. Previous applied research projects have included meta-synthesis; critical literature reviews; policy analysis, etc. View recent student research titles.
DIGITAL LEARNING CONSULTING PROJECT
You will apply to this track in the first year of your program. In this track you will complete additional courses including inquiry-based courses that require you to take open courses, produce a digital learning resource of personal significance and relevance related to learning, technology, design, and innovation, and co-create their learning experience with the course instructor. You will take an advanced research course in preparation for their 6-credit digital learning research consulting project. Through this completion option you will gain hands-on practical experience that will help you apply theoretical knowledge in a real-world setting on tightly scoped project. You will provide the research informed justification and rationale for the design decisions made and, you will inform your work by conducting an informational interview with up to ten individuals. Projects may be sourced from a variety of program-industry stakeholder groups. Student proposed projects may also be considered.