Royal Roads University

Master of Arts in Learning and Technology

Program Description

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.

Key Features

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.

Openness

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 Word press sites. All students in the program are provided with a Word press 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.

Network Learning

Human-to-human interaction mediated through the use of digital technologies.

Digital mindset

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.

Virtual Symposium

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:

1. 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.
2. 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 skillset, etc.
3. 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 the Virtual Symposium sessions or view the recorded sessions afterward.

Completion Options

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.

Thesis

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 an 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 the 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.

Courses

• ITAI: Introduction to Academic Integrity
• LRNTLNK: The Link
• LRNT521: Digital Learning Environments, Networks, Communities
• LRNT522: Introduction to Research: Critical Reading and Writing
• LRNT523: Foundations of Learning and Technologies
• LRNT524: Innovation, Design and Learning Environments
• LRNT525: Leading Change in Digital Learning
• LRNT526: Inquiry into Contemporary Issues in Learning Technologies
• LRNT527: Creating Digital Resources
• LRNT528: Facilitating in Digital Learning Environments
• LRNT622: Advanced Research: Applied Research Project or Digital Learning Research Consulting Project Proposal
• LRNT600: Advanced Research: Thesis Proposal
• LRNT690: Thesis
• LRNT691: Applied Research Project
• LRNT692: Advanced Research: Applied Research Project or Digital Learning Research Consulting Project Proposal

The School of Education and Technology works with a program learning outcomes framework that informs the course learning outcomes. Program learning outcomes identify what the learner will know and be able to do by the end of the program. They are the essential and enduring knowledge, capabilities (attributes) and attitudes (values, dispositions) that constitute the integrated learning by a graduate of the Master of Arts in Learning and Technology program.

Graduates will be able to apply the principles of openness, networked learning, and digital mindset as they work in the creation and evaluation of digital learning environments. They will apply theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. Graduates of the program will have the knowledge, skills and ability to:

1. Communicate and synthesize information and arguments at the graduate level.
2. Critically evaluate how learning occurs in a variety of contexts.
3. Design and create research-informed digital learning environments.
4. Demonstrate effective collaboration skills.
5. Develop and analyze support strategies to meet the needs of stakeholders in digital learning environments.
6. Select appropriate assessment and evaluation strategies for digital learning environments.
7. Contribute meaningfully to digital learning network(s) and communities.
8. Explain the interrelationship between innovation, change and digital learning environments and their impact on organizations and society.
9. Apply reflective processes to improve professional practice.
10. Critically evaluate and/or produce research.

Professional Certification

The Master of Arts in Learning and Technology (MALAT) program is recognized by the Institute of Performance and Learning. Graduates of the program receive credit towards the work experience requirements of the Certified Training and Development Professional (CTDP) certification.

IBO Advanced Certificate in Teaching and Learning Research

To demonstrate the exceptional education you have earned at Royal Roads University, students enrolling in the MALAT program can apply to obtain an IB Advanced Certificate in Teaching and Learning Research by the International Baccalaureate Organization (IBO) if they meet the required IBO criteria.

IBO credentials show your organization that you are an innovative leader, willing to go above and beyond our already high expectations. You will have access to a unique enrolment pathway, available only to IBO educators, and the opportunity to explore future professional and research opportunities with the IBO. As well, IBO Certification provides additional opportunities through the IBO Online Curriculum Centre (OCC), where you will find discussion forums and resources available only to IBO members.

This designation can be earned by supplementing the existing IBO content with focused, systematic investigative research to further your knowledge and experience. You will deeply explore curriculum development, pedagogy, and assessment through the exploration of relevant literature and your own IBO practices. This advanced certificate is most appropriate for existing and experienced IB school educators.

How to apply

When you complete your application for the MALAT program, please include in your personal statement your interest in the IBO certificate relevant to your experience and program. During the program, there will be time set aside to register with the IBO and obtain access to their network and resources. You will be required to complete IB-specific readings and assignments during your program, as well as IB-related research topics, but you will maintain a workload equivalent to the students in your program who have opted not to pursue this distinction.