Master of Learning Sciences and Technology

Professional stream

This stream is intended to meet the needs of future e-learning professionals as well as those already working in industry, government and education who are seeking to advance their careers in the field of e-learning/technology-supported learning.

This stream is suited to individuals wishing to work as learning and development managers, instructional designers, multimedia learning designers and learning strategists. It includes degree core courses in the psychology and design of e-learning, emerging educational technologies, as well as change management and systems thinking.

To qualify for the Master of Learning Sciences and Technology (Professional) candidates must complete 48 credit points, including:

  • 5 units of study (30 credit points) of core units; and
  • 1 unit of study (6 credit points) of elective units; plus
  • 2 units of study (12 credit points) of capstone units from the units of study table below.

Units of study table

Unit of study Credit points A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition Session

Learning Sciences and Technology - Professional Stream

Core units

EDPC5021
Foundations of Learning Sciences
6      Semester 1
EDPC5022
Design for Learning
6      Semester 1
EDPC5023
Innovations in Learning Tech & Practice
6      Semester 2
EDPC5024
Systems, Change and Learning
6      Semester 2
EDPC5012
Evaluating Learning Tech. Innovation
6      Semester 1
Choose one unit of study from the list below

Elective units

EDPC5003
Learning Tech. in Education & Practice
6      Semester 1
EDPC5025
Learning Technology Research Frontiers
6      Semester 2
EDPE5001
Learning, Knowing and Thinking
6      Semester 1
EDPE6013
Learning and Teaching Thinking Skills
6      Semester 2
EDPZ5010
Individual Profession Learning Portfolio
6      Semester 1
Semester 2

Capstone units

EDPZ6730
Special Project 1
6    P 24 credit points
Semester 1
Semester 2
EDPZ6010
Prof Learning Leadership Portfolio
6      Semester 1
Semester 2

Units of study listing

Learning Sciences and Technology - Professional Stream

Core units

EDPC5021 Foundations of Learning Sciences

Credit points: 6 Teacher/Coordinator: Professor Peter Reimann, Dr Lina Markauskaite Session: Semester 1 Classes: 1x2hr seminar/week- evening Assessment: 4x2000wd group projects (65%) and 1x2000wd short individual assignment (35%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
In this unit we build on work in the learning sciences (psychology, education, cognitive and neurosciences) as we look at psychological models of learning, cognition and motivation, especially as they relate to multimedia and computer-supported learning. Contemporary educational technology use will be analysed from a number of perspectives, including classical information theory, psychological media and communication theories, activity theory, socio-cultural learning theory, constructivist and models of distributed cognition.
EDPC5022 Design for Learning

Credit points: 6 Teacher/Coordinator: Professor Peter Goodyear; Dr Kate Thompson Session: Semester 1 Classes: 1x2hr seminar/week - evening Assessment: 2x1500wd short assignments (2x25%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
This course provides a framework for considering many of the core problems facing those who carry out the work of educational design. It offers a model of the architecture of learning situations and focuses on three main design components that influence the character and outcomes of learning: the design of good learning tasks, the design of physical and digital resources and spaces for learning, and design intended to evoke convivial learning relationships. The course does not aim to teach specific design techniques - for example, the steps in Instructional Systems Design (ISD). Rather, it suggests ways of identifying which tools and techniques, from the many now available, are most likely to be appropriate for a specific design challenge. The course therefore offers an overview of selected, contemporary approaches, techniques and tools of relevance to designing for other people's learning. It also provides an opportunity to review empirical research on how designers design and what knowledge they draw upon in design work.
EDPC5023 Innovations in Learning Tech & Practice

Credit points: 6 Teacher/Coordinator: Professor Michael Jacobson Session: Semester 2 Classes: 1x2hr seminar/week - evening Assessment: 2x1500wd short paper (2x25%) and presentation and 1x3000wd group project (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit explores how new views of learning and pedagogical practices interact and co-evolve with technological inventions and innovations in formal and informal learning settings. Course readings cover emerging theoretical and empirical research in the field of the learning sciences related to how people learn, how to teach, and how to assess higher order knowledge, skills, and dispositions, as well as recent technological developments such as virtual worlds and game environments, 3D computational modeling and visualization tools, mobile communication devices, and "Web 2.0" systems that are increasingly being augmented with intelligent agents and semantic web functionalities. A central themes of this course include how theoretical and research perspectives are used to ground new types of learning and teaching experiences enabled by advanced and emerging technologies, which in turn have the potential to better prepare students for the significant challenges and rapid changes of this century.
EDPC5024 Systems, Change and Learning

Credit points: 6 Teacher/Coordinator: Dr Lina Markauskaite Session: Semester 2 Classes: 1x2hr seminar/week - evening Assessment: 2x1500wd short assignments (2x25%) and 1x3000wd group project and presentation (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
In this core unit we will use 'systems inquiry' as a conceptual framework to explore change and learning processes, on the individual, group and organisational level. We focus on a theory-based approach to change management and organisational learning, so that students can come to appreciate the complexity and non-linearity of bringing about change in schools, corporations and other organisations. Drawing on contemporary research in the learning sciences, we will explore group and individual learning and conceptual change processes. Students will apply modern conceptual change approaches to investigate their own learning process, and will gain hands-on experience as they apply systems inquiry concepts and methods to analyse change problems in their own professional environment.
EDPC5012 Evaluating Learning Tech. Innovation

Credit points: 6 Teacher/Coordinator: Dr Lina Markauskaite Session: Semester 1 Classes: 1x2hr seminar/week evenings Assessment: 2x1500wd short assignment (2x25%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit is intended to help students acquire the knowledge and skills needed to evaluate ICT-enhanced learning innovations. It provides an introduction to the theory and practice of evaluations, drawing principles and methods from best practice in program evaluation and the areas of ICT-enhanced learning. Attention is paid to a holistic approach to evaluation, stressing the need to plan, design and implement evaluation in context. It is suitable for those with an interest in formal education, corporate training and professional development.
Choose one unit of study from the list below

Elective units

EDPC5003 Learning Tech. in Education & Practice

Credit points: 6 Teacher/Coordinator: Professor Michael Jacobson Session: Semester 1 Classes: online after the first meeting Assessment: 1x3000wd research project (50%) and on-line activities (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
This unit looks at how learning technologies may be used to facilitate learning in both education and corporate settings. Students will be introduced to strategies in relevance to design (e.g. motivational design, self-regulated learning) and assessment for technology-mediated learning. Opportunities will be provided for students to investigate the best practices in an area of their interests or their profession and issues that may arise from implementation of technology-mediated learning. Students are required to have adequate internet access.
EDPC5025 Learning Technology Research Frontiers

Credit points: 6 Teacher/Coordinator: Dr Lina Markauskaite Session: Semester 2 Classes: 1x2hr seminar/week - evening Assessment: 1x3000wd weekly contributions to debates and learning technology forecasts (50%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit is designed for students interested in the newest research developments in the area of learning technology, and those who want to gain a deeper understanding of research methods and techniques, appropriate to the fields of the learning sciences and technologies. It is ideal for those students who want to explore the newest topics of their interest and simultaneously learn about research design in a collaborative peer-supported learning environment. Students will learn to assess critically emergingdomains of learning technology innovation, understand different kinds of research methods and choose appropriate research methods for carrying out empirical studies. Students will participate in debates, research projects. The unit is student-led and involves proactive individual and collaborative exploration of topics.
EDPE5001 Learning, Knowing and Thinking

Credit points: 6 Teacher/Coordinator: Associate Professor Richard Walker Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x3000wd seminar paper (50%) and 1x3000wd integrative review essay (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
A core unit of study which examines ways in which current understanding of cognitive processes related to learning, knowing and thinking may contribute to the design of learning experiences in varied settings. Consideration will be given to constructivist and generative approaches to learning and to schema theory approaches to facilitating knowledge development and problem-solving skills. Emphasis will be placed on the teaching of learning strategies, the development of metacognitive skills and the integration of domain knowledge and strategic knowledge. Issues of transfer of learning, patterns of student interaction in learning, creativity and the facilitation of self-regulation in the learner will be examined.
EDPE6013 Learning and Teaching Thinking Skills

Credit points: 6 Teacher/Coordinator: Dr Annishka Oksa Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x2000wd seminar paper (30%) and 1xseminar presentation (20%) and 1x3000wd final paper (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This core unit of study centres on examination and evaluation of a number of approaches to the development of higher order cognitive skills. Consideration will be given to the structuring of knowledge to facilitate explanation, problem-solving and creativity and to the use of internalised self-regulatory control strategies in fostering cognitive outcomes. Ways in which thinking and cognition can be supported and extended in educational contexts will be examined in some detail. Particular attention will be given to factors that influence thinking, the role of tools and technologies in facilitating thinking, and perspectives on thinking and cognition generated by contemporary research in cognitive science.
EDPZ5010 Individual Profession Learning Portfolio

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 6000 wd professional learning portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty.

Capstone units

EDPZ6730 Special Project 1

Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: 24 credit points Assessment: 1x6000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.
EDPZ6010 Prof Learning Leadership Portfolio

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 6000 wd professional leadership portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty.