Learning technologies - Ph.D.
Learning technologies’ Ph.D. program prepares people for
research and practice related to multimedia, design, K-12
technology integration, and online distance learning. Ph.D.
graduates often earn academic positions in higher education or
become directors and leaders of development or research within
business and industry. Coursework in LT includes hands-on
learning and use of current technologies, development of
technological solutions, research methods, and theory of
curriculum, instruction and learning.
The Ph.D. degree is targeted primarily at students interested
in pursuing research careers. Students complete a broad range of
coursework covering the major, research methodology, educational
foundations, and a supporting area of study. Students in the
Ph.D. program also complete written and oral examinations and
conduct original research culminating in a doctoral
dissertation. Student research typically evaluates various
learning technologies issues and interventions. Common areas of
study include conditions affecting educational technology use in
schools, higher education, and business settings, and tend to
focus on psychological, sociological, and philosophical factors.
For example, recent graduates have studied the impact of
technology on learning and cognition, variables that mediate
effective technology use in education, and issues related to
ethical technology use.
Certificate programs are targeted at professionals interested
in examining the role of technology in education. There are
three
certificate programs:
K–12 technology integration,
multimedia design and development, and
online distance
learning. The courses in each certificate program
are graduate-level and can be used toward doctoral
programs. Each certificate is designed to provide the skills to
use technology effectively, to develop expertise in designing
and developing effective instruction, and to examine
contemporary issues.
New!
Certificate in online distance learning:
The education landscape is changing with K-12 students enrolling
in online classes outside of their home school districts. Teachers,
business people, and others affected by these changes can prepare
for this dynamic trend by learning how to design and deliver
effective courses online. Certificate coursework includes face-to-face
and online learning opportunities. You will succeed in these
courses no matter how much or little experience you have with
technology!
- Aaron Doering, Ph.D.
My teaching and research interests relate to the development of
effective distance learning environments, technology integration
in K-12 preservice and inservice settings, and the innovative use of technology to
support teaching and learning.
Course requirements
Required coursework for the Ph.D. in
education, curriculum and instruction.
Track: learning
technologies
Major requirements: A minimum
of 24 credits as specified below.
- Curriculum and Instruction core
courses
- CI 8131—Critical Examination of Curriculum
in Context (3 cr)
- CI 8132—Teaching Theory and Research (3 cr)
- CI 8133—Research Methods in Curriculum and
Instruction (3 cr)
- Track-specific requirements
- Consult adviser for track requirements.
Research methodology: A minimum
of 12 credits as specified below.
- Required courses in quantitative
methodology (minimum of 6 credits)
- EPSY 5261 & 5262 or EPSY 8261 & 8262 (consult
adviser)
- Required courses in qualitative
methodology (minimum of 6 credits)
Educational foundations: A
minimum of 6 credits.
- In consultation with the adviser(s), students choose
courses in at least two of five areas: cultural,
historical, philosophical, psychological, or
sociological foundations.
- List of educational foundations courses
Minor or supporting program: A
minimum of 12 credits.
- All coursework in the supporting program is to be
selected with consultation by adviser.
Pre-thesis and thesis credits:
A minimum of 24 semester thesis credits.
Total: A minimum of 78 semester credits See also: Ph.D. student
resources.
Sample dissertations
Brahier, B.R. (2006). Examining a model
of teachers' technology adoption decision making: An application
of diffusion of innovations theory. Unpublished doctoral
thesis. University of Minnesota, Minneapolis.
Miller, C. (2006). Demystifying
aesthetics: An examination of the relationships and effects of
emotional design on learner cognitive load. Unpublished
doctoral thesis. University of Minnesota, Minneapolis.
Reinartz Jr., T.J. (2004). Computer mediated
literacy practices through communities of practice: An activity
theory analysis. Unpublished doctoral thesis. University of
Minnesota, Minneapolis.
Kochery, T.S. (2003). IGP brainstorming:
Investigating a methodology that accommodates to personal
characteristics in idea generating groups. Unpublished doctoral
thesis. University of Minnesota, Minneapolis.
Revised January 2007
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