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!
Faculty
- 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. -
Charles D. Miller,
Ph.D.
My work involves bridging the gap between learning, aesthetic design, and research-driven development to generate opportunities for transforming the nature of instruction. -
Cassandra
Scharber, Ph.D.
My research explores the nexus of literacy, power, and technology and the possibilities technology offers in aiding the transformation of teaching and learning. -
Jennifer Cherry, Teaching specialist
I coordinate the K-8 teachers of keyboarding for computer applications endorsement program. My research interests include the interplay of various facets of teacher knowledge including pedagogy, technology, and business content. -
Joel D. Donna, Ph.D.
My interdisciplinary research interests are situated within the learning technology domains of online learning and technology integration. The focus of my work is on pre-service education and beginning in-service professional development within the context of science teaching and learning. - Angelica L. Pazurek, Teaching specialist
I am interested in leveraging learning technologies to promote social justice and advance global sustainability, with particular consideration for how online learning affordances may improve access to resources for marginalized or disenfranchised groups.
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:
A minimum of 15 credits as specified below.
- CI 5331 - Introduction to Learning Technologies (3 cr)
- Plus a minimum of 12 credits in a certificate (K–12 technology integration, multimedia design and development, or online distance learning) or 12 credits selected from the following courses.
- CI 5321—Foundations of Distance Education (3 cr)
- CI 5323 - Online Learning Communities (3 cr)
- CI 5325 - Designing and Developing Online Distance Learning (3 cr)
- CI 5327 - Designing Online Adventure Learning (3 cr)
- CI 5336 - Planning for Multimedia Design and Development (3 cr)
- CI 5351 - Technology Tools for Educators (3 cr)
- CI 5361 - Teaching and Learning with the Internet (3 cr)
- CI 5362 - Foundations of Interactive Design for Web-based Learning (3 cr)
- CI 5363 - New Media and Interaction Design for Web-based Learning (3 cr)
- CI 5367 - Interactive Multimedia Instruction (3 cr)
- CI 8391 - Instructional Systems Seminar (1-3 cr)
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)
- List of other research methods courses (to be selected with consultation by the adviser).
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 February 2010
