courses in educational design

Graduate Certificate in Instructional Design

Explore the core concepts behind powerful instructional design.

In this program, you’ll explore up-to-date ideas and methods behind implementing learning design and technology. You’ll graduate prepared to pursue a variety of career paths in an industry that’s constantly growing and looking for professionals with relevant educational backgrounds.

Create Exciting New Methods for Learning

Instructional design is a practice that touches a range of industries and learners. By completing this certificate program, you will be prepared with the core knowledge necessary to create concise, informative and accurate learning methods.

Expert Courses Designed to Build a Solid Foundation

In this program, you will take the first steps in exploring current, proven learning methods and educational technologies through fully online courses taught by leaders in learning experience design and emerging educational technology.

The curriculum of this online graduate certificate incorporates the latest research in learning theory, educational technology and instructional design principles. It encourages students to use their work experience as a framework for their study. This program will give you the foundation to get started in the field or advance to our MS in Education in Learning Design and Technology program. Credits for the ID certificate are applicable to the MSED program.

Program at a Glance

• Delivery: 100% Online
• Course Length: 8 weeks
• In-State Rate: $450/credit
• Out-of-State Rate: $670/credit
• Start Date: Fall (August), Spring (January), Summer (May)

Program Resources

How Has Technology Changed Education?

What Is Instructional Design?

What Do Instructional Designers Do?

#1 in Indiana – Best Online Master’s in Education Programs

U.S. News & World Report, 2024

#10 Best Educational/Instructional Media Design Programs

Start Your Giant Leap with One Small Step

A World of Career Opportunities

According to the Bureau of Labor Statistics, employment of training and development specialists is projected to grow 8% from 2021 to 2031, which is faster than the average for other occupations.

Earning your graduate certificate in instructional design will set you on the path to pursue a variety of in-demand roles, such as:

• Instructional Development
• Multimedia Design
• Training and Development, E-Learning
• Project Management
• Content Design

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Instructional Coordinators, at https://www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm (visited October 25, 2022).

Admissions Requirements

Admissions decisions are based on individual experience and the applicant’s fit with the program.

We recommend that all applicants speak to an enrollment counselor to verify eligibility and document accuracy in applying for the program. Candidates must submit a completed application as well as the following items:

• A bachelor’s degree from a regionally accredited institution
• An updated resume
• Official transcripts from all universities attended, including transfer credits*
• An application fee of $60 ($75 for international students)

*Coursework used to satisfy the requirements of a conferred master’s degree from an institution other than Purdue may not be used as transfer credit.

International Students

In addition to the admission requirements noted on the first tab, international students must also provide the following information.

• Official transcripts from all universities attended in the original language as well as English translation for transcripts and diplomas not in English.
• Minimum Overall:  80
• Writing:  18
• Speaking:  18
• Listening:  14
• Reading:  19
• Minimum Overall:  6.5
• Writing:  6.5
• Speaking:  6.0
• Listening:  6.0
• Reading:  5.5
• Total score of 115 and 115 on each subscore

How to Apply

We recommend that all applicants speak to an enrollment counselor to verify eligibility and document accuracy before applying for the program. To schedule your phone interview, call 877-497-5851 .

Once you have connected with an enrollment counselor, you are ready to complete the online application .

If you have any questions about filling out the application, request more information or call 877-497-5851 to speak with an admissions advisor.

Send All Other Application Materials To:

Purdue University Online Programs Admissions Processing Center 851 Trafalgar Court, Suite 420 West Maitland, FL 32751

*Graduate Certificates at Purdue DO NOT qualify for financial aid.

With our new Graduate Certificate in Instructional Design, you can get started in this program with a strong foundational understanding of core learning design competencies. The 2-semester program consists of nine credit hours designed to get you started on your journey.

This expert-taught program will expose you to some of the hottest topics in the design world such as learning systems design, learning theories, development and management of technology and more. With an elective option built into the program, students can focus on areas of personal interest such as educational video game design, motivational instruction design, or developing instruction with specific leading technology platforms.

Required Courses

EDCI 53100 – Learning Theories And Instructional Design

This course helps students learn how theories of human learning and motivation can be applied to the instructional process in order to make the process more effective, efficient, and/or appealing. The focus of the course is on two areas: 1) the theoretical principles that have contributed to the field of Instructional Design (ID), and 2) how those principles can be applied within practical settings.

Total Credits: 3

EDCI 57200 – Introduction To Learning Systems Design

This course is an introduction to the principles of designing instructional materials and to instructional communication theory and techniques. Topics include objectives, student characteristics, media selection, communication variables, message design, and systematic evaluation. (Pre-requisite for EDCI 67200, EDCI 56900 & EDCI 57300)

Elective options are subject to availability and are not guaranteed.

EDCI 51300 – Foundations Of Learning Design And Technology

This course provides an historical overview of the field and delineates the foundational knowledge, skills, and attitudes needed by professionals in the field of educational technology and instructional design. Students explore the field by engaging in collaborative projects along with thinking and writing about various aspects of educational technology and the underlying instructional design theories.

EDCI 52800 – Human Performance Technology

This course provides an introduction to the field of human performance technology (HPT). It examines basic concepts and principles of human performance, the theoretical underpinnings of the field, research and application literature, and various approaches to solving human performance problems. A systematic approach to the analysis, design, development, implementation and evaluation of performance improvement interventions within organizations is emphasized.

EDCI 55600 – Educational Video Game Design

This course has been designed to provide you with an introduction to the design of educational computer and video games. Computer and Video games have been gaining increased recognition as potentially powerful media for engaging and effective learning. The focus of the course throughout the semester will be on two areas: 1) the learning, instructional design, and game design theories that can inform the design of effective and engaging educational computer and video games, and 2) how to apply those theories within practical settings. Key theories will be introduced through course readings and discussion. Students will be asked to play and analyze educational games outside of the classroom. Students will apply the theories through the design of their own educational computer or video games.

EDCI 56000 – Educational Technology For Teaching And Learning

This course addresses the fundamentals of educational/learning technologies within both the traditional classroom, as well as the corporate/business training environments. Students will explore and evaluate various tools/technologies and determine how, when, and why such technologies can/should be infused into normal, hybrid, or fully online learning situations. The goal of the course is to help the student plan, implement, and evaluate technology for teaching and learning.

EDCI 56400 – Integration And Management Of Technology For Learning

This course focuses on techniques for and issues related to integrating computers in learning environments. Topics covered stem from literature in the field and include (1) theoretical foundations of technology integration, (2) teaching and learning issues with technology integration, (3) designing the application of learning technologies for use in educational settings, and (4) emerging issues in research and practice with technology integration. Class activities are designed to model applications of learning technology, while class projects allow individuals to develop skills and knowledge in areas of your personal need or interest. The goal of the course is to help you develop an understanding of important issues associated with the integration and management of technology in learning and to effectively plan, design, implement, and evaluate technology-based instruction.

EDCI 56600 – Educational Applications Of Multimedia

This course involves the exploration of educational applications of multimedia. Examination and application of related research is a key component of the course. Projects involve the creation of instructional materials incorporating multimedia (e.g. sound, photographs, video, and/or interactive elements). Usability and usability testing considerations are explored.

EDCI 56900 – Introduction To E-Learning (prerequisite EDCI 572 required)

This course examines how the design and development of instruction are impacted by the use of the computer as delivery system. A primary focus is on effective learning design strategies for e-learning. Learners will identify and apply effective design practices with emphasis on project management, planning, and implementation. Education or training materials will be developed using appropriate authoring tools as determined by the instructional context. Learners will design an E-Learning module with end-to-end documentation of the design process (Project Plan, Design Document, Storyboard). Opportunities for collaborative feedback and evaluation will also be featured elements of the course experience. (Prerequisite: EDCI 57200).

EDCI 57500 – Foundations Of Distance Learning

An introduction to the field of distance learning/education. Examination of basic concepts and principles of distance learning, the theoretical underpinnings of the field, research and application literature, and distance education delivery technologies. A systematic approach to the design, development, delivery, and evaluation of instruction for learners at a distance is emphasized. Special attention is given to course management systems.

EDCI 57700 – Strategic Assessment And Evaluation

This course explores principles and techniques that can be used to carry out evaluations within an organization. The course also examines several aspects of conducting evaluations, including planning and designing an evaluation, developing appropriate instruments, using various methods to collect information, analyzing information obtained from those methods, and communicating results and recommendations. This course is designed to help learners understand the multiple ways that evaluation is used in instructional systems and provides opportunities to design various types of evaluation instruments. A portion of the course will examine the study of learner assessment as part of the evaluation of instructional programs; however, the course’s focus is dedicated to the study of program evaluation.

EDCI 58800 – Motivation And Instructional Design

This course has been designed to provide an in-depth study of motivation as one of the fundamental variables underlying human learning, behavior and instructional design. The focus of the course is on two areas: 1) theories of motivation and the general principles that have contributed to the field of instructional design, and 2) how those principles are selected and applied within practical design settings.

EDCI 59100 – Using Articulate 360 to Develop Engaging and Interactive Learning Experiences

This course focuses on how to utilize Articulate Storyline to create interactive and engaging learning modules. Through a variety of learning activities implemented in this course, learners will be able to utilize Articulate Storyline functionalities and resources along with appropriate pedagogical strategies to design and develop an original Articulate Storyline learning module. Additionally, they will be able to develop professional skills such as peer feedback and assess their instructional design growth through self-reflection.

EDCI 63300 – Instructional Design Project Management

This course focuses on the application of project management ideas, concepts, and strategies in instructional design settings. Students will be asked to consider the relationship between instructional design and project management, tools that can assist with managing instructional design projects, and factors influencing the instructional design project management process. Students will explore these topics by creating deliverables for instructional design cases and other interactive assignments.

EDCI 67200 – Advanced Practices In Learning Systems Design (prerequisite EDCI 572 required)

This course focuses on the application of learning systems design to real-world educational situations through the in-depth consideration of key instructional design processes (e.g., analysis, design, development, implementation, evaluation). Additionally, a key focus of the course is on the development of instructional design expertise. (Prerequisite: EDCI 57200).

Learn From the Experts

Explore how Purdue’s faculty for the online MS in Education in Learning Design and Technology can prepare you for leadership and advancement.

Luke Bennett , Clinical Assistant Professor

Peg Ertmer , Professor Emerita

Marisa Exter , Associate Professor

Wanju Huang , Clinical Associate Professor

Adrie Koehler , Associate Professor

James Lehman , Professor Emeritus

Victoria Lowell , Clinical Professor

Timothy Newby , Professor

Jennifer Richardson , Professor

Sunnie Watson , Professor

William Watson , Professor

Instructors

Erin Besser , Instructor

Mary Bonhomme , Instructor

Linda L. Campion , Instructor

Sangeetha Gopalakrishnan , Instructor

George Hanshaw , Instructor

Carole Hruskocy , Instructor

Woori Kim , Instructor

Nilufer Korkmaz , Instructor

Jennifer Lee , Instructor

Judith Lewandowski, Instructor

Christopher Mong , Instructor

David Paredes , Instructor

Dana Ruggiero , Instructor

Valerie Schmitz , Instructor

Shaun Scott , Instructor

Heidi Watson-Held , Instructor

Maryshannon Williams , Instructor

Ji Hyun Yu , Instructor

Frequently Asked Questions

Do you offer financial aid?

No, unfortunately graduate certificates at Purdue DO NOT qualify for financial aid.

Can this certificate be applied to another degree program?

All three courses for the Instructional Design Graduate Certificate can count toward MSED in Learning Design and Technology as well as the MSED in C&I Ed-Tech concentration. Two elective courses, EDCI 56900 and EDCI 57700 can be applied to the Master’s in Corporate Training and Communication.

Will my diploma look different from the on-campus programs?

No. Both on-campus and online programs earn the same diploma.

Is this a computer technology certificate?

No. While computers and other new technology are often used as instructional tools, and their use and integration in learning and teaching is an important aspect of this program, the focus of the graduate certificate in Instructional Design is on learning systems design, learning theories, development and management of technology and more.

Do I need a background in education to qualify for admission?

No. Learning design and technology has a wide variety of applications, not just in education. Our students come from all different educational and professional backgrounds. We do require students to hold a bachelor’s degree in order to be considered for admission. Learn more about application requirements.

How many credit hours can be transferred into the online graduate certificate in instructional design?

A maximum of 3 credit hours may be transferred from other institutions toward the online Instructional Design Graduate Certificate. Transfer credits must be from a graduate level course with a grade of B or higher and cannot come from another conferred degree. Students should discuss any potential transfer credit with their enrollment counselor as soon as possible during the admissions process. A final decision on eligibility of transfer credit is made after review by program faculty.

Who is on the faculty?

The faculty of the Graduate Certificate in Instructional Design at Purdue all hold doctoral degrees and contribute to ongoing research in the field of educational technology and learning design. You can learn more about them by visiting the faculty page.

How do online classes work? Do I have to be at my computer at a specific time?

Most of the coursework is asynchronous, meaning that there are not specific times that you need to be in the course. However, interaction with your instructor and peers is a major component of our classes. As an online student at Purdue University, you’ll log into a virtual online classroom interface that includes areas for assignments, discussion boards, e-mail, and more. Just like in a traditional classroom, you’ll complete coursework and exams and interact with your instructor and classmates, but it will all be online. You can access and work on your coursework at any time. You are generally required to post assignments and check in several times per week and then you just need to complete your assignments according to the schedule posted by your professor.

How many total credits are required?

The online Graduate Certificate in Instructional Design at Purdue University requires a total of 9 credit hours.

How much time should I plan to spend on the coursework each week?

The academic experience varies by student; however, we recommend that students plan to spend 15-25 hours per week for each course they take.

What if I have a question about homework or need help with a technical issue?

The faculty and staff at Purdue are dedicated to your success at the University and in the future. You can schedule to meet with your instructors online, and instructors will answer emails in a timely fashion. Technical support is available to help you handle hardware and software issues. We have dedicated staff to talk to you about financial aid, scheduling, or other administrative matters.

Is support available to all students?

As an online student, you will have access to a multitude of support resources when you need help or guidance, starting with new student orientation to familiarize yourself with the online learning environment. Other services include a help desk for technical issues, a student services coordinator and more.

How are the online programs different from the on-campus programs?

Purdue University’s online programs are just as rigorous and challenging as their on-campus counterparts. The main difference is the online format, which allows you greater convenience as to when and where you learn.

Can I visit campus?

Yes. Students are always encouraged to visit campus and experience all that Purdue has to offer. For visitor information, visit www.purdue.edu/visit

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Master of Education

Education Technology & Instructional Design Master's

Earn a versatile education technology and instructional design degree online.

The global pandemic has created an urgency for design teams to deliver next-generation solutions at a breakneck pace. In various domains including K-12, higher education, and workforce development, these teams are tasked with creating engaging and immersive virtual learning experiences that can substitute for on-ground instruction.

This master’s program was built from the ground up to help those involved in instructional design gain an updated skill set, preparing them to meet the unique needs of each student within today’s new learning environment. The program incorporates design thinking, learning analytics, and universal design and accessibility.

Choose Your Track 

The Master of Education in Education Technology and Instructional Design is offered in two tracks: the K-12 pathway and the Adult Learner pathway. These tracks allow students to specify if they are hoping to implement their knowledge in an academic or educational setting, or in a corporate setting. The courses in the K-12 pathway setting focuses on working with students in an educational setting, while the Adult pathway focuses on corporate training and adult education. Candidates may choose to complete both pathways if desired. Your career goals will ultimately help you determine which pathway is best for you.

62% of graduates finish this program within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps students control the ultimate cost of their instructional design degree. Finish faster, pay less!

Average salary increase

School of Education graduates report an average salary increase of $10,916 after completing their WGU degree.

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Education Technology and Instructional Design Courses

Program consists of 12 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

This graduate-level educational technology degree is tightly aligned with employer-desired skills for instructional designers. The program offers two tracks: the K-12 pathway and the Adult Learner pathway. Candidates may choose to complete both pathways if desired.

The WGU MEd Education Technology and Instructional Design program was designed (and is regularly updated) with input from the experts on our Education Program Council , as well as ISTE and ATD standards. These respected authorities know exactly what it takes for a graduate to lead a staff of educators, administrators, and support personnel in K-12, higher education and corporate education settings. 

This program comprises the following courses. You will typically complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

Learning Experience Design Foundations I provides an introduction to the field of learning experience design (LxD) and the role of the learning experience designer, which combines best practices from the fields of instructional design and user experience design, with the goal of creating human centered, goal-oriented learning experiences. This first of two foundational courses introduces Design Thinking and instructional design models, processes, and approaches. This course demonstrates how learning theories and instructional frameworks can be applied to facilitate deep learning, motivation, and engagement. This course also teaches the process for analyzing learners and their needs, as well as defining the instructional problem and goals. There are no prerequisites for this learning experience design course. 

Learning Experience Design Foundations II is the second of two foundational courses that provide the foundational knowledge and skills learning experience designers need to create human-centered, goal-oriented learning experiences. Continuing to the third, fourth, and final phases of the Design Thinking Process, this course teaches the process and importance of ideation as well as rapid prototyping. It includes techniques for creating e-learning storyboards, which communicate content plans and instructional design strategies and “look and feel” mockups, which incorporate visual design principles and usability best practices. Finally, this course introduces usability testing methods and provides guidelines for planning usability tests for e-learning solutions. Learning Experience Design Foundations I is a prerequisite for this course.

Assessment and Learning Analytics focuses specifically on applying assessment and learning analytics practices to gauge learner progress through e-learning products. This course is an introduction to assessment models, including competency and skills-based methods, as well as culturally responsive and Universal Design for Learning (UDL) approaches in assessment, rubric, and feedback design. Finally, this course introduces learning analytics, specifically how they can add an additional layer of validation and visibility on learner progress.

Learning Technology provides opportunities for learners to research emerging learning technologies and see how they are changing current teaching and learning practices. This course also teaches strategies for evaluating learning technologies and their ability to facilitate deep learning and help learners achieve their learning goals, as well as their ability to accommodate learner differences and ensure access for all learners. This course covers techniques that learning experience designers can use to implement technology safely, legally, and ethically in a variety of environments. Additionally, this course explores the types of learning analytics that various technologies generate and the ways in which they can be used to better understand learner progress and optimize the learning experience.

Learning Experience Design Lab requires learners to apply foundational learning experience design strategies to create an instructional solution in the form of an e-learning module. In the course, learners will identify an instructional problem and then design and develop a functional prototype of an e-learning solution. Learning Experience Design Lab provides an environment for learners to apply foundational knowledge and skills, experiment with various e-learning design tools and techniques, provide helpful quality feedback to peers, and receive quality feedback from peers about their own e-learning module. Finally, Learning Experience Design Lab teaches the importance of obtaining user feedback and incorporating that feedback to continuously improve the learning experience. Degree-seeking learners must complete the Learning Experience Design foundations series and two pathway courses prior to completing this course.

Identifying Learner Needs and a Research Problem is the first of three capstone courses in the program. This course provides an introduction to design-based research and focuses specifically on the first two phases of the design-based research process: identifying and analyzing the learning problem and reviewing the literature. This course also requires that learners continue applying Design Thinking as they empathize with learners and define the instructional problem that their research will help them understand and address. Finally, this course teaches learners how to conduct a literature review to determine what research has already been done and what is unknown about their research topic. Learning Experience Design Lab is a prerequisite for this course.

Developing an E-Learning Solution and Research Methodology is the second of three capstone courses in the program. This course focuses on the next two phases of the design-based research process: designing and developing an e-learning solution and designing a research methodology to test how well the solution addressed the instructional problem. This course also requires that learners continue applying Design Thinking as they ideate potential solutions to the instructional problem and begin prototyping a module of instruction. Finally, this course teaches learners how to design research studies that ensure the safety of human subjects and the ethical collection, storage, and reporting of data. The course Identifying Learner Needs and a Research Problem is a prerequisite for this course.

Implementing and Evaluating E-Learning Solutions is the third of three capstone courses in the program. This course focuses on the final steps of the Design-Based Research process: implement, test, refine, reflect, and report. This course also requires that learners continue applying Design Thinking as they test and refine the solution identified during the prototyping phase. The course requires learners to test and refine their implementation strategies, use data to evaluate the effectiveness of their e-learning solution, redesign or enhance their e-learning design based on their interpretation of the data, and summarize their design-based action research study. Developing an E-Learning Solution and Research Methodology is a prerequisite for this course.

Designing and Facilitating E-Learning Experiences for K–12 Students is the first of two courses in the K-12 Learning Designer pathway. This course teaches skills needed to plan units of study that leverage virtual settings and achieve academic standards while promoting digital citizenship. This course provides strategies for explaining essential concepts and demonstrating examples for students in K–12 virtual settings. It also provides strategies for using technology to facilitate meaningful collaboration among K–12 students. Finally, this course explains how to design effective practice and assessment opportunities for K–12 students in virtual settings and provides strategies for ensuring students get the feedback they need to improve learning. Learning Technology is a prerequisite for this course.

Quality and Impact of K–12 E-Learning Solutions is the second of two courses in the K–12 Learning Designer pathway. This course provides an introduction to the challenges K–12 students face in e-learning environments. It also directs learners to professional and academic resources where they can find current research related to issues and innovations learning experience designers implement to solve challenges to K–12 students in e-learning environments. This course also outlines a quality framework for evaluating e-learning solutions for K–12 students and provides opportunities for learners to apply that framework. Lastly, this course provides examples of how learning analytics can be used to determine the impact of e-learning for K–12 students. Through this course, learners will analyze data about K–12 learners to determine the impact an e-learning solution has had on engagement, effort, and learning. This course teaches learners how insights gained from data about K–12 learners can be used to optimize e-learning. Designing E-Learning Experiences for K–12 students is a prerequisite for this course.

Designing E-Learning Experiences for Adults is the first of two courses in the adult learning designer pathway. This course teaches best practices for supporting adult learners as they acquire knowledge and learn new skills and dispositions. This course explains effective approaches to designing learning experiences for adult learners that are collaborative, experiential, and transformative in nature. This course also explores problem-based and competency-based approaches to designing learning experiences for adults. Each evidence-based approach is defined and supported by theory and research. The course also includes best practices for designing each type of learning experience and provides real examples of each approach. Learning Technology is a prerequisite for this course.

Quality and Impact of Adult E-Learning Solutions is the second of two courses in the Adult Learning Designer pathway. This course introduces the issues learning experience designers often encounter when designing e-learning experiences for adults. It also directs learners to resources about current research related to issues and innovations in designing online learning experiences for adults. This course also outlines a quality framework for evaluating e-learning solutions for adults and provides opportunities for learners to apply that framework. Lastly, this course provides examples of how learning analytics can be used to determine the impact of e-learning solutions for adults. Learners will analyze dashboard data and determine the impact an e-learning solution has had on learner engagement, effort, and learning and how insights gained from data about learners and the learning experience can be used to optimize learning and the environments in which it occurs. Designing E-Learning Experiences for Adults is a prerequisite for this course.

Capstone Project

Special requirements for this program

WGU's online master's degree program in education technology and instructional design requires the successful completion of a capstone project. You'll take what you've learned during your studies and apply it to a real-world situation, proposing a solution to an actual issue you're likely to face in a professional environment. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Communications: Developed clear, concise, and organized written communications.
• Research: Developed evidence-based processes rooted in research findings, enhancing the effectiveness and efficiency of educational initiatives.
• Detail Oriented: Identified key areas for improvement in a project, leading to expected outcomes and project success.
• Applied an instructional design model, resulting in well-defined and engaging learning activities.
• Modeled solutions for instructional projects, enhancing the overall effectiveness of the learning experiences.
• Presentations: Demonstrated effective presentation skills in both physical and online settings.

“Working on a master's degree through WGU was amazing. I loved working on my own time and schedule, especially since I have a full-time job. My mentor and class instructors were always helpful and proactive in reaching out. The classwork was relevant to my degree. I feel like the classwork was difficult but doable. I would highly recommend WGU to anyone who is working toward a degree WGU offers.”

—Rebecca Hanson Teachers College Graduate

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

Education That’s Truly at Your Own Pace

What makes WGU uniquely flexible? We allow you to finish courses as quickly as you can show competence. You do so by passing assessments instead of sitting in class for a set number of weeks. At WGU, there are no rigid class schedules, no set log-in times, and no hard deadlines set by professors. Rather, you work with your Program Mentor to create a Degree Plan that works with your busy life. Want to take a test at 2 AM? At WGU it’s possible. Earn a career-focused education on your time.

"While getting my degree I was faced with learning how to teach from home, and help my own children adapt to learning online because of our pandemic. I love how WGU was flexible and I was able to breeze through courses when I knew the information and take my time on the ones I needed to.”

—Rachel Hink Teachers College Graduate

CAREER OUTLOOK

A Master’s in Education Technology Paves the Way to the Next Step in Your Career as an Educator

The education landscape is changing rapidly, whether it be in the K-12, higher education, or corporate training space. An increased demand for online education and a greater appetite for custom-tailored and individualized education has created an urgency in the new and expanding field of educational technology. As demand continues to grow, these industries need skilled professionals with a deep understanding of the education technology and instructional design disciplines.

This Master of Education in Education Technology and Instructional Design offers two pathways depending on your desired area of expertise. One prepares you to develop educational programs, methods, and curriculum for K-12 students, while the other is more focused on readying you to provide the same, but in areas including higher education and workforce development. A master’s degree program will help you gain the skills needed to improve learning experiences and play a part in the evolving future of education.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

According to the U.S. Bureau of Labor Statistics, the  demand for instructional coordinators  at the K-12 level is set to grow by  7% from 2021 to 2031. There is a similar need for  training and development specialists  in the corporate world with demand projected to increase by 8% over that same period.

Learn About All the Opportunities in Education Technology and Instructional Design

With a master’s degree in education technology and instructional design you could be prepared for the following jobs, depending on your industry of focus.

• Instructional coordinator  
• Instructional designer 
• Curriculum developer
• Instructional technologist
• Instructional developer
• Educational technologist
• Learning designer
• Director of eLearning
• Learning Engineer
• Learning architect
• Instructional design coordinator
• Distance education administrator
• Academic technologist
• Learning Experience Designer

Higher Education

• Director of Learning Experience Design  
• Academic technologist 
• Distance education administrator 
• Director of instructional design 
• Online course designer
• Online course developer
• Learning Architect

Corporate Training

• Multimedia producer
• Training and development specialist
• Instructional technology specialist 
• Director of Learning Experience Design
• Director of instructional design
• eLearning Designer/Developer 

Master in Education Technology and Instructional Design Admission Requirements

To enroll in this program, you must be in possession of a bachelor's degree from an appropriately accredited institution and be interested in advancing your expertise in education technology and instructional design.

You will also need access to a community of learners. This community of learners will be the focus of your capstone project at the end of your program and other assessments throughout your program, and you will need to identify this group during your first term. 

Transfer Credits

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

More About the MEd in Education Technology and Instructional Design

• More About This Degree

Do I have to be a teacher to pursue this master’s degree?

No. You do not have to be a teacher to pursue WGU’s Master of Education in Education Technology and Instructional Design. In fact, the program is built to provide knowledge and skills not only to teachers but also to individuals planning to work in other fields like corporate training. 

What background do I need to have for this program?

You can have any bachelor's degree and be working in any sector to pursue this Master of Education in Education Technology and Instructional Design. In fact, the program is built to provide knowledge and skills to any individuals planning to work on training, curriculum, instruction, and more.

Does WGU offer financial aid?

WGU is approved to offer  federal student aid . You will need to apply using the FAFSA, which is used to determine your eligibility for aid. WGU’s FAFSA school code is 033394.

Are there scholarships available?

Scholarships are available for new WGU students and returning graduates.  This video shows more  about scholarship opportunities and how they can help you pay for school. Get information on:

• How to apply
• Eligibility requirements
• Examples of scholarships
• What happens after you apply
• Other financial aid options

How does tuition work at WGU?

WGU's tuition is a flat rate that is charged every six months. You can take as many courses as you are able in that six-month term—with no extra cost. You simply pay for the term and do as much work as you can or want to during that time. This means that finishing faster helps you save money—a major benefit you won't find at most other schools. 

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Learning Design, Innovation, and Technology

Contact Information

Connect with program staff.

If you have program-specific questions, please contact LDIT Assistant Director Rilda Kissel .

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If you have admissions-related questions, please email [email protected] .

Admissions Information

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Gain the expertise you need to flourish at the frontiers of education — by creating innovations in education technology, leveraging the science of learning, and developing powerful pedagogies.

In our Learning Design, Innovation, and Technology (LDIT) Program, you will tackle promising and challenging frontiers of education — leveraging the science of learning, applying innovations in education technology, and developing powerful pedagogies to improve learning outcomes. You will experience a diverse, inclusive, and high-energy environment, while learning from leading HGSE faculty and top industry practitioners, as well as your fellow cohort members. Our LDIT Program will equip you to work in educational media and technology, instructional design, and curriculum development, to create new learning materials and experiences for preK–12 schools, colleges and universities, 21 st century workplaces, and informal settings.

"So much of young people’s learning today takes place out of school, and it impacts how we need to design learning experiences. In this program we study the evolution and science of learning — exploring the impact of innovations in pedagogy and technology, identifying ways these insights and tools can help us improve learning designs, and making progress toward generating better student outcomes." Joe Blatt  Faculty Co-Chair

After completing the LDIT Program, you will have gained a deeper understanding of core competencies that explore how to: 

• Determine learning needs and goals
• Create learning materials and experiences
• Assess impacts of a learning design
• Manage design processes, collaboratively and reflectively
• Foreground diversity, equity, inclusion, and belonging in design

Curriculum Information

The LDIT Program is designed to help you gain the knowledge and practice the skills essential to designing and implementing learning experiences. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2024–25 academic year curriculum are:

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 12–15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, you must take a minimum of 12 credits specific to LDIT, including the following:  

• The LDIT Program Core Experience (4 credits in the fall semester), you will explore how to design learning across a wide variety of settings, from classrooms to conferences and online networks, in architecture, media, and emerging technologies. You will engage with outstanding design practitioners who are using design theory and strategies to make learning more appealing and more successful in a wide variety of settings. Across these different domains, faculty will highlight competencies that are critical tools for learning designers.
• LDIT-related course work (8 credits), you may choose from more than 30 courses taught by LDIT faculty members. Topics include deeper learning, innovation by design, learning through arts, entrepreneurship in education, learning analytics, universal design, creativity and curiosity, and many more.
• The remaining credits are taken via elective coursework , which includes the opportunity to specialize in a Concentration and to cross-register for complementary courses in other Harvard schools and at MIT.

Explore our  course catalog . Note, a ll information and courses are subject to change.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Joseph Blatt

Joe Blatt is an expert in children's media, interested in the effects of media content and technology on development, learning, and civic behavior.

Karen Brennan

Karen Brennan directs the Creative Computing Lab at HGSE and focuses on the design of learning experiences in K–12 computer science to cultivate agency.

Jose Blackorby

Elizabeth Bonawitz

Christopher Dede

David Dockterman

Catherine Elgin

Tina Grotzer

Elizabeth S. Hartmann

Michael B. Horn

Seiji Isotani

Angela Jackson

Raquel Lynne Jimenez

Meira Levinson

Susan Johnson McCabe

Matthew L. Miller

Nicole Mills

Louisa Penfold

Christine A. Reich

Fernando Reimers

John Richards

Louisa Druss Rosenheck

Bertrand Schneider

Eric Soto-Shed

Daniel Wilson

William Wisser

Career Pathways

The LDIT Program prepares you for a variety of career pathways, including: 

• Instructional designer 
• Learning technologist 
• Learning media producer
• Curriculum designer 
• Product manager
• Digital-learning designer 
• User-experience designer 
• Museum educator 
• Project manager
• Learning-assessment developer 
• Professional and workplace learning manager 

Cohort & Community

Though LDIT, you will join a remarkable cohort of passionate educators and creative thinkers who represent diverse backgrounds, perspectives, and experience levels. Guest speakers, alumni networking, student-organized initiatives, and social events all contribute to the creation of a cohesive and supportive peer group. The LDIT community also is part of the larger HGSE family — preparing you and your cohort members for the opportunity to change the world through your impact on excellence and equity in education.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Learning Design, Innovation, and Technology experience and the impact its community is making on the field:

Filmmaking Becomes a Classroom

With "Hollow Tree," HGSE student and film director Kira Akerman makes filmmaking an education journey

What It Means to Look Like a Film Director

Master’s student breaks out in Hollywood as she breaks stereotypes

Instructional Design Courses

• Social Sciences

Harvard Bok Higher Education Teaching Certificate

Explore Higher Education Teaching and its practices offered by Harvard’s Derek Bok Center for Teaching and Learning. Learn to create a collaborative, engaging learning environment.

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100% online

Graduate Certificate of Educational Design

Gain the skills you need to push the boundaries of innovation in learning..

Accelerated 100% Online

0.7 years part-time

Jan, Mar, May, Jul, Aug, Oct

Shape the classrooms of the future.

Enquire for graduate certificate of educational design.

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Download a course guide

Fill in your details to download an interactive course guide containing:

• course information
• career pathways
• how online study works
• course fees
• how to apply

Future-focused education

Whether you’re already working in the education field or looking to transition into one of Australia’s fastest-growing roles, a Graduate Certificate of Educational Design will open up many pathways.

4.0 stars out of 5

Educational designers have high job satisfaction.

Become an educational designer.

Implement innovative course design.

Gain a skill set that is essential to forward-thinking institutions.

Accelerated & 100% online

Study that’s flexible.

Coursework and assessments are designed to fit your needs.

Support seven days a week

Learning advice and study assistance.

Dedicated support services designed for your study discipline.

Shape the classrooms of the future  

Educational design as a profession was born amid digital disruption, and has continued to evolve at a rapid pace. In a world where education is delivered directly to a student’s home or office, innovative course design is vitally important, as are the practitioners who push the boundaries of what’s possible.   

Whether you’re already working in the education field, or looking to transition into one of Australia’s fastest growing roles, a Graduate Certificate of Educational Design will open up a vast array of pathways. Educational designers have a diverse skill set and are in demand at universities, as well as within a wide range of corporate, government and not-for-profit organisations. Set yourself up now for a long-term career in an innovative and fast-growing field.   

What you will learn

• Digital innovation  Plan and implement rich and effective online learning experiences, which use multimedia digital technology to support of positive learning outcomes.
• Educational design models Explore various models of educational design, and how technological innovation is bringing about a revolution in the education sector.
• Pedagogy  Develop a strong understanding of how pedagogical theory continues to inform educational course design. 

Our worldwide Education rankings

Dedicated to academic excellence, monash university has achieved international recognition and renown in education courses..

Entry Requirements

The course comprises four units in which you will be introduced to core principles of educational design, and the digital technology that supports effective work in multidisciplinary educational design teams and partnerships.

Need further clarification about our online course structure?

You can submit an enquiry directly to our student consultants by using the form listed on our contact us page . You’ll have the opportunity to schedule a call if you’d like to receive further information.

You must complete the following units.

Educational design

Unit Code: EDF5768

Contact Hours: 20-24 hours of study per week

Duration: 6 weeks

Description:

Effective educational designers instinctively use a broad range of theories, frameworks, models and principles in the design process. ‘Educational design’ provides this foundational knowledge. You will explore the design of online and blended education, assessment and feedback, and delve into ethics, accessibility and equity. ‘Educational design’ is for current and prospective education, learning and instructional designers who are grappling with how best to design, facilitate and assess the use of educational technologies in teaching and learning settings.

Designing digital content

Unit Code: EDF5769

Effective learning experiences require the careful design of digital content including text, image, audio, video, animation, simulation, games, and even augmented and virtual realities. In this unit you will explore theories, models, practical strategies and learn skills to enable you to design effectively when working with written content, images, video and other media. There will be opportunities to investigate new platforms and media, including learning management systems, social media and mobile devices. You will also explore essential knowledge of regulatory and ethical issues, such as intellectual property and copyright.

Designing for interaction and collaboration

Unit Code: EDF5770

This unit equips you to understand how, when and why interactivity, collaboration and social learning can enhance learning experiences. You will explore theory, models, strategies and pedagogical approaches that can guide your designs and utilisation different technologies. This includes using discussion forums, online testing, simulation and collaborative environments ranging from cloud based documents through to immersive virtual worlds. Along the way you will become familiar with the challenges, dilemmas and risks, including those surrounding social media.

Innovations in technologies and pedagogical practices

Unit Code: EDF5772

In this unit the theoretical and the practical collide, as you examine the potential of emerging technologies and pedagogies that break the boundaries of traditional teaching and learning contexts to produce active learning experiences. You will develop critical thinking and synthesis skills that can be used when considering the potential affordances of technologies along with their limitations.

A recognised bachelor’s degree or equivalent qualification with a pass (50%) average. Alternatively, applicants who have completed relevant full-time informal learning, with a recommendation letter or reference from an employer, will be considered on a case-by-case basis.

English requirements

Applicants must meet the English language requirements.

University entrance requirements

Minimum entrance requirements apply for admission to Monash University Australia.

If you need help understanding the above entry requirements, reach out to our student consultants on our contact us page and schedule a booking for a chat.

For the Graduate Certificate of Educational Design, the estimated cost is $3,512.50 per unit. You may be eligible to receive a FEE-HELP loan to cover part or all of your tuition. Fees are subject to change annually.

Scholarships

We offer over 360 types of scholarships, valued at up to $280,000. Some scholarships offer one-off payments while others continue for the length of your course. Learn more about Monash Scholarships.

Looking for clarification on fees or scholarships?

Enquire with our student consultants and schedule a call to get your questions answered.

Career outcomes

The workplace of the future is an exciting and dynamic place. A Graduate Certificate of Educational Design degree is designed to equip you with the necessary skills to succeed in a constantly changing global environment.

What does the future look like for instructional designers ?

As a constantly evolving profession, instructional designers provide an emerging service and are highly sought-after.

STAR RATING

Industry Growth

Educational Design online at Monash

The Graduate Certificate of Educational Design is 100 per cent online, and can be completed in just eight months of part-time study. All your units, taught by industry experts with professional experience, are career-focused. The skills you acquire will prove invaluable when it comes to completing your hands-on instructional design projects and assessments.  

The course is grounded in practical industry-relevant study – using real-world case study examples and simulations – and led by educational design academics who have developed influential theories accepted around the world. Your units are built from the ground up to reflect this.   

Meet your academic team

Michael henderson.

Michael Henderson is a researcher and teacher of educational design. He is involved in various research projects on creative risk-taking, technology-mediated feedback and cyber safety in early childhood. He has worked with educational and instructional designers from around the nation.

Associate Professor Michael Phillips

Mike Phillips is the Associate Professor of Digital Transformation in the Faculty of Education, Monash University. His work focuses on the knowledge teachers gain when integrating educational technologies into their practice. In 2019, Mike led a team from 11 countries exploring teacher decision making in technology-rich contexts as part of the UNESCO EDUsummIT .

Dr Joanne Blannin

Dr Joanne Blannin is a Senior Lecturer for the Master of Teaching programs at Monash University. In the past six years, Joanne has supported more than 400 Victorian schools to engage with technologies for their own and their students’ learning.

I chose this course because I really enjoy what Monash offers…they harnessed the idea of real-world connections, and their lecturers and tutors are people who are experienced in their field.

Danae Swinburne

Graduate Certificate in Educational Design

Frequently Asked Questions

How is education design expected to change, what are career prospects for education designers with specialist knowledge and experience, what employment setting do education designers work in, explore the world of educational design.

Innovative educational design in the digital era

Educational Design 3 minutes

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Academics 3 minutes

Finding the postgraduate course that fits your ambitions

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Studying online, the Monash way

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Gain a world-class education, delivered through a dynamic virtual classroom and taught by leading academics.

You’ll have ongoing access to dedicated support services that have been specifically designed for your discipline.

Equipped for career success

You’ll graduate as an in-demand employee, ready to take the next step in your career.

Monash Online is a partnership between Monash University and Online Education Services (OES). Learn more .

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• Masters in Education Learning Design Technology

Online Master of Science in Education in Learning Design and Technology

Purdue University West Lafayette (Main Campus)

• Program Overview
• Testimonials
• Graduate Certificate in Instructional Design
• Technology Badges

Make a Positive Impact on Learner Success

Develop, implement and evaluate multimedia instructional materials, and explore ways to bring instructional design to industries outside of the educational field. You'll graduate ready to make a positive impact on each and every one of your learners in settings from nonprofits to government, and traditional classrooms to conference rooms.

100% Online Coursework

32 Credit Hours

#10 in Best Online Master’s in Educational/Instructional Media Design Programs – U.S. News & World Report 2024

20 Months to Graduate

Advance the Learning of Organizations, Adults, and Children

Maximize your learners' potential by delivering effective instructional materials no matter where, or who, you're teaching with Purdue University's online Master of Science in Education in Learning Design and Technology (MSEd in LDT).

Advance Employees’ Knowledge

Corporate trainers, instructional designers, e-learning managers and other corporate educators use the latest tools, strategies, processes, and practices to employ technology in corporate training and development. In doing so you become an important asset to any organization that values growth and productivity — which means job security and greater earning potential after graduation.

Elevate Traditional Classroom Learning

K–12 teachers, administrators and dedicated learning managers graduate ready to integrate technology and create optimal learning materials that help learners of all ages and abilities reach their full potential.

The online MSEd in Learning Design and Technology program prepares you to facilitate more effective learning in the classroom and become an invaluable asset to your school or district.

Program Resources

How Has Technology Changed Education?

What Is Instructional Design?

What Do Instructional Designers Do?

Additional Resources

View a Virtual Open House

Hear directly from our directors of admissions, program directors and faculty to learn more about the program’s objectives, what it’s like to learn online, the resources we have to assist you throughout your education, and career paths after graduation.

• View the Recording

Show Your Skills

At Purdue, we give you the unique opportunity to show employers your new skills through a capstone portfolio that aligns with the International Board of Standards for Training, Performance and Instruction (IBSTPI) standards. These standards are known as the industry gold standard. Upon graduation, you will have created a viable portfolio as you work through the 20-month MSEd in LDT that immediately gives you a competitive advantage in the job market.

Students are also provided access to our technology badges as part of the LDT program. Technology badges allow you to display your knowledge of distinct instructional tools, with many showcasing skills highly desired by employers. For example, included in our listing of technology badges are Camtasia (Video Production) and Articulate (e-Learning authoring tool), both of which are in high demand with employers. The technology badges are available outside of coursework although some badges may be required as part of a particular course curriculum. Moreover, with these badges, you can show employers that Purdue has certified your competence in a particular technology without having to wait until you finish the entire program. These skills will allow you to stand out in the job market.

Discover a Rigorous Curriculum

Master current, proven learning methods and educational technologies through a rigorous online curriculum taught by leaders in the fields of learning experience design and emerging educational technology.

When you graduate with an MSEd in LDT, you have a deep understanding of:

• New Approaches to Learning — You understand and apply best practices in education and corporate training by engaging in authentic instructional design activities and solving real instructional design problems.
• Instructional Design Principles — You use technology to develop effective training and support materials by applying instructional design theory and principles.
• Instructional Materials and Technology —  You design, develop and implement courses, tools and learning programs that support a variety of learning outcomes, whether in K–12, higher education or corporate environments.

The curriculum of the online MSEd in Learning Design and Technology incorporates the latest research in learning theory, educational technology and instructional design principles and encourages students to use their work experience as a framework for study.

The program is not only taught, but was also designed by the same world-class faculty members that head our on-campus courses, alongside adjunct professors who bring years of experience and new ideas to the classroom. The only difference between the on-campus and online programs is the added flexibility to earn your masters when and where it's most convenient for you.

To view the full program guide click here .

Employment Trends for Learning Design and Technology

National employer demand trends suggest a strong need for program graduates from LDT. Employers posted over 67,000 relevant job postings in the last 12 months. 1

Currently national employment is projected to increase faster than average in four of the top five occupations identified for LDT, signaling increasing opportunities for relevant professionals over the next decade. One of these top five occupations (Training and Development Specialists) houses relevant titles like Learning and Development Specialists, Learning Strategists, and Learning and Development Leads. Within this occupation, employers frequently request skills such as “instructional design” and “adult education.” These trends indicate a robust labor market with plentiful employment opportunities for program graduates.

Training and Development specialists earned a median annual salary of $61,570 while Training and Development Managers earned a median annual salary of $120,000 in 2021. Instructional Coordinators earned a median annual salary of $63,740 in 2021, with employment opportunities projected to grow 7 percent by 2031 according to the U.S. Bureau of Labor Statistics. 2

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Admissions decisions are based on individual experience and the applicant’s fit with the program.

We recommend that all applicants speak to an enrollment counselor to verify eligibility and document accuracy in applying for the program. Candidates must submit a completed application as well as the following items:

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• An application fee of $60 ($75 for international students)

*Coursework used to satisfy the requirements of a conferred master’s degree from an institution other than Purdue may not be used as transfer credit.

In addition to the admission requirements noted on the first tab, international students must also provide the following information.

• Official transcripts from all universities attended in the original language as well as English translation for transcripts and diplomas not in English.
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No. Both on-campus and online programs earn the same diploma. Online students are also invited to participate in the graduation ceremony on campus upon program completion.

Most coursework is asynchronous, meaning that there are not specific times that you need to be online. When you start the program, you will be given access to a virtual classroom interface. Your instructor will post coursework, syllabi, assignments, and messages every week. You will also use discussion boards, e-mail, and chat to communicate with your classmates and your instructor. You can log on and do your coursework at any time that is convenient for you, but you must turn in your assignments by the deadlines your instructor sets.

As in an on-campus program, you should plan on devoting about 15 to 20 hours a week to coursework, depending on your study habits.

The faculty and staff at Purdue are dedicated to your success at the University and in the future. Your instructor will answer emails in a timely fashion and will be available to schedule one-on-one consultations if needed. Technical support is available to help you handle hardware and software issues, and we have dedicated staff available to talk to you about financial aid, scheduling, or any other administrative issues.

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*Tuition and fees are charged on a per credit hour basis and are subject to annual increases. Annual increases may change the total program cost. Purdue faculty and staff fee remissions may not be available to the online MSEd in Learning Design and Technology program.

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To learn more about Purdue University's Master of Science in Education in Learning Design and Technology, request more information or call 877-497-5851 to speak to an admissions advisor.

1 Based on a national labor market report by EAB and Lightcast.

2 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Instructional Coordinators, at https://www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm (visited October 25, 2022).

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Learn to create and implement effective learning experiences on digital platforms.

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What You'll Learn

Through the Learning Design and Technology Certificate, you will gain the skills you need to develop or enhance a career in K–12 education, higher education, corporate training, nonprofit education, museums, or related organizations.

You will build knowledge of:

• Foundational instructional design theories, frameworks, and application-to-develop learning experiences for digital platforms, including project-planning, content expertise, communication, writing, and technology.
• Pertinent technology, programs, and methods, including interactive media, video, editing, digital design, and digital narrative.
• Focused topic areas like website development, web programming, and content management systems site development.

Certificate Courses

The professional graduate certificate in Learning Design and Technology requires four courses:

• Foundations course (choose one course from select group)
• Technology for Education course (choose one course from select group)
• Elective course (choose one course from select group)
• Application of knowledge and skills course (choose one course from select group; this is your final certificate course)

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Earning Your Certificate

To meet the requirements for the certificate, you must:

• Complete the  four certificate courses for graduate credit .
• Earn at least a  B grade  in each course.
• Complete the courses within three years .

Learn more about  pursuing a certificate  and the process of  requesting your certificate .

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

This graduate certificate stacks to the following degrees:

• Digital Media Design Master’s Degree Program
• Mathematics for Teaching Master’s Degree Program
• Museum Studies Master’s Degree Program

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The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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Course brochure graduate certificate in education (innovative learning design).

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Create dynamic online study materials that offer students unique learning opportunities

Online learning has become a core focus for higher education providers, as prospective students – many of them working professionals – seek the flexibility that online study offers. Online learning, rather than being a re-creation of traditional on-campus study, requires a guided approach when it comes to learning design to ensure that students can take advantage of the unique possibilities that online learning offers.

This course explores the emerging field of digital education theory and practice, and the implementation of theory in innovative online learning spaces. The industry is expanding to meet demand, and learning design jobs are projected to grow by 28.6% worldwide in the next five years , and by 12.6% in Australia.

By studying a Graduate Certificate in Education (Innovative Learning Design), you will be well-versed in the core principles of learning and instructional design within a dynamic digital space, and well-equipped to prepare innovative instructional material in the form of online coursework, seminars, workshops and tutorials.

QUT Online will be introducing a comprehensive masters program in Teaching Period 3 2020 that will encompass and extend upon the Education majors.

“ Studying through QUT Online, you have access to all that QUT has to offer, but you’re able to engage in self-paced study, with lots of support. ” ~ Master of Education – Sue Irvine

Subsidised Commonwealth Supported Places are available for this course.

Entry criteria

Entry requirements.

a completed bachelor degree (or higher qualification) in any discipline; or

a completed diploma (or higher qualification) in any discipline and two years full-time (or equivalent) professional work experience in any field; or

five years full-time (or equivalent) professional experience in any field.

This course is not available to international students.

2024 CSP fees: $2,300

2024 full fees: $12,000

QUT offers Commonwealth Supported Places (CSP) for this course to eligible domestic students. A CSP is subsidised by the Australian government, meaning that you do not need to pay a significant portion of your course fees.

Speak to one of our Course Consultants for help accessing a Commonwealth Supported Place in 2024.

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"I have been pleasantly surprised in how easy it has been to adapt to online learning. Use of tools such as Miro has made the course easy to engage in and to collaborate with my peers. Functionality of the online systems has been very good and easy to navigate and I can find any information I require easily."

Nicky Graduate Certificate in Education (Indigenous Education)

Course units, graduate certificate in education (innovative learning design), designing for learning, about this unit.

In this unit, learning theory will be reviewed with a focus on understanding how theory informs the design and development of online adult learning. The unit will review strategies and technologies that are used to design learning drawing on a range of learning theories. It also covers key professional skills of reflective practice, pitching designs to clients and establishing professional portfolios.

Authentic Learning and Assessment

This unit explores authentic courses with a specific focus on designing course overviews and authentic assessment in online learning environments. Participants will gain valuable skill in creating authentic assessment, and will practise constructive alignment and backwards design. They will also develop key skills such as writing course overviews, creating learning outcomes, designing assessment and working with Subject Matter Experts (SMEs). The unit will provide strategies for designing assessment tailored to meet the unique needs of adult learners. Additionally, the course explores the integration of new tools, such as AI, into the assessment process, allowing participants to stay up-to-date with emerging trends and challenges and leverage their potential in online learning settings.

Future Trends in Learning Design

In this unit you will reinforce your understanding of contemporary learning theory and how technology can be leveraged to enhance and transform learning. By considering emerging trends, you will explore the future of learning, including the interplay between learning and new technologies such as Artificial Intelligence and robotics; and new models of learning such as open education and learning within online environments.

Inclusive Learning Design: Embracing Diversity

This unit empowers educators and learning designers to create inclusive and equitable online learning environments for adult learners. In ensuring that learners’ diverse needs are met and the removal of barriers, accessibility standards and universal design principles, enriched by trauma-aware practices, will be applied. The unit presents insights into culturally responsive teaching, recognising the significance of incorporating indigenous perspectives, traditions, and knowledge into learning materials and practices. Moreover, reflection on personal learning design philosophies and the pivotal role of learning designers in shaping the educational experience is encouraged. In recognition of the emotional toll this work can present, the unit also explores self-care strategies, equipping educators and designers with tools to maintain their well-being while championing inclusive learning design.

What you will learn

Collaboration.

Collaborate with internal and external stakeholders to clarify specific design needs in order to produce high-quality learning materials.

Critical Thinking

Apply critical thinking skills to find workable solutions for complex problems within a learning design context.

Online Learning Design

Create innovative lesson designs that take advantage of the unique opportunities for delivery that online study offers.

Comprehensive Training Methodology

Plan and implement a comprehensive training strategy that integrates feedback, student support, assessment and course evaluation.

Download the course brochure to learn more.

Our dedicated support team are here to help you when you need it. They are available online or over the phone seven days a week to answer all your questions. They are here to help with everything from technical support to academic questions. QUT Online has the tools and people to make your postgraduate study achievable and enjoyable.

Career opportunities

Learning designer.

Design, develop and implement online course content for tertiary education providers, collaborating with stakeholders as part of a learning design team.

Instructional Designer

Create innovative and dynamic digital learning content that meets the specific brief of subject matter experts and other important stakeholders.

Learning Design Consultant

Support the implementation of learning design projects within an agile digital space.

Learning Design Developer

Develop and build learning environments for online courses within learning management systems.

Learning at QUT Online

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Whether you’re advancing or changing your career, studying online is the flexible way to achieve your goal, allowing you to log on and learn when it suits.

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Design for Learning: Principles, Processes, and Praxis

(3 reviews)

Jason K. McDonald, Brigham Young University

Richard E. West, Brigham Young University

Copyright Year: 2021

Publisher: EdTech Books

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Ann Jerks, Associate Professor, Tidewater Community College on 1/9/24

The book covers instructional design practice in part one to include the role of a learning designer and how that can encompass many titles, responsibilities, and skills. Part one also includes the importance of problem framing and how the... read more

Comprehensiveness rating: 5 see less

The book covers instructional design practice in part one to include the role of a learning designer and how that can encompass many titles, responsibilities, and skills. Part one also includes the importance of problem framing and how the learning designer role should go beyond the formula of creating a learning solution that will solve “x.” I really enjoy how the book provides multiple examples and scenarios of how to capture the actual problem(s) and what tools can help highlight the problem statement. Part two includes instructional design knowledge, learning theories, the instructional design process, and instructional activities and managing stakeholders, clients, and the project team. Including Maslow’s Hierarchy of Needs is a very beneficial reminder that autonomous environments may not always produce the results and outcomes that are needed but it relies on the learner to be ready and willing to learn.

Content Accuracy rating: 5

The content appears accurate with external links to additional resources that populate appropriately to the content and video media.

Relevance/Longevity rating: 5

The content is relevant but also includes foundational learning theories and fundamentals that contribute to the longevity of learning design.

Clarity rating: 5

The text provides adequate context for any terminology used and describes the different titles and roles often lumped into the learning designer role. The content was easy to follow and navigate.

Consistency rating: 5

The text is consistent with terminology.

Modularity rating: 5

The text contains two main parts: Instructional Design Practice and Instructional Design Knowledge. Part one contains four subsections: Understanding, Exploring, Creating, and Evaluating that goes into a learning designer role and how it applies to practice. Part two contains four subsections: Sources of Design Knowledge, Instructional Design Processes, Designing Instructional Activities, and Design Relationships. Some chapters and subsections were longer than others but the content breakdown was easy to digest.

Organization/Structure/Flow rating: 5

The topics are presented in a logical sequence. I felt that most resources on instructional design often have part two (instructional design knowledge) first instead of having the instructional design practice at the forefront.

Interface rating: 5

The text was very easy to navigate. I enjoyed having the ability to listen to the material instead of reading, however, some of the audio contained additional information that was distracting to the content such as a URL or page reference. The images and media enhanced the content. The reflective exercises and example forms and worksheets are very beneficial.

Grammatical Errors rating: 5

I did not encounter any grammatical errors or spelling concerns. Resources were cited appropriately.

Cultural Relevance rating: 5

The content includes designing for diverse learners and offers methods to recognize learner needs, potential considerations for various barriers to learning and possible solutions. Incorporating UDL helps highlight the importance and need for accessible learning.

I would love to have access to all the examples and worksheets all in one instead of having them at the end of the sections.

Reviewed by Blevins Samantha, Instructional Designer & Learning Architect, Radford University on 1/12/23

This book is a comprehensive look at the ever evolving field of instructional design, sometimes referred to as learning design. Both up to date practical implications, as well as theoretical underpinnings are included, giving a holistic view of... read more

This book is a comprehensive look at the ever evolving field of instructional design, sometimes referred to as learning design. Both up to date practical implications, as well as theoretical underpinnings are included, giving a holistic view of the field.

This text appears to be free from errors and bias.

This text is extremely relevant for those just entering the field of instructional design, but can also be used as a review of current practices by those currently working in the field. Relevant research for the field is included, and the content could be easily updated as relevant research is published and presented.

Clarity rating: 4

Clarity of the chapters varies throughout the text, but overall it is well written and easy to follow. The text includes many examples and case studies are included and can be easily used on a one-off basis or in a more comprehensive way.

Consistency rating: 4

The text is well organized and all chapters follow a similar format. Included are figures, case students, examples, tables, and videos in a way that enhance the text. However, reflective exercises are sometimes included in chapters, which would be even more helpful and valuable if they were included in every single chapter.

Modularity rating: 4

The text would serve as a holistic reading for a course/program, or could easily be used in sections as deemed appropriate. Some of the chapters are hefty, so it would take some time for an instructor to decide what chapters/sections would be appropriate for their own course.

The text is clear and easy to follow. Each section is thoughtfully organized into its respective theme.

The text is easy to navigate. Audio files of each chapter are also available, which is a great exampled of including universal design priciples.

I did not encounter any grammatical errors.

The text includes a diverse representation of the field, both in viewpoints and through the inclusion of a variety of races, genders and backgrounds.

Reviewed by Pamela Sullivan, Professor, James Madison University on 10/19/22

Design for Learning: Principles, Processes and Praxis is a comprehensive view of instructional design intended to both facilitate an introductory level of knowledge and to review the current practices of design for practitioners. These dual... read more

Design for Learning: Principles, Processes and Praxis is a comprehensive view of instructional design intended to both facilitate an introductory level of knowledge and to review the current practices of design for practitioners. These dual intentions result in an expansive review of knowledge and practices contained with a mammoth thirty-six chapter text. The authors/editors stated goals for utilizers of this text are to help complete a basic design project and to help create effective and engaging learning environments by exploring the current design thinking. While those dual purposes can and do lead to a great deal of information included within this text, each chapter stands on its own and it would be entirely possible to create a smaller set of readings customized to individual purposes from within this resource. The index and table of contents are helpful in organizing smaller groups of readings.

This text appears to be accurate, error-free, and unbiased.

Because this text is intended for beginning learners in the field or as a review of current practices, it does focus on content that both remains relevant and is timeless research inherent to the field, as well as more up-to-date practices and implementation of said research. The very focused chapters make it possible to update information on an on-going basis whilst continuing access to the literature reviews that wouldn’t change. These updates would be straightforward and easy to implement by simply updating the affected chapters.

The clarity of the text did vary between chapters but overall the text was very well-written. Although some chapters contained more technical information than others, jargon was avoided and the information was adequately explained for the beginning level readers comprising the stated audience for the text. Many examples and case studies were provided to illuminate the ideas presented

All of the chapters in this text are well-organized and follow a similar format. They include figures, tables, case studies, examples, and videos when appropriate to illustrate the ideas in the text. These additions to the text are quite helpful and useful. However, some of the chapters also contain reflective exercises to aid the reader in summarizing or applying the information and some chapters do not. This is unfortunate as those exercises are quite helpful for beginners to the field. Several chapters are also reprints, by permission, of work originally printed elsewhere, and these chapters are often formatted differently than others in the text. An instructor may need to carefully filter these chapters to ensure students follow the flow of information. Similarly, there are stylistic differences between chapters, expected in an edited work, but something an instructor might need to account for to students. One example of this is the included videos, some are embedded within the text while some are presented as a set of links within a table. As an instructor, noting this and including explicit instructions for your students as to whether and when to watch the videos might be important for a successful class experience.

This text lends itself to subdivision into smaller reading sections, in fact, with thirty-six chapters, it might be necessary. The text is grouped in sections with several chapters included in each section and a brief introduction at the beginning of each section. The section organization is well-thought out and described for the reader, however, the chapters contained within could benefit from reorganizing and better links between them. Information varied quite a bit across chapters, from general to highly specific, and it will take time as an instructor to sort through which chapters provide the best fit for class purposes. Conversely, some information is repeated several times across different chapters as well.

The topics in the text are presented in a clear, logical fashion. The sections are helpful in organizing the chapters into themes to support the overall goals of the text.

The text is easily navigable. Display features and items such as videos work as integrated into the text. Each chapter is available as an audio file as well, in an excellent example of universal design.

The text contains no grammatical errors.

This text includes chapters by a diverse set of authors and while the representation of a variety of races, genders, backgrounds in examples and videos also varies by chapter, across the entire text there is a diverse representation.

Table of Contents

• Introduction
• Understanding 1. Becoming a Learning Designer 2. Designing for Diverse Learners 3. Conducting Research for Design 4. Determining Environmental and Contextual Needs 5. Conducting a Learner Analysis 
• Exploring 6. Problem Framing 7. Task and Content Analysis 8. Documenting Instructional Design Decisions
• Creating 9. Generating Ideas 10. Instructional Strategies 11. Instructional Design Prototyping Strategies
• Evaluating 12. Design Critique 13. The Role of Design Judgment and Reflection in Instructional Design 14. Instructional Design Evaluation 15. Continuous Improvement of Instructional Materials
• Sources of Design Knowledge 16. Learning Theories 17. The Role of Theory in Instructional Design 18. Making Good Design Judgments via the Instructional Theory Framework 19. The Nature and Use of Precedent in Designing 20. Standards and Competencies for Instructional Design and Technology Professionals
• Instructional Design Processes 21. Design Thinking 22. Robert Gagné and the Systematic Design of Instruction 23. Designing Instruction for Complex Learning 24. Curriculum Design Processes 25. Agile Design Processes and Project Management
• Designing Instructional Activities 26. Designing Technology-Enhanced Learning Experiences 27. Designing Instructional Text 28. Audio and Video Production for Instructional Design Professionals 29. Using Visual and Graphic Elements While Designing Instructional Activities 30. Simulations and Games 31. Designing Informal Learning Environments 32. The Design of Holistic Learning Environments 33. Measuring Student Learning
• Design Relationships 34. Working With Stakeholders and Clients 35. Leading Project Teams 36. Implementation and Instructional Design

Ancillary Material

About the book.

Our purpose in this book is twofold. First, we introduce the basic skill set and knowledge base used by practicing instructional designers. We do this through chapters contributed by experts in the field who have either academic, research-based backgrounds, or practical, on-the-job experience (or both). Our goal is that students in introductory instructional design courses will be able to use this book as a guide for completing a basic instructional design project. We also hope the book is useful as a ready resource for more advanced students or others seeking to develop their instructional design knowledge and skills.

About the Contributors

Dr. Jason K. McDonald is an Associate Professor of Instructional Psychology & Technology at Brigham Young University and the program coordinator of the university’s Design Thinking minor. He brings twenty years of experience in industry and academia, with a career spanning a wide-variety of roles connected to instructional design: face-to-face training; faculty development; corporate eLearning; story development for instructional films; and museum/exhibit design. He gained this experience as a university instructional designer; an executive for a large, international non-profit; a digital product director for a publishing company; and as an independent consultant.

Dr. McDonald's research focuses around advancing design practice and design education. He studies design as an expression of certain types of relationships with others and with the world, how designers experience rich and authentic ways of being human, the contingent and changeable nature of design, and design as a human accomplishment (meaning how design is not a natural process but is created by designers and so is open to continually being recreated by designers). 

At BYU, Dr. McDonald has taught courses in instructional design, media and culture change, project management, learning psychology, and design theory. 

Dr. Richard E. West is an associate professor of Instructional Psychology and Technology at Brigham Young University. He teaches courses in instructional design, academic writing, qualitative research methods, program/product evaluation, psychology, creativity and innovation, technology integration skills for preservice teachers, and the foundations of the field of learning and instructional design technology.

Dr. West’s research focuses on developing educational institutions that support 21st century learning. This includes teaching interdisciplinary and collaborative creativity and design thinking skills, personalizing learning through open badges, increasing access through open education, and developing social learning communities in online and blended environments. He has published over 90 articles, co-authoring with over 80 different graduate and undergraduate students, and received scholarship awards from the American Educational Research Association, Association for Educational Communications and Technology, and Brigham Young University.

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Graduate Certificate in Learning Design

• Overview Subjects, careers and fees
• Course experience See what it's like to study at UTS
• How to apply Requirements and selection criteria

This course is available in distance (online) mode.

Created with industry and based on dynamic research, the course develops students’ core competencies in learning design through focussed studies that combine practice and essential knowledge. The course design and content are tailored to the needs of those who work in the broad fields of education (at any level) and training, those seeking employment in these areas, as well as those desiring to develop their digital learning skills to leverage new technologies to address changing educational needs. Students study online, either full time or part-time.

Demand for learning design professionals is growing across a range of industries including education (primary schools, secondary schools, universities), finance, charities, government, health care and non-government organisations. Recent disruption in the education and training sectors has intensified the already significant need for digital skills.

The course equips students with the skills, knowledge and experience to become a learning designer or to progress in their existing role. Students consider underpinning theories of learning design and learning sciences and examine the characteristics of appropriate learning design, including critical issues such as accessibility, privacy and ethics. Students assess the role of data analytics and the importance of assessment and feedback within learning environments and equip themselves for continued change by examining predicted trends in the field and developing skills to assess and implement new tools and platforms.

Students develop their knowledge about research-informed design in a close-to-practice environment, interacting with local and international educators, and working on authentic assessments throughout the course. This culminates in an internship-like experience where students work on a comprehensive learning design project that contributes to a work-ready portfolio. Download a Learning Design flyer

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Course fees

For relevant fee information, please choose from the following:

Local student

In most cases, UTS offers domestic students entry to postgraduate courses on a fee paying basis.

Tuition fees are charged:

• based on the particular course in which you are enrolled
• based on the number of credit points in which you are enrolled
• at the rates set for the current year and revised annually

Fees for future year(s) published in the online calculator, whilst unlikely to change, are estimates only.  UTS makes every effort to provide up to date future year(s) fee estimates and to limit any changes, however, UTS reserves the right to vary fees for future year(s) at any time.

Tuition fees can be found in the online calculator .

A small number of postgraduate courses offer government subsidised Commonwealth Supported Places (CSP). Find out whether there are CSPs available in this course by visiting our postgraduate fees page .

In addition to tuition fees, students are required to pay a Services and Amenities Fee (SSAF). The purchase of textbooks and other course materials may also result in additional costs.

UTS Alumni save 10% : alumni.uts.edu.au/advantage

International student

Tuition fees for international postgraduate coursework students can be found using fees search .

Tuition fees must be paid in advance each session and are subject to annual increase. Fees for future year(s) published in fees search, whilst unlikely to change, are estimates only. UTS makes every effort to provide up to date future year(s) fee estimates and to limit any changes, however, UTS reserves the right to vary fees for future year(s) at any time.

All international students should familiarise themselves with the following documents:

• Protocol on refund of fees for international students  - contains the refund of fees information for international students.
• Tuition Protection Service  - designed to ensure that students receive the tuition they have paid for

In addition to tuition fees, students may be required to pay a Student Services and Amenities Fee (SSAF). Textbooks and other course materials will also result in additional costs.

For further information on costs related to your study at UTS, visit the international students' fees information page .

Career options include learning designer, instructional designer, educational developer, academic developer, learning engineer, multimedia designer.

Course structure

Course structure explained.

Students must complete 24 credit points made up of eight three credit point subjects. One of these subjects is a work-integrated learning subject.

Course completion requirements

Additional information, course duration.

This course is offered on a half-year, full-time or one-year, part-time basis.

Admission requirements

Applicants must have completed a UTS recognised bachelor's degree, or an equivalent or higher qualification, or submitted other evidence of general and professional qualifications that demonstrates potential to pursue graduate studies.

Applicants who do not satisfy the academic admission requirements may be considered on the basis of the below criteria:

• An AQF Level 6 and a minimum of two (2) years relevant work experience
• A minimum of four (4) years relevant, equivalent full-time work experience and a general capacity to undertake tertiary education

This is to be supported by submission of:

• a CV outlining work experience confirming the dates of employment and position(s) held within the organisation
• a personal statement outlining interest in the course and evidence of a general capacity to undertake tertiary education (demonstrated by successful completion UTS microcredential(s) or equivalent).

The English proficiency requirement for international students or local applicants with international qualifications is: Academic IELTS: 6.5 overall with a writing score of 6.0; or TOEFL: paper based: 550-583 overall with TWE of 4.5, internet based: 79-93 overall with a writing score of 21; or AE5: Pass; or PTE: 58-64 with a writing score of 50; or C1A/C2P: 176-184 with a writing score of 169.

Eligibility for admission does not guarantee offer of a place.

Visa requirement: To obtain a student visa to study in Australia, international students must enrol full time and on campus. Australian student visa regulations also require international students studying on student visas to complete the course within the standard full-time duration. Students can extend their courses only in exceptional circumstances.

If you don't meet the admission requirements for this course, there may be alternative pathways to help you gain admission.

Inherent (essential) requirements

Inherent (essential) requirements are academic and non-academic requirements that are essential to the successful completion of a course.

Prospective and current students should carefully read the Inherent (Essential) Requirements Statement below, and consider whether they might experience challenges in successfully completing this course. This Statement should be read in conjunction with the UTS Student Rules .

In addition, students who enrol in professional degrees are required to comply with legal requirements relating to accreditation and registration.

Prospective or current students concerned about their ability to meet inherent (essential) requirements should discuss their concerns with the Academic Liaison Officer in their faculty or school and/or UTS Accessibility Service on 9514 1177 or at [email protected] .

UTS will make reasonable adjustments to teaching and learning, assessment, professional experiences, course related work experience and other course activities to facilitate maximum participation by students with disabilities, carer responsibilities, and religious or cultural obligations in their courses.

For course specific information see the Education Inherent (Essential) Requirements Statement .

Scholarships and prizes

Scholarships, for education students.

• ARC Linkage Project in digital-twin driven prognostics for the mining industry
• Crescent Leadership Scholarship
• Ericsson Technology Scholarship
• International Research Training Program Scholarship (IRTP)
• Mentoring of Women in Engineering and IT Scholarship
• Quantum photonics based on single photon emitters
• RACE for 2030 CRC Industry PhD Scholarship
• Rosemary Johnston HDR Scholarship
• Scape Accommodation Scholarship
• Telstra Enterprise Certitude Scholarship
• Thrive: Next Generation Graduates - PhD – Social Science and Policy
• Thrive: Next Generation Graduates – MRes – Social Science and Policy
• UTS Diploma to Degree Pathway Scholarship
• UTS Housing Resident Networker Scholarship
• UTS Jumbunna Honours Scholarship
• UTS Scholarship for European Undergraduate Students
• UTS Undergraduate Tuition Fee Scholarship
• UTS-Vietnam Government Project 89 PhD Scholarship
• Wikipedia and Australian history and events

Only for international students

• Australia Awards Scholarships (Australian Government Scholarships)
• LATAM International Postgraduate Coursework Scholarship
• Postgraduate Academic Excellence International Scholarship
• UTS Chinese Postgraduate Tuition Fee Scholarship
• UTS MACC Postgraduate Scholarship
• UTS Onshore Postgraduate International Scholarship
• UTS Study Abroad Excellence Scholarship
• UTS Vice-Chancellor’s International Postgraduate Coursework Scholarship

For all domestic students

• Endeavour Cheung Kong Student Exchange Program Scholarships
• Equal Access Scholarship (Institution Equity Scholarship)
• Ross Milbourne Research Scholarship in Economics
• UTS Dr Con Moshegov Orthoptics Scholarship

Only for Aboriginal Australian or Torres Strait Islander students

• Indigenous Education Costs Scholarship
• Indigenous Relocation and Accommodation Scholarship
• Jumbunna Accommodation Scholarship
• LEVO Indigenous Technology Scholarship
• Lindsay Croft Postgraduate Memorial Scholarship
• Transgrid Indigenous Scholarship for Engineering and Information Technology

Prizes and awards

• Aqua Nine and DeAúrora UTS Good Manufacturing Practice Prize
• Blanchfield Nicholls Prize
• Business Deans Merit List (Postgraduate)
• CommBank & Telstra UTS Best Venture Prize
• Dame Mary Gilmore Memorial Prize in Journalism
• Engineering (Management) Postgraduate Achievement Prize
• Engineering (Technical) Postgraduate Achievement Prize
• Gareth Ivory Memorial Prize in Journalism
• Guy Morrison Prize for Excellence
• Henry Davis York Prize
• Industrial Relations Society of NSW Prize for Excellence in Industrial Relations Undergraduate Study
• Information Technology Postgraduate Achievement Prize
• Lance Jolly Prize
• Orthoptics Australia Prize
• Pharmaceutical Defence Limited Prize
• Pharmaceutical Society of Australia Prize for Excellence in Pharmacy
• PMI Project Management Prize
• Robert Greenwood QC Memorial Prize
• SHPA NSW Branch Prize for Excellence in Clinical Practice
• Sydney Mechanics’ School of Arts Award for Achievement in Adult Education
• Teachers Mutual Bank Rural Student Placement Prize
• The BioCeuticals Prize for Good Manufacturing Practice
• The Carla Zampatti Foundation Design Award
• The Complementary Medicine Group (CMG) for Good Manufacturing Practice Prize
• The iNova Pharmaceuticals Prize for Good Manufacturing Practice
• The Star Combo Pharma Prize for Good Manufacturing Practice
• The Webstercare Prize for Good Manufacturing Practice
• Trevor Buchner Design Prize
• UTS Anthology Writing Prize
• Vincent Fairfax Family Foundation Regional Journalism Prize
• Zonta Club of Sydney Inc Prize for the Woman MBA Graduate of the Year

UTS: Handbook

Information for international students.

Find out about support services, the Australian education system, accommodation and more to help you get the most out of your study at UTS .

Domestic students

Before you apply.

Here are a few important things for you to check out before you apply:

• session dates
• admission requirements for postgraduate coursework at UTS
• required levels of English proficiency for the course you’re interested in.
• recognition of prior learning guidelines if you’ve undertaken previous study that might be credited towards your course at UTS.

How to apply

Domestic applicants can apply via My Student Portal .

August Session 2024

Important dates

Need more information, scholarships, prizes and awards, international students.

You can meet an international student advisor at one of our events worldwide to ask questions and submit an application.

Visit the UTS Handbook for full academic dates. Visit essential information for international students for the application closing dates.

International applicants apply to study via UTS International .

Apply online

Ask a question

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

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University of Lynchburg

Master of Education in Instructional Design and Technology (MEd)

Request Information

As a Lynchburg MEd in Instructional Design and Technology student, you’ll gain advanced skills in creating accessible and engaging learning experiences for diverse learners. Lynchburg’s comprehensive curriculum is designed to educate and inspire, fostering a culture of inquiry and a passion for academic exploration. Here, you’ll transform educational outcomes by applying cutting-edge strategies and collaborating with educational institutions to make a significant impact at the local, regional, and even global levels.

At Lynchburg, education transcends borders. It’s about connection, inclusion, and leading the charge toward equitable and accessible learning. The instructional design and technology masters program empowers you to design culturally responsive instruction and take on pivotal roles that address critical issues such as equity and access in education. Your journey will equip you to drive change, promote ethical technology use, and engage in ongoing personal and professional reflection.

What Makes Our Instructional Design and Technology Program Unique?

Go further. start here..

Let us know you’re interested, and we’ll be in touch.

How to Apply for the MEd in Instructional Design and Technology at the University of Lynchburg

Starting your MEd application process is simple at the University of Lynchburg. Follow our step-by-step guide to apply to the Lynchburg MEd program.

Application Deadlines

• Fall semester: July 31
• Complete the online application .
• Submit an official transcript from the college or university where your bachelor’s degree was awarded.
• Why do you want to pursue the Master of Education Instructional Design and Technology (MEd) degree and/or how this degree will assist you in achieving your career goals.
• Submit two letters of recommendation.

The MEd in Instructional Design and Technology is a 30-credit hour program. Each credit hour is $570.

Total Tuition: $17,100

Program Contact

Holly Gould, PhD Professor of Curriculum and Instruction

434.544.8699 gould_h@lynchburg.edu

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• Request a Consultation
• Workshops and Virtual Conversations
• Technical Support
• Course Design and Preparation
• Observation & Feedback

Teaching Resources

Designing a Course

Resource overview.

Designing a course can seem like a daunting task, so we break it down into a few easy steps to help you navigate creating a structure that's engaging and fun for your students.

Begin the process early, giving yourself as much time as you can to plan a new course.  Successful courses require careful planning and continual revision. Consult with colleagues who have taught the same or similar courses to learn from their strategies and their general impressions of the students who typically take the course. If you are team-teaching, you and your teaching partner(s) should begin meeting well in advance to discuss course goals, teaching philosophies, course content, teaching methods, and course policies, as well as specific responsibilities for each instructor.

Define course goals.  Determining the goals for the course will clarify what you want the students to learn and accomplish. Having these course goals in mind will then help you make decisions about which content to include, which teaching methods to use, and what kinds of assignments and exams are appropriate. For a useful introduction to curriculum planning that begins with defining goals for student learning, rather than with course content, see Grant Wiggins and Jay McTighe’s Understanding by Design (1998). When you define the course goals, focus on student learning. One way to formulate these goals is to determine what students should be learning in terms of content, cognitive development, and personal development. Be as specific as you can and make sure that the goals define learning in ways that can be measured. Consider the following questions:

• What do you want your students to remember from your course in 5-10 years?
• How should taking your course change students?
• What skills should students gain in this course?
• How does this course relate to other courses in the discipline? How, then, might you define the course goals accordingly (e.g., for an introductory, fundamental, or advanced course in the discipline)?

In addition, you should learn about the students who typically take the course (their level of preparation, their majors or academic interests, etc.) in order to think about how your course will help this group of students build their knowledge and understanding of the topic.

Benjamin Bloom’s Taxonomy of Educational Objectives (1956) provides a helpful framework for identifying the observable and measurable skills you would like your students to learn.  Bloom identified six types of cognitive processes and ordered these according to the increasing level of complexity involved: knowledge, comprehension, application, analysis, synthesis, and evaluation. This page provides resources for using Bloom’s Taxonomy to help write learning goals.

Below is an example of a list of course goals, as developed for a General Chemistry course. (At Washington University, General Chemistry is a foundational course for several scientific disciplines; it attracts mainly first-year students who were in the top one percent of their high-school classes and whose academic interests represent a variety of disciplines.)

General Chemistry: Course Goals

• Teach chemistry topics that must be covered to help students prepare for other courses and for standardized exams.
• Teach study skills that students need to succeed in university-level science courses; these skills are distinct from those required to succeed in high-school science courses. For example, teach students how to study effectively in a group.
• Teach students problem-solving and critical-thinking skills. Demonstrate how chemistry is used in other fields and in everyday situations.
• Teach students the beauty of chemistry.

Determine course content.  Select the major topics and determine the order in which you will teach them.

• Select the main topics to be covered.  To obtain an initial list of course topics, look in current textbooks or the current literature (for a special-topics course). Determine whether there is a consensus concerning the necessary topics by obtaining previous course syllabi and discussing potential topics with colleagues. Refine your list by considering your course goals and the characteristics of your students. At the same time, use the desired content to refine the course goals.
• Pare down and refine your initial list of topics.  Instructors often plan initially to teach more material than they can cover in the allotted time.
• Determine the structure of the course; arrange the topics in a logical order.  Developing a rationale that guides the structure of the course can help you explain the material more clearly to the students. In other words, you can discuss how and why you have organized the material in a particular way, helping them to see, for example, how one topic builds on, illustrates, or offers a different perspective on another. Articulating the rationale behind the course structure also increases and maintains the students’ interest in the course content. Determining the course structure can help you decide which texts are most appropriate.

You can choose to organize the topics in a variety of ways, whether chronological, topical, conceptual, survey-oriented, or process-oriented. Think about how the structure of the course will contribute to student learning. Ask questions such as the following:

• Can I organize the topics according to a theme or storyline?
• Do I need to teach certain skills initially and then discuss applications?
• Do I want to introduce a particular theory before illustrating it with specific examples or problems?

Develop teaching methods and tools.  Once you have determined the course goals and content, think about how you will present the content. Select and develop teaching methods and tools that are 1) appropriate for the size of the class and 2) consistent with the course goals. Consider the following questions and suggestions:

• What is your teaching style? How will you apply or adapt your style to suit the course goals, the size of the class, and the types of students who are likely to enroll?
• Which types of teaching methods will best fulfill your course goals?
• When deciding whether or not you will use technology in your teaching, identify specific goals that technology will help you reach. Plan carefully to determine how you will integrate technology with more traditional teaching tools, such as the chalkboard.
• Whenever possible, use a variety of approaches, taking into account that students use a diverse range of learning preferences.
• Plan to use teaching methods that will require and measure active student learning.

Determine how you will evaluate student learning: Plan assignments and exams. The evaluation must go hand-in-hand with course goals. For example, if one course goal is to improve problem-solving skills, the exam should not contain only questions that ask students to recall facts; it should contain questions that ask students to solve specific and well-chosen problems. By the same token, homework and class activities leading up to the exam must include some questions that require problem-solving skills. Consider the following questions:

• Do assignments reflect and help achieve course goals? For example, are the papers required for the course an appropriate genre and length? How much time will you give students to complete these papers?
• Do exams and quizzes reflect course goals? Do they measure the extent to which students are achieving the learning objectives you have set out for the course?
• Will the students have an opportunity to acquire and practice the skills that are required for exams and major assignments?

Select text(s) and other materials.  If you are using texts, decide whether the course goals will be best met by using a published text or a course reader that compiles material published elsewhere (and unpublished material, if applicable). Take into account the cost of all materials. Consider placing some of the material on reserve at the library so that students can borrow, photocopy, or download the material themselves. Order texts early and call the bookstore about a month before the course starts to ask if the texts have arrived.

If you are compiling a course reader, consider copyright issues (see the University’s guidelines on copyright and fair use ). If you need to obtain permission to reprint or otherwise use published material, allow at least 3 months to complete the process. Keep in mind that some publishers now offer faculty the option of creating custom readers, for which the publisher has already obtained the necessary permissions. You can also use commercial copyright clearance services.

Before the semester begins, order text(s) and other materials, including films, videos, or software; contact guest speakers; and arrange field trips. If you plan to use instructional technology or multimedia equipment, ensure that you will have the necessary equipment, software, and training.  Reserve a classroom that has all the necessary components. Classroom reservations are handled by the  Office of the University Registrar (OUR), formerly the Office of Student Records. Typically, requests to register classrooms for a course are forwarded to OUR by departmental administrative assistants. To learn about the process in your department, ask the department chair or administrative assistant. Contact The Teaching Center at 935-6810 to schedule training on how to use the classroom multimedia or to arrange for additional, licensed software to be installed on the classroom PC. If you would like to reserve a classroom to practice using the multimedia before the semester starts, or when classes are not in session, please contact Jeanine Gibson in the Office of Student Records by email , or by phone at 935-4145.

Define course policies.  Determine how you will grade all required work, including all assignments, papers, exams, and, if applicable, class participation. Decide ahead of time how you will deal with such issues as tardiness, attendance problems, work turned in late, and requests for extensions or the rescheduling of exams. Learn the  Policy on Academic Integrity  and develop strategies for preventing and responding to plagiarism and cheating. Include all course policies on the syllabus and plan to review them with students on the first day of class.

Develop the course schedule. The tendency is nearly always to try to accomplish too much during each class period. Allow time for active learning to occur during class and for students to complete major assignments and prepare for exams. When preparing the schedule, consult the relevant academic calendars, and keep in mind major religious holidays and significant campus events (for example, Homecoming and Thurtene Carnival).

Write the course syllabus. At a minimum, the syllabus should contain the following: course title, time, and location; prerequisites; required texts and other materials; course topics; major assignments and exams; course policies on grading, academic integrity, attendance, and late work; and contact information for instructor and assistants to instruction (if applicable).

Refine the Course Design.  Course planning is a continual process, as illustrated by the diagram below. Each of the steps is necessarily undertaken with the others in mind, and each will necessarily undergo revision each time you teach a particular course.

As you plan and revise courses, remember the importance of teaching core concepts and critical-thinking skills. Focusing only on content can quickly lead you to over-emphasize knowledge-based skills and to ignore the teaching of the higher-level thinking skills in Bloom’s Taxonomy.

Further Reading

Nilson, L. (2016). “Outcomes-Centered Course Design” in  Teaching at It’s Best , 4th edition. Jossey-Bass.

Fink, L. D. (2005).  A Self-Directed Guide to Designing Courses for Significant Learning .

Bloom, Benjamin (ed). Taxonomy of Educational Objectives. Vol. 1: Cognitive Domain. New York: McKay, 1956.

Davis, Barbara Gross. “Preparing or Revising a Course.” Tools for Teaching. San Francisco: Jossey-Bass Publishers, 1993.

McKeachie, Wilbert, et al. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.

“Planning Your Course: A Decision Guide.” Center for Learning and Teaching, Cornell University.

Stout, Julie. “Radical Course Revision: A Case Study.” National Teaching and Learning Forum 10(4). May 2001.

Wiggins, Grant and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

Have suggestions?

If you have suggestions of resources we might add to these pages, please contact us:

[email protected] (314) 935-6810 Mon - Fri, 8:30 a.m. - 5:00 p.m.

Online Certificate in Applied Behavior Analysis

Join a community of scholars whose mission is to deliver high-quality behavioral services under challenging, real-world conditions and to develop and extend behavioral technology to improve the lives of individuals with disabilities.

Special Education Opportunities

• All ABA Programs
• Special Education Department
• Request Information

Certificate Overview

Peabody College's Online Post-Master's Certificate in Applied Behavior Analysis features coursework verified by the Association for Behavior Analysis International. The program is grounded in educational research and technology, and challenges students to integrate applied behavior analysis into practice. This program is housed within Peabody's top-ranked Department of Special Education, home to groundbreaking research, innovative practices, and widely used methods. The ABA certificate is designed for non degree-seeking individuals who have already completed a master's degree in a related field. Students who complete the program will be equipped to pursue careers working with individuals with disabilities. Coursework is offered online through a combination of synchronous and asynchronous coursework.

There's a growing need for board certified behavior analysts. According to the Behavior Analyst Certification Board, annual demand has grown each year since 2010, with job postings increasing by 190 percent from 2018 to 2021 alone, with a 14% increase from 2022 to 2023. 

Johanna Staubitz, assistant professor of the practice and ABA program director

“The goal of Vanderbilt’s online certificate program is to make our high-quality ABA course sequence accessible to any practitioner, regardless of their geographic location, who aspires to more effectively support the needs of individuals with disabilities."

Certificate Details

Certificate Director: Johanna Staubitz

Admission Coordinator: Kelly Limina

Email Us: [email protected]

This is a post-master's, non-degree, credit-bearing certificate program. Upon completion of the certificate, students will have satisfied all coursework required to sit for the Board Certified Behavior Analyst (BCBA) examination. Note : Applicants will have to meet additional field work requirements to qualify for the BCBA exam.

Admission Term : Fall 2024

Application Deadline : July 5, 2024

Required Hours : 21

Program Length: Approximately 1 year

Course Format: Courses are offered in a synchronous and asynchronous combination 

Tuition : $1,000 per credit hour

Funding: Tuition awards are not available for certificate programs since they are offered at a reduced rate.

Home Academic Department: Special Education

Application Requirements

• Completed application
• Undergraduate and graduate transcripts (A master’s degree in a disability-related field such as education, psychology, social work or counseling is required.) Please scan and attach your unofficial transcript(s), or a copy of your official transcript(s), to your application. Note: Unofficial transcripts are accepted for the application. We understand that requesting official transcripts can be expensive, so we only require official, sealed transcripts if you are admitted and enroll at Peabody College.

Two letters of recommendation are required, three preferred for our certificate program. Their letter should speak to your academic and/or professional abilities. We recommend choosing recommenders that have taught, supervised, or have worked with you for a period of time as they will have the clearest evaluation of your potential for the program.

Statement of purpose

This is a short essay on why you want to enroll in the Applied Behavior Analysis Certificate Online Program at Vanderbilt University. Be concise with your reasoning but leave no question unanswered for the review committee. Describe your background and experiences relevant to your choice to pursue further training in applied behavior analysis, your career goals, and how training at Vanderbilt will help you achieve those goals. The statement of purpose should be 1-2 pages long, not to exceed 2 pages single-spaced. 

• Resume or or curriculum vitae
• This program is open to individuals in the United States, Canada, Australia and the United Kingdom. Some courses meet synchronously and therefore the program is best suited for those in United States and Canadian time zones

English Proficiency Testing

TOEFL, IELTS, or Duolingo scores are  required  of all international applicants unless you have received a college degree and completed coursework from an accredited institution in the United States, Canada, United Kingdom, Ireland, Australia, or New Zealand.

Students who complete coursework on campuses of U.S.-based institutions   not in one of the above listed locations still need to submit English language scores.

An official score report sent directly from the testing agency is required. Our TOEFL institutional code is 1871, and there is no department code. The minimum recommended TOEFL score is 100.

There is no institutional code for the IELTS. A minimum recommended score is 7.0 for the composite score with no individual band score below 6.5.

Duolingo scores are also accepted. Test results must include subscores. If you took the test prior to July 15, 2019 when subscores were added, you should retake the test to comply with the subscore requirement. A minimum recommended score is 120.

Certificate Curriculum

The certificate consists of 7, 3-credit courses of the ABA verified course sequence (VCS)

• Management Procedures for Academic and Social Behavior
• Experimental Analysis of Behavior
• Theory in Behavior Analysis
• Administering Ethical Behavior Analytic Services
• Instruction and Learning in Early Childhood Special Education
• Introduction to Single Case Research Design
• Personnel Supervision and Management in Applied Behavior Analysis

Certificate Faculty

Master in Public Policy

Understand complex public problems and craft concrete solutions in this rigorous two-year program

Key Program Information

Program Length: Two years (varies for students pursuing joint or concurrent degrees)

Degree Awarded: Master in Public Policy

Admission Application Deadline: December 2024

Financial Aid Application Deadline: January 2025

Contact the MPP Program

79 John F. Kennedy Street Littauer Building, Room 133 Cambridge, Massachusetts 02138

Become an expert problem solver

The Master in Public Policy Program provides you with a conceptual toolkit rooted in the social sciences and adapted for action.

A defining feature of the Master in Public Policy (MPP) Program is its commitment to practice. Take what you learn here and apply it right away—through capstone exercises, case studies, experiential learning opportunities, and optional internships—to deliver lasting results.

At the heart of the program is a cross-disciplinary core curriculum that exposes you to the analytic methods, conceptual frameworks, and habits of mind that empower you to craft solutions for real-world public problems.

“At HKS, my professors taught me valuable quantitative skills, strategies on working multilaterally with different stakeholders in different sectors, the power of storytelling, and how to build an effective organization.”  —Sebastian Agignoae MPP 2022

About the MPP Program

Curriculum overview.

The MPP curriculum will broaden your perspective and sharpen skills to prepare you for a successful career in public service.

The first year of the MPP Program focuses on the cross-disciplinary fundamentals of policy design, analysis, and implementation. You will take core courses to develop professional competencies in: 

• Financial management
• Negotiation
• Policy design and delivery
• Quantitative analysis
• Applied history

Areas of Focus

As a complement to the MPP core curriculum, you will also choose a  Policy Area of Concentration (PAC)  in one of five areas: 

• Business and Government Policy
• Democracy, Politics, and Institutions
• International and Global Affairs 
• Political and Economic Development
• Social and Urban Policy 

Summer Internships

While it isn’t a formal requirement, most MPP students take on a  policy-oriented internship  during the summer after the first year. You’ll apply what you’ve learned in class to gain deeper insights; use new skills; and face challenges in different professional areas, policy fields, or parts of the world.

Core Curriculum

Most first-year MPP students take 38 credits, which consists of 18 core course credits in the fall and 16 core course credits credits in the spring. Many students also begin taking elective courses in the spring of their first year.

Required Core Courses (First Year)

• Resources, Incentives, and Choices I: Markets and Market Failures (API-101, 4 credits)
• Quantitative Analysis and Empirical Methods (API-201, 4 credits)
• Policy Design and Delivery I (API-501, 4 credits)
• Race and Racism in the Making of the United States as a Global Power (DPI-385M, 2 credits)
• Race and Racism in Public Policies, Practices, and Perspectives (DPI-386M, 2 credits)
• Fundamentals of Negotiation Analysis and Practice (MLD-220M, 2 credits)
• Resources, Incentives, and Choices II: Analysis of Public Policy (API-102, 4 credits)
• Empirical Methods II ( API-202M , 2 credits & API-203M , 2 credits)
• Politics and Ethics in Unstable Times (DPI-200, 4 credits)
• Spring Exercise (API-500M, 0 credits)

Spring Exercise

The first-year MPP curriculum culminates in the Spring Exercise, a two-week simulation that applies the tools and concepts of the first-year core to a real-world, real-time policy issue. 

During the Exercise, you are assigned to a five-person team tasked with forging solutions to a deliberately tough challenge. You’ll conduct research, attend sessions and presentations that link the topic to your core courses, and work with your team to prepare a package of policy and management recommendations. 

Required Core Courses (Second Year)

• Policy Area of Concentration year-long seminar (or “PAC Seminar”), including completion of the Policy Analysis Exercise (PAE) (4 credits)
• PAC electives (8-20 credits dependent on PAC/Concentration)

Policy Analysis Exercise

The Policy Analysis Exercise (PAE)  is the capstone of the MPP experience.

The PAC Seminars familiarize you with key issues and policy debates in your particular area and guide you through the PAE writing process. Once you declare your PAE topic, you will be assigned a faculty advisor with the expertise to help you succeed.  

During the PAE, you develop solutions for a policy or management problem that your client—a public or nonprofit organization—is grappling with. You and your client work together to scope the problem, examine the context,  gather data, formulate and evaluate options, and make actionable recommendations. The final analysis—usually around 40 pages or 10,000 words—gives you the opportunity to integrate the technical skills and specialized knowledge you have gained from the MPP curriculum while also helping your client organization create public value.

Learn more about the Policy Analysis Exercise and read past examples. 

Degree Requirements

The MPP Program consists of four semesters of full-time coursework in residence at HKS. 

To graduate, you must: 

• Earn at least 72 credits, which must include the required core curriculum, your PAC requirements, capstone experiences, and electives
• Matriculate as a full-time, in-residence student and take between 12-24 credits per semester
• Finish with a GPA of B or better
• Earn a B- or higher in all required MPP core courses, and PAC requirements, as well as a passing grade for the Spring Exercise, PAE, and PAC Seminar

Joint and Concurrent Degrees

You might consider  pursuing a second degree jointly or concurrently  if you’re interested in how the world’s challenges can be addressed at the intersection of public policy and business, law, medicine, design, or other fields.

Pursuing a joint or concurrent degree reduces coursework and residency requirements and makes it possible to earn two degrees in a shorter amount of time.

Joint Degrees

As an MPP student, you can pursue a joint degree —either an MBA at  Harvard Business School  or a JD at  Harvard Law School —that involves carefully crafted and integrated coursework.

Concurrent Degrees

You can pursue a concurrent degree in business, law, medicine, design, or another field—as long as it is:

• A professional degree (an MBA, MD, or JD; not a PhD or an academic master’s)
• At least a two-year program
• Completed at a partner school

The concurrent degree program allows you to pursue degrees at HKS and at a partner school; however, the coursework is not as closely integrated as the joint degree program. As a concurrent degree student, you are responsible for weaving together the two halves of your learning experience.

Faculty members  at HKS aren’t just teachers. They are global experts who shape public policy, advise governments, and help run major institutions in the United States and abroad. Learn more about our core MPP faculty members.

John Donahue

MPP Faculty Chair; Raymond Vernon Senior Lecturer in Public Policy

Marcella Alsan

Angelopoulos Professor of Public Policy

Desmond Ang

Assistant Professor of Public Policy

Christopher Norio Avery

Roy E. Larsen Professor of Public Policy

Gloria Ayee

Adjunct Lecturer in Public Policy

Jeeyang Rhee Baum

Jonathan Borck

Cornell Brooks

Hauser Professor of the Practice of Nonprofit Organizations; Professor of the Practice of Public Leadership 

Michela Carlana

Dara Kay Cohen

Professor of Public Policy

Suzanne Cooper

Academic Dean for Teaching and Curriculum; Edith M. Stokey Senior Lecturer in Public Policy

Justin de Benedictis-Kessner

Pınar Doğan

Senior Lecturer in Public Policy

Lecturer in Public Policy

Anthony Foxx

Emma Bloomberg Professor of the Practice of Public Leadership

Archon Fung

Winthrop Laflin McCormack Professor of Citizenship and Self-Government

Jason Furman

Aetna Professor of the Practice of Economic Policy

Sharad Goel

Yanilda Gonzlez

Juan Jimenez

Juliette Kayyem

Belfer Senior Lecturer in International Security

Robert Lawrence

Albert L. Williams Professor of International Trade and Investment

30th Anniversary Associate Professor of Health Care Policy, HMS

Elizabeth Linos

Emma Bloomberg Associate Professor of Public Policy and Management

Brian Mandell

Mohamed Kamal Senior Lecturer in Negotiation and Public Policy

Liz McKenna

Julia Minson

Associate Professor of Public Policy

Khalil Gibran Muhammad

Ford Foundation Professor of History, Race, and Public Policy

Thomas Patterson

Bradlee Professor of Government and the Press

Christopher Robichaud

Senior Lecturer in Ethics and Public Policy

Eric Rosenbach

Juan Saavedra

Benjamin Schneer

Daniel Schneider

Malcolm Wiener Professor of Social Policy, HKS; Professor of Sociology, FAS

Mark Shepard

Kathryn Sikkink

Ryan Family Professor of Human Rights Policy

Sandra Susan Smith

Daniel and Florence Guggenheim Professor of Criminal Justice, HKS; Professor of Sociology, FAS; Carol K. Pforzheimer Professor, Radcliffe

Teddy Svoronos

Charles Taylor

Stephen Walt

Robert and Renee Belfer Professor of International Affairs

Setti Warren

Mpp at a glance.

*Statistics are based on a five-year average.

Employment Snapshot: MPP Class of 2023 Employment Sectors

Featured MPP stories

A new graduate heads for u.s. space force.

Megan Cordone MPP 2023 is a rocket enthusiast who combined her strengths in physics and policy to pursue a public service career.

Strengthening public institutions

Austin Boral MPP/MBA 2023 wants public officials to retain and share what they learn tackling the most complex public problems.

Shaping AI policy

Grace Park MPP 2023 is exploring the intersection of artificial intelligence and public policy.

“I believe every public servant should be polished in a basic toolset: economics, ethics, statistics, policy analysis, negotiations, leadership. The MPP core offers that and more.” 

Hiram ríos hernández mpp 2017 , applying to the mpp program, prerequisites.

To apply to the MPP Program, you  must have:

• A bachelor’s degree with a strong academic record 
• Evidence of quantitative proficiency such as success in undergraduate-level economics, statistics, or calculus courses, regardless of your undergraduate major

Work experience is not strictly required but is an advantage for admission, and more importantly, for making the most of the MPP experience. Incoming MPP students typically have 2-3 years of professional work experience.

How to Apply

A complete application to the MPP Program includes: 

• Online application
• Three letters of recommendation
• GRE or GMAT required
• Non-native English speakers who did not earn an undergraduate degree conducted in English must submit TOEFL, IELTS, or Cambridge English exam results
• Academic transcripts
• $100 application fee or waiver

Read more about how to apply .  

The application for the 2025-2026 academic year will be available in September 2024. There is one admission application deadline and one start date for each degree program per year. You may apply to only one master's degree program per admissions cycle. 

Tuition & Fees

The cost of attendance for the 2024-2025 academic year is outlined in  Funding Your Master’s Education  to help you plan financially for our master’s degree programs. Living expense costs are based on residence in Cambridge. The 2025-2026 academic year rates will be published in March 2025. HKS tuition and fees are subject to change without notice. 

Financing your education is a partnership—we are here to help guide you. You are strongly encouraged to explore all  funding opportunities .

Learn more about the HKS community

Student life, student stories, admissions & financial aid blog.

Study Shows How Higher Education Supports Asian American, Native Hawaiian, and Pacific Islander Students Through Culturally Relevant Courses, Programs, and Research

Analysis of minority-serving institutions on the East and West Coasts demonstrates layered processes to build students’ capacities

The model minority myth paints a picture of Asian Americans as a monolithic group with unparalleled success in academics. A new NYU study unpacks this myth, exploring the needs of Asian American, Native Hawaiian, and Pacific Islander students and how higher education institutions support these populations.

In 2007, Congress established a federal designation for higher education institutions that enroll at least 10 percent of undergraduate Asian American, Native Hawaiian, and Pacific Islander (AA&NHPI) students, and who enroll a significant proportion of students from low socioeconomic backgrounds. This designation as an Asian American and Native American Pacific Islander Serving Institution (AANAPISI) was among one of the newest categories of minority-serving institutions that receive federal funding to advance educational equity and support for ethnic and racial minorities.

In a two-site case study, Mike Hoa Nguyen , assistant professor of education at NYU Steinhardt, collected data from interviews, internal and public university documents, and observations of activities, courses, and meetings to determine the process in which AANAPISI programs expand students’ capacities through culturally relevant coursework, mentorship, research, and civic engagement. His findings are published in The Review of Higher Education .

“AANAPISIs demonstrate a federal commitment to supporting the unique educational needs of AA&NHPI students, which are too often obscured by the model minority myth,” said Nguyen. “This myth dangerously asserts that Asian American students, and Native Hawaiian and Pacific Islander students by association, are universally successful and unparalleled in their academic achievements. AANAPISIs play a major role in addressing this problem, and in doing so, provide critical resources to uplift the students they serve. This study documents the process in which these colleges and universities engage in this important work.”

Nguyen's study centered on a large, public community college on the West Coast and a large, urban, regional public university on the East Coast. Nguyen’s findings related to the experiences of students in these programs.

He uncovered a five-tiered process that the two institutions use to build opportunities for learning, practice, and engagement:

AA&NHPI Focused Coursework At both institutions, courses focused on these populations are offered through the institutions’ Asian American Studies programs, where students are exposed to concepts connected to their racial and ethnic identities. One student shared her experience with a course, Asian Women in the United States, “Through my experience with that class I learned…for the first time, issues that affected my community. Specifically, me as an Asian American woman, specifically Vietnamese American…”

Teaching and Mentoring Students who had previously taken AA&NHPI coursework provided tutoring and mentoring to support new students with classwork, programs, books, and scholarship applications.  According to one mentor, “Cambodian Americans fall through the cracks, we’re just not in higher ed…It’s not a supportive space for us…[the AANAPISI faculty] understand…from their own community work, from being on campus, and [from] teaching for so long that…when they find students who fit these demographics it makes sense for them to mentor them.”

Advanced AA&NHPI Focused Coursework After serving as mentors, students often take more advanced courses focused on theoretical, historical, and contemporary issues regarding the AA&NHPI experience to continue their academics while gaining tools to make larger contributions toward their communities. 

Academic and Research Development Students who complete advanced coursework are provided opportunities to engage in academic projects and research with faculty and staff, presenting research at conferences or publishing in peer-reviewed journals. 

Professional and Community Experience The final step in the process offers opportunities for students to engage in community-based projects, internships, and employment with partner organizations, government offices, or other schools. A student shared that his research experience led to the creation of a Vietnamese American organizing and training program. “[Researchers] found out that Vietnamese Americans in [the neighborhood] don't participate in civics or politics…they basically feel disenfranchised, like their vote doesn’t matter…So, the research showed that there needs to be an organization to help push and provide opportunities to talk about politics in a Vietnamese American progressive context…”

“AANAPISIs are the backbone for AA&NHPI students in higher education. These institutions account for six percent of all colleges and universities, yet enroll over 40 percent of all AA&NHPI undergraduates,” said Nguyen. “This study offers new understandings of the critical role that AANAPISIs play to expand educational opportunity and enrich learning experiences—which can be adopted beyond AANAPISIs and for other students—as well as inform the work of policymakers as they seek new solutions to refine and regulate the administration of minority-serving institutions.”

Funding for this study was provided by the UCLA Institute of American Cultures and the UCLA Asian American Studies Center. 

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Construction Management Extended

The certificate in Construction Management Extended provides a comprehensive, up-to-date, and rigorous curriculum covering a wide array of aspects within the construction industry and the practical principles of construction management. Format: Online or In Person

Note : Changes have been made to our Construction Management offerings.  Learn More

This program is perfect for...

• Engineers and construction professionals seeking to enhance their careers with formal training in construction management
• Individuals interested in transitioning into construction management careers
• Professionals in the field looking to move into managerial and leadership roles
• Students focusing on specific trades of the construction industry

What you can learn.

• Build an understanding of essential construction materials and methodologies from the ground up
• Prepare project schedules with Primavera® and MS Project® applications
• Manage construction job sites from the contractor’s point of view
• Create project cost estimations for material, equipment, labor and subcontracting
• Recognize the legal implications of contracts from customer or supplier side
• Read and interpret construction blueprints
• Understand the complexities integrating different trades within the industry
• Learn modern tools and approaches in the construction field including BIM® and LEED

Master construction management with depth and expertise.

Construction managers plan, coordinate and oversee construction projects from start to finish. Whether civil, commercial or residential, every construction project is unique and requires specialized skills to advance from conception to completion.

The eight-course Construction Management Extended Certificate program provides a solid foundation in scheduling, cost estimation, materials, legality, safety/risk management, quality control and the core competencies necessary for obtaining a variety of roles in the industry, including construction manager, project engineer and field engineer. 

This extended curriculum was designed to deepen understanding of core concepts and allow for specialized areas of interest, such as sustainable construction practices or advanced project management software. Students engage in project-based learning and interactive discussions in courses taught by industry professionals, as well as networking opportunities with peers and experts in the field. Graduates of the program have a robust portfolio of projects, a comprehensive skill set and the confidence to tackle complex challenges in construction management.

This certificate is eligible for  Veterans Administration Educational Benefits  and  Workforce Innovation Opportunity Act (WIOA)  training.

Format:  Online or In Person. Can be completed 100% online.

This certificate is approved for international students to study full time in the U.S. on an F-1 visa.

International students must meet English language proficiency requirements for admission into the program.

Learn more:

International Students: How to Apply

English Language Proficiency Requirements

Dates & Fees for International Students

While most Certificate Programs begin each quarter, some have limited intakes for students studying on F-1 visa — review  entry quarters before applying .

Program Change

As of summer 2024, our construction management offerings now consist of two certificate programs:

Construction Management Extended Certificate (8 courses)

This pathway follows the original (pre-Summer 2024) curriculum structure, offering in-depth coverage of essential topics in construction management, plus a comprehensive range of subjects. This option ensures a thorough understanding of the complexities and trades’ work within the field, featuring the five core courses and three electives.

Construction Management Certificate (5 courses)

This additional pathway follows an accelerated curriculum tailored for students seeking a more streamlined approach to completing the program with more flexibility and efficiency. This option condenses the curriculum while still delivering essential skills required for success in the field. Learn More

Existing Students  who declared candidacy before Summer 2024 may continue in their original program. If you would like to make a switch or have any questions, please contact our staff at [email protected] or 310-825-4100.

Expect more from your education.

From mixed-use multi-family housing to parking structures, laboratory facilities to offices, Mr. Nishizu has successfully completed many projects in southern California, in a variety of construction management roles.

I chose UCLA Extension because the program offered everything I was looking for in continuing education. My advisors played a tremendous role in ensuring my success in the program prior to the start of my first class. Their confidence in my ability to succeed was the driving force in my decision to attend and complete the program successfully.

Click below to view the required and elective courses, if applicable, for this program.

Estimated Cost Breakdown

All courses in this program are paid for individually, unless otherwise noted. An application form is required to establish candidacy in this program. From the 'Apply Now' button, complete the online application and pay the application fee if applicable.

Application & Candidacy Fee

Estimated program tuition, estimated program textbook/materials.

*The Application & Candidacy Fee establishes your candidacy in the program for a period of time covering normal progress toward completion and may allow you to access a variety of program benefits.

Internships Available

Approved for International Visa

VA Benefit Eligible

Federal Financial Aid

The U.S. Department of Education requires colleges and universities to disclose certain information for any financial aid eligible program that, “prepares students for gainful employment in a recognized occupation”. This information includes program costs; occupations that the program prepares students to enter; occupational profiles; on time completion rate; and for the most recent award year: the number of students who have completed the program, the number of students who complete the program within the estimated duration, the job placement rate, and the median Title IV and private loan debt incurred by those who complete the program. For gainful employment information for this program, visit our  Financial Aid page.

Transfer Credits to an Advanced Degree

Completion of the UCLA Extension Construction Management Extended Certificate equates to 12 graduate credits that can be applied toward a Master of Science in Engineering Online at University of Wisconsin-Platteville.

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Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

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• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)

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Where Can I Find the Best Interior Design Education in Elektrostal, Russia?

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Sustainable Agriculture and Environmental Design (4 weeks)

Global competencies for sustainable living.

World hunger, overpopulation and limited resources continue to be some of our most pressing issues. As global citizens, understanding sustainable design and agriculture is critical to building a better world. This four-week program is designed to help international undergraduates and graduates increase their understanding of global issues and learn sustainable farming and environmental design solutions to help address them.

Program Benefits 

Create a custom group program.

All of our Short-Term Content-Based Programs can be customized to fit your needs. For more information on how to set up a custom, content-based program, contact Xin Chen at  [email protected] .

In this intensive learning experience, international students have a unique opportunity to learn sustainable agriculture and design practices at one of the best schools in the world for agriculture. Ranked number one in the U.S. and number two in the world by QS World University Rankings , UC Davis is internationally renowned for its faculty and research in the field of ag. This rigorous and engaging program is designed to help international students develop global competencies, academic learning strategies and improved English language skills to help them succeed academically and professionally. Program benefits include:

• Improved English language proficiency to navigate global communication, including opportunities to engage with UC Davis experts to extend classroom learning while practicing English
• Content-based and experiential learning
• Increased understanding of critical areas of sustainability, including diverse agricultural systems and practices, and the local and global connection between agriculture and food justice
• Exploration of basic methods used by design professionals to evaluate, design, plan and manage landscapes and the built environment
• Hands-on activities such as sketch exercises, student projects and tours of university agricultural facilities
• Opportunities to observe campus agricultural work and pick vegetables on the Student Farm (depending on the quarter)  

Program Details

This four-week program consists of four classes with 16 hours of instruction per week. Classes are held Monday through Thursday at our state-of-the-art International Center. A guest lecture or site visit will be offered on Fridays. The program features:

• Highly qualified teachers
• Small classes (about 15-20 students) 
• Technology-driven classrooms, including a multimedia learning center
• UC Davis students as conversation partners both in and out of class
• Daily recreational, cultural and social activities 
• Optional weekend trips 
• No F-1 Visa required

Program Courses

Farming and sustainable agriculture.

Learn about pressing global issues, including food security, food policy and farming alternatives to increase food production in a sustainable way using technology and innovation.

Sustainable Environmental Design

Students will look at how communities and cities can be thoughtfully designed to be more environmentally sustainable, healthier and equal by learning about urban farming and greening.

International Agricultural Development 

Students explore how to improve food production, nutrition, marketing and health in less technically advanced countries.

Intercultural Research Project 

This course takes students into the campus community where they will conduct research on an aspect of sustainable agriculture and environmental design that interests them. Students will gather and analyze data through interviews, create a poster to illustrate their findings and make a presentation.

Participants must have a high-school diploma or be at least 18 years old to enroll in this program.