Master of Education in Learning Design and Technology
Duration
Minimum of 18 months (full-time); maximum of 36 months (part-time) Years
Mode of study
Online
Academic school
School of EducationJoin a world-class institutional environment designed for the digital age. This programme offers a direct pathway to global career outcomes through technology-enabled learning.
Academic overview
The Master of Education in Learning Design and Technology (MLDT) is grounded in the University's principles of inclusivity, openness, accessibility and affordability promoted through self-paced approach of learning. This programme aims to enhance multidisciplinary professional capacity building embedded in educational technological foundation, transforming learners into global citizens. Rooted in constructivist theory, MLDT emphasizes the importance of facilitating knowledge discovery through active engagement. By integrating technological innovation with constructivist principles, the programme empowers professionals across diverse educational contexts.
Adopting a holistic pedagogical approach, MLDT promotes lifelong learning by translating theories into practical applications. It employs learner-centered strategies such as project-based learning, collaborative discussions and critical inquiry research and innovations, fostering ethical practices and community engagement. Central to its mission is a commitment to equity, diversity and inclusion, advocating for learning environments that respect the unique identities of all participants. Through this blend of pedagogy and technology, MLDT envisions equipping educators to navigate modern educational complexities and inspire positive social change.
The rationale for establishing the programme stems from a needs assessment conducted within the educational sector through desk review data analysis. The programme addresses critical needs identified in the educational landscape, including: the demand for technology-proficient educators who can integrate technology into diverse educational settings through transformative pedagogical approaches; technology as a learning tool to leverage technology for enhanced student learning outcomes; preparing learners for the modern workforce and self-employment in a rapidly evolving technological landscape; and advancing technology research and application as a platform for educators to engage in cutting-edge research and innovation in educational technology.
Current Masters programmes in Kenya do not sufficiently address the needs of Competency-Based Education (CBE) and Competency-Based Curriculum (CBC) frameworks and there remains a significant shortage of fully accredited programmes focusing on learning design and technology. The MLDT aims to close these gaps by providing educators with the skills needed to design competency-based curricula that effectively integrate digital tools and personalised learning strategies, incorporating research methodologies that equip educators with the ability to conduct evidence-based assessments, identify educational gaps and contribute to policy development in digital learning and instructional design and offering practical, project-based learning experiences that prepare graduates for real-world challenges in instructional design and technology integration.
The goal of the programme is to cultivate visionary scholars who design transformative learning ecosystems. Through research-driven practices, students master synthesising theories, technologies and CBE principles to create innovative educational solutions. The programme aims to develop teachers capable of implementing Competency-Based Education, ensuring learners' needs are met effectively.
Learners will emerge as experts in designing, implementing and evaluating cutting-edge learning solutions for diverse contexts, serving as catalysts for organizational excellence and pioneers in lifelong learning initiatives.
Expected outcomes
PLO1: Demonstrate capacity in constructively aligning the components of Learning design in online course design, facilitation and assessment.
PLO2: Critically analyze the process of selecting and integrating appropriate educational technologies to support diverse Learning designs, facilitation and assessments in Competence Based Curriculum (CBC) instructional settings.
PLO3: Utilize various educational technologies to support diverse learning design, facilitation, and assessments in CBC and Community service learning (CSL).
PLO4: Creatively develop open minded in evaluating educational technologies for their effectiveness in diverse digital learning and community services.
Entry requirements
Be a holder of a Bachelors degree (First Class Honors or Second Class, Upper Division) in Education or any other degree in recognised universities.
Be a holder of a Bachelors degree (Second Class Honors, Lower Division) with a minimum of two (2) years of experience in education practice or any other professional practice.
Be a holder of a Bachelors degree (Pass) from recognised universities with three (3) years after studies or working experience.
Be a holder of a Postgraduate Diploma in Education (PGDE) or any other discipline areas from recognised universities.
A Bachelors degree from a recognised institution with a minimum of a Second-Class (Upper Division). Candidates with a Second Class (Lower Division or Pass) may be considered if they have at least one year of relevant work experience.
Or the applicant should have graduated with any degree at the Bachelors level with a minimum of Second Class or Pass with work experience of at least 1 year.
Or a Postgraduate Diploma in Education (PGDE) or Learning Design and Technology (LDT) or any other Postgraduate Diploma recognised by public universities or equivalent in other disciplines.
Any other qualifications that may be determined by Senate recognising Prior Learning leading to equivalents of the identified criteria, experience and skills of learners.
Eligible candidates are required to fill in an online application form available from the University's website, attach relevant documents as proof of their eligibility and pay an application fee determined by the University Senate from time to time.
Credit and Entry pathways
Programme structure
The MLDT program is designed to take a period of eighteen (18) months: a minimum of eighteen (18) months for full-time studies and a maximum of thirty-six (36) months for part-time students. The first year of the course is spent on course work and research/project proposal development, and the second year on field work and thesis/project writing. The programme consists of the prescribed common, professional specialization, core, and elective required courses: students are required to take the entire 3 common courses, 8 specialization (core) courses, and 2 electives as a minimum requirement. The total credits for the programme are 64 (960 instructional hours). Course distribution: Year 1 - Common Courses Semester 1 (3 credits) and Semester 2 (6 credits) totalling 10 credits (135 instructional hours); Core Courses Year 1 - 4 courses each semester (16 credits each) totalling 32 credits (480 instructional hours); Electives Year 1 - Semester 2 (4 credits, 60 instructional hours); Common Course Year 2 (15 credits, 225 instructional hours); Electives Year 2 (4 credits, 60 instructional hours).
Assessment methods
All courses taken by learners shall be assessed using formative and summative assessment. There shall be Continuous Assessment Tasks, Practicum and University end-of-semester examinations. Each course shall be examined by continuous assessment tasks consisting of seminar papers/project reports, assignments, term papers and written tests which account for 70% of the total mark in that course and 30% from the end-of- semester exams. The pass mark in each course (continuous assessment and the written exam) shall be 50%. Candidates must pass in all papers before they proceed to the next year of study. A candidate who fails not more than three (3) courses for the entire study programme shall be allowed to retake the examination at a fee as prescribed by Senate from time to time; the maximum mark for any retake examination shall be 50% and shall not include continuous assessment tasks.
Under exceptional circumstances such as medical or compassionate grounds, supported by written evidence, special examinations may be held for the candidate. Examinations shall be conducted at the University or University-approved centre. Each course taught during a semester shall be examined at the end of the semester, with the duration of each examination paper being four (4) hours. The candidate is expected to write and orally defend a thesis in the relevant discipline resulting from independent research as a pre-condition for graduation and must pass all units in the course work before proceeding with the research and thesis. Grading system:
a) A (75-100) Excellent;
b) B (65-74) Very Good;
c) C (55-64) Good;
d) D (50-54) Pass;
e) F (Below 50) Re-attempt.
Global careers
Application hub
Typical duration
Delivery mode
Online
Accreditation info
Fully accredited by the Commission for University Education (CUE) and recognised globally for digital-first excellence.
School of Education
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