This course promises a deeper understanding of learning and, in addition, how new technologies can be applied within schools, universities and the workplace to support it.
MA Learning, Technology and Education
Are you committed to improving teaching and learning? Do you want to understand the conditions of effective learning and then explore how new technologies can help? Our staff have outstanding international reputations for their teaching and research around these important topics.
This flagship programme is offered by the Learning Sciences Research Institute (LSRI) within the School of Education. Learning Sciences draws from Psychology, Computer Science and Education. It provides a unique perspective on the theories that underpin successful learning and teaching and innovation within the fast moving digital world of new technologies.
This programme promises a deeper understanding of learning and, in addition, how new technologies can be applied within schools, universities and the workplace to support it.
It does not matter if your background is in teaching, computing, psychology or any of the allied disciplines - as long as you wish to engage in this debate and perhaps pursue a career in education, training, educational technology or further research. You will find our LSRI learning environment an experienced, supportive and friendly community.
Study on this course will:
broaden your knowledge and experience of digital technologies as resources for learning, engaging with: tablets, smartboards mobile learning tools, virtual learning environments (VLEs), serious games, MOOCs, computer supported collaborative learning, immersive and augmented reality environments
enable you to evaluate the use of such technologies in educational contexts
help you utilise existing research to make informed decisions about the selection of specific digital technologies
explain underpinning theories of learning, particularly as they inform the design and application of successful educational technologies
develop knowledge of wider social debates that impact on technology enhanced learning
Teaching is delivered in a state of the art 'flexible learning room' and you have access to a hot desk facility in the LSRI. This face-to-face programme is particularly suitable if you have the flexibility to be based in the Nottingham area and wish to focus upon your studies there, taking advantage of the full range of campus-based resources.
New technologies are the method as well as the focus of the teaching. All students who study face-to-face will receive their own tablet at the beginning of the course, with apps to use both within classes and during fieldwork. This is yours to keep so that you can build your own library of educational resources.
While studying online you will engage with a wide range of digital platforms, including e-portfolios and virtual learning environments. In the new year, the class visits London to attend the largest educational technology trade show in Europe. All these experiences underpin the discussions and activities of the classroom sessions.
All academic staff involved in the teaching of this programme have national and international reputations for research and publications in a range of topics relevant to the field. You will benefit from the low staff-student ratios for teaching in the School of Education.
The taught element of the course can be completed over one year full-time or two years part-time study. There is then an eight-month disseration period. There are also Postgraduate Diploma and Postgraduate Certificate exit points.
This course comprises four taught modules and a final dissertation/research. Each taught module is organised into a series of approximately ten units. Each unit will have at its focus a three hour weekly class. This will comprise of lecture, discussion and small group work. These units are supported by web-based materials. These will be preparatory to the session as well as allowing subsequent follow-up reading, practice, exploration, and discussion.
Time is scheduled each week for informal tutorial support and you are encouraged to make use of text based peer and tutor discussion opportunities. These will be found within the Virtual Learning Environment (VLE) that hosts the web support for this course. This VLE is available from any networked computer both on and off campus.
The LSRI welcomes students into its learning community of masters and PhD students, postdocs and staff. A drop-in 'learning lunch' is held weekly in term-time and regular seminars (streamed when possible) are given by leading national and international academics.
Timing of sessions
All modules taught by the School of Education will be presented on weekday late afternoon or early evenings during University term. Any modules taken from the Schools of Psychology and Computer Science are likely to be held earlier during the working day.
Part-time students who are unable to attend such daytime sessions will find that there are sufficient modules available in the evening slot to accumulate the course credits required. Full-time students will find that two evenings a week (currently Monday and Thursday) will be given to taught modules, a voluntary tutorial period is scheduled for a further weekday slot (currently Tuesday), and LSRI research seminars are held on Tuesdays (at 4pm). You are expected to pursue directed private study at other times.
This is not just about books. Although the Education and Computer Science library collection is excellent and in a most innovative building, it's also about students having access to experts, to laboratories, to other students, and of course to digital technology itself. It will also help to have your own laptop. To ensure you have the appropriate computer requirements, please view our computer specification guidance notes.
Clearance to work with young people
You are not required to work with young people as part of this course but there may arise opportunities to do so and you may elect to do so in relation to your dissertation research. Often, doing so will require you gain a 'DBS check'. This is an assurance that you have no criminal record. If you are a UK citizen, this is a straightforward matter. If you are coming from overseas, it will take a little longer perhaps and it will be necessary to have certain documents to hand. You can find more information on how to obtain a certificate, what documents you need to provide etc, on the Gov.uk website.
You would normally be expected to hold an honours degree at 2:2 level or above, or its international equivalent, with study at an advanced level in either computer/information science, education or psychology.
You must have at least modest experience of acting in an educational setting, or be involved in some way in supporting learning such as through a part-time or placement context.
Applicants with qualifications other than a first degree who have an approved professional qualification, or those with non-standard applications, will be considered on an individual basis.
If your first language is not English, you must achieve either:
an overall score on the IELTS test* of at least 6.5 with no less than 6.0 in each element
a pass with Merit on a preparation course at the Centre for English Language Education, University of Nottingham
*Please note IELTS test scores have a shelf life of two years. You are required to have a current and valid IELTS test score for entry to this course.
How to apply
Please go to the University's How to Apply webpages for further information.
To ensure your application is considered in time, please note the following deadline applies:
Mode of study
Full-time and part-time
Home/EU and international
26 September 2016
1 September 2016 (full-time International students must apply by 11 August 2016)
Recognition of Other Learning (ROL)
If you have prior learning or experience at an appropriate level, you may apply on entry for exemption for credit requirements of the course. Please visit our ROL pages for further information.
The course comprises three core modules and you can then choose an elective option. It is possible to take one module in an online format if that is convenient for you, or a study preference. The MA programme is then completed with a 60-credit dissertation.
The aims of the three core modules are to:
develop your understanding of ICT and the learner by making a study of theories of human learning and how you guide practice in the wide variety of educational contexts where technology is in use
develop a critical understanding of ICT and its social context within education by making a study of the interpersonal, corporate, societal and political circumstances surrounding the adoption of ICT in teaching and learning
Social Contexts of Educational Technology (30 credits)
Introduction to the Learning Sciences (30 credits)
Educational Technology Research Methods (30 credits)
Dissertation (60 credits)
New Directions in Learning, Technology and Education (30 credits)
It may be possible to take other modules totalling 30 credits at the discretion of the Course Leader
Each 30-credit module is assessed by a written assignment of 4,000 words, or equivalent portfolio of assessment tasks.
The dissertation module entails a substantial piece of self-directed research work of 12,000-15,000 words (or equivalent) that is agreed with and supervised by a member of the course team. It may be empirical in nature or library-based.
The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes.
Career destinations for our graduates include counsellors, education advisers, language tutors, primary and secondary school teachers and vocational and industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study and study for professional development within their chosen career.
Average starting salary and career progression
In 2014, 91.9% of postgraduates in the School of Education who were available for employment had secured work or further study within six months of graduation. The average starting salary was £21,833 with the highest being £39,000.*
*Known destinations of full-time home and EU postgraduates, 2013/14.
Career prospects and employability
The acquisition of a masters degree demonstrates a high level of knowledge in a specific field. Whether you are using it to enhance your employability, as preparation for further academic research or as a means of vocational training, you may benefit from careers advice as to how you can use your new found skills to their full potential.
Our Careers and Employability Service will help you do this, working with you to explore your options and inviting you to attend recruitment events where you can meet potential employers, as well as suggesting further development opportunities, such as relevant work experience placements and skills workshops.
Entry requirements You would normally be expected to hold an honours degree at 2:2 level or above, or its international equivalent
Other requirements some form of relevant professional experience in an educational setting
IELTS 6.5 (no less than 6.0 in any element)
If these grades are not met, English preparatory courses are available