9.7. Master of Distance
Education
Athabasca University's Master of Distance Education (MDE) program is one
of the oldest graduate programs in distance education. Established in
September 1994, its primary focus is on the fields of distance education
and training learning that helps students overcome the barriers
of time and space. Distance education and training are rapidly expanding
fields, and indicators point to their continued and steady growth well
into the future.
Today, distance education and training students of all ages are provided
with the opportunity to learn in a wide variety of subject areas, formats,
and organizations. If distance educators are to adapt to the increasingly
sophisticated field of distance education and to maintain their professional
competence, continuous upgrading is essential. Professional growth is
also required by people from a variety of educational and occupational
backgrounds who seek entry into this burgeoning field.
As the demand for distance education and training increases, the need
for formal qualifications in their delivery becomes more pressing. Those
students who currently work or aspire to work in distance education and training,
and whose personal commitments demand a flexible and accessible graduate-level
program, may find Athabasca University's MDE program the path to a more
rewarding career.
The MDE program is unique in several ways. It is housed at Athabasca
University, one of the world's leading open universities. All courses
for the degree are delivered via a variety of distance education media,
including the Internet. There are no face-to-face requirements for completion
of the degree. Tuition rates are affordable. Up to six credits of the
core courses and up to 15 credits of elective courses may be transferred
from other institutions.
By September 2002, more than 400 Canadian and international students
will be participating in the program. Program participants work in diverse
distance education and training settings such as business firms, government
agencies, voluntary and professional associations, hospitals, and other
health-care organizations, schools, colleges, and universities.
Applicants to the MDE program must hold a baccalaureate degree from a
recognized post-secondary education institution.
Application Procedure
- Complete and submit the MDE
Application Form along with the non-refundable application fee.
For application forms, contact the Centre
for Distance Education.
- Complete and submit the MDE Application Questionnaire and an up-to-date
résumé.
- Submit official transcripts* directly from the accredited institution
to the Centre for Distance Education showing the granting of a bachelor's
degree.
* Applicants submitting any official documents (e.g., transcripts)
in a language other than English must provide an official translation
of such documents. If the credential being submitted has been earned
outside Canada or the US, documentation attesting to its equivalence
to a Canadian baccalaureate is required. Such documentation can
be obtained from
International
Qualifications Assessment Services
4th Floor, Sterling Place
9940-106 Street
Edmonton, AB T5K 2V1
E-mail: iqas@gov.ab.ca
- Submit three letters of recommendation** including one from someone
who is familiar with the applicant's academic skills.
**It is the applicant's responsibility to notify his or her
referees, that, in accordance with the Province of Alberta's
Freedom of Information and Protection of Privacy Act, the information
contained in the letter of reference is not considered
to be confidential and it may be viewed by the applicant upon
request. Contact Dr. Bob
Spencer, Program Director, MDE, Centre for Distance Education,
for more information. |
Application Deadline
The Centre for Distance Education must receive all application materials
by March 1 for consideration for admission to the program starting in
September of the same year.
Non-program Students
Individuals who are not enrolled in the MDE program will be permitted
to register in MDDE 601 and most MDE elective courses on a first-come,
first-served basis, space permitting. Courses taken as a non-program
student may be directly applied toward the program degree requirements,
if and when a student becomes a program student. However, the University
is under no obligation to admit non-program students into the MDE program.
For more information on non-program status, contact the Centre
for Distance Education.
Credit Requirements
Forty-two credits are required to complete the MDE program. These
credits can be earned in one of three ways.
- Thesis Route
The curriculum requirement for the thesis route consists of five
core courses, five elective courses, and 12 credits of thesis work.
Normally, students will register in thesis credit after completion
of the core courses.
- Project Route
The requirement is the same as above, except students complete
a project instead of a thesis.
- Course-based Route
The curriculum requirement for the course-based route consists
of five core courses and nine elective courses. At the conclusion
of course work, a written exam and an oral defence must be passed.
For those individuals pursuing the thesis or project route, the thesis
or project (12 credits) provides an opportunity for investigating a
novel question or synthesizing / applying what has been learned in the
course work. Students must register in MDDE 696, MDDE 697, MDDE 698,
and MDDE 699 as they proceed to complete thesis or project requirements.
To maintain program status, students must complete six credits of course
or thesis / project work during each academic year (September 1 to August
31). In core courses, the lowest acceptable grade is B-. Students who
receive a grade lower than B-, or more than one grade of B- or lower,
may be required to withdraw from the program. In elective courses, the
lowest acceptable grade is C+. Students who receive a grade lower than
C+, or more than one grade of C+ or lower, may be required to withdraw
from the program.
Residency
To meet the residency requirements, students must
- for the Thesis Route or Project Route, complete a minimum
of three courses (nine credits) from the core curriculum and complete
the thesis or project through Athabasca University.
- for the Course-based Route, complete a minimum of three courses
(nine credits) from the core curriculum, a minimum of four elective
courses (12 credits) through Athabasca University, and pass the written
exam and oral defence at the conclusion of the course work.
Full- and Part-time Involvement
Students may study in the program on a full- or part-time basis.
Part-time students must complete a minimum of six credits (two course
equivalents) per calendar year. To comply with Alberta Students
Finance requirements, full-time students must complete six credits
per semester (two courses) to achieve a 60 percent load or nine
credits per semester (three courses) to achieve a 100 percent load.
Courses are designed to encourage self-study either at home or in
the workplace. In individualized-study
courses, students will be supplied with a basic course package
of print and other media (for example, textbooks, study guides, audiocassettes,
videotapes). In addition, students will be expected to use computer
mediated communications for the following purposes:
- instructor and student-to-student interactions in computer conferences,
- e-mail, both within and outside of the course structure,
- file transfer or file attachment of assignments and feedback between
instructor and students and between students on joint projects , and
- accessing electronic databases (e.g., Athabasca
University Library).
Required Core Courses
MDDE 601 Introduction to Distance
Education and Training (3)
MDDE 602 Research Methods in Distance
Education (3)
MDDE 603 Systems Design in Distance
Education (3)
MDDE 604 Instructional Design and
Program Evaluation in Distance Education (3)
MDDE 605 Planning and Management
in Distance Education and Training (3)
The core curriculum is an integrated arrangement of courses covering
the field of distance education and training. The five core courses (15
credits) review current knowledge, theory, and practice in distance education
and training. The core provides students with the skills and knowledge
that will facilitate their understanding and ability to analyse, synthesize,
evaluate, create, and implement distance education and training courses,
programs, and systems. Core courses in the MDE are offered three times
a year. Refer to Course Offerings.
Core courses should be taken in the following sequence.
MDDE 601 must be taken first.
MDDE 603 must be taken before MDDE 604 (not concurrently).
MDDE 602 and MDDE 603 should be taken before MDDE 605.
Elective Courses
MDDE 610 Introduction to Technology
in Distance Education
and Training (3)
MDDE 611 Foundations of Adult Education
(3)
MDDE 612 Experiential Learning (3)
MDDE 613 Adult Learning and Development
(3)
MDDE 614 International Issues in
Open and Distance Learning (3)
MDDE 615 Human Factors in Educational
Technology (3)
MDDE 617 Program Planning in Adult
and Continuing Education (3)
MDDE 620 Advanced Technology for
Distance Education and Training (3)
MDDE 621 Online Teaching and Learner
Support Technologies in Distance Education (3)
MDDE 650 Special Topics: Tutoring
and Student Support in Distance Education and Training (3)
MDDE 651 Special Topics: Gender
Issues in Distance Education (3)
MDDE 660 Professional Seminar in
Distance Education (3)
MDDE 661 Seminar Topics in Educational
Conferencing (3)
MDDE 690 - 691 Independent Study
(3)
Elective courses are designed to complement the core curriculum
and expand basic knowledge, theory, and practice into areas and
issues of individual interest or concern. The courses allow students
to specialize in particular topics or learn new sets of skills necessary
for research and practice in distance education and training. Some
elective courses may not be available every year and a growing list
of electives will emerge as student and faculty interests change
and develop.
Normally, elective courses may be taken concurrently with core courses.
Students may obtain advanced credit for elective courses and may be
encouraged to take elective courses from other institutions. Permission
of the program director is required before courses are taken for MDE
program credit outside Athabasca University. Students will also be encouraged
to work on subject-matter areas or skills with individual faculty members
as a way to fulfill elective requirements. To facilitate this involvement
with faculty, students may register in MDDE 690 Independent Study in
three-credit blocks (equivalent to a three-credit course). Normally,
no more than six credits may be earned as individualized study.
Thesis or Project Credits
Thesis or project credits consist of four, three-credit elements,
namely, MDDE 696, MDDE 697, MDDE 698, and MDDE 699. With the exception
of MDDE 696, these elements are not conventional courses; however,
they are treated similarly for administrative purposes.
MDDE 696 Thesis/Project: Decision Making, Research Methodologies,
and Proposal Writing (three credits) is the first element of the thesis
or project work. This three-credit course focuses on research methodologies
and on the suitability and applicability of these methodologies to distance
education research. In-depth analyses of masters-level mini-proposals,
theses, and projects will be carried out. Lastly, a systematic set of
procedures for the generation of a research mini-proposal will be implemented.
All students taking the thesis or project route must successfully
complete MDDE 696 before they can register in MDDE 697. Students
who successfully complete MDDE 696 and then subsequently proceed
to the course-based route will be granted three elective credits
for MDDE 696.
MDDE 697 (three credits) is the second element of thesis or project
work. Students can register in MDDE 697 any time after they have
successfully completed MDDE 696, produced an acceptable thesis or
project proposal, and have established a thesis or project supervisory
committee consisting of a supervisor and two other committee members.
MDDE 698 (three credits) is the third element of thesis or project
work. Students should register in MDDE 698 when their thesis or project
work is well underway.
MDDE 699 (three credits) is the fourth and final element of thesis
or project work. Students should register in MDDE 699 in the term in
which they anticipate completing the thesis or project work and in which
they will schedule the oral exam of this work.
Advanced Standing
Some students may have completed work at other post-secondary institutions
that is applicable to the MDE program. After being admitted to the MDE
program, students may request a review of such course work. A faculty
committee will review such work to determine if the student should be
awarded advanced standing and / or "not-to-takes" for specific courses
in the MDE program. Students seeking advanced standing will be required
to submit official transcripts (if these were not submitted in support
of their application for admission) and the appropriate evaluation fee
to the MDE program director for review. Students may also be required
to submit detailed course descriptions for such courses. Failure to
supply either the transcripts or detailed course descriptions (if required)
shall result in no advanced standing being awarded. Students will not
be awarded advanced standing for courses previously used towards the
granting of another credential.
In addition, students may be able to build on prior learning experiences
and receive credit through independent study (MDDE 690). For more
information, students should contact their program advisor.
Transfer Credit
Students enrolled in the MDE program may take courses from other post-secondary
institutions in fulfilment of the program requirements, provided such
courses are applicable to Athabasca University's MDE program. Students
wishing to take courses from other institutions must submit a Letter
of Permission Request Form, a written request, and detailed course outlines
and the appropriate Letter of Permission fees to the MDE program director
for review.
If approved, the Office of the Registrar will issue a Letter of Permission.
To allow for mailing time, requests for a Letter of Permission should
be made at least one month before the registration deadline at the institution
where the student will be taking the course. Upon completion of the
course, the student must submit an official transcript to the MDE program
director in order to obtain credit for the course.
Program Delivery
The program is offered during three semesters each year. Each semester
is 13 weeks in length. The fall semester begins the second Monday in
September. The winter semester begins the second Monday in January.
The spring/summer session begins the last Monday in April. All course
work should be completed during the semester periods. Extensions to
these timelines may be granted, if circumstances warrant, through the
granting of an Incomplete).
2002 |
July 1 |
Canada Day, University closed. |
July 5 |
Last day for program students to register in 2002 fall session
courses. Registration fees are due. |
Aug. 5 |
Civic Holiday, University closed. |
Sept. 2 |
Labour Day, University closed. |
Sept. 9 |
First day of fall session courses. |
Oct. 9 |
Last day for early withdrawal from fall session courses. No
record of the course will appear on the transcript. |
Oct. 14 |
Thanksgiving Day, University closed. |
Nov. 6 |
Last day for late withdrawal from fall session courses. Transcripts
will reflect a withdrawal in good standing. |
Nov. 11 |
Remembrance Day, University closed. |
Nov. 12 |
Last day for program students to register in 2003 winter session
courses. Registration fees are due. |
Dec. 6 |
Last day of fall session courses. |
Dec. 24/02-
Jan. 2/2003 |
The University will close at 3 p.m. Tuesday, Dec. 24, 2002
and will reopen 8:30 a.m. Thursday, Jan. 2, 2003. |
|
2003 |
Jan. 13 |
First day of winter session courses. |
Feb. 13 |
Last day for early withdrawals from winter session courses.
No record of the course will appear on the transcript. |
Feb. 17 |
Family Day, University closed. |
March 1 |
Last day for receipt of application materials for admission
to the program starting in September 2003. |
March 3 |
Last day for program students to register in 2003 spring/summer
session courses. Registration fees are due. |
March 11 |
Last day for late withdrawal from winter session courses.
Transcripts will reflect a withdrawal in good standing. |
April 11 |
Last day of winter session courses. |
April 18-21
(inclusive) |
Easter break, University closed. |
April 28 |
First day of spring/summer session courses. |
May 19 |
Victoria Day, University closed. |
May 28 |
Last day for early withdrawal from spring/summer session courses.
No record of the course will appear on the transcript. |
June 26 |
Last day for late withdrawal from spring/summer session courses.
Transcripts will reflect a withdrawal in good standing. |
July 1 |
Canada Day, University closed. |
July 25 |
Last day of spring/summer session courses. |
In order to participate in the program, each student
must have ready access to the following minimum computer hardware and
software.
Minimum Hardware
| Recommended
|
Pentium-class PC |
P-200 or higher |
64 MB RAM |
128 MB RAM or higher |
1GB free disk space |
2GB free disk space |
CD-ROM |
32-speed CD-ROM |
Sound card and speakers |
Soundblaster or compatible
sound card, speakers and microphone |
56 KB Internet connection |
High-bandwidth Internet connection
(ADSL, cable or satellite) |
Printer |
Laser, inkjet or bubble colour printer |
Zip or other back-up system |
Zip or other back-up system |
|
Scanner |
|
Fax machine |
Minimum Software
| Recommended
|
Windows |
Windows 98 or 2000 |
Word, Excel |
Microsoft Office |
Netscape or Internet Explorer |
Netscape 4.7 or Internet Explorer 5.5 |
Current antivirus protection |
Current antivirus protection |
PCs are the primary equipment supported by Athabasca University's
Help Desk. Only limited assistance for other hardware and software platforms
is offered. Students are responsible for their own communication costs
such as long distance telephone charges and subscriptions to an Internet
node, or any other communications service requirements.
Students must complete the core courses in the prescribed sequence. Elective
courses may be taken on completion of the core courses or concurrently
with the core courses offered in any term.
Incomplete
In exceptional circumstances, and where the course instructor concurs,
students may be assigned a grade of Incomplete (INC). This allows the
student to take an additional two months to complete and submit the
course work. Two months after the original course completion date, a
grade will be assigned to the course. If the required course work has
not been submitted, a failing grade will be assigned.
Reregistration
Students may reregister in a course only if they have received more
than one final grade of B- or lower in a core course or more than one
final grade of C+ or lower in an elective course, or if they have withdrawn
from the course in good standing. In reregistering, students must complete
all course requirements and pay the full course fee. Students are permitted
only one reregistration in each course. Both the initial registration
and the reregistration will appear on the student's academic record.
Course
Students may withdraw from a course up until one month before the
end of the semester by submitting a Withdrawal Request Form. The date
of withdrawal will be the postmark on the request, or if the notice
is hand-delivered or faxed, the University date stamp. Students may
also request a withdrawal from a course by e-mail provided the request
is confirmed in writing.
If a student withdraws from a course within the first month, the record
of registration will be deleted from his or her official transcript
(see Refunds below). If a student withdraws from a course after the
first month of the course and before the last month of the course, the
official record and transcript will show that the student withdrew without
credit and without prejudice or academic penalty and no refund will
be granted.
Program
Students may withdraw from the program by submitting their request
in writing to the program director. Students who withdraw may be re-enrolled
in the program by following the application procedures. Students requesting
re-admission to the program will be competing against all other applicants
and will not receive special consideration.
Refunds
Students will receive a refund of the full course fees minus the course
withdrawal processing fee (see MDE program
fees) if they withdraw from the course within the first month. Students
should not return their course materials. Students wishing to withdraw
from a course(s) before the first day of class will receive a partial
refund (full tuition minus the withdrawal processing fee).
Continuation Fees
Continuation fees are the same as course fees, that is, $875 for students
living in Canada; $980 for non-resident Canadians; and $1,080 for international
students. Continuation fees are normally assessed when program students
do not register in the required six credits per academic year of course,
thesis, or project work or when students have completed all required
course work but not yet completed their thesis or project oral exam.
Grading System
With the exception of MDDE 696, 697, 698, 699, which will be graded on
a pass / fail basis, all courses will be graded using the following alphabetic
scale.
A+ |
90 - 100% |
A |
85 - 89% |
A- |
80 - 84% |
B+ |
77 - 79% |
B |
74 - 76% |
B- |
70 - 73% |
C+ |
67 - 69% |
C |
64 - 66% |
C- |
60 - 63% |
F |
0 - 59% |
INC |
Incomplete status |
W |
Withdrawn in good standing |
Thesis and Project Requirements
Students choosing this route must complete either a thesis or a project.
Once the student has successfully completed MDDE 696, a supervisor will
be assigned and committee arranged.
The thesis or project in the MDE program is the equivalent of 12 credits.
Students register in the thesis or project in four blocks of three credits
each. Normally, students will register in either a thesis or a project
after completion of all core course work and most electives. Students
who have completed all of the course requirements and have paid the
full tuition fee for the thesis or project, but who have yet to "complete"
the thesis or project, will be required to pay a continuation fee each
session (semester) in order to remain in the program.
Completion Time Limits
Students have a maximum of seven years from their first registration as
a program student to complete the MDE degree program.
All fees are quoted in Canadian dollars and are subject to change.
|
Program application fee (non-refundable) required each time a person
applies: $50
Admission fee (payable upon acceptance into the program): $100
Course Tuition Fee (includes all required materials)
Students living in Canada: $875
Canadians living outside of Canada: $980
International students living outside of Canada: $1,080
Other Fees
Continuation fee (per semester) same as course tuition fees (see above)
Evaluation fee: $55
International evaluation fee: $110
Letter of Permission fee: $20
Non-program application fee (required only once and waived if previously
an Athabasca University student): $50
Thesis/Project
Canadian students (payable in units of $875): $3,500
Canadians living outside Canada (payable in units of $980): $3,920
International students living outside of Canada (payable in units of
$1,080): $4,320
Transcript request fee: $10
Withdrawal processing fee: $300
The withdrawal processing fee includes the cost of course materials,
shipping, and an administrative fee for processing the request.
There will be no refund for returned course materials. The total
tuition cost for a Canadian student living in Canada, who takes
all his or her courses from Athabasca University, would be $12,250
($875 x 14, three-credit courses or equivalents). |
The course schedule below is subject to change. Courses may be
cancelled due to insufficient registrations. |
A Téluq equivalency indicates the opportunity for students
to register in the equivalent course in French offered by Télé-université
du Québec through Athabasca
University.
Fall Session (September 2002)
MDDE 601 Introduction to Distance Education
and Training (3)
MDDE 602 Research Methods in Distance
Education (3)
MDDE 603 Systems Design in Distance
Education (3)
MDDE 604 Instructional Design and Program
Evaluation in Distance Education (3)
MDDE 605 Planning and Management in
Distance Education and Training (3)
MDDE 610 Introduction to Technology
in Distance Education and Training (3)
MDDE 611 Foundations of Adult Education
(3)
MDDE 613 Adult Learning and Development
(3)
MDDE 614 International Issues in Open
and Distance Learning (3)
MDDE 617 Program Planning in Adult and
Continuing Education (3)
MDDE 621 Online Teaching and Learner
Support Technologies in Distance Education (3)
MDDE 690 Independent Study (3)
MDDE 696 Thesis/Project: Decision Making,
Research Methodologies and Proposal Writing (3)
Winter Session (January 2003)
MDDE 601 Introduction to Distance Education
and Training (3)
MDDE 602 Research Methods in Distance
Education (3)
MDDE 603 Systems Design in Distance
Education (3)
MDDE 604 Instructional Design and Program
Evaluation in Distance Education (3)
MDDE 605 Planning and Management in
Distance Education and Training (3)
MDDE 611 Foundations of Adult Education
(3)
MDDE 614 International Issues in Open
and Distance Learning (3)
MDDE 615 Human Factors in Educational
Technology (3)
MDDE 620 Advanced Technology for Distance
Education and Training (3)
MDDE 650 Special Topics: Tutoring and
Student Support in Distance Education and Training (3)
MDDE 651 Special Topics: Gender Issues
in Distance Education (3)
MDDE 690 Independent Study (3)
MDDE 696 Thesis/Project: Decision Making,
Research Methodologies and Proposal Writing (3)
Spring/Summer Session (April 1, 2003)
MDDE 601 Introduction to Distance Education
and Training (3)
MDDE 602 Research Methods in Distance
Education (3)
MDDE 603 Systems Design in Distance
Education (3)
MDDE 604 Instructional Design and Program
Evaluation in Distance Education (3)
MDDE 605 Planning and Management in
Distance Education and Training (3)
MDDE 610 Introduction to Technology
in Distance Education and Training (3)
MDDE 611 Foundations of Adult Education
(3)
MDDE 613 Adult Learning and Development
(3)
MDDE 614 International Issues in Open
and Distance Learning (3)
MDDE 617 Program Planning in Adult and
Continuing Education (3)
MDDE 650 Special Topics: Tutoring and
Student Support in Distance Education and Training (3)
MDDE 690 Independent Study (3)
MDDE 601
3Introduction to Distance Education and Training
This course introduces students to distance education and surveys
the field. It provides students with the essential descriptions and
examples of what distance education and training are and how they are
conducted. Students are asked to critically analyse current practice
and information in the field.
MDDE 602
3Research Methods in Distance Education
Téluq equivalency: EDU 6301
The goal of MDDE 602 is to ensure that program students, regardless
of program route election, will have a grounding in systematic inquiry,
in the prevailing social science research methodologies, in the use
of computer-based, data-analytical tools and in the ability to read
and understand research reports.
MDDE 603
3Systems Design in Distance Education
Téluq equivalency: TEC 6310
This course introduces students to systems theory and practice and
the application of systems to distance education. Students will examine
how systems design theory and concepts apply to education in general,
and to distance education in particular. Students will learn about instructional
systems design and how it applies to distance education and instructional
design.
MDDE 604
3Instructional Design and Program Evaluation in
Distance Education
Prerequisite: MDDE 603
This course begins with a brief overview of individualized instruction.
Students then study course design and development and are required to
develop units of instruction and plans for delivering them at a distance.
In the last third of the course, students are required to design a program
evaluation system to evaluate the program that their unit of instruction
would fit into. Since this course requires the application of skills,
knowledge, and concepts presented in MDDE 603, MDDE 603 is a prerequisite
for this course. While MDDE 602 is not considered a prerequisite for
MDDE 604, the concepts and knowledge presented in MDDE 602 may be useful
in developing program evaluation systems.
MDDE 605
3Planning and Management in Distance Education
and Training
Prerequisites: MDDE 601, MDDE 602, and MDDE 603, or consent
of the instructor.
In taking MDDE 605, students will be expected to develop comprehensive
business plans for their own hypothetical (or real) distance teaching
enterprise. Along the way, students will review key trends in distance
education; conduct background research into the prospects for their
enterprise; and learn and apply the elements of strategic planning,
including Porter's value system analysis, basic management accounting
techniques, and the development and analysis of performance indicators.
MDDE 610
3Introduction to Technology in Distance Education
and Training
This course is an introduction to some of the conceptual issues in
the use of distance education technologies, including cost-effectiveness,
pedagogical strengths, and limitations of various media. Selected case
studies of implementations, in both developed and developing countries,
will be examined for critical success factors and lessons learned.
MDDE 611
3Foundations of Adult Education
This course will examine the foundations of adult education. It will
begin by asking what the purposes of adult education are. Students will
be asked to relate these to the philosophical and historical origins,
and to the social and political economy of adult education. Students
will be asked to critically reflect on adult education as a field of
practice and to consider to what extent the study of adult education
is centered on "practical knowledge" or to what extent on
a study of the foundational disciplines (philosophy, history, sociology,
psychology, etc.). The course will focus on Canadian and North American
adult education but will also consider global perspectives and experience
as well as discussing higher education issues.
MDDE 613
3Adult Learning and Development
Using readings, writings, computer conferences, and film analysis,
the course examines the contributions of different disciplines, perspectives,
and theories to adult learning that have found expression in adult education,
past and present. These perspectives explore adult learning from a tripartite
framework: the adult learner, the learning process itself, and the context
in which adult learning takes place. This makes possible an expanded
understanding of the complex nature of adult learning and the impact
of that learning upon adult development. Students will also consider
the role played by experience upon adult learning as well as the role
that learning plays in the development of the capacities to work and
to lovereportedly Freud's hallmarks of adult maturity. The course
speaks to the need of the professional distance educator to understand
the connection between adult learning and development and the need to
take this into account in the design and delivery of successful learning
or training experiences. The course also offers an opportunity for students
to apply the principles and insights acquired to their own personal
development.
MDDE 614
3International Issues in Open and Distance Learning
Téluq equivalency:EDU 6014
In this course students will explore three aspects of distance education
as it is practised around the world: 1. the ways in which distance education
is configured in order to meet regional needs (e.g., the Caribbean and
South Pacific regions) and national needs in high-, middle-, and low-income
countries; 2. the advantages and limitations of distance education as
a tool for development at regional and national levels and in meeting
the needs of political minorities (e.g., Aboriginal peoples); and 3.
the role of national and international organizations of distance educators
in furthering the reach of distance education (e.g., the Commonwealth
of Learning, the International Council for Distance Education). Materials
for the course include case studies and overview articles. Course activities
will include small group work and presentations, critiques of proposals
for development projects involving distance education, discussions via
computer mediated communications with the authors of some of the articles
assigned as reading, and a project of the student's own choosing.
MDDE 615
3Human Factors in Educational Technology
Prerequisite: Any other MDE course and consent of the instructor.
Téluq equivalency: TEC 6205
This course relates the "human factors" literature of educational
technology to the development of materials for the World Wide Web. The
focus is on the development of learning systems, and students are expected
to work collaboratively in the development of a high-quality, Web-based
educational product. A critical objective of the course is for students
to become up-to-date in their Internet, WWW, and HTML skills. The course
supplies self-guided training in these skills, and students can obtain
individual assistance from the instructor or teaching assistant. The
course requires extensive use of Internet and Web page development tools.
Students should have considerable experience with computer applications,
software, and the Internet. Previous experience in Web page development
is desirable.
MDDE 617
3Program Planning in Adult and Continuing Education
This course is an intensive study of theoretical foundations, policies,
evaluation models, methods, and materials for planning adult and continuing
education and training programs. The main purpose of this course is
to enable course participants to increase their knowledge and competence
relative to that process in order to become more proficient in planning,
implementing, and evaluating effective educational programs for adults
in the organizational or institutional setting of their choice. Participants
will draw on a comprehensive theoretical framework, referred to as the
lifelong education program planning (LEPP) model, to formulate and develop
a detailed plan for an effective education or training program. This
course has intensive online computer conferencing requirements.
MDDE 620
3Advanced Technology for Distance Education and
Training
MDDE 620 is intended to develop students' knowledge and understanding
of educational technologies and planning skills in relation to the introduction
of technology into existing educational systems. Besides acquiring information
about present and emerging educational technologies, students will closely
study the planning and implementation issues related to a specific technology
of their choice. The course combines information, theoretical concepts
and frameworks, case studies, and direct experience with specific technologies
in actual educational use.
MDDE 621
3Online Teaching and Learner Support Technologies
in Distance Education
This course provides fundamental concepts, basic principles, information,
and models for the successful use of technology as a medium for teaching
and supporting various audiences in distance education and training.
Students need not be teachers or trainers, but should have a basic familiarity
with computer technology applications in distance education (for example,
through completion of MDDE 610 or MDDE 620, or equivalents), and have
experience working or learning through technology.
In this course the term "online" refers primarily to computer-based
communications tools but it also comprises the more familiar "low
tech" technologies including print. Issues addressed include: learning
and learner characteristics, and accompanying learning needs; teaching
behaviours and principles that are associated with learning independent
of the delivery medium; organizational roles which technology use requires,
and which distance learning teachers, trainers, and administrators may
be expected to fill; designing and implementing technology-based learning
experiences for learners who are at a distance from us and from other
resources they may need; learning and communication characteristics
of some commonly available or emerging technologies.
MDDE 650
3Special Topics: Tutoring and Student Support
in Distance Education and Training
Téluq equivalency: EDU 6013
This is an issue/problem-based course, analogous to a seminar course
in which students will be provided with reading materials, ideas, concepts,
and issues and be expected to work independently or in groups to address
questions, solve problems, and prepare proposals. Students will have
considerable flexibility in defining their own issues and problems provided
they achieve the general goals and objectives of the course. Specifically,
students will be developing knowledge, skills, and attitudes to facilitate
the analysis, planning, implementation, and evaluation of a tutoring
and student support system for general or particular applications.
MDDE 651
3Special Topics: Gender Issues in Distance Education
This course is a feminist exploration of the practice of contemporary
distance education as it relates to women's needs and experiences as
both students and practitioners. Themes such as course design, media
selection, and the two-edged sword of home-based study will be traced
through a wide range of international case studies.
MDDE 660
3Professional Seminar in Distance Education
This course is targeted at MDE students who are near the end of their
MDE course work (senior MDE students). MDDE 660's content is not fixed;
it follows a seminar-style format unlike the regular core and option
MDE courses. The material is chosen based on the interest of the faculty
member responsible for the seminar that year, contemporary issues in
the field during that time, and potential interests of students. Given
the above, students typically read recent MDE research and other scholarly
articles, discuss contemporary issues in distance education, and participate
in seminar presentations with the faculty member in charge, guests from
outside Athabasca University, and presentations by other students in
the seminar.
The seminar relies heavily upon asynchronous interaction and independent
work. Students are expected to be able to choose a topic of interest,
moderate a computer mediated communications discussion on that topic,
and prepare a summary dealing with issues similar to those dealt with
by editorial reviews and academic conference symposia. Students who
have completed the core MDE curriculum are encouraged to register. The
seminar is especially relevant for those students going on to complete
a thesis or project.
MDDE 661
3Seminar Topics in Educational Conferencing
This course will focus on current research and practice in two principal
areas: asynchronous text-based computer conferencing, and synchronous
audio/video-conferencing. Students will be permitted to specialize in
one or the other, but will also be expected to read and participate
in discussion of both.
Students will be provided with readings in the two areas, and the
initial discussions will concern these basic readings. Students will
then be asked to identify research questions or topics, which will require
them to delve deeper into the literature. Students will conduct reviews
of the literature in areas they identify, will develop and present summaries
of their findings to the group, and will prepare a research proposal
(including methodologies and procedures) to address research questions
they identify. Collaborations will be encouraged among students throughout
the course.
All students must have access to the IP audio utility adopted as the
IP standard for MDDE courses.
MDDE 690-691
3Independent Study
Students may fulfil option credits through contract-based learning
experiences with interested faculty members. Students may approach a
faculty member with or without the assistance of their advisors and
ask for the faculty member's assistance in an independent study course.
These courses will require a written proposal including a detailed plan
of the student activities; a list of the objectives, goals or intended
outcomes; a description of the role of the faculty member; and a detailed
evaluation or achievement plan. This proposal requires the approval
of the program director before further activity is undertaken.
Library Services
Athabasca University Library also
serves the needs of graduate students.
Income Tax Deductions
Application and tuition fees can be used to reduce income tax. Only
fees paid and expended during the calendar year can be reflected in
the tax receipt. Canada Customs and Revenue Agency regulations permit
the University to issue an education tax credit receipt only for amounts
greater than $100. In February, T2202 tax forms for the educational
tax deduction, along with the tuition tax receipts, are mailed to the
address on record. Full-time students may be eligible for the education
tax credit for each month of full-time registration.
Regulations and Appeals
Athabasca University policies and regulations governing academic conduct
and appeals apply to all students. Refer to Section
12 Student Code of Conduct and Right to Appeal.
Athabasca University's policies, regulations, and procedures governing
the release of transcripts and confidential information apply also to
graduate students. Refer to Section 5 Undergraduate
Admission, Transfer Credit, and Assessments.
Transcripts and Confidential Information
Graduate students, like undergraduate students, are bound by the institution's
policies, regulations, and procedures governing the release of transcripts
and confidential information.
For more information or to receive the application package, please contact:
Master of Distance Education
- Program Director
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3
Telephone: (800) 788-9041 (ext. 6179) or (780) 675-6179
Fax: (780) 675-6170
E-mail: mde@athabascau.ca
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