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Doctor of Philosophy in Learning Technologies
Hours for Learning Technologies Doctorate
Course delivery is dependent on the aspect of the program the student is active in. Students in the residency program have required face-to-face meetings at UNT based on the course. The distance delivered Ph.D. in Learning Technologies is a blended offering with courses being delivered online throughout the year combined with a yearly meeting of cohorts during the summer. Attendance at the summer cohort meeting is mandatory for participation in the distance delivered program. It is planned that the annual meeting will be held in conjunction with the International Society for Technology in Education (ISTE) conference.
|15 hours||Courses include philosophy, theory, and synthesis of the relationship between theory and technology in learning technologies contexts. These courses provide a foundation for the doctoral program of studies|
|Topic||21 hours||Courses focus on understanding and exploring critical subjects in the field. These hours include coursework in advanced instructional systems design, theory and implementation in different areas of learning technologies, and focused special topics courses that include artificial intelligence, distributed learning systems, and others. Special topic courses are designed for students to work closely with faculty on research projects.|
|Research||12 hours||Courses include research methods and data management/analysis. These courses are designed to provide the foundation for investigating original research|
|9 hours||Tools courses are required to ensure students are current on the technologies used to develop media and learning technologies systems. If a student has a MS degree in an aligned degree area, the 9 hours of tools courses can be waived.|
|Dissertation||12 hours||Dissertation hours.|
|TOTAL HOURS||69 hours or 60 hours if tools courses are waived|
- A minor (12 hours) or cognate (6 hours) may be included in the degree plan (see below).
- Courses or skills required for Leveling: LTEC 5010, 5020.
- 9 hours maximum from Independent Studies, Practicum or Internship may be counted toward the degree.
Core/Foundation Courses (15 hours)
- LTEC 6000 Philosophy of Computing in Learning Technologies
- LTEC 6010 Theories of Instructional Technology
- LTEC 6020 Advanced Instructional Design: Models and Strategies
- LTEC 6030 Emerging Technologies and Education
- LTEC 6040 Theory and Practice of Distributed Learning
Topic Courses (21 hours)
- LTEC 6700 Practicum/Internship
- LTEC 6200 Message Design in Learning Technologies
- LTEC 6210 Theory of Design of Interactive Multimedia Systems
- LTEC 6220 Theory of Learning Technology Implementation
- LTEC 6230 Advanced Production Design for Learning Technologies
- LTEC 6260 Creating Technology-Based Learning Environments
- LTEC 6250 Learning Technology Systems Design and Management
- LTEC 6800 N/A
- LTEC 6900 Special Problems in Learning Technologies (limited to 9 hours)
Research Courses (12 hours)
- LTEC 6510 Introduction to Research in Learning Technologies
- LTEC 6512 Analysis of Qualitative Research in Learning Technologies
- LTEC 6514 Seminar on Advanced Research Topics in Learning Technologies and Information Sciences
- LTEC 6511 Analysis of Research in Learning Technologies
Tool Courses (9 hours – wavier possible – see below)
Dissertation (12 hours)
- LTEC 6950 Doctoral Dissertation
Ph.D. Course Rotation
|X = Offered every year
E = Offered every even year
O = Offered every odd year
|LTEC 6000 Philosophy of Computing in Learning Technologies||O||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6010 Theories of Instructional Technology||E||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6011 Technological Innovations in Training and Development||—||—||—||X||—||—||—||—||—||—||—||—|
|LTEC 6020 Advanced Instructional Design: Models and Strategies||—||—||—||O||—||—||—||—||—||—||—||—|
|LTEC 6021 Needs Analysis and Curriculum Development||X||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6030 Emerging Technologies and Education||E||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6031 Trends and Issues in Applied Technology, Training and Development||X||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6040 Theory and Practice of Distributed Learning||—||—||—||E||—||—||—||—||—||—||—||—|
|LTEC 6121 Leadership Development in Applied Technology and Training||—||—||—||X||—||—||—||—||—||—||—||—|
|LTEC 6171 Consulting Skills||X||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6181 Evaluation and Accountability in Applied Technology and Training||—||—||—||X||—||—||—||—||—||—||—||—|
|LTEC 6200 Message Design in Learning Technologies||O||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6210 Theory of Design of Interactive Multimedia Systems||O||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6220 Theory of Learning Technology Implementation||—||—||—||O||—||—||—||—||—||—||—||—|
|LTEC 6230 Advanced Production Design for Learning Technologies||E||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6240 Artificial Intelligence Applications||—||—||—||O||—||—||—||—||—||—||—||—|
|LTEC 6250 Learning Technology Systems Design and Management||O||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6260 Creating Technology-Based Learning Environments||—||—||—||E||—||—||—||—||—||—||—||—|
|LTEC 6270 Developing Funding Opportunities in Learning Technologies||—||—||—||O||—||—||—||—||—||—||—||—|
|LTEC 6480 Research Seminar||X|
|LTEC 6510 Introduction to Research in Learning Technologies||X||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6511 Analysis of Research in Learning Technologies||—||—||—||—||—||—||—||—||—||—||X||—|
|LTEC 6512 Analysis of Qualitative Research in Learning Technologies||—||—||—||X||—||—||—||—||—||—||—||—|
|LTEC 6514 Seminar on Advanced Research Topics in Learning Technologies and Information Sciences||—||—||—||—||—||—||—||—||—||—||X||—|
|LTEC 6515 Advanced Research: Scaling Methods||—||—||—||—||—||—||—||—||—||—||X||—|
|LTEC 6516 Advanced Research: Computer Mediated Discourse Analysis||—||—||—||—||—||—||—||—||—||—||X||—|
|LTEC 6700 Practicum/Internship||—||—||—||—||—||—||—||—||—||—||X||—|
|LTEC 6701 Practicum, Field Problems or Internship||X||—||—||X||—||—||—||—||—||—||—||—|
|LTEC 6800 Special Topics in Learning Technologies||E||—||—||—||—||—||—||—||—||—||—||—|
|LTEC 6900 Special Problems in Learning Technologies||X||—||—||X||—||—||—||—||—||—||X||—|
|LTEC 6910 Special Problems in Learning Technologies||X||—||—||X||—||—||—||—||—||—||X||—|
|LTEC 6950 Doctoral Dissertation||X||—||—||X||—||—||—||—||—||—||X||—|
The student's Advisory Committee is responsible for mentoring the candidate during coursework and to prepare the candidate for their portfolio review. The advisory committee will also evaluate the portfolio for permission to move on to the oral exam. The oral exam/assessment will follow acceptance of the portfolio and will be completed within 30 days of that date. The oral exam will include discussion of the portfolio and questions pertaining to possible dissertation topics and timelines.
The Advisory Committee shall be composed of at least 3 faculty:
- LT Program Faculty Professor.
- LT Program Faculty member.
- Minor Professor. additional CECS Professor, or Assoc Graduate Faculty.
The Degree Plan is the official document describing the approved options in each student's course of study. The degree plan should be filed during the first or second semester of coursework. For residency students, the candidate should work with their academic advisor to complete and file the degree plan. There are options within the Ph.D. in Learning Technologies to accommodate a wide range of scholarly and research interests. Students in the distance delivered option have pre-defined degree plans.
All courses contributing to the student's doctoral program must be approved by their faculty advisor. It is important that the sequence of courses be selected to match the research and scholarly interests of the student and support the theoretical base, content expertise and research methodology that will form the basis of the dissertation research.
The appropriateness and the match between coursework options and the area of Dissertation research will be examined at the Oral Exam.
A minor or cognate may be included in the degree plan for residency students.
Minor (12 hours) - [outside of department]
- A minor may be included in the degree plan. Six of the hours can be taken from within the topics category, but the remaining six hours are in addition to the required hours for the degree.
- A professor in the minor area outside of the department must be designated to participate on the student's advisory committee.
- Courses in a minor are taken outside of the department.
Cognate (12 hours) - [within department]
- A cognate can be taken within the ATPI Ph.D. program in the Department of Learning Technologies.
- Six of the hours can be taken from the topic category for focus in the student's selected cognate area, but the remaining six hours are in addition to the required hours of the degree.
Tool Subject Requirement
Candidates for the Doctor of Philosophy in Learning Technologies must complete a tool subject consisting of 9 hours of graduate computer education or 9 hours of educational research. For students with a Master degree in Learning Technologies, the Tool Subject requirement is automatically met through the prior degree. The Graduate School specifies that previous coursework may be applied to this requirement as long as the courses used to satisfy the requirement were completed no earlier than 5 years prior to the submission of the degree plan.
Part of becoming a member in a community of scholars is to develop appropriate professional norms and values. Students make a commitment to their professional development and intellectual growth in the process that will result in the student's. Students in the Learning Technologies Doctorate through study and reflection will:
- become acculturated in the values and norms of the profession
- develop increasing levels of professional independence and responsibility
- transition from student to colleague
- become involved in out-of-class interaction with faculty, fellow students and others on issues relevant to our field and your goals
- become considerably involved in professional activities of various kinds.
Doctoral students are encouraged to create a written residency plan under advisement with their major professor during your second semester. This plan should indicate activities completed, in progress or to be completed. All activities do not have to be performed during the actual residency time period; students are encouraged to complete activities throughout their enrollment. The following criteria should be considered in creating a residency plan:
- relevance to your professional goals
- quality of participation
- quantity of participation
- variety of participation and activities
- demonstration of initiative
- demonstration of collaboration
- demonstration of independence.
Specific residency activities or participation will vary from student to student depending on the individual's future goals and previous experiences. The ultimate outcome of the activities is the creation of the student's doctoral portfolio. The student's portfolio will then be reviewed before the oral examination to move to candidacy.
There are five primary categories of activities. A residency plan should identify major and minor activities for all categories for presentation in the portfolio. The difference between a major and minor activity is the level of effort and time invested in completing that activity. For example, presenting or interning at a national conference is a major activity while simply attending a conference is a minor activity.
Research and Scholarship
- Author/co-author book review
- Contribute to a professional newsletter
- Conduct collaborative research with fellow students
- Conduct collaborative research with a faculty member
- Work as a research assistant
- Critique a colleague's research article draft
- Develop a grant proposal
- Produce a working paper for discussion
- Author/co-author a research article
- Author/co-author a practice article
- Present a paper at a state, regional, national, or international conference
- Edit a professional newsletter
- Serve in a graduate student organization
- Serve on a departmental committee
- Serve on a college committee
- Serve on a university committee
- Serve on a professional committee
- Serve in a professional elected or appointed office
- Organize a professional conference
- Serve as chair/discussant at a professional meeting
- Serve as a journal field reviewer
- Organize an invited speaker session
- Organize study groups, seminars, forums, lecture series
- Develop a Web-based knowledge base
- Work as a Teaching Assistant
- Teach a course
- Serve as a guest lecturer in a course
- Tutor fellow students
- Develop course instructional materials
- Develop instructional evaluation materials
- Proctor an exam
- Prepare instructional aids
- Serve as a mentor for junior students
Development, Consultation, and Project Management
- Serve as a director or associate director of a project
- Participate in a consultation activity
- Prepare a consultation report for an actual client
- Develop specifications and products for instructional applications (including course materials)
- Participate as a planner or instructional designer on a project
- Participate as an evaluator on a project
- Serve as a field test subject for the formative evaluation of an instructional project
General Professional Participation
- Serve as a research subject
- Attend professional colloquia and seminars
- Attend state professional meetings
- Attend regional professional meetings
- Attend national professional meetings
- Attend relevant professional presentations on campus
- Host visitors to campus
- Participate in a professional seminar
- Observe colleagues in an innovative or exemplary program participate in study group or professional network
- Initiate and lead a seminar with faculty participation
Please see Admission to Candidacy: The Process for more information on portfolio requirements.
Admission to Candidacy
Students are admitted to candidacy after the completion of all coursework or in the final weeks of the last semester of coursework. The examination has two parts:
- a portfolio portion
- an oral portion.
The examination is designed to assess the student's ability to participate as a member of a community of scholars through research, publication, and presentation of scholarly work.
The examination is offered once each long semester and is scheduled through the program staff. Ordinarily no dissertation enrollment is permitted until this examination has been passed. Students are admitted to candidacy for the dissertation segment of the doctoral degree by the graduate dean upon successful completion of the examinations (portfolio and oral).
Part I: Portfolio Examination
To be eligible to take the Qualifying Examinations, the student must have completed all coursework including the removal of all incomplete grades. Students are expected to remove any incomplete grade within one year after receipt of the incomplete, but not later than 30 days after completion of the final semester of coursework.
Portfolio Qualifying Exams are held once during the spring semester and once during the fall semester. After satisfactory completion of the Portfolio Qualifying Examination, an Oral Qualifying Examination will be held within 30 days after the evaluation of the portfolio portion.
The Portfolio Qualifying Examination consists of the analysis of a portfolio of the student's work that demonstrates research, scholarship, publication and creative activities. Students should begin assembling their portfolio immediately upon beginning coursework in the Ph.D. in Learning Technologies program.
The portfolio must be submitted to the student's major advisor, a minimum of ten days prior to the actual exam. The submission deadline will be tied to the deadline for Oral Exams. The portfolio should include a record of scholarly accomplishment in a variety of formats:
- Scholarly Writing - The portfolio will include a selection of 6 quality, scholarly, papers. Most students will base some papers on work begun in coursework or research. There is an expectation that at least two of these articles will be publishable papers, capable of acceptance in respected educational and technological journals. Publication beyond the minimum is considered additional verification of the student's scholarly potential and is highly recommended. Peer review process in some journals may preclude actual printing of the article by the date of the portfolio submission. In such cases, documentation should be provided concerning submission of the manuscript and its status in the review process.
- Presentations - The portfolio must show completion of at least two presentations at meetings of professional associations (at least one of which is a state, national or international conference). Selection as a result of a competitive process is highly recommended as an indicator of quality. The second presentation may be local or regional in nature.
- Computer-based creative work - The portfolio will include two computer-based projects that demonstrate commercial quality, creative effort. These may be CBT training programs, research simulations, website development, software products, or similar creative works. Proof of involvement in ID/Design/production evolution phases is recommended. The portfolio will be reviewed by the entire Graduate Faculty. The portfolio assessment will be performed by the Advisory Committee. Results will be:
- Pass (move on to next stage)
- Table (follow suggestions for rewrite and/or update)
- Fail (removed from program)
Part II: Oral Examination
The Oral Exam is designed to ensure that the student is prepared to develop a Dissertation Proposal. In preparing for the examination, the student should identify a general area in which they intend to develop a dissertation proposal, a timeline for proposal development and be prepared to defend their preparation in terms of adequate coursework foundation and preliminary research/ reading in the field. The student will also submit a tentative timetable for completion of the proposal. The committee will review the student's preparation and probe the student's knowledge of the field through oral examination. The results of this examination, which may include "pass" and "no-pass," may also include conditions that must be met (which may include additional coursework) prior to proceeding with the admittance to candidacy and commencement of the research proposal. Students should consider the need to pass the Oral Examination during the selection process of their courses and other academic activities in order to ensure that they align with their intended area of dissertation research.