Master of Education (Instructional Technology)

i. A Bachelor’s Degree (Level 6, MQF) in the field or related field with a minimum CGPA of 2.50 or its equivalent as accepted by UNITAR Senate; OR

ii. A Bachelor’s degree in the field or related fields or equivalent with a minimum CGPA of 2.00 and not meeting a CGPA of 2.50, can be accepted subject to rigorous internal assessment; OR

Candidates without a qualification in the related fields or working experience in the relevant fields must undergo appropriate prerequisite courses determined by the HEP and meet the minimum CGPA based on (i) to (ii).

iii. Entry requirements for admission into the Master’s programme (Level 7, MQF) through APEL as approved by the Ministry of Education (MOHE). Applicants must be/have:

1. A Malaysian citizen; and
2. The candidate should be more than 30 years of age in the year of application;
3. Possess at least STPM / Diploma / A-Levels / equivalent qualifications;
4. Relevant work experience / prior experiential learning; AND
5. Pass the APEL Assessment

ENGLISH REQUIREMENT

International Students
1. Minimum score of 6.0 for IELTS OR
2. Minimum score of 60 for TOEFL OR its equivalent

Modules

• Philosophical Ideas in Education
• Psychology of Learning and Instruction
• Educational Research Methodology
• Curriculum, Instruction and Assessment in Education
• Instructional Design Principles and Contemporary Practices
• Technology-Based Learning Tools and Applications
• Trends and Issues in Distance Education
• Online Facilitation and Storytelling
• Innovations in Educational Change
• Educational Research Methodology
• Project Paper

• College and University Lecturers
• Educational Management
• Educational Technologist
• Educationist
• Learning Designer

The Programme Learning Outcomes (PLO) of this programme is to prepare graduates who are able to:

1. To acquire conceptual knowledge and pragmatic skills of instructional design for use in contemporary educational settings. Students are guided to master the generic ADDIE model of instructional design based on three prominent sets of psychological principles of learning – behaviourism, cognitivism and social constructivism. These principles are the basis for the students to correlate elements and characteristics of best practices in contemporary instructional design. In practice, they are supported to design, develop, organise, conduct and validate online lessons.
2. To acquire procedural and conditional knowledge of Technology-Based Learning (TBL) along with technical skills in selecting, using and managing proprietary or open-source tools and applications. In practice, students are guided to create a prototype application using suitable content authoring tools and creative media editors for a TBL practice. The usability of the tools and the TBL application are measured to assure quality instruction.
3. To expose students to trends and issues in distance education by juxtaposing life cycle of various past and present instructional technology for distance education. This in turn would allow students to predict future trends and possible issues of education. The course supports students to analyse technical, economical and socio-political issues associated to distance education using a tool called Trends of Engineering System Evolution (TESE).
4. To afford students to experience the roles and responsibilities of an online facilitator, while equipping the students with the art and science of storytelling skills. Through role-playing activities, students will explore the managerial role, pedagogical role, social role and technical role of an online facilitation with storytelling, accumulating conditional knowledge and pragmatic skills for professional practice. Once students are exposed to various types and genres of story, they will be guided to generate interesting story ideas, develop a story idea using the Hollywood Three-Act Structure, and align narrative events and learning events with intended learning outcomes for effective online facilitation.