Design of Learning Technologies

Major: Design of Learning Technologies
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Total Credit Hours: 180.0
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.0607
Standard Occupational Classification (SOC) code: 25-9099

About the Program

The Bachelor of Science major in Design of Learning Technologies (DLT) prepares students to build the next generation of information and computing technology for learning. Students learn interdisciplinary skills and knowledge necessary to design, develop, and implement technology-enhanced learning environments for a variety of settings.

Students in the major will be exposed to three major themes in their coursework:

  • Cognition and Learning: Cognitive/mental processes and representations underlying knowledge and skill acquisition
  • Culture and Society: Social, cultural, and organizational aspects of teaching and learning, in and outside of schools
  • Design and Technology: Design and evaluation techniques to enable the development of new and emerging technologies to support learning and teaching

Work across these themes is coordinated to facilitate the development of expertise on the design of learning technologies grounded in strong theories of learning for a wide range of educational contexts (e.g., classrooms, museum exhibits, after-school, summer camps, etc.), audiences (e.g., teachers, students, corporations, children, adults, etc.), and learning environments.

The curriculum combines knowledge of how people learn, learning technology design, and child/adolescent development from the School of Education with design courses in the Westphal College of Media Arts & Design and computational thinking courses in the College of Computing and Informatics. Co-op experiences may include work at software and design companies, non-profits, cultural institutions, or research environments where there are needs for individuals with training in both learning theories and computational design.

Graduates of the program will have strong skills in applying theory to the creation of educational and learning environments. With hands-on courses focused on human learning and technology design, the Design of Learning Technologies major combines expertise in the foundations of education with design and technical expertise that is central for best practices of the application, development, and use of technologies throughout our lifetimes.

Degree Requirements

General Requirements
ANTH 101Introduction to Cultural Diversity3.0
BIO 100Applied Cells, Genetics & Physiology3.0
BIO 101Applied Biological Diversity, Ecology & Evolution3.0
CHEM 111General Chemistry I4.0
COM 111Principles of Communication3.0
CRTV 301Foundations in Creativity3.0
CRTV 303Creativity in the Workplace3.0
ECON 201Principles of Microeconomics4.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
Literature Requirement (Select one from ENGL 200 - ENGL 335)3.0
American History Requirement (Select one from HIST 201 - HIST 203)3.0
INFO 105Introduction to Informatics3.0
MATH 101Introduction to Analysis I4.0
MATH 102Introduction to Analysis II4.0
MUSC 130Introduction to Music3.0
PHYS 151Applied Physics3.0
PSY 101General Psychology I3.0
PSY 330Cognitive Psychology3.0
SOC 335Sociology of Education3.0
Education Requirements
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 102Foundations in Education II: Contemporary Issues3.0
EDLT 103Foundation in Education III: Learning Sciences3.0
EDUC 105Freshman Pedagogy Seminar *3.0
EDUC 120Child Development I: Typical Development3.0
EDUC 123Adolescent Development3.0
EDUC 201Instructional Issues3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 322Evaluation of Instruction3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 335Engaging the Learner3.0
Design of Learning Technologies Program Requirements
ANTH 370Ethnographic Methods3.0
CS 140Introduction to Multimedia Programming3.0
DIGM 223Creative Concept Design3.0
EDLT 101Learning, Culture & Technology Workshop I3.0
EDLT 201Learning, Culture and Technology Workshop II3.0
EDLT 238New Media Literacies3.0
EDLT 250Sociocultural Perspectives on Learning3.0
EDLT 301Learning, Culture & Technology Workshop III3.0
EDLT 339Future Pedagogies3.0
EDLT 353Play and Learning in Participatory Cultures3.0
EDLT 354Learning In and Out of Schools3.0
EDLT 491Senior Project I3.0
EDLT 492Senior Project II3.0
EDLT 493Senior Project III3.0
EHRD 205Organizational Learning & Strategy3.0
INFO 110Introduction to Human-Computer Interaction3.0
INFO 240Introduction to Data Science3.0
WEST 465Special Topics in Media, Arts and Design3.0
Electives **24.0
Other University Requirements
CIVC 101Introduction to Civic Engagement1.0
COOP 101Career Management and Professional Development0.0
UNIV T101The Drexel Experience1.0
Total Credits180.0
*

Students enroll in EDUC 105 three times; Fall, Winter and Spring of Freshman Year.

**

Students are encouraged to work with their advisor to select electives or a minor.

Sample Plan of Study

Term 1Credits
EDLT 101Learning, Culture & Technology Workshop I3.0
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 105Freshman Pedagogy Seminar1.0
EDUC 120Child Development I: Typical Development3.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
UNIV T101The Drexel Experience1.0
 Term Credits14.0
Term 2
CIVC 101Introduction to Civic Engagement1.0
CS 140Introduction to Multimedia Programming3.0
EDUC 102Foundations in Education II: Contemporary Issues3.0
EDUC 105Freshman Pedagogy Seminar1.0
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
MATH 101Introduction to Analysis I4.0
 Term Credits15.0
Term 3
COM 111Principles of Communication3.0
EDLT 103Foundation in Education III: Learning Sciences3.0
EDUC 105Freshman Pedagogy Seminar1.0
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
INFO 110Introduction to Human-Computer Interaction3.0
MATH 102Introduction to Analysis II4.0
 Term Credits17.0
Term 4
DIGM 223Creative Concept Design3.0
EDLT 201Learning, Culture and Technology Workshop II3.0
INFO 105Introduction to Informatics3.0
PSY 101General Psychology I3.0
PHYS 151Applied Physics3.0
 Term Credits15.0
Term 5
CRTV 301Foundations in Creativity3.0
ECON 201Principles of Microeconomics4.0
EDLT 238New Media Literacies3.0
EHRD 205Organizational Learning & Strategy3.0
 Term Credits13.0
Term 6
ANTH 101Introduction to Cultural Diversity3.0
BIO 100Applied Cells, Genetics & Physiology3.0
COOP 101Career Management and Professional Development0.0
EDLT 339Future Pedagogies3.0
EDUC 123Adolescent Development3.0
SOC 335Sociology of Education3.0
 Term Credits15.0
Term 7
BIO 101Applied Biological Diversity, Ecology & Evolution3.0
EDLT 353Play and Learning in Participatory Cultures3.0
EDUC 201Instructional Issues3.0
ENGL 200 - ENGL 3353.0
Free Elective3.0
 Term Credits15.0
Term 8
CRTV 303Creativity in the Workplace3.0
EDLT 301Learning, Culture & Technology Workshop III3.0
EDLT 354Learning In and Out of Schools3.0
HIST 201 - HIST 2033.0
Free electives3.0
 Term Credits15.0
Term 9
EDLT 250Sociocultural Perspectives on Learning3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 335Engaging the Learner3.0
Free electives6.0
 Term Credits15.0
Term 10
CHEM 111General Chemistry I4.0
EDLT 491Senior Project I3.0
INFO 240Introduction to Data Science3.0
PSY 330Cognitive Psychology3.0
WEST 465Special Topics in Media, Arts and Design3.0
 Term Credits16.0
Term 11
ANTH 370Ethnographic Methods3.0
EDLT 492Senior Project II3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 322Evaluation of Instruction3.0
Free elective3.0
 Term Credits15.0
Term 12
EDLT 493Senior Project III3.0
MUSC 130Introduction to Music3.0
Free electives9.0
 Term Credits15.0
Total Credit: 180.0

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
John M. Gould, PhD (University of Pittsburgh). Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (University of Pennsylvania). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Assistant Professor. Educational administration. Contextually responsive leadership, leadership for social justice, leadership for learning, community school strategies.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education.
Nancy Butler Songer, PhD (University of California, Davis) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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