Welcome to Learning Design and Technology
Our mission is to:
- Prepare individuals at the master's and doctoral levels to serve as outstanding educators and leaders in the field who have expertise in the design and evaluation of learning experience that effectively integrate pedagogy and technology.
- Conduct programs of cutting-edge research and scholarship related to learning technologies and design both within our program and through collaborations with colleagues within the College of Education, across the university, and with entities outside the university
- Engage with schools, business-industry, and non-profit organizations to broaden our impact and understanding of learning, technology, and design issues.
Our faculty is involved in a wide range of research activities and projects related to the field of Learning Design and Technology. See our list of faculty and see an overview of their research projects at the following links:
- Masters of Science in Education in Learning Design and Technology*
- NEW! Online Master's Degree Program (see news release)
- Doctoral Program in Learning Design and Technology**
*Please note: International applicants are advised that completion of the on-campus Master of Science in Education degree, with a concentration in Learning Design and Technology (LDT), will take longer than two years to complete. Some required courses in the LDT master’s program are offered only in an online format. Full-time international graduate students must register for at least five credits of on-campus coursework each semester to meet visa requirements. This may impact international students’ progress in the on-campus LDT master’s program.
**Note: Although some doctoral courses may be offered online, prospective students are advised that the PhD program is designed to be a traditional, campus-based program. Applicants should be prepared to matriculate on the West Lafayette campus in order to fulfill doctoral degree requirements.
What can you do with a degree in Learning Design and Technology?
Learning design and technology, although often associated with computers and other hardware, goes beyond any particular medium or device. It is systematic way of designing, developing, implementing, and evaluating the total process of teaching and learning in terms of specific objectives, learning activities, and evaluation to bring about more effective learning. Computers and allied technologies often play a key role in support of teaching and learning and so are an important aspect of learning design and technology in today's world. Specialists in this field design and develop instruction, often computer-based, and implement and evaluate educational technology in a variety of settings including K-12 schools, universities, business/industry training, and the military.
The Interdisciplinary Journal of Problem-based Learning (IJPBL)
The Interdisciplinary Journal of Problem-based Learning (IJPBL) is dedicated to exploring issues concerning both the theory and practice of PBL in academic, medical, and training settings. IJPBL is an online, peer-reviewed, semi-annual periodical dedicated to high standards of writing, research, and scholarship. IJPBL is a one-of-a-kind journal; no other journal deals with problem-based learning across a range of disciplines.
IJPBL was founded by Dr. Peg Ertmer, Professor in Learning Design and Technology, and is currently co-edited by Dr. Michael Grant, University of Memphis and Dr. Krista Galzewski, Indiana University. IJPBL was launched in 2006 as an online, open access journal, published by Purdue University Press. During its first 8 years, the journal has made substantial contributions to PBL scholarship and practice. Based on Google Analytics, IJPBL recorded more than 40,000 total visits to its website in 2012 (docs.lib.purdue.edu/ijpbl), with visitors coming from 142 countries including important representations from developing countries such as Indonesia, Malaysia, Brazil, Turkey, and Kazakstan, as well as many visitors from Canada, the UK, and South Africa. To date, over 195,000 full-text downloads have been recorded, with almost 60,000 of these occurring in the 2012 calendar year. This is more than 10 times the number of downloads recorded in its first year (n=5,447). Average acceptance rates are between 10 - 20%.
The Journal currently has six advisory and six editorial board members, all of whom are well-known PBL scholars and researchers. The current list of reviewers includes scholars from institutions around the world including the United States, Canada, Australia, South Korea, England, the Netherlands, and Singapore, among others. IJPBL is currently indexed in HW Wilson and EBSCO Host, the largest abstracting and indexing services and in 2012 received a favorable review from PsycINFO, which resulted in IJPBL being added to this prestigious index. IJPBL also appears in the Directory of Open Access Journals (DOAJ) and Ulrichs, the main sources that librarians use to research periodical literature.
Purdue's Serious Games Center
Purdue's Serious Games Center seeks to provide support for implementing, designing and developing serious games and virtual environments for learning; to encourage collaboration across Purdue and with K-12 schools; and, to establish a foundation for securing funding and conducting research at Purdue on the use of serious games and virtual learning environments in education.
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