May 25, 2024  
2023-2024 SGPP Catalog and Student Handbook 
2023-2024 SGPP Catalog and Student Handbook

Learning Design and Technology, M.Ed.

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The Master of Education in Learning Design and Technology program will no longer accept new students after Spring 2023.

Program Description

In the Master of Education in Learning Design and Technology program educators learn to optimize the intersection among content, learning theory, and technology, individually and collectively redefining what constitutes learning in the 21st century. Instruction becomes student-centered and customized. Learners become co-creators of knowledge, joining with educators in joint inquiry. A disposition for learning is cultivated; learners are encouraged to awaken and enliven their innate sense of imagination, curiosity, self-awareness, passion, courage, adaptability, and perseverance.

The program prepares educators to connect learners to digitally-mediated modes of learning, thinking, and knowing. Technology is used to redefine instruction and create new learning tasks, moving beyond technology as a direct substitution tool. Instructional technology becomes a mind tool to enable learning that could not happen in any other way.

Pairs of courses focus on transformative learning areas related to research, the educator’s new role, instruction through technology, collaboration, and change.

Program Outcomes

Upon completion of the program, graduates are expected to be able to do the following:

1. Ignite learning by incorporating new knowledge

  • Value inquiry and information needs in order to engage in lifelong learning.
  • Apply a repertoire of creative and flexible information seeking strategies to navigate the unfamiliar, take action, or solve a problem.
  • Re-ignite passion for educating and learning through scholarship.
  • Engage in research to create something new, acquire insight, transform values, or expand knowledge base.
  • Validate understanding and interpretation of information through discourse with others, including experts and practitioners.
  • Employ multimedia, hypermedia, and electronic literature resources to gather and distribute knowledge and information.

2. Center the learner by creating individual capacity

  • Develop dispositions: the mindset and ethical habits needed to advance learning in both educator and learner.
  • Relate the science of learning to learner development.
  • Evaluate how technology transforms learning.
  • Cultivate reflective practices and redefine the educator’s role.
  • Develop culturally relevant educational awareness.
  • Model and promote self-directed learning.

3. Design instruction for individualizing learning

  • Develop a design mindset and process for improvement.
  • Structure environments to ignite creativity.
  • Craft instructional design with an awareness of how learning occurs.
  • Integrate learning theory, content knowledge, and technological knowledge to deepen learning.
  • Create conditions to optimize engagement and motivation for all learners.
  • Develop authentic learning by intentionally aligning standards, assessment practices, and instructional strategies.

4. Exchange and communicate to create shared solutions

  • Develop the language and practices to break down the isolationism of teaching/training.
  • Create learning solutions in consultation with colleagues and the community.
  • Apply global lenses to understanding learning.
  • Create a professional support network.
  • Capture ideas, data, and relationships visually.
  • Employ clear writing and speaking skills appropriate to the audience, including multimedia formats and web publishing.

5. Initiate organization-wide change

  • Analyze system changes required for innovative program adoptions.
  • Work with policy leaders as change agents.
  • Advocate for updated educational/training approaches to improve learning.
  • Evaluate relevant trends and approaches from non-education arenas (the arts, science, business, etc.).
  • Promote educational equity.

Program Structure and Delivery

Neither transfer credits nor electives are accepted into the program.

Courses are delivered fully online.

Graduate Certificate Credit Use Toward Degree

Students may use all credits of the Critical, Creative, and Design Thinking Certificate  and/or the Teaching, Training, and Leading with Technology Certificate  toward completing the Master of Education in Learning Design and Technology. Students who complete both certificates will fulfill all the requirements for the master’s degree.

Degree Requirements

Total required credits

Required courses: 30 cr.


The faculty members for this program have earned doctorate or master’s degrees. Faculty are selected for their combination of educational and professional experience and expertise.

Admission Requirements

Applicants may apply for admission to master’s degree programs at any time during the year. Applicants must have completed an undergraduate degree from a regionally accredited institution and maintained an overall grade point average of 2.75 on a 4.00 scale. Applicants must demonstrate the language proficiency necessary for successful graduate coursework.

Graduate Certificate to Master’s Degree

Students currently enrolled in a Saint Mary’s University graduate certificate program that can be used toward this degree are eligible to enroll in the master’s program through the Change/Add Program process. Students that have been withdrawn from the university must seek readmission through the Registrar’s office.

Application Process

Applicants must submit the following:

  1. Completed application form with the nonrefundable application fee (fee not required for alumni or students seeking readmission or veterans and active military personnel), and
  2. An official transcript(s) issued to Saint Mary’s University of Minnesota from the institution posting the applicant’s completed bachelor degree and other relevant transcripts documenting program prerequisites and potential transfer credits. (An official transcript is one that is sent to the university by the credit-granting institution. Transcripts from countries other than the U.S. must be evaluated on a course by course basis by a university accepted evaluation service, such as World Education Services, Educational Credential Evaluators, Educational Perspectives, or One Earth International Credential Evaluators and be deemed equivalent to accredited U.S. university standards).  Evaluations from an approved member of the National Association of Credential Evaluation Services ( will also be accepted.
  3. A reflective essay which includes the following:
    1. brief description of the applicant’s background, training, and experience; and
    2. statement indicating the career goals of the applicant and their reasons for seeking admission to the program; and
    3. description of the areas the applicant considers to be their strengths and areas in which the applicant wishes to develop greater strengths and abilities; and
    4. personal information the applicant wishes to share.
  4. Letter(s) of recommendation that verify professional and/or volunteer experience and academic ability; and
  5. A current résumé listing educational background and work experience.
  6. Applicants with international transcripts may require an English language proficiency exam (TOEFL, IELTS, PTE or MELAB accepted.)

Please Note: Application materials should be sent to the attention of the Office of Admission on the Twin Cities Campus.

Saint Mary’s University of Minnesota
Office of Admission
2500 Park Ave S
Minneapolis, MN  55404

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