Learning, Technology and Education MA


Fact file

MA Learning, Technology and Education
1 year full-time including dissertation, 2 years part-time plus dissertation
Entry requirements
You would normally be expected to hold an honours degree at 2:2 level or above, or its international equivalent
Other requirements
some form of relevant professional experience in an educational setting
6.5 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
Jubilee Campus
Tuition fees
You can find fee information on our fees table.


This course promises a deeper understanding of learning and, in addition, how new technologies can be applied within schools, universities and the workplace to support it.
Read full overview

Are you committed to improving teaching and learning? Do you want to understand the conditions of effective learning and then explore how new technologies can help? Our staff have outstanding international reputations for their teaching and research around these important topics.

The MA Learning, Technology and Education is the flagship programme offered by the Learning Sciences Research Institute (LSRI) within the School of Education. Learning Sciences draws from psychology, computer science and education. It provides a unique perspective on the theories that underpin successful learning and teaching and innovation within the fast moving digital world of new technologies.

This programme promises a deeper understanding of learning and, in addition, how new technologies can be applied within schools, universities and the workplace to support it.

It does not matter if your background is in teaching, computing, psychology or any of the allied disciplines - as long as you wish to engage in this debate and perhaps pursue a career in education, training, educational technology or further research. You must have at least modest experience of acting in an educational setting, or be involved in some way in supporting learning such as through a part-time or placement context.

You will find our LSRI learning environment an experienced, supportive and friendly community.

Study on this course will:

  • broaden your knowledge and experience of digital technologies as resources for learning, engaging with: tablets, smartboards mobile learning tools, virtual learning environments (VLEs), serious games, massive open online courses (MOOCs), computer supported collaborative learning, immersive and augmented reality environments
  • enable you to evaluate the use of such technologies in educational contexts
  • help you utilise existing research to make informed decisions about the selection of specific digital technologies
  • explain underpinning theories of learning, particularly as they inform the design and application of successful educational technologies
  • develop knowledge of wider social debates that impact on technology enhanced learning

New technologies are the method as well as the focus of the teaching. All students who study face-to-face will receive their own tablet at the beginning of the course, with apps to use both within classes and during fieldwork. This is yours to keep so that you can build your own library of educational resources.

Each year, you get the chance to visit London to attend the largest educational technology trade show in Europe.

Teaching is delivered in a state of the art 'flexible learning room' using a “flipped” approach. This face-to-face programme is particularly suitable if you have the flexibility to be based in the Nottingham area and wish to focus upon your studies there, taking advantage of the full range of campus-based resources. Find out more about resources.

All academic staff involved in the teaching of this programme have national and international reputations for research and publications in a range of topics relevant to the field. You will benefit from the low staff-student ratios for teaching in the School of Education.

View our student profiles page to see what our students thought of the course.


There are also a small number of University staff and outside practitioners who contribute to the course to bring diversity of experience and expertise.

Key facts

  • We are ranked 4th in the UK and 22nd in the world for education by the QS World University Rankings by Subject 2017
  • In the latest Research Excellence Framework we ranked 3rd in the UK with 84% of our research considered world-leading or internationally excellent
  • All of our Research Excellence Framework submission relating to research impact and research environment was considered to be world-leading - our school is the only education submission to achieve this

Course details

The taught element of the course can be completed over one year full-time including dissertation or part-time over two years for the taught element, plus up to eight months for dissertation. There are also Postgraduate Diploma and Postgraduate Certificate exit points.


This course comprises four taught modules and a final dissertation/ research. Each taught module is organised into a series of approximately ten units. Each unit will have at its focus a three hour weekly class. This will comprise of lecture, discussion and small group work. These units are supported by web-based materials. These will be preparatory to the session as well as allowing subsequent follow-up reading, practice, exploration, and discussion using a 'flipped' model.

Time is scheduled each week for informal tutorial support and you are encouraged to make use of text based peer and tutor discussion opportunities. These will be found within the Virtual Learning Environment (VLE) that hosts the web support for this course. This VLE is available from any networked computer both on and off campus.

The LSRI welcomes students into its learning community of masters and PhD students, postdocs and staff. A drop-in 'learning lunch' is held weekly in term-time and regular seminars (streamed when possible) are given by leading national and international academics.

Timing of sessions

All modules taught by the School of Education will be presented on weekday late afternoon or early evenings during University term. Any modules taken from the Schools of Psychology or Computer Science are likely to be held earlier during the working day.

A voluntary tutorial period is scheduled for a further weekday slot (currently Tuesday), and LSRI research seminars are held on Tuesdays (at 4pm). You are expected to pursue directed private study at other times.

You can view an example timetable but please note this is subject to change.


Each 30-credit module is assessed by a written assignment of 4,000 words, or equivalent portfolio of assessment tasks.

The dissertation module entails a substantial piece of self-directed research work of 15,000 words that is agreed with and supervised by a member of the course team. It may be empirical in nature or library-based.


To ensure your application is considered in time, please note the following deadlines apply:

Important dates
RouteStart dateApplication deadline
Full-time and part-time
HEU students
25 September 2017 4 September 2017
Full-time and part-time
International students
25 September 2017 14 August 2017


This is not just about books. Although the Education and Computer Science library collection is excellent and in a most innovative building, it's also about students having access to experts, to laboratories, to other students, and of course to digital technology itself. It will also help to have your own laptop. To ensure you have the appropriate computer requirements, please view our computer specification guidance notes.

Clearance to work with young people

You are not required to work with young people as part of this course but there may arise opportunities to do so and you may elect to do so in relation to your dissertation research. Often, doing so will require you gain a 'DBS check'. This is an assurance that you have no criminal record. If you are a UK citizen, this is a straightforward matter. If you are coming from overseas, it will take a little longer perhaps and it will be necessary to have certain documents to hand. You can find more information on how to obtain a certificate, what documents you need to provide etc, on the Gov.uk website.

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply on entry for exemption for credit requirements of the course. Please visit our ROL pages for further information.



The course comprises three core modules and you can then choose an elective option. It is possible to take one module in an online format if that is convenient for you, or a study preference. The MA programme is then completed with a 60-credit dissertation.


The Social Contexts of Educational Technology (30 credits)

This module provides an introduction to the interpersonal and societal contexts within which educational innovation with learning technology occurs.

In particular it positions you to understand the institutional dimension of creating and sustaining learning technology innovation. It addresses theories of effective interpersonal learning interactions and the relevance of learning technology to their mediation.

Introduction to the Learning Sciences (30 credits)

The module covers:

  • associative models of learning
  • cognitive models of learning
  • constructivist models of learning
  • cultural, situated and connectionist models of learning
  • multimedia: the encoding and production of representations
  • intelligent tutoring: theories and implementations of artificial intelligence
  • variation in learners and learning
  • assessment and its electronic mediation
Educational Technology Research Methods (30 credits)

The module covers:

  • traditions and media of academic communication
  • practitioner and action-based research
  • relationships between research and policy
  • methods: natural history, observation, ethnography, accounting
  • methods: surveys and psychometrics
  • experimental methods
  • quantitative techniques of description
  • quantitative methods of inference
  • qualitative methods
  • attainment and intervention research examples
Dissertation (60 credits)

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.



New Directions in Learning, Technology and Education (30 credits)

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.


It may be possible to take other modules totalling 30 credits at the discretion of the Course Leader.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.



Funding information is available on the school website. Funding information can also be found on the Graduate School website.

International and EU students

The University of Nottingham offers a range of masters scholarships for international and EU students from a wide variety of countries and areas of study.

Applicants must receive an offer of study before applying for our scholarships. Please note the closing dates of any scholarships you are interested in and make sure you submit your masters course application in good time so that you have the opportunity to apply for them.

The International Office also provides information and advice for international and EU students on financing your degree, living costs, external sources of funding and working during your studies.

Find out more on our scholarships, fees and finance webpages for international applicants.



Career destinations for our graduates include counsellors, education advisers, language tutors, primary and secondary school teachers and vocational and industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study and study for professional development within their chosen career.

Average starting salary and career progression

In 2015, 91% of postgraduates in the School of Education who were available for employment had secured work or further study within six months of graduation.*

* Known destinations of full-time home higher degree postgraduates 2014/15.

Career prospects and employability

The acquisition of a masters degree demonstrates a high level of knowledge in a specific field. Whether you are using it to enhance your employability, as preparation for further academic research or as a means of vocational training, you may benefit from careers advice as to how you can use your new found skills to their full potential.

Our Careers and Employability Service will help you do this, working with you to explore your options and inviting you to attend recruitment events where you can meet potential employers, as well as suggesting further development opportunities, such as relevant work experience placements and skills workshops.

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