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
2:2 (or international equivalent). It will help to have studied at an advanced level either: Computer/information science, media studies, Education or Psychology. Combinations of these are particularly welcome.
Other requirements
If first degree is not within social science, it will help students to have had some experience of acting in an educational setting involved in some way with supporting learning or training or tutoring.
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.


If you’re committed to improving teaching and learning, this course can help you understand the conditions of effective learning and explore how new technologies can help.
Read full overview

Our staff have outstanding international reputations for their teaching and research around these important topics and are committed to supporting your development in these areas.

This course is 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, teaching and innovation within the fast-moving digital world of new technologies.

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

Whether your background is in teaching, computing, psychology or any of the allied disciplines, this course will provide a solid grounding for a career in education, training, educational technology, or further research.

On this course, you will:

  • broaden your knowledge and experience of digital technologies as resources for learning
  • engage with tablets, smartboards mobile learning tools, virtual learning environments, serious games, massive open online courses, computer-supported collaborative learning, and immersive/augmented reality environments
  • evaluate the use of such technologies in educational contexts
  • utilise existing research to make informed decisions about the selection of specific digital technologies
  • explore 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 will receive a tablet at the beginning of the course, with apps to use within classes and during fieldwork. This is yours to keep so that you can build your own library of educational resources. Each year, there is an opportunity 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 course is particularly suitable if you have the flexibility to be based in the Nottingham area and wish to study here, taking advantage of the full range of campus-based resources.

MA Learning, Technology and Education is also available as a online course.

View an introduction from Professor Charles Crook.

Find out what our students think


The staff listed above are supported by a team of University staff and outside practitioners.

Academic English preparation and support

If you require additional support to take your language skills to the required level, you may be able to attend a presessional course at the Centre for English Language Education, which is accredited by the British Council for the teaching of English in the UK.

Students who successfully complete the presessional course to the required level can progress to postgraduate study without retaking IELTS or equivalent. You could be eligible for a joint offer, which means you will only need to apply for your visa once.

Key facts


Course details

The taught element of the course is made up of 120 credits, plus a 60-credit dissertation. It can be completed over one year full-time, or two years part-time, plus an eight-month dissertation. There are PGDip and PGCert exit points.


Each of the four taught modules are organised into a series of approximately 10 units. These units involve a three-hour weekly class comprised of lecture, discussion and small group work, and are supported by web-based materials. These will be prepare you for the session as well as facilitating follow-up reading, practice, exploration and discussion using a 'flipped' model.

You will have time for informal tutorial support each week and are encouraged to make use of text-based peer and tutor discussion opportunities. These can be found within the virtual learning environment which can be accessed from any networked computer on or off-campus.

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

Timing of sessions

Education modules are taught in the late afternoon or early evening on weekdays during term-time. Any modules taken with other schools, such as computer science or psychology, are likely to be held earlier in the day.

Part-time students who are unable to attend such daytime sessions will find that there are sufficient modules available in the evenings to accumulate the required course credits.

Full-time students will need to commit two evenings a week (currently Monday and Thursday) to taught modules, one weekday slot (currently Tuesday) to a voluntary tutorial period, and another to LSRI research seminars (currently Tuesdays at 4pm). You are expected to pursue directed private study at other times.


This is not just about books. While the education and computer science library collection is excellent, you will also have access to experts, laboratories, other students, and digital technology itself. It will help to have your own laptop. To ensure you have the appropriate computer requirements, please view our computer specification guidance notes.


Each 30-credit module is assessed by a 6,000-word written assignment. To complete the masters, you must achieve a pass of 50 on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.


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

Important dates
Mode of studyStart dateApplication deadline
Full and part-time

24 September 2018 3 September 2018
(UK and EU)
13 August 2018

Clearance to work with young people

You are not required to work with young people as part of this course but there may be opportunities to do so, such as in relation to your dissertation research. Often, this will mean obtaining a Disclosure and Barring Service (DBS) check, which is an assurance that you have no criminal record. If you are a UK citizen, this is a fairly straightforward matter. If you are an international student, it may take a little longer and will require certain documents.




The Social Contexts of Education 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
New Directions in Learning, Technology and Education (30 credits)*

This module will cover:

  • a review of current innovation in learning technology for learning and teaching
  • case studies of innovative practice in technology enhanced learning
  • theoritcal underpinnings of innovation in technology enhanced learning
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.


* This may be replaced with an appropriate module from the School of Education (online or face-to-face) or across the University, subject to approval.


You can download the timetable for 2017/18, but please note this is subject to change.

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.



See information on how to fund your masters, including our step-by-step guide. Further information is available on the school website.

Government loans for masters courses

The Government offers postgraduate student loans for students studying a taught or research masters course. Applicants must ordinarily live in England or the EU. Student loans are also available for students from Wales, Northern Ireland and Scotland.

International and EU students

Masters scholarships are available for international students from a wide variety of countries and areas of study. You must already have an offer to study at Nottingham to apply. Please note closing dates to ensure your course application is submitted in good time.

Information and advice on funding your degree, living costs and working while you study is available on our website, as well as country-specific resources.



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

Employability and average starting salary

99.5% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,500 was the average starting salary, with the highest being £38,000.*

* Known destinations of full-time home postgraduates 2016/17. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

Explore it - Virtual Nottingham

This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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