Master of Education in Open, Digital, and Distance Education (MDDE) 603
Status:
Open
Delivery mode:
Grouped study. Delivered via Brightspace.
Credits:
3
Area of study:
Distance Education
Prerequisites:
None
Precluded:
None
Notes:
MEd program students must complete MDDE601 & MDDE602 prior to all other courses.
Overview
Two major disciplines underlie MDDE 603: Foundations Instructional Design: Systems Analysis and Learning Theory. In this course you will be introduced to a broad range of learning theories and explore the role they play in instructional design. The contributions of various areas of psychology, including behaviourism and cognitive psychology, will be explored, culminating in an examination of instructional systems design and constructivist models of teaching and learning. You will also be introduced to systems thinking, distance education and training systems, and systems analysis.
This course has been designed to foster new ways of looking at education, particularly open, digital and distance education, and new perspectives of how complex systems work. It explores teaching and learning, and provides you with important insights related to learning theory and how it relates to instructional design. This course includes an exploration of how generative artificial intelligence (GenAI) applies in an instructional design context. Together, the topics covered in this course will provide a foundation for MDDE 604: Instructional Design and Distance Education, where you will complete an actual instructional design project.
Outline
The course units for MDDE 603 include the following:
- Unit 1: Perspectives on Teaching and Learning
- Unit 2: A Brief Introduction to Behaviourism
- Unit 3: Cognitive Theories of Learning
- Unit 4: Constructivist Theories of Learning
- Unit 5: Roles of Motivation in Learning
- Unit 6: The Neuroscience of Learning
- Unit 7: Introduction to Systems Concepts and Soft Systems Analysis
Learning outcomes
After completing this course students will be able to:
- Discuss the main epistemological orientations that underlie various theories of learning and interpret these orientations in light of their own views on the teaching-learning process.
- Compare and contrast the three major learning theories – behaviourism, cognitivism, and constructivism – that underlie instructional design theory and models.Student will consider artificial intelligence in education (AIEd) tools and whether they encourage specific approaches to learning (e.g., performative behaviours, behaviourism).
- Explain how behavioural, cognitive, and constructivist theories apply to instructional design, especially those pertaining to distance education modalities and online learning environments.
- Describe the major theories of human motivation and explain how these inform instructional design, especially those pertaining to distance education modalities and learning environments. Students will consider how artificial intelligence in education (AIEd) affects learning motivation, processes, and outcomes (e.g., personalization, automation, feedback, critical thinking, creative thinking).
- Explain how the neuroscience of learning informs instructional design, especially that pertaining to distance education modalities and learning environments.
- Develop a personalized theory of teaching and learning for use in the design of distance education and online learning environments.
- Explain the basis of systems theory that underlies instructional design.
- Explain why a systems theory framework is important in the design and delivery of distance education, and online learning.
- Analyse general education systems and distance education systems using various systems models, including soft systems methodology.
- Describe artificial intelligence in education (AIEd) considerations and examples of appropriate AI use-cases for instructional design, teaching and learning.
Evaluation
Your final course grade will be based on three major assignments, including the debate, and your participation in the discussion forums. The graded assignments are described briefly below.
| Activity | Weight |
|---|---|
| Assignment 1: Requires that you revise and update an existing blended and/or distance education course. This assignment requires that you apply research on behavioural and/or cognitive learning theory in revising the course. There is an option to select your own course for revision, with the approval of the instructor. | 30% |
| Assignment 2: Encompasses two activities: participation in a formal debate and a short paper on your personal theory of practice. | 25% |
| Assignment 3: Is a team assignment on systems theory and systems analysis. You will work collaboratively to describe and analyse an educational context or system. You will use Banathy’s systems view as encompassed in his three lenses, selecting one lens for specific application to your context. You will also employ Checkland’s soft systems methodology to analyse a specific problem situation in an educational context of your choice. This assignment is valued at 30% of your course grade. | 30% |
| Course Participation: You are expected to participate in the discussion forums of the course. | 15% |
| Total | 100% |
Materials
Digital course materials
Links to the following course materials will be made available in the course:
Schunk, D. H. (2019). Learning theories: An educational perspective (8th ed.). Upper Saddle River, NJ: Pearson Education.
Naughton, J. (1984). Soft systems analysis: An introductory guide. Milton Keynes: The Open University Press.
Other Materials
Online study guide and readings.
Important links
Athabasca University reserves the right to amend course outlines occasionally and without notice. Courses offered by other delivery methods may vary from their individualized study counterparts.
Updated October 2, 2025