Postgraduate Diploma In Educational Technology
Postgraduate Diploma in Educational Technology
Programme Description
The Postgraduate Diploma in Educational Technology is designed to provide Educational Technology Practitioners with advanced knowledge and practical skills in the use of advanced numerical techniques and digital technologies in education. The programme also aims to produce practitioners who can lead autonomously, communicate with, and interact with internal and external stakeholders in the development of innovative teaching and learning. Furthermore, it also aspires to produce practitioners with a positive attitude, an entrepreneurial mindset, and long-term practices in order to advance their careers and the profession
MQA Approval
(N/0111/7/0001)(09/27)(MQA/PSA16054)
MQF level:
Level 7 – Post Graduate Diploma
Programme Structure
By Coursework
Coursework (24 Credit Hours)
Professional Practice (6 Credit Hours)
Graduating credit
30 credits
Intake
January, May, September
Mode
Conventional with Blended Learning (physical and online classrooms)
Blended Learning
Blended learning is a teaching and learning approach that combines traditional face-to-face classroom instruction with online learning activities. It is a hybrid approach that seeks to combine the best aspects of both traditional classrooms teaching and online learning.
In a blended learning environment, students attend classes in person for some portions of their course and complete other parts of their learning online. The online portion of the course may include pre-recorded lectures, interactive quizzes, discussion forums, and other activities that can be completed independently or collaboratively with other students.
Blended learning can take many different forms, ranging from fully online courses with periodic in-person meetings to courses that are primarily taught in person with occasional online assignments. The goal of blended learning is to provide a flexible, personalized, and engaging learning experience that combines the best of both traditional and online learning.
In this programme, students will have the opportunity to experience Blended Learning as the classes are arranged to suit Part Time or Full-Time students.
Teaching Platforms
In UTAR, teaching platforms have become increasingly important and more education is delivered online. There are several platforms available in implementing this programme in the most effective way.
E-WBLE (Electronic Web-Based Learning Environment) is an open-source learning management system that allows educators to create, manage, and deliver educational content online. With E-WBLE, teachers can create courses, upload learning materials, and engage with students through online discussions, quizzes, and assignments. E-WBLE is designed to be user-friendly and can be customized to meet the needs of UTAR.
Microsoft Teams is a comprehensive collaboration and communication platform that is widely used in UTAR. With Teams, educators can create virtual classrooms, communicate with students through text, voice, or video calls, and share files and resources with ease. Microsoft Teams also integrates with other Microsoft tools, such as Office 365, which makes it a popular choice that use Microsoft software for better engagement.
Programme Location
Sungai Long Campus
Duration of Study
Full-time: 1 year (Max 4 years)
Part-time: 1.5 years (Max 6 years)
Programme Educational Objectives (PEO)
PEO 1: To produce Educational Technology Practitioners who have advanced knowledge with practical skills capable of using advanced numerical techniques and digital technologies in the educational settings.
PEO 2: To produce Educational Technology Practitioners who lead with autonomy, communicate and interact with internal and external stakeholders in constructing innovative practices related to teaching and learning.
PEO 3: To produce Educational Technology Practitioners who uphold professional and ethical practices in all education settings and defend the integrity of the profession at all times.
PEO 4: To produce Educational Technology Practitioners with positive attitude, entrepreneurial mind set and sustainable practices in progressing their career and the profession.
Learning outcomes
Upon completion of the programme, graduates should be able to:
1. Analyse and synthesise advanced knowledge and those emerging from educational technology research and development in meeting the challenges of dynamic curricula and learning contexts
2. Use newly acquired knowledge and advanced analytical and numerical skills learnt to plan, implement, and evaluate educational technology integration experiences, heuristics, and decision-making processes.
3. Organise and conduct outcome-based research using a variety of techniques, including big data and digital technologies, to inform the expansion of knowledge and best practices in technology adoption and integration in teaching and learning.
4. Demonstrate responsibility and autonomy in rapidly changing educational and organisational settings by adapting appropriate leadership styles.
5. Work collaboratively and independently to create a productive educational environment that will drive research and innovation in the integration of technology in educational and organisational settings.
6. Uphold professionalism and ethics in order to meet professional teaching and research standards in educational technology practice.
7. Demonstrate a positive attitude towards lifelong learning with an entrepreneurial mindset in response to the changing world of education and for ongoing professional development.
Programme Uniqueness
1. Ideal programme for Computing/ICT/IT professionals who want to work in education.
2. Ideal programme for educators/coaches/trainers who want to learn about how to use technology to make teaching and learning better.
3. Blended learning mode is suitable for part-time or full-time students.
Programme Structure
There are two parts to the programme: coursework and a professional practice.
The coursework part is made up of 5 educational foundation courses, 3 core courses and 1 elective course. These courses are graded through a mix of continuous assessments and examinations. Continuous assessments include individual and group assignments, case studies, seminars, presentations and projects.
Educational Foundation | Credit Hours |
Assessment and Evaluation | 3 |
Curriculum Design | 3 |
Educational Psychology | 3 |
Theoretical Foundation of Educational Technology | 3 |
Professional Practice | 3 |
Core | Credit Hours |
Emerging Trends in Educational Technology | 3 |
Instructional Design | 3 |
Management of Educational Information System | 3 |
Elective (Choose ONE only) | Credit Hours |
Creativity and Innovation in Teaching | 3 |
Leadership in Educational Technology | 3 |
Programme Structure Guide
FULL-TIME STUDY PROGRAMME STRUCTURE - MAY INTAKE
Year 1 Trimester 1 (May Trimester - 14 Weeks) | Year 1 Trimester 2 (Oct Trimester - 14 Weeks) | Year 1 Trimester 3 (Jan Trimester - 14 Weeks) | ||||||
Code | Name of Course | Credit | Code | Name of Course | Credit | Code | Name of Course | Credit |
PJLT1003 | Theoretical Foundation of Educational Technology | 3 | PJLT1043 | Instructional Design | 3 | PJLT1106 | Professional Practice | 6 |
PJLT1063 | Educational Psychology | 3 | PJLT1053 | Assessment & Evaluation | 3 |
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PJLT1023 | Management of Educational Information System | 3 | PJLT1013 | Curriculum Design | 3 |
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PJLT1033 | Emerging Trends in Educational Technology | 3 |
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PJLTXXXX | *Elective | 3 |
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TOTAL CREDIT | 15 | TOTAL CREDIT | 9 | TOTAL CREDIT | 6 | |||
* Elective
PJLT1073 Creativity & Innovation in Teaching
PJLT1093 Leadership in Educational Technology
FULL-TIME STUDY PROGRAMME STRUCTURE - OCTOBER INTAKE
Year 1 Trimester 1 (Oct Trimester – 14 Weeks) | Year 1 Trimester 2 (Jan Trimester - 14 Weeks) | Year 1 Trimester 3 (May Trimester - 14 Weeks) | ||||||
Code | Name of Course | Credit | Code | Name of Course | Credit | Code | Name of Course | Credit |
PJLT1003 | Theoretical Foundation of Educational Technology | 3 | PJLT1033 | Emerging Trends in Educational Technology | 3 | PJLT1106 | Professional Practice | 6 |
PJLT1063 | Educational Psychology | 3 | PJLT1043 | Instructional Design | 3 |
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PJLT1023 | Management of Educational Information System | 3 | PJLT1053 | Assessment & Evaluation | 3 |
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| PJLT1013 | Curriculum Design | 3 |
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| PJLTXXXX | *Elective | 3 |
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TOTAL CREDIT | 9 | TOTAL CREDIT | 15 | TOTAL CREDIT | 6 | |||
* Elective
PJLT1073 Creativity & Innovation in Teaching
PJLT1093 Leadership in Educational Technology
FULL-TIME STUDY PROGRAMME STRUCTURE - JAN INTAKE
Year 1 Trimester 1 (Jan Trimester - 14 Weeks) | Year 1 Trimester 2 (May Trimester - 14 Weeks) | Year 1 Trimester 3 (Oct Trimester - 14 Weeks) | ||||||
Code | Name of Course | Credit | Code | Name of Course | Credit | Code | Name of Course | Credit |
PJLT1003 | Theoretical Foundation of Educational Technology | 3 | PJLT1043 | Instructional Design | 3 | PJLT1106 | Professional Practice | 6 |
PJLT1063 | Educational Psychology | 3 | PJLT1053 | Assessment & Evaluation | 3 |
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PJLT1023 | Management of Educational Information System | 3 | PJLT1013 | Curriculum Design | 3 |
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PJLT1033 | Emerging Trends in Educational Technology | 3 |
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PJLTXXXX | *Elective | 3 |
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TOTAL CREDIT | 15 | TOTAL CREDIT | 9 | TOTAL CREDIT | 6 | |||
* Elective
PJLT1073 Creativity & Innovation in Teaching
PJLT1093 Leadership in Educational Technology
PART-TIME STUDY PROGRAMME STRUCTURE:
Year 1 Trimester 1 | Year 1 Trimester 2 | Year 1 Trimester 3 | ||||||
Code | Name of Course | Credit | Code | Name of Course | Credit | Code | Name of Course | Credit |
PJLT1003 | Theoretical Foundations of Educational Technology | 3 | PJLT1033 | Emerging Trends in Educational Technology | 3 | PJLT1043 | Instructional Design | 3 |
PJLT1063 | Educational Psychology | 3 | PJLT1023 | Management of Educational Information System | 3 | PJLT1053 | Assessment & Evaluation | 3 |
TOTAL CREDIT | 6 | TOTAL CREDIT | 6 | TOTAL CREDIT | 6 | |||
Year 2 Trimester 1 | Year 2 Trimester 2 | Year 2 Trimester 3 | ||||||
Code | Name of Course | Credit | Code | Name of Course | Credit | Code | Name of Course | Credit |
PJLT1013 | Curriculum Design | 3 | PJLT1106 | Professional Practice | 6 | n/a | n/a | n/a |
PJLTxxxx | Elective | 3 |
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TOTAL CREDIT | 6 | TOTAL CREDIT | 6 | TOTAL CREDIT | n/a | |||
* Elective
PJLT1073 Creativity & Innovation in Teaching
PJLT1093 Leadership in Educational Technology
Synopsis of the Course
PJLT1003 Theoretical Foundation of Educational Technology | This course engages the learner in a broad overview of major philosophies that underpins classical and contemporary theories of learning and its applications in educational technology, as well as emerging orientations for implications for practice. It also explores the concepts, perspectives, and literature in the field. These will enable students to develop a well-rounded understanding of the meaning, nature and scope of educational technology and to think more critically about issues in the educational technology field. |
PJLT1023 Management of Educational Information System | This course is designed for educators who are, or will be, in a position to make or influence decisions related to the selection and support of Management Information System (MIS) in educational settings. They will be able to explore the tools and techniques associated with the process of MIS that align with educational demands and needs. These educators will understand MIS in both the wider managerial context and in the narrower confines of the data processing, storage, analysis and supply of educational management information. They will be able to make effective use of computerised information systems in the education system Research trends in MIS for Educational settings will also be covered as part of the course. |
PJLT1033 Emerging Trends in Education Technology | This course explores current topics and trends in educational technology research and their applications. It reviews literature and practices to identify emerging trends in the field as well as used in the classroom. It also includes the application of the different types of instruction media, the evaluation of the instruction media as well as the latest applications that surround the area of Educational Technology. |
PJLT1063 Educational Psychology | This course introduces the students to the various theories of educational psychology. It covers the domains of learning theories, human development, educational technology, assessment, classroom management, and individual differences. The students will be equipped with the know-how of developing a coherent framework of ideas and practices related to the enterprise of learning and teaching based on sound principles. Strong emphasis is placed on motivating students to discover further and apply the theories to different types of learning context, environment, and setting, as they seek to develop and hone their instructional practice. |
PJLT1093 Leadership in Educational Technology | Leadership in Educational Technology will provide educators with both the theoretical and the practical considerations for planning and implementing technology. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. This course will form a foundation from which technology leaders will provide leadership and become agents for realizing the powerful potential of technology in their schools. This course will also support as they plan and develop ways to integrate technology and establish policies and procedures in the education system. |
PJLT1073 Creativity and Innovation in Teaching | As educationists worldwide champion holistic learning, educational institutions are recognizing the value and importance of creativity in classrooms. This course looks at a range of theoretical and practical aspects of creativity, and examines creative teaching techniques and relevant educational technology tools that can enhance active learning and foster positive teacher-learner engagement. |
PJLT1013 Curriculum Design | In this course, the students will be introduced to the notions of syllabus and curriculum design. They are then introduced to the different types of curriculum present in the teaching-learning process. Students are also exposed to the principles and factors behind the construction of a syllabus and curriculum. They are expected to design a syllabus and curriculum using the principles. Further from this, students are also taught to assess and critique the present syllabus and curriculum using suitable technologies to ensure optimum achievement of learning outcomes. A primary focus of the curriculum design course is to expose students to the Outcomes-Based Education curriculum design. |
PJLT1043 Instructional Design | This course is designed to teach the students on fundamentals of instructional design. It includes overviews of the principles of learning theory and instructional strategies that are relevant to instructional design. Students will learn the purpose and approach to completing each phase of the instructional design process based on the appropriate principles of learning and utilizing knowledge of the appropriate instructional strategies and will produce a set of outputs from each of these phases in accordance with requirements specified. |
PJLT1053 Assessment and Evaluation in Educational Technology | In this module, learners will explore various models of assessment and evaluation and incorporate previously learned knowledge of various instructional systems design, various learning models and theoretical underpinnings of educational technology towards the synthesis of assessment and evaluation frameworks in the context of education technology use, integration and adoption in the classrooms. The adoption process would also implicate the need for competent technologists that are able to assess current technology integration and evaluate potential technologies for adoption in the classrooms; this will enable better decision making by the various stakeholders. |
PJLT1106 Professional Practice | This course provides the opportunity to identify and investigate an existing area of need in the area of technology integration in a professional setting in order to provide solution. In this context, candidates can evaluate existing/ new technologies or create digital courseware which can enhance teaching and learning. Candidates can also explore pedagogical strategies or theories and relevant digital technologies that supports it. A proposal must be prepared after a needs assessment package has been completed to provide a solution to the targeted needs at hand. A report will be prepared at the end of the professional practice attachment consisting of the methodology, implementation reports and evaluation on the process. The post-attachment report word count should not be less than 6,000 words and must not exceed 8,000 words. The outcome will be presented in a mini seminar at the end of the course. |
Teaching and Learning Approaches
The Postgraduate Diploma in Educational Technology programme aims to emphasize the following teaching-learning approaches, namely:
1. Acquisition and application of knowledge and skills (by lecture classes and on-class discussion, project, etc.)
2. Problem solving techniques and exploratory learning (by lecture classes, on-class discussion, project, etc.)
3. Development of soft-skills (by on-class presentation, group discussion, open elective courses, etc.)
Entry Requirement
Academic Requirement
(1) A Bachelor’s Degree in the field or related fields with CGPA of 2.75 and above or equivalent as approved by the Senate; or
(2) A Bachelor’s Degree in the field or related fields with CGPA of 2.50 and above but less than CGPA of 2.75, or equivalent as approved by the Senate subject to rigorous internal assessment.
(2) A Bachelor’s Degree in the field or related fields with CGPA of 2.00 and above but less than CGPA of 2.50, and show evidence of at least five (5) years of relevant working experience can be accepted subject to rigorous internal assessment; or
(4) Candidates without a Bachelor’s degree in the related fields or relevant working experience must undergo appropriate prerequisite courses determined by UTAR and meet the minimum CGPA set out in (1) to (2).
Language Requirement
· IELTS Academic : 5.0
· TOEFL iBT Score : 40-45
· Cambridge English Qualification & Tests : 154 - 159 (High B1 level in CEFR
· Pearson Test of English (PTE) : 47 – 50
· MUET Band 3.5
Why Postgraduate Diploma?
Postgraduate Diploma is designed for trailblazers who already hold a Bachelor's Degree, this program is your ticket to specialisation in your chosen field. Not only is a Postgraduate Diploma equivalent to a Master's Degree, but it also takes less time to complete - just one year full-time or two years part-time. With advanced coursework tailored to your interests, you'll develop a wealth of specialised knowledge and skills that will set you apart in today's competitive job market. A Postgraduate Diploma is perfect for those who want to gain advanced expertise but don't have the time or resources to commit to a full Master's Degree. Moreover, you do not need a degree in a similar discipline to enrol.
Who Should Enrol
Graduates with a background in technology-related or education-related disciplines who are interested to advance into technology leadership roles in the education or training sectors.
Types of Job / Position for Graduate:
Teacher, Lecturer, Education Administrator, Educational Consultant, Educational Courseware Developer
Teaching Staff and Area of Expertise
Lecturer Head of Programme (PG Dip in Educational Tech and Master in Educational Tech Programmes) Faculty of Creative Industries | Blended Learning, E-Learning, Educational Technology, Gamifying Learning, MOOCs, Teacher Professional Development, Web 2.0 Tools, AR, VR, MR, AI in Education
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=kristinaf Email: kristinaf@utar.edu.my |
Assistant Professor Head of Programme (PhD Programme) Faculty of Creative Industries
| Educational Technology, Technology Acceptance, E-Learning, Blended Learning, STEM Education, Google Classroom, Structural Equation Modelling
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=priscilla Email: priscilla@utar.edu.my |
Assistant Professor Chairperson (Centre for Modern Languages and Literature) Faculty of Creative Industries
| Critical thinking, Educational Psychology, Game-based language learning, Language teaching, language learning, Metacognition in language learning, Mobile-assisted language learning, Motivation in language learning, Vocabulary acquisition & development
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=nadya Email: nadya@utar.edu.my |
Assistant Professor Faculty of Creative Industries
| Blended Learning, Business Intelligence, E-Learning, Educational Technology, Flipped Learning, Internet/Smartphone Addiction, Internet/Social Media Effects, Multimedia Design and Development, Second Language Acquisition, STEM/STEAM/STREAM Education
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=siewph Email: siewph@utar.edu.my |
Assistant Professor Faculty of Creative Industries | Malaysian visual art, Teaching and Creativity
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=ngesm Email: ngesm@utar.edu.my |
Assistant Professor Faculty of Creative Industries | Assessment and Evaluation in Education, Educational Psychology, English for Specific Purpose, ESL Writing, Mixed-Method Research
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=kayatri Email: kayatri@utar.edu.my |
Assistant Professor Deputy Head (Centre for Curriculum Development and Innovation) Faculty of Creative Industries | Scholarship of Teaching and Learning (SoTL), Ethnic Studies, Discourse Analysis
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=ngeowym Email: ngeowym@utar.edu.my |
Lecturer Head of Department (Department of Modern Languages) Faculty of Creative Industries | Co-Curricular Learning, Curriculum Design, Educational Technology, English for Specific Purposes, Systemic Functional Linguistics, Technology-Enhanced Language Learning
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=simys Email: simys@utar.edu.my |
Senior Lecturer Centre for Foundation Studies (Sungai Long Campus) | Anticancer properties of natural products, Antioxidant properties of natural products, Educational psychology, Learning environment, Science education, STEAM education, STEM education
Homepage url: http://www.utar.edu.my/cv/index.jsp?cv=ongkj Email: ongkj@utar.edu.my |
Professional Practices
Students who are taking a postgraduate diploma in education technology are required to complete professional practice towards the completion of the programme. The professional practice will vary depending on the institution and program and students are given the opportunity to find an attachment on their own. Some common options include:
- Teaching practice: Students may be required to complete a certain number of hours of teaching practice, where they work with a mentor or supervisor to plan and deliver lessons using educational technology tools and methods.
- Research projects: Students may be required to conduct research on a specific topic related to education technology, such as the effectiveness of certain teaching methods or the impact of technology on student learning outcomes.
- Internships: Students may have the opportunity to complete internships with educational technology companies or organizations, where they can gain hands-on experience working with different technologies and learning about the industry.
- Collaborative projects: Students may be required to work on collaborative projects with other students or with educational institutions, where they use technology to develop new educational resources or tools.
Students can evaluate existing/ new technologies or create digital courseware which can enhance teaching and learning. Candidates can also explore pedagogical strategies or theories and relevant digital technologies that supports it. A report will be prepared at the end of the professional practice attachment consisting of the methodology, implementation reports and evaluation on the process.
Indicative Fees*
Local: RM 14,910.00- RM 15,820.00
International: RM 25,750.00
*Fees during minimum duration