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Master of Education in
Instructional Design and Technology

This degree is designed for students wishing to use technology to pursue a career in instructional design. You will learn how to evaluate, develop, and implement effective instructional design in a variety of educational settings.

Total cost at ACE

$8,675

(tuition + fees)

Compare with other institutions*:

$17,325

Walden University

$25,092

Concordia University

$11,560

Western Governors University

*Based on information provided on each institution's website as of August 2018

Applications due November 8 for November 11, 2019 Term

Estimated Time to Completion:
15 Months

View Tuition Details

Key Features

  • Flexible: Study on your schedule. Our online format allows you to plan your coursework around your life.
    • Diverse Application: The skills learned in this program can be applied in a variety of educational settings: K-12, higher education, corporate and government organizations, and any organization that uses instruction for education or training needs.
  • Focused Coursework: Since all courses center around instructional design technology, you will take courses with other students that share your passion.
  • Well-Rounded Approach: By studying the diverse areas that impact instructional design: evaluation, digital tools, design fundamentals, theories, assessment, and more, you’ll be well-versed in all aspects of the field.

For more information about this program, view the College Catalog. You can also ask questions anytime via chat.

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Understand Admission Requirements

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Department Chair

Cathy McKay, Ed.D.
Administrative Faculty and Chair,
Department of Professional Educational Studies

Dr. Cathy McKay spent most of her professional career in the K-12 context. As she taught in both public and private schools, she worked with many educators on a variety of projects including process improvement, standard test readiness, and alternative educational opportunities. She helped develop two district-wide curricula in science and math for grades K-12. Additionally, she participated in programs to improve student achievement through data analysis.

While continuing her work in K-12 education, Dr. McKay transitioned to higher education through teaching at a local community college, where she developed and implemented programs focusing on student success, primarily in mathematics.

A Degree You Can Count On

We are, and have always been, regionally accredited by the Higher Learning Commission, a regional accreditation agency recognized by the U.S. Department of Education. This accreditation guarantees our programs meet certain levels of quality standards.   

A Note About Licensure:

While this program provides a comprehensive understanding of the intended program outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.

Home / Professional Educational Studies / M.Ed. in Instructional Design and Technology

Tuition

M.Ed. in Instructional Design and Technology

Total Tuition

31 semester credits x $235 per credit

$7,285

Fees

$50 Application Fee

$1,240 Technology & Library Fee ($40 per credit)

$100 Program Conferral Fee

$1,390

Total Program Cost*

$8,675

*This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program credit hours, receipt of scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.

State of California Student Tuition Recovery Fund (STRF)

It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment for the Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.

Home / Professional Educational Studies / M.Ed. in Instructional Design and Technology

ACE General Admission Requirements

  • Complete and submit all application components including the admission application, including the enrollment agreement, and payment agreement.
  • Submit the nonrefundable application fee.*
  • Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

M.Ed. in Instructional Design and Technology

  • Bachelor's or Highest Post-Baccalaureate degree earned
  • Minimum Grade Point Average 2.75 on a 4.0 Scale for full admission
  • Minimum Cumulative Grade Point Average of 2.50 on a 4.0 Scale for Provisional Admission*
  • Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview

*Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program

International Transcript Requirements

All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.

  • Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
  • Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
  • International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.

English as a Second Language Applicants

All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

  1. Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.

  2. Submission of a transcript from a secondary school or college/university whose country uses English as a primary means of instruction, including, Canada, United Kingdom, Ireland, Australia, New Zealand.

  3. Submission of an official minimum score on the paper-based or internet-based TOEFL exam.
    • The minimum TOEFL score required for the paper-based Test (PBT) is 550, and for the internet-based (iBT) Test is 80.

    • Applicants to the Texas M.Ed. in Educational Leadership program must submit scores from the internet-based (iBT) TOEFL An overall score of 80, and a score of 26 on the speaking section is required.

    • The testing agency must send test scores directly to American College of Education.

Admissions Appeal Process

Applicants have the right to appeal admissions decisions. Begin the process by filling out the admissions appeal here.

Home / Professional Educational Studies / M.Ed. in Instructional Design and Technology

Courses

Explore the classes you'll take to fulfill this program's 31 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.

Digital Learning Courses

(28 semester credits)

This course will cover the establishment and history of the field of instructional design, and trace the evolution to present day learning and development of recent models. The role of the instructional designer and various career options will be covered. A variety of Instruction design models will be explored and compared. Learners will develop an understanding of foundational frameworks of instructional design, including applicable field standards, principles and practices.
This course will examine various methods of learning in new media environments. In the 21st century, virtual communication and collaboration are crucial to understand how to participate and incorporate effectively. Also, understanding the similarities, differences, advantages, and disadvantages of online classrooms, blended classrooms, and flipped classrooms is needed. Lastly, learning about technology use, learning management systems, social media, and Web 2.0 tools will be examined. A key component of this course includes the opportunity for students to create with technology-based assignments.
Students will examine how learning theories relate to instructional design, and integrate learning theories with ID theories. Professional organizational standards, as well as quality standards will be examined through the lens of how people learn. Integration of ethical and responsible practices will be discussed as well as educational theories and principles in application of learning technologies. Students will explore and evaluate multiple examples of designed learning to evaluate effectiveness and recommend changes.
This course will address multiple design modes in creating instruction. Designing to support Universal Design principles as well as multiple means of learning will be applied as students develop instructional learning activities. Students will analyze instructional design concepts in a hands-on environment and design instruction that considers effective online interaction methods, laws, and ethics related to technology-based delivery. This course will serve as the pre-requisite to direct application in DL5743.
Students enrolled in this course will select an individual focus of study to demonstrate competency in an area of their choice. Students will develop a professional product which demonstrates an instructional experience utilizing the required technological elements.
In this course, students learn about research, theories and principles underlying the effective design of online instruction. Various online learning experiences will be explored and evaluated. This course will serve as a pre-requisite to continued application in DL5783.
Students apply instructional design principles, learning, engagement and other theories to create online instructional projects. Students design instruction that will build communities through the use of tools, models, interaction, activities, peer collaboration and more to keep learners engaged and learning in a digital medium.
Assessment and evaluation of instructional activities will be explored within various experiences, including evaluation of course design as well as assessment of participant learning. Approaches to determining evaluation options for both levels are explored using evidence based assessment methods. Students will explore data gathering and analysis, as well as application of findings for continuous improvement of learning activities.
This course considers how people interact with technology through the content of a digital environment including the use of games, augmented reality, simulations, and social and mobile platforms. By exploring effective instructional designs, factors influencing engagement and use, and ways to utilize these within an educational situation, students will generate optional learning approaches by relating theory to practice. Ethical and responsible use of technology is applied to designing and adapting varied experiences.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of this Instructional Design and Technology program. It does this by having candidates provide specific artifacts produced along with or as a result of their courses' application assignments. Candidates align their work with the International Board of Standards for Training, Performance and Instruction and (IBSTPI) standards. Opportunities to use technology in synthesizing and reflecting upon their learning and future are also provided, culminating in students' construction of their own online electronic portfolio to provide a highly personalized framework for their planning and professional documentation beyond graduation.

Research Courses

(3 semester credits)

This course enables students to become informed consumers of research and to develop skills to prepare them to carry out action research in their professional organizations. An emphasis is placed on providing students with knowledge they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. The course places action research within the context of various types of research and examines research in terms of basic concepts and various purposes, methods, data, and paradigms. Emphasis is placed on how research can become a vital and relevant tool for professional practice.
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