This 18-credit graduate diploma program is delivered in two different offerings: blended or online. The majority of the program is experienced through online learning as both the fully online and blended programs come together in the third online course and continue online for the duration of the program. Each online course in the?GDLT program is 9 weeks in duration with approximately a one-week break between courses. The courses are designed for flexibility of access while at the same time achieving a balance between individual work and teamwork. Regular contribution in the form of blog posts, discussions or other course activities is required and each course will have individual and team assignments. Supports are provided through RRU for working in teams at the graduate level to further deepen your skills in that area.??
Students begin the Graduate Diploma in Learning and Technology program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.
The 10-day residency is a carefully designed period of intense academic study in which students complete approximately 75 per cent of two courses – Learning Theory and Introduction to Research. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.
Each 3-credit course would require a level of effort of approximately 100 hours of effort. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's online?learning technologies, and learn how to work effectively with team members in a virtual setting. Students are required to engage on a regular basis with the course content and contribute academically to enhance cohort learning through blog/forum posts, discussion topics and required course activities and assignments.