Program Guidebook
Master of Science, Learning Experience Design and Educational
Technology
The Master of Science, Learning Experience Design and Educational
Technology is a competency-based degree program designed for
professionals looking to create experiences that enable learners to
achieve desired outcomes in a human-centered, goal-oriented way.
Intended to be practical and application-based, the program
incorporates seven cross-cutting themes: Design Thinking; diversity,
equity, and inclusion (DE&I); social and emotional learning (SEL);
learning analytics; learning technology; Universal Design for Learning
(UDL); and accessibility. The program offers two specialization options,
which allow candidates to learn best practices for designing learning
experiences for students in K-12 education or adult learners in higher
education, corporate, government, or healthcare sectors. Candidates
may also choose to complete both specializations. The competencies in
this program measure in-demand skills, preparing candidates for
careers as learning experience designers, workforce development
specialists, instructional designers and technologists, e-learning
designers and developers, learning and development leads, and other
related roles.
Understanding the Competency-Based Approach
Practically speaking, how do competency-based programs like those offered at Western Governors
University (WGU) work? Unlike traditional universities, WGU does not award degrees based on
completion of a certain number of credit hours or a certain set of required courses. Instead, you will earn
yourdegreebydemonstratingyourskills,knowledge,andunderstandingofimportantconcepts.
Progress through a degree program is governed not by the amount of time you spend in class but by your
ability to demonstrate mastery of competencies as you complete required courses. Of course, you will
need to engage in learning experiences as you review competencies or develop knowledge and skills in
areas in which you may be weak. To help you acquire the knowledge and skills you need to complete
your courses and program, WGU provides a rich array of learning resources. Your program mentor will
work closely with you to help you understand the competencies required for your program and to help you
create a schedule for completing your courses. You will also work closely with course instructors as you
engage in each of your courses. As subject matter experts, course instructors will guide you through the
contentyoumustmastertopassthecourseassessments.
The benefit of this competency-based system is that it enables students who are knowledgeable about a
particular subject to make accelerated progress toward completing a degree, even if they lack college
experience. You may have gained skills and knowledge of a subject while on the job, accumulated
wisdom through years of life experience, or already taken a course on a particular subject. WGU will
award your degree based on the skills and knowledge that you possess and can demonstrate—not the
numberofcreditshoursonyourtranscript.
Accreditation
Western Governors University is the only university in the history of American higher education to have
earnedaccreditationfromfourregionalaccreditingcommissions.WGU'saccreditationwasawardedby
(1) the Northwest Commission on Colleges and Universities, (2) the Higher Learning Commission of the
North Central Association of Colleges and Schools, (3) the Accrediting Commission for Community and
Junior Colleges of the Western Association of Schools and Colleges, and (4) the Accrediting Commission
for Senior Colleges and Universities of the Western Association of Schools and Colleges. The university’s
accreditation status is now managed by the Northwest Commission on Colleges and Universities
(NWCCU), which reaffirmed WGU's accreditation in February 2020. The WGU Teachers College is
accredited at the initial-licensure level by the Council for the Accreditation of Educator Preparation
(CAEP) and by the Association of Advancing Quality in Educator Preparation (AAQEP) . The nursing
programs are accredited by the Commission on Collegiate Nursing Education (CCNE). The Health
Information Management program is accredited by the Commission on Accreditation for Health
Informatics and Information Management Education (CAHIIM). The College of Business programs are
accreditedbytheAccreditationCouncilforBusinessSchoolsandPrograms(ACBSP).
The Degree Plan
The focus of your program is your personalized Degree Plan. The Degree Plan is a detailed blueprint of
the courses you will need to complete in order to earn your degree. The Degree Plan also lays out the
accompanying learning resources and assessments that compose your program. The list of courses in
the Degree Plan is often referred to as the standard path. The amount of time it takes to complete your
program depends on both the amount of new information you need to learn and the amount of time you
plantodevoteeachweektostudy.
Students vary widely in the specific skills and information they need to learn. For example, some students
may be highly knowledgeable in a particular subject matter and would not need to engage in new learning
opportunities. Other students may find that portions of the program require them to learn new information
and that they need to take an online class or participate in a study module to acquire the knowledge and
skills needed to fulfill program competencies in that area. Some individuals may be able to devote as little
as 15–20 hours per week to the program, while others may need to devote more time. For this reason,
MSLxDET 202207 © 2019 Western Governors University 3/25/22 2
pre-assessments are there to help your program mentor form a profile of your prior knowledge and create
a personalized Degree Plan.
How You Will Interact with Faculty
At WGU, faculty serve in specialized roles, and they will work with you individually to provide the
guidance, instruction, and support you will need to succeed and graduate. As a student, it is important for
youtotakeadvantageofthissupport.Itiskeytoyourprogressandultimatesuccess.
Upon your enrollment, you will be assigned a program mentor—an expert in your field of study who will
provide you with regular program-level guidance and support from the day you start until the day you
graduate. Your program mentor will set up regular telephone appointments (weekly at first) with you,
which you will be expected to keep. The mentor will review program competencies with you and work with
you to develop a plan and schedule for your coursework. Your program mentor will serve as your main
point of contact throughout your program—helping you set weekly study goals, recommending specific
learning materials, telling you what to expect in courses, and keeping you motivated. In addition to regular
calls,yourprogrammentorisavailabletohelpyouresolvequestionsandconcernsastheyarise.
For many of the courses at WGU, you will be required to complete performance assessments. These
include reports, papers, presentations, and projects that let you demonstrate your mastery of the required
competencies. A separate group of faculty members, called evaluators, will review your work to
determine whether it meets requirements. Evaluators are also subject matter experts in their field of
evaluation. If your assessment needs further work before it “passes,” these evaluators, who review your
work anonymously, will provide you with instructional feedback to help you meet evaluation standards
andallowyoutoadvance.
Connecting with Other Mentors and Fellow Students
As you proceed through your Degree Plan, you will have direct contact with multiple faculty members.
These communications can take a variety of forms, including participation in one-on-one discussions,
chats in the learning communities, and live cohort and webinar opportunities. As a WGU student, you will
have access to your own personal MyWGU Student Portal, which will provide a gateway to your courses
of study, learning resources, and learning communities where you will interact with faculty and other
students.
The learning resources in each course are specifically designed to support you as you develop
competencies in preparation for your assessments. These learning resources may include reading
materials, videos, tutorials, cohort opportunities, community discussions, and live discussions that are
guided by course instructors who are experts in their field. You will access your program community
during your orientation course to network with peers who are enrolled in your program and to receive
continued support through professional enrichment and program-specific chats, blogs, and discussions.
WGU also provides Student Services associates to help you and your program mentor solve any special
problemsthatmayarise.
Orientation
The WGU orientation course focuses on acquainting you with WGU’s competency-based model, distance
education, technology, and other resources and tools available for students. You will also utilize WGU
program and course communities, participate in activities, and get to know other students at WGU. The
orientation course must be completed before you can start your first term at WGU.
Transferability of Prior College Coursework
Because WGU is a competency-based institution, it does not award degrees based on credits but rather
on demonstration of competency. WGU undergraduate programs may accept transfer credits or apply a
MSLxDET 202207 © 2019 Western Governors University 3/25/22 3
'Requirement Satisfied' (RS) in some cases. Refer to your specific program transfer guidelines to
determine what can be satisfied by previously earned college credits. In most cases, WGU does not
accept college transfer credits at the graduate (master’s) level. Students entering graduate programs
must have their undergraduate degree transcripts verified before being admitted to WGU. In addition to a
program’s standard course path, there may be additional state-specific requirements.
Click here for the Student Handbook
WGU does not waive any requirements based on a student's professional experience and does not
perform a "résumé review" or "portfolio review" that will automatically waive any degree requirements.
Degree requirements and transferability rules are subject to change in order to keep the degree content
relevantandcurrent.
Remember, WGU's competency-based approach lets you take advantage of your knowledge and skills,
regardless of how you obtained them. Even when you do not directly receive credit, the knowledge you
possessmayhelpyouacceleratethetimeittakestocompleteyourdegreeprogram.
Continuous Enrollment, On Time Progress, and Satisfactory Academic
Progress
WGU is a “continuous enrollment” institution, which means you will be automatically enrolled in each of
your new terms while you are at WGU. Each term is six months long. Longer terms and continuous
enrollment allow you to focus on your studies without the hassle of unnatural breaks between terms that
you would experience at a more traditional university. At the end of every six-month term, you and your
program mentor will review the progress you have made and revise your Degree Plan for your next six-
monthterm.
WGU requires that students make measurable progress toward the completion of their degree programs
every term. We call this “On-Time Progress,” denoting that you are on track and making progress toward
on-time graduation. As full-time students, graduate students must enroll in at least 8 competency units
each term, and undergraduate students must enroll in at least 12 competency units each term.
Completing at least these minimum enrollments is essential to On-Time Progress and serves as a
baseline from which you may accelerate your program. We measure your progress based on the courses
you are able to pass, not on your accumulation of credit hours or course grades. Every time you pass a
course, you are demonstrating that you have mastered skills and knowledge in your degree program. For
comparison to traditional grading systems, passing a course means you have demonstrated competency
equivalenttoa“B”gradeorbetter.
WGU assigns competency units to each course in order to track your progress through the program. A
competency unit is equivalent to one semester credit of learning. Some courses may be assigned 3
competencyunitswhileothersmaybeaslargeas12competencyunits.
Satisfactory Academic Progress (SAP) is particularly important to students on financial aid because you
must achieve SAP in order to maintain eligibility for financial aid. We will measure your SAP quantitatively
by reviewing the number of competency units you have completed each term. In order to remain in good
academic standing, you must complete at least 66.67% of the units you attempt over the length of your
program—including any courses you add to your term to accelerate your progress. Additionally, during
your first term at WGU you must pass at least 3 competency units in order to remain eligible for financial
aid. We know that SAP is complex, so please contact a financial aid counselor should you have additional
questions. *Please note: The Endorsement Preparation Program in Educational Leadership is not eligible
forfederalfinancialaid.
Courses
Your Degree Plan includes courses needed to complete your program. To obtain your degree, you will be
MSLxDET 202207 © 2019 Western Governors University 3/25/22 4
required to demonstrate your skills and knowledge by completing the assessment(s) for each course. In
general there are two types of assessments: performance assessments and objective assessments.
Performance assessments contain, in most cases, multiple scored tasks such as projects, essays, and
research papers. Objective assessments include multiple-choice items, multiple-selection items,
matching, short answer, drag-and-drop, and point-and-click item types, as well as case study and video-
based items. Certifications verified through third parties may also be included in your program. More
detailedinformationabouteachassessmentisprovidedineachcourseofstudy.
External Content & Basic Skills Exams
Western Governors University requires that candidates pass the state-mandated content exam that aligns
with their WGU program in addition to a basic skills exam (initial licensure programs only). Specific
information regarding required content and basic skills exams required for each program and state can be
found in the WGU Student Handbook. In many cases, it is the candidates’ responsibility to register and
pay for the required exams and submit their official passing score reports to WGU.
State Licensure Requirements
Many states have specific licensure requirements that are not part of WGU programs that you will have to
fulfill in addition to the degree requirements of your program. These state licensure requirements might
include, but are not limited to: subject-specific licensure exams, state-specific teacher performance
assessments, course work related to state history, basic skills exams, and background clearances. The
WGU Student Handbook outlines the credentialing requirements of each state. Teacher candidates
should consult the applicable section to become familiar with their state’s expectations regarding
licensure.
Learning Resources
WGU works with many different educational partners, including enterprises, publishers, training
companies, and higher educational institutions, to provide high-quality and effective learning resources
that match the competencies you are developing. These vary in type, and may be combined to create the
best learning experience for your course. A learning resource can be an e-textbook, online module, study
guide, simulation, virtual lab, tutorial, or a combination of these. The cost of most learning resources are
included in your tuition and Learning Resource Fee. They can be accessed or enrolled for through your
courses. Some degree-specific resources are not covered by your tuition, and you will need to cover
those costs separately. WGU also provides a robust library to help you obtain additional learning
resources,asneeded.
MobileCompatibility:
The following article provides additional details about the current state of mobile compatibility for learning
resources at WGU. It includes a list that can be referenced to determine the mobile friendliness of all core
coursematerialsusedinaprogram.
Student Handbook article: Can I use my mobile device for learning resources?
Standard Path Options
As previously mentioned, competency units (CUs) have been assigned to each course in order to
measure your academic progress. If you are an undergraduate student, you will be expected to enroll in a
minimum of 12 competency units each term. Graduate students are expected to enroll in a minimum of 8
MSLxDET 202207 © 2019 Western Governors University 3/25/22 5
competency units each term. A standard plan for a student for this program who entered WGU without
any transfer units would look similar to the one on the following page. Your personal progress can be
faster, but your pace will be determined by the extent of your transfer units, your time commitment, and
yourdeterminationtoproceedatafasterrate.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 6
Standard Path for Master of Science, Learning Experience Design and
Educational Technology: K-12 and Adult Learner Specializations
Course Description CUs Term
Learning Experience Design Foundations I 3 1
Learning Experience Design Foundations II 3 1
Assessment and Learning Analytics 3 1
Learning Technology 3 2
Designing and Facilitating E-Learning Experiences for K–12 Students 3 2
Quality and Impact of K–12 E-Learning Solutions 3 2
Designing E-Learning Experiences for Adults 3 3
Quality and Impact of Adult E-Learning Solutions 3 3
Learning Experience Design Lab 3 3
Identifying Learner Needs and a Research Problem 3 4
Developing an E-Learning Solution and Research Methodology 3 4
Implementing and Evaluating E-Learning Solutions 5 4
Standard Path for Master of Science, Learning Experience Design and
Educational Technology:
Adult Learner Specialization
Course Description CUs Term
Learning Experience Design Foundations I 3 1
Learning Experience Design Foundations II 3 1
Assessment and Learning Analytics 3 1
Learning Technology 3 2
Designing E-Learning Experiences for Adults 3 2
Quality and Impact of Adult E-Learning Solutions 3 2
Learning Experience Design Lab 3 3
Identifying Learner Needs and a Research Problem 3 3
Developing an E-Learning Solution and Research Methodology 3 3
Implementing and Evaluating E-Learning Solutions 5 4
Standard Path for Master of Science, Learning Experience Design and
Educational Technology: K-12 Learner Specialization
Changes to Curriculum
WGU publishes an Institutional Catalog, which describes the academic requirements of each degree
program. Although students are required to complete the program version current at the time of their
enrollment, WGU may modify requirements and course offerings within that version of the program to
maintain the currency and relevance of WGU’s competencies and programs. When program
requirements are updated, students readmitting after withdrawal from the university will be expected to
re-enterintothemostcurrentcatalogversionoftheprogram.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 7
Course Description CUs Term
Learning Experience Design Foundations I 3 1
Learning Experience Design Foundations II 3 1
Assessment and Learning Analytics 3 1
Learning Technology 3 2
Designing and Facilitating E-Learning Experiences for K–12 Students 3 2
Quality and Impact of K–12 E-Learning Solutions 3 2
Learning Experience Design Lab 3 3
Identifying Learner Needs and a Research Problem 3 3
Developing an E-Learning Solution and Research Methodology 3 3
Implementing and Evaluating E-Learning Solutions 5 4
Areas of Study
for
Master of Science, Learning Experience Design and
Educational Technology
The following section includes the areas of study in the program, with their associated courses. Your
specific learning resources and level of instructional support will vary based on the individual
competencies you bring to the program and your confidence in developing the knowledge, skills, and
abilities required in each area of the degree. The Degree Plan and learning resources are dynamic, so
you need to review your Degree Plan and seek the advice of your mentor regarding the resources before
you purchase them.
Foundations of Learning Experience Design
Learning Experience Design Foundations I
Learning Experience Design Foundations I provides an introduction to the field of learning experience design (LxD) and the
role of the learning experience designer, which combines best practices from the fields of instructional design and user
experience design, with the goal of creating human centered, goal-oriented learning experiences. This first of two
foundational courses introduces Design Thinking and instructional design models, processes, and approaches. This course
demonstrates how learning theories and instructional frameworks can be applied to facilitate deep learning, motivation, and
engagement. This course also teaches the process for analyzing learners and their needs, as well as defining the
instructionalproblemandgoals.Therearenoprerequisitesforthislearningexperiencedesigncourse.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner explains standard instructional design process models and how incorporating Design Thinking activities
into those models can result in more meaningful, human-centered learning experiences.
● The learner examines various approaches to learning, the learning theories that inform those approaches, and the
instructional frameworks that can be used to facilitate those approaches.
● The learner conducts a learner analysis that demonstrates empathy for targeted learners and their backgrounds,
experiences, and learning levels.
● The learner conducts a needs analysis that defines the instructional problem, the goal of the instruction, existing gaps
in knowledge and skills, and a list of learning objectives.
Learning Experience Design Foundations II
Learning Experience Design Foundations II is the second of two foundational courses that provide the foundational
knowledge and skills learning experience designers need to create human-centered, goal-oriented learning experiences.
Continuing to the third, fourth, and final phases of the Design Thinking Process, this course teaches the process and
importance of ideation as well as rapid prototyping. It includes techniques for creating e-learning storyboards, which
communicate content plans and instructional design strategies and “look and feel” mockups, which incorporate visual design
principles and usability best practices. Finally, this course introduces usability testing methods and provides guidelines for
planning usability tests for e-learning solutions. Learning Experience Design Foundations I is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner ideates solutions to an instructional problem using Design Thinking and practical application of learning
theories.
● The learner creates a storyboard that communicates the intended instructional design strategy and content for an e-
learning solution.
● The learner creates a low-fidelity mockup of an e-learning module that incorporates visual design principles and
usability best practices.
● The learner plans a usability test that details how data will be collected and analyzed and how the usability of an
instructionalsolutionwillbeevaluatedpriortodeployment.
Assessment and Learning Analytics
Assessment and Learning Analytics focuses specifically on applying assessment and learning analytics practices to gauge
MSLxDET 202207 © 2019 Western Governors University 3/25/22 8
learner progress through e-learning products. This course is an introduction to assessment models, including competency
and skills-based methods, as well as culturally responsive and Universal Design for Learning (UDL) approaches in
assessment, rubric, and feedback design. Finally, this course introduces learning analytics, specifically how they can add an
additional layer of validation and visibility on learner progress. Learning Experience Design Foundations II is a prerequisite
for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner evaluates the alignment between assessment strategies and methods and intended learning goals and
objectives.
● The learner determines how learning analytics can be used to understand and optimize learning and the environments
in which it occurs.
● The learner evaluates the quality of feedback learners receive when completing online assessment activities.
● The learner recommends assessment modifications that ensure accessibility, remove barriers to fairness, and minimize
bias.
Learning Technology
Learning Technology provides opportunities for learners to research emerging learning technologies and see how they are
changing current teaching and learning practices. This course also teaches strategies for evaluating learning technologies
and their ability to facilitate deep learning and help learners achieve their learning goals, as well as their ability to
accommodate learner differences and ensure access for all learners. This course covers techniques that learning
experience designers can use to implement technology safely, legally, and ethically in a variety of environments.
Additionally, this course explores the types of learning analytics that various technologies generate and the ways in which
they can be used to better understand learner progress and optimize the learning experience. Assessment and Learning
Analytics is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner analyzes trends and impacts of emerging learning technologies discussed in current professional literature
and professional learning networks.
● The learner evaluates the ability of learning technologies to facilitate the achievement of learning goals, foster deep
learning, accommodate individual learning differences, and integrate with learning management systems.
● The learner analyzes potential safety, legal, and ethical issues when implementing and using learning technologies.
● The learner analyzes the learning analytics capabilities of learning technologies in order to optimize learning.
Learning Experience Design: K-12 Specialization
Designing and Facilitating E-Learning Experiences for K–12 Students
Designing and Facilitating E-Learning Experiences for K–12 Students is the first of two courses in the K-12 Learning
Designer pathway. This course teaches skills needed to plan units of study that leverage virtual settings and achieve
academic standards while promoting digital citizenship. This course provides strategies for explaining essential concepts
and demonstrating examples for students in K–12 virtual settings. It also provides strategies for using technology to facilitate
meaningful collaboration among K–12 students. Finally, this course explains how to design effective practice and
assessment opportunities for K–12 students in virtual settings and provides strategies for ensuring students get the
feedback they need to improve learning. Learning Technology is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner plans e-learning units of study informed by technology standards that achieve learning goals while
promoting digital citizenship for K–12 students.
● The learner designs e-learning experiences for K–12 students in which essential concepts are explained and examples
are demonstrated.
● The learner designs collaborative e-learning experiences to improve learning for K–12 students.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 9
● The learner designs opportunities for assessment and feedback in e-learning experiences for K–12 students.
Quality and Impact of K–12 E-Learning Solutions
Quality and Impact of K–12 E-Learning Solutions is the second of two courses in the K–12 Learning Designer pathway. This
course provides an introduction to the challenges K–12 students face in e-learning environments. It also directs learners to
professional and academic resources where they can find current research related to issues and innovations learning
experience designers implement to solve challenges to K–12 students in e-learning environments. This course also outlines
a quality framework for evaluating e-learning solutions for K–12 students and provides opportunities for learners to apply
that framework. Lastly, this course provides examples of how learning analytics can be used to determine the impact of e-
learning for K–12 students. Through this course, learners will analyze data about K–12 learners to determine the impact an
e-learning solution has had on engagement, effort, and learning. This course teaches learners how insights gained from
data about K–12 learners can be used to optimize e-learning. Designing E-Learning Experiences for K–12 students is a
prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner recommends solutions to challenges K–12 students experience in e-learning environments.
● The learner plans e-learning solutions for K–12 students that adhere to quality standards for online courses.
● The learner measures the impact of e-learning solutions for K–12 learners based on data about learners’ interactions
and the environment in which learning occurs.
Learning Experience Design: Adult Learner Specialization
Designing E-Learning Experiences for Adults
Designing e-Learning Experiences for Adults is the first of two courses in the adult learning designer pathway. This course
teaches best practices for supporting adult learners as they acquire knowledge and learn new skills and dispositions. This
course explains effective approaches to designing learning experiences for adult learners that are collaborative, experiential,
and transformative in nature. This course also explores problem-based and competency-based approaches to designing
learning experiences for adults. Each evidence-based approach is defined and supported by theory and research. The
course also includes best practices for designing each type of learning experience and provides real examples of each
approach. Learning Technology is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner designs inclusive collaborative e-learning experiences for adults.
● The learner designs inclusive transformative and experiential e-learning experiences for adults.
● The learner designs inclusive problem-based e-learning experiences for adults.
● The learner designs inclusive self-directed competency-based e-learning experiences for adults.
Quality and Impact of Adult E-Learning Solutions
Quality and Impact in Adult E-Learning Solutions is the second of two courses in the Adult Learning Designer pathway. This
course introduces the issues learning experience designers often encounter when designing e-learning experiences for
adults. It also directs learners to resources about current research related to issues and innovations in designing online
learning experiences for adults. This course also outlines a quality framework for evaluating e-learning solutions for adults
and provides opportunities for learners to apply that framework. Lastly, this course provides examples of how learning
analytics can be used to determine the impact of e-learning solutions for adults. Learners will analyze dashboard data and
determine the impact an e-learning solution has had on learner engagement, effort, and learning and how insights gained
from data about learners and the learning experience can be used to optimize learning and the environments in which it
occurs. Designing E-Learning Experiences for Adults is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner recommends solutions to challenges adult learners experience in e-learning environments.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 10
● The learner plans adult e-learning solutions that adhere to quality standards for online courses.
● The learner measures the impact of e-learning solutions for adult learners based on data about adult learners'
interactions and the environment in which learning occurs.
Learning Experience Design Lab
Learning Experience Design Lab
Learning Experience Design Lab requires learners to apply foundational learning experience design strategies to create an
instructional solution in the form of an e-learning module. In the course, learners will identify an instructional problem and
then design and develop a functional prototype of an e-learning solution. Learning Experience Design Lab provides an
environment for learners to apply foundational knowledge and skills, experiment with various e-learning design tools and
techniques, provide helpful quality feedback to peers, and receive quality feedback from peers about their own e-learning
module. Finally, Learning Experience Design Lab teaches the importance of obtaining user feedback and incorporating that
feedback to continuously improve the learning experience. Degree-seeking learners must complete the Learning Experience
Design foundations series and two pathway courses prior to completing this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner creates an e-learning experience that addresses a specific instructional problem.
● The learner provides quality feedback and recommendations for improving an e-learning experience based on peer
evaluation.
● Thelearnerplanshowtoimplementfeedbackandrecommendationstoimproveane-learningexperience.
Learning Experience Design Capstone
Identifying Learner Needs and a Research Problem
Identifying Learner Needs and a Research Problem is the first of three capstone courses in the MSLxDET program. This
course provides an introduction to design-based research and focuses specifically on the first two phases of the design-
based research process: identifying and analyzing the learning problem and reviewing the literature. This course also
requires that learners continue applying Design Thinking as they empathize with learners and define the instructional
problem that their research will help them understand and address. Finally, this course teaches learners how to conduct a
literature review to determine what research has already been done and what is unknown about their research topic.
Learning Experience Design Lab is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner defines an instructional problem based on learner analysis.
● The learner defines the purpose of research and the questions the research sets out to answer.
● The learner conducts a literature review to inform potential learning solutions for an instructional problem.
Developing an E-Learning Solution and Research Methodology
Developing an E-Learning Solution and Research Methodology is the second of three capstone courses in the MSLxDET
program. This course focuses on the next two phases of the design-based research process: designing and developing an
e-learning solution and designing a research methodology to test how well the solution addressed the instructional problem.
This course also requires that learners continue applying Design Thinking as they ideate potential solutions to the
instructional problem and begin prototyping a module of instruction. Finally, this course teaches learners how to design
research studies that ensure the safety of human subjects and the ethical collection, storage, and reporting of data. The
course Identifying Learner Needs and a Research Problem is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner ideates multiple potential solutions to an instructional problem.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 11
● The learner creates a fully functional e-learning module that addresses an instructional problem.
● The learner plans the research methodology that will be used to evaluate the effectiveness of a learning solution.
● The learner plans how to ethically collect data about learners that will inform design decisions.
Implementing and Evaluating E-Learning Solutions
Implementing and Evaluating E-Learning Solutions is the third of three capstone courses in the MSLxDET program. This
course focuses on the final steps of the Design-Based Research process: implement, test, refine, reflect, and report. This
course also requires that learners continue applying Design Thinking as they test and refine the solution identified during the
prototyping phase. The course requires learners to test and refine their implementation strategies, use data to evaluate the
effectiveness of their e-learning solution, redesign or enhance their e-learning design based on their interpretation of the
data, and summarize their design-based action research study. Developing an E-Learning Solution and Research
Methodology is a prerequisite for this course.
This course covers the following competencies:
● Begin your course by discussing your course planning tool report with your instructor and creating your personalized
course plan together.
● The learner plans how to improve a Design-Based Research methodology.
● The learner analyzes data collected during their research study.
● The learner discusses research findings, contributions, and recommendations after conducting a design-based action
research study.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 12
Accessibility and Accommodations
Western Governors University is committed to providing equal access to its academic programs to all qualified
students.WGU’sAccessibilityServices teamsupportsthismissionbyprovidingsupport,resources,advocacy,
collaboration, and academic accommodations for students with disabilities and other qualifying conditions under the
Americans with Disabilities Act (ADA). WGU encourages student to complete the Accommodation Request Form as
soon as they become aware of the need for an accommodation. Current and prospective students can reach the
Accessibility Services team Monday through Friday 8:00 a.m. to 5:00 p.m. MST at 1-877-HELP-WGU
(877-435-7948) x5922 or at [email protected].
Need More Information? WGU Student Services
WGU’s Student Services team is dedicated exclusively to helping you achieve your academic goals. The
Student Services office is available during extended hours to assist with general questions and requests.
The Student Services team members help you resolve issues, listen to student issues and concerns, and
makerecommendationsforimprovingpolicyandpracticebasedonstudentfeedback.
Student Services team members also assist with unresolved concerns to find equitable resolutions. To
contact the Student Services team, please feel free to call 877-435-7948 or e-mail
[email protected]. We are available Monday through Friday from 6:00 a.m. to 10:00 p.m.,
Saturdayfrom7:00a.m.to7:00p.m.,mountainstandardtime.ClosedSundays.
If you have inquiries or concerns that require technical support, please contact the WGU IT Service Desk.
The IT Service Desk is available Monday through Friday, 6:00 a.m. to 10:00 p.m. and Saturday and
Sunday, 10:00 a.m. to 7:00 p.m., mountain standard time. To contact the IT Service Desk, please call
1-877-HELP-WGU (877-435-7948) or e-mail [email protected]. The support teams are generally
closedinobservanceofuniversityholidays.
For the most current information regarding WGU support services, please visit “Student Support” on the
Student Portal at http://my.wgu.edu.
MSLxDET 202207 © 2019 Western Governors University 3/25/22 13
