Master of Arts - Instructional Design & Technology (MA-IDT)

  • The Master of Arts (Instructional Design and Technology) programme is designed for education and training professionals working in schools, universities, polytechnics, businesses and industries and e-learning environments. It is concerned with the application, development and management of information technologies, including e-learning, for solving instructional problems in school and corporate learning environments. Participants typically include school HoD IT, corporate trainers, instructional software developers, managers of e-learning environments, and other educational and training professionals. You will learn and practise solving real-world instructional and performance problems employing a variety of learning modalities. 

    For further enquiries on course details, please email to:

    Here is what some of our students say about the programme:

    “The wide-ranging topics it offered attracted a diverse mix of education and training professionals, both from the commercial as well as the government sectors. I enjoyed the programme immensely and I attributed it to the forthcoming support and guidance from my lecturers, as well as the many thought provoking exchanges that came from my peers. With the knowledge gained from MAIDT, I was able to confidently and successfully strengthen the training fundamentals of my academy.”

    Mr Jeffrey Sim
    Director,Learning & Development, Singtel

    “As one of the early pioneer graduates of the MAIDT programme, the programme has provided me with good grounding and exposure to the instructional design field. This knowledge will be useful to anyone interested in mechanics of instructional design and its application."

    Dr Rebekah Lim Wei Ying
    Director, Teaching & Learning Centre (TLC), Singapore University of Social Sciences

    “The array of elective modules focusing on areas of learning theories, principles as well as prevalent emerging learning technology helps to improve my knowledge in sound instructional pedagogies and build my skill in using new innovative learning technology.”

    Mr Chow Siew Hoon
    Learning & Development Specialist, SIM University

    “The MAIDT programme is a highly relevant learning platform for any serious ID and IT professionals. As an IT practitioner myself, I have benefited from the classroom interactions with students from diverse professional backgrounds and the rigorous online discussion via different eLearning tools. This blended learning approach has provided a wholesome experience that is intellectually engaging and technically enriching.”

    Mr Foo Khee Loon
    Vice President / General Manager, Kinetics Advanced Robotics, ST Kinetics

    “I thoroughly enjoyed the programme especially the combination of theoretical and application modules. I have not found another programme as rigorous as MAIDT and highly recommend it to all educators who seek to improve their course design and learning outcomes."

    Mr Mazlan Hasan
    Founder & Chief Learning Architect, upnextLAB Pte Ltd

    “The course content and highly supportive faculty helped me attain my professional goals. I most definitely recommend this programme as it is comprehensive and the concepts learned are vital for any individual who wants to be a competent Instructional Designer/Educational Technologist.”

    Ms Shamini Thilarajah
    Learning Designer, Civil Service College

    “Through the LST programme, I renewed my acquaintance with educational theories from NIE days, and found the experience rich, thought-provoking and all the more meaningful now that I have the practical experience as a classroom teacher. infusing technology into both traditional and modern pedagogical constructs was a challenging and exhilarating journey that I will continue to bring to my future classroom.”

    Ms Shirley Chan
    Recipient of Instructional Design & Technology Gold Medal, 2013

    “The Master of Education (Learning Sciences and Technologies) programme has equipped me with the essential and relevant skills and knowledge in the field of learning sciences while simultaneously enabled me to embark on reflective research, implement ICT-enhanced pedagogies and strategies in my instructional practice as a classroom practitioner. The learning that I have acquired through the course empowered me to further contribute to my work practices.”

    Mr Phang Yuh Koon (Peng Yukun)
    Recipient of Instructional Design & Technology Gold Medal, 2014

    “The focus on educational technology, teaching philosophy and pedagogy connected closely with my personal teaching experience. The facilitation by the instructors for rich discourse among course mates gave valuable opportunities for deeper learning to occur. I am now very mindful of the meaningful use of ICT in education when designing lessons for students. It has truly enriching learning experience that has broadened my perspective and affirmed my beliefs in harnessing technologies for learning.”

    Mr Ng Wee Lip Issac (Huang Weili)
    Recipient of Instructional Design & Technology Gold Medal, 2015

  • Introduction

    The Master of Arts in Instructional Design & Technology (MAIDT) programme is offered by the Learning Sciences and Technologies Academic Group in NIE.

    This programme is specifically concerned with solving instructional problems, as well as the application, development, and management of various information technologies, including e-learning.

    Intended Audiences and Rationale

    The MAIDT is intended primarily for two types of professional learners: those who wish to concentrate on instructional design and technology in corporate training/industry settings, and those who wish to focus on technology-enhanced learning in formal educational institutions.

    Entry Requirements

    Candidates seeking admission to the programme must have at least:

    • A good Bachelor's degree from a recognised university.
    • Preferably to have working experience as a corporate trainer or educational software developer or school teacher.

    International applicants whose first language is not English and graduates of universities with non-English medium of instruction are required to submit an official Test of English as a Foreign Language (TOEFL) or International Language Testing System (IELTS) score. Test dates must be within the last two years before the date of your application.

    For international applicants, more information on the entry requirements can be found here.

  • Students may be enrolled as a full time or part time student. For full time students, the minimum period of candidature is 12 months. They have to complete the program with a maximum period of 24 months. For part time students, the minimum period of candidature is 24 months. They have to complete the program with a maximum period of 48 months.

    The Board of Graduate Studies may require a candidate to leave the programme if in the Board’s opinion the candidate’s progress is not satisfactory.

    The programme offers two options. You may select to complete:

    • six courses plus a dissertation (Dissertation option), or
    • eight courses (Coursework option)

    Important note for matriculated students:

    Please refer to the ISACC system for the programme structure relevant to your intake during Course Registration or consult your programme leader if you need clarifications.

  • Application for Admission

    Admission to the MAIDT programme may be made online or on the prescribed application form from the Office of Graduate Studies & Professional Learning of the National Institute Education. Hard copies of all supporting documents must be submitted within one week from the date of successful online submission.

    The programme runs by calendar year and each new cohort enters the program in January. You are advised to visit the website and look out for NIE's announcements in May/June to confirm if programme will be open for application at any particular intake.

    For more information on the application details, please refer to Office of Graduate Studies & Professional Learning and/or contact:

    Office of Graduate Studies & Professional Learning
    National Institute of Education
    Nanyang Technological University
    Block 7 Level 3
    1 Nanyang Walk
    Singapore 637616
    Tel: 6790 3888


    Fees are subject to revision on a yearly basis. The fees payable by candidates can be found at higher degree programmes-fees.

  • Instructional Delivery Modes

    This programme is intended to prepare participants to effectively use the latest available technologies, including e-learning, to address school learning and training problems. For this reason, the Masters Programme in Instructional Design & Technology will, wherever feasible and appropriate, deliver its instruction using these advanced instructional delivery modes. Examples include: using CD-ROMs for self-paced instruction, using internet technologies for information dissemination, using internet technologies for asynchronous (e.g., forums or wikis) and synchronous (e.g., chat, internet telephony or video) communication modalities. These technologically-based delivery modes will be used in conjunction with more conventional forms of instructional delivery.


    All courses in this programme are assessed by projects and assignments, sometimes individually, but sometimes working in groups. There are no exams.

  • Curriculum

    All the courses in the programme are conducted over 52 contact hours, except Methods for Data Collection and Analysis for Instructional Design Projects which is conducted over 26 contact hours.  The curriculum courses may be categorised into the following areas. Please refer to Core and Electives in this page for details.

    Course Code

    Core Courses 

    MID 901

    Instructional Design Models and Practices

    MID 905

    Foundations of Learning and Instruction

    MID 941

    Evaluation Models and Methods

    MID 944

    Methods for Data Collection and Analysis for Instructional Design Projects
    *for those choosing an all coursework option. It can be taken as an elective for those choosing the dissertation option

    MID 945

    Capstone Project for Instructional Design
    * for those choosing an all coursework option, taken during the last semester of study

    MID 909

    Designing, Conducting, and Reporting Investigations
    * for those choosing the dissertation option. It can be taken as an elective for those choosing an all coursework option

    Course Code

    Electives related to Learning, Instruction, and Assessment  

    MID 906

    Training Methods and Strategies

    MID 923

    Perspectives on Adult Learning

    MID 943

    Assessment in Education and Training

    Course Code

    Electives related to Managing Instructional Systems  

    MID 913

    Management of Instructional Development Projects

    MID 915

    Training Needs Assessment and Solutions

    Course Code

    Electives related to Technologies for Instruction  

    MID 917

    Design E-learning

    MID 922

    e-learning Tools for Training

    MID 942

    Multimedia Design

  • Core Courses

    MID 901 Instructional Design Models and Practices

    This course provides students with the understanding of the major instructional design models useful in school and training contexts. Major topics covered include the analysis of performance and instructional problems, instructional design processes, and issues and processes of development, implementation and evaluation. Emphasis will be given to how to identify and solve learning and performance problems.

    MID 905 Foundations of Learning and Instruction

    This course explores issues related to: How do people learn? How do I teach to help learners acquire knowledge and skills? Various learning theories will be discussed to show how learning takes place. We will also discuss various foundations of instruction that could help tutors and trainers design solutions to instructional problems.

    MID 941 Evaluation Models and Methods

    This course is intended to provide you with an understanding and awareness of the basic philosophical, procedural, and technical aspects of evaluation. The primary goal is to help you achieve a level of basic knowledge and skills in the application of acceptable and efficient models to the evaluation of programs. You will systematically design an evaluation plan as the final project for the course.

    MID 944 Methods for Data Collection and Analysis for Instructional Design Projects

    This is a Core Course for MA-IDT students doing the "All-coursework" option. Instructional designers require the skills of data collection and analysis in various aspects of instructional design, training needs analysis to programme evaluation, to usability testing. This course also prepares MA-IDT students with the core skills to undertake the MID845- Capstone Project for Instructional Design.

    MID 945 Capstone Project for Instructional Design

    This is to a Core Course for MA-IDT students doing the "All-coursework" option. Instructional designers are involved in training development activities related to one or more areas in the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) process. In this capstone project, students select a workplace project that can be related to needs analysis, the design of instructional packages or programme evaluation. The projects can be based on performance problems from the students' workplace or organizations that students have approved access to. In each option, students need to pinpoint the performance problems and demonstrate how the theories and concepts learnt throughout the MA-IDT programme can be used to address these performance problems. Throughout the process, students will be assigned to supervisors who will serve as mentors for the project.

    MID 909 Designing, Conducting, and Reporting Investigations (* for those who choose the dissertation option)

    This course introduces the concept of an investigation or research. The procedure and ethical considerations for designing, conducting and implementing will be covered. There will be practical hands-on sessions built within the theoretical teaching aspect of the course.

    Electives related to Learning, Instruction, and Assessment

    Courses in this category are intended to provide participants with a thorough understanding of the mental processes which underlie learning, and the ways in which instruction can be designed to facilitate these processes to promote the attainment of different learning outcomes.

    MID 906 Training Methods and Strategies

    The course aims to provide conceptual understanding of the theoretical underpinnings of selected training methods and strategies. It aims to provide opportunities for students to explore concrete training methods and to design appropriate training strategies to achieve the objective the training. During the course, students will explore training methods such as learning concepts, learning facts, learning procedures and attitude learning. Students will examine how to design learning activities including the training methods which will provide the foundation to the various instructional strategies explored in this course. In particular, students will explore and design learning activities with the following instructional strategies: Problem-based learning, Self-directed learning, Collaborative learning and Inquiry-based learning, experiential learning and anchored-instruction.

    MID 923 Perspectives on Adult Learning

    This course will investigate the important and unique characteristics of adults as learners, as compared with school-age learners. Additionally, this course will explore the various cognitive frameworks which describe adult learning, a range of effective instructional strategies, and how assessment can be adapted for adult learners. This course will support a variety of training environments in the corporate and business world, including both traditional and e-learning delivery systems.

    MID 943 Assessment in Education and Training

    Assessment may be defined as a process for gathering information needed to make decisions about students' performance. A deeper understanding of the different types of assessment tools, as well as the methods of crafting them will be very useful to teachers, trainers, and instructional designers. This course will investigate the purpose of assessments, as well as the distinction between assessments, tests, and evaluation. Students will also engage in discussions related to different types of assessments as well as the validity and reliability of assessment results.

    Electives related to Managing Instructional Systems

    These courses cover several key issues and topics surrounding the instructional development process. Topics include: the assessment of training needs, both for individuals and for organisations; management of project resources; and organisational development.

    MID 913 Management of Instructional Development Projects

    This course will provide you with the basics of managing instructional design projects: how it can be employed in the work places, schools, and for personal responsibilities. School teachers who are responsible for organizing an overseas immersive programme or conducting in-service workshops, technical writers who have to complete a help manual, and instructional designers involved in designing training interventions are some examples of people who will benefit from this course. We will use a combination of face-to-face, online, small groups as well as individual learning to let you explore the field of project management.

    To help contextualize the concepts and skills needed for project management, you will work on a case scenario, together with team members, to create a project proposal that includes a timeline, work breakdown schedule, resource scheduling, budget, and etc. In addition, you will reflect on your own experience participating in projects and learn from the literature on how to deal with some of the common challenges that project managers often encounter in their projects.

    MID 915 Training Needs Assessment and Solutions

    Is training the answer to the organisation problems? What kinds of training does the organisation require? How does one determine the type of training most suitable to help improve productivity? How does one determine what competent performance should look like?

    This subject will look into various issues and procedures falling under the general category of Front-End Analysis, such as: assessment of skills and attitudes, determination of entry behaviours, identification of training objectives, and task analysis. Additionally, this module will deal with important issues in collecting needs assessment data: instrument design, and data reliability and validity.

    Electives related to Technologies for Instruction

    MID 917 Design E-Learning

    This course explores issues of design in the crafting of learning technologies (i.e., e-learning), activities that foster learning, and overall learning environments. The following topics will be covered: the use of IT tools to support e-learning systems, the design of various instructional strategies used in e-learning system, and e-learning issues.

    MID 922 e-Learning Tools for Training

    This course aims to help participants analyze the affordances of e-learning tools for teaching and training. In the information age, there are so many tools (such as web 2.0 tools) available. Many of the tools are for general-purposes, which are not intentionally designed for education or training. However, they have great potential for teaching and training. This course presents a generic framework for analyzing the pedagogical, social, and technical affordances of ICT tools. Based on the affordances, teachers or trainers can decide to what extent the tools can be used for their teaching or training.

    As a sample, the weblog and discussion forum are analyzed by using the framework. Moreover, the pedagogical use of some web 2.0 tools is further presented for participants to learn how to analyze and use the tools for teaching and training. Each participant is required to choose a tool that s/he finds useful to present its affordances to the class. A written report on the affordances of the tool is to be completed as a major assignment.

    MID 942 Multimedia Design

    Computer-based instruction allows the possibility of delivering lessons to students which employ multiple information modes (text, graphics, sounds, etc.) within a non-linear structure, which collectively falls under the rubric "Multimedia". This subject covers the major multimedia design concepts: learner control, navigation, metaphor, and use of media. In addition, we will also explore the following areas: instructional strategies, engaging learners, and multimedia design issues.

  • Faculty

    The following staff conducts Master of Arts Instructional Design and Technology (MA-IDT) programme:




    A/P Quek Choon Lang
    Learning Sciences and Technologies Academic Group

    6790 3272

    A/P Cheung Wing Sum
    Program Leader,

    6790 3266

    A/P Chen Wenli

    6790 3285

    A/P Tan Seng Chee

    6790 3277

    A/P Chee Yam San

    6790 3261

    A/P Doris Choy

    6790 3278

    A/P Wang Qiyun

    6790 3267

    A/P Shanti Divaharan

    6790 3259

    Dr Teo Yiong Hwee

    6790 3268

     Dr Ng Siew Ling Connie  6790 3270


    Here are some common questions we have received about the MA-IDT programme. If we don't address your particular concerns here, please contact the program leader: A/P Cheung Wing Sum (65) 6790 3266 email:


    Q: "When is the next period to apply for admission to the MA-IDT programme?"

    A: Usually in July NIE will place an advertisement in the Straits Times to announce the application period for the next January intake group. The closing date for the submission of Applications Forms will likely be in late July. After that it will take us about 4-6 weeks for the applications to be reviewed. Acceptance letters are normally sent out sometime in October.

    Q: "I only recently began teaching and I don't yet have two years of experience. May I still apply for the programme?"

    A: Yes, you may apply. Please note, however, that the number of spaces for candidates in the programme is limited. Admission preference will be given to those who can demonstrate a sufficient degree of relevant professional experience. If we have a large pool of applicants with many years of teaching experience, you may not be very competitive as we review the applicants' qualifications.

    Q: "What sort of computer skills do I need to enter the programme?"

    A: We do not have a formal list of technical skills you should possess before entering the MA-IDT programme. Certainly you will need to use various types of software during the course of your programme; but do NOT expect that we will teach you how to use any particular software title. Our philosophy is that you should feel sufficiently confident to learn on your own. Of course, those candidates who wish to pursue the courses specifically related to the development of instructional software should have substantial technical abilities and confidence. We do expect, however, that all candidates will be quite competent in most office tools (such as MS Office), browsing and searching the Internet, and simple graphics and web page editing. We also routinely use e-mail to communicate with students, so naturally we expect you to regularly check your email account. By the way, NIE does not provide regular email accounts for part-time students, so you will need to obtain one elsewhere.

    Q: "How often do classes meet?"

    A: As a general guideline, you can assume each course you take in the programme will take up one night per week (for about 3 hours) for each week in the term, each term usually lasting 13 weeks. For example, if you are taking two courses concurrently, you will likely spend two evenings at class during the entire term. However, we also have some inter-semester courses. These classes run from May to July. There timetables, though, are highly irregular (sometimes two evening per week, sometimes a full day or two... it depends on the course instructor). In addition, we also have a few courses offered wholly or partially online. For those courses, you may not need to come to class at all.

    Q: "How many terms are there in a year?"

    A: NIE operates on two "terms" or "semesters" per year. Roughly, the first semester (or term) begins about the beginning of January and continues until about the beginning of May. The second semester begins in August and continues to mid-November. We may offer inter-semester courses in between the two semesters.

    Q: "How soon can I expect to get my degree. I would like to finish in the shortest possible time."

    A: We understand your desire to finish the programme quickly, and we want that, too. In theory, you are permitted to finish the programme in a minimum of 24 to a maximum of 48 months, depending on how many courses you are able to take during each term. But please do not think you can just rush through the programme; we have found from experience that students who try to pack in too many courses at the same time actually produce lower quality work.

    Please let us know if there are any other questions you have!

  • Welcome to MA-IDT alumni community.

    We’re proud of our graduates and current MA-IDT participants to be part of the MA-IDT alumni family and part of the larger NTU Community!

    Moving forward and reaches out to connect with all graduates, former students and faculties to build a vibrant alumni community to promote interaction and engagement among fellow alumni, make new acquaintances, job opportunities, and to kept abreast of the latest courses and conferences for your professional development.

    We value the relationship with our alumni and look forward to stay connected with you by clicking on MAIDT Alumni Community.

  • If you have additional questions about the MA-IDT programme, please visit our Frequently Asked Questions (FAQ) page. If you have more questions, please contact the programme leader:

    A/P Cheung Wing Sum 
    Phone: (65) 6790 3266

    All enquiries on admission please direct to:

    Office of Graduate Studies & Professional Learning
    National Institute of Education
    Nanyang Technological University
    1 Nanyang Walk
    Singapore 637616