LDT Program Features

Endorsement from AECT

The Graduate Certificate Program in Learning, Design and Technology has received endorsement from Association for Educational Communications and Technology for its alignment with AECT Standards, Program goals, objectives and target proficiencies, procedures for evaluating learning outcomes, Instructional methods and materials, Course requirements, Program Purpose and Prerequisites.

Certification of Endorsement

Quality Matters Certified Courses and Program Certifications

Courses in the LDT program undergo certification by Quality Matters. Quality Matters is an international, inter-institutional program. QM’s quality assurance processes are designed to certify the design of online and blended courses.

photo of QM logo

The faculty who teach in the LDT program are APPQMR certified. The LDT program has twelve QM-certified courses. The other LDT courses are going through an internal review. All QM Course reviews are going through a subscriber-managed review at UNC Charlotte. Future qualified internal QM Course Reviews will be conducted by teams of two or three QM reviewers who have taken QM professional development.

The Learning, Design and Technology program has received Quality Matter’s Program Level Certification in Program Design, Learner Success, and Teaching Support.

Photo of Quality Matters Program Design logo
Photo of Quality Matters Learner Success logo

LDT Program Advisory Board

The LDT Program has an advisory board comprised of instructional technology leaders from K-12, higher education, and industry.

  • Mr. Ben Allred – Chief Innovation and Technology Officer, Cabarrus County Schools
  • Ms. Shanna Coles – Senior Program Manager, Distance Education, the University of North Carolina at Charlotte
  • Dr. Don Kirkey – President & Principal Consultant, Trinity Creek Group
  • Dr. Rachel McBroom — Chief Operations Officer, North Carolina Virtual Public School
  • Dr. Corey McNeill – Product Manager for Canvas and GoOpenNC, NCDPI
  • Mr. Dave Sansavera — Senior Director of Learning and Development, Lowe’s Home Improvement
  • Ms. Nicole Nichols — Senior Vice President of Learning and Development, LPL Financial
  • Ms. Heather Ramsey – Personalized Digital Learning Specialist, Charlotte Mecklenburg Schools

Internship Partners

We place students for their internships with schools and industries to work on real-world projects. Some of our recent internship partners include

  • UNC Charlotte Center for Teaching and Learning
  • SOS Intl.
  • Accenture
  • UNC Charlotte, Office of Learning and Organizational Development
  • Concord Middle School
  • Central Piedmont Community College
  • Mallard Creek Polymers

The LDT program strives to map all its courses to higher standards as AECT, ISTE, and NCDPI proposed.

The Association for Educational Communications Technology (AECT)

AECT is a professional association of thousands of educators and others whose activities are directed toward improving instruction through technology. (http://www.aect.org)

To read the entire list of competencies, Click here

  • Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
  • Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
  • Standard 3 (Learning Environments): Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1)
  • Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
  • Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p. 4) and improve performance (pp. 6-7).


To read the entire list of standards click here.

  • Standard 1: Focus on Results or Outcomes
  • Standard 2: Take a Systemic View
  • Standard 3: Add Value
  • Standard 4: Work in Partnership with Clients and Stakeholders
  • Standard 5: Determine Need or Opportunity
  • Standard 6: Determine Cause
  • Standard 7: Design Solutions including Implementation and Evaluation
  • Standard 8: Ensure Solutions’ Conformity and Feasibility
  • Standard 9: Implement Solutions
  • Standard 10: Evaluate Results and Impact



To read the entire list of competencies, Click here.

  • Standard 1: (Visionary Leadership) Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
  • Standard 2: (Teaching, Learning, & Assessments) Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
  • Standard 3: (Digital-Age Learning Environments) Technology coaches create and support effective digital-age learning environments to maximize the learning of all students.
  • Standard 4: (Professional Development & Program Evaluation) Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
  • Standard 5: (Digital Citizenship) Technology coaches model and promote digital citizenship.



To read the entire list of competencies, Click here.

  • Standard 1: Instructional technology facilitators demonstrate leadership.
  • Standard 2: Instructional technology facilitators demonstrate knowledge of learners and learning and promote effective instructional practices in a 21st-century learning environment.
  • Standard 3: Instructional technology facilitators facilitate the implementation of a comprehensive 21st-century instructional technology program.
  • Standard 4: Instructional technology facilitators build a learning environment that meets the instructional needs of all students.
  • Standard 5: Instructional technology facilitators actively reflect on their practice.