annotated transcript
Fall 2013
Spring 2014
Summer 2014
Fall 2014
Spring 2015
Summer 2015
Fall 2016
Spring 2017
CEP 822: Approaches to Educational Research
- Ming Lei
As an educator, I am constantly evaluating my teaching practice and making adjustments. It is difficult to know sometimes what best practice is in regards to reaching our students and meeting our learning goals. Educational research can help guide best practice, but can also be intimidating. During this course we learned about the process of conducting educational research, as well as how to find and critically review relevant research studies. As a result of this course, I feel more confident in finding meaningful research that can help guide my practice as well as being able to better evaluate my own teaching. I am also looking forward to participating in and designing research studies. Hopefully I can use my work in online and hybrid learning to help contribute to a body of knowledge driving best practices in education.
CEP 800: Learning in School and Other Settings
- Dr. Chin-Hsi Lin
Learning is a continual process that can happen anywhere and at any time. Our ability to learn and process new information is affected by our existing knowledge and our environment. For this course we examined learning as a concept, and the ways that people learn both in and out of traditional classroom environments. As learners we are constantly exposed to new information. Our study of Schema Theory allowed us to explore how the way in which we process and organize information will effect our ability to use or apply that information later on. By appreciating the impact that a student's existing schema can have on learning, I am able to focus my lessons in ways that strengthen existing knowledge, allowing the student to interact with the material in ways that allow for connections with existing knowledge to be made.
CEP 810: Teaching for Understanding with Technology - Kimberly Powell
Identifying the difference between learning and understanding is an important part of evaluating the educational process. In CEP 810 we looked at expert versus novice learning, and explored ways in which technology can be used to help students contextualize and organize the information they are being presented. As expert learners we realize that our new learning comes from many different sources. To better recognize these sources we mapped our own Personal Learning Networks. We also undertook a networked learning project that had us use only online resources to learn a new skill. The challenge of learning entirely from networked sources helped to highlight the beneficial role technology can play in our Personal Learning Networks, as well as reinforce how important a diversity of resources can be to help bring about true understanding.
CEP 811: Adapting Innovative Technology to Education
- Craig J. McMichael
Innovations in technology are not usually driven with education in mind. Our ability as instructors to adapt technology to meet our educational goals can be very challenging. Experimenting with maker kits like the Makey Makey challenged us to use a very specific piece of technology and design a lesson that could be enhanced through the use of the device. As we developed our lessons, we also integrated the principles of Universal Design for Learning which provides guidelines for instructional design to better meet the needs of all learners. With the principles of UDL in mind we were best able to integrate the technology in ways that truly enhanced our lesson design. The process we used is one that I still use when creating lessons, and evaluating new technologies, to help me better reach all my students.
CEP 812: Applying Educational Technology to Issues of Practice
- Bill Marsland
Technology has the ability to solve many problems in education when implemented correctly. Identifying problems of practice can be difficult, especially wicked problems that continue to evolve with every new solution. In CEP 812 we sought to identify problems within our own community of practice by designing a survey and analyzing the results. This process allowed me to correct many misconceptions I held regarding the problems my colleagues were facing integrating technology in the classroom. We also looked at learning disorders and the ways technology can assist students with special learning needs. I focused on Working Memory Disorder, and explored technologies that attempted to help students with this disorder, as well as increase working memory is all learners.
CEP 817: Learning Technology by Design
- Dr. Danah Henriksen
Design plays an important role in the effectiveness of any planned learning experience. To learn more about the design process, we identified a problem of practice and used the Stanford Design School's Design Boot Camp process to design a solution using technology. By following this process, we focused on elements of Learning Design I had never previously considered. During the process we not only focused on our learners, but reached out to them for feedback on our solutions. The project I completed for this course was able to be implemented in my workplace and was very successful. CEP 817 was one of the courses in the MAET program that changed my practice significantly by changing the way I approach the design of every lesson and activity I create.
Summer 2016
CEP 813: Electronic Assessment for Teaching and Learning
- Spencer Greenhalgh
and Dr. Paul Morsink
Assessment is an important tool in education. Focusing first on the elements of quality formative assessments, we examined ways of using technology to create electronic assessment pieces. Through my explorations, I was able to identify tools that facilitated the design of formative assessments and that enhanced student learning by providing immediate feedback. Students were able to use this immediate feedback in ways that allowed them to focus on deficiencies in understanding, correct those deficiencies, and reattempt the assessment. The electronic assessments proved to be a valuable tool for students to check their understanding without the need for direct oversight by an instructor. Through the use of a MineCraft server we also explored gamification as an assessment and learning tool. These projects had a profound impact on the way I approach and design assessments in my practice.
CEP 820: Teaching Students Online
- Dr. Anne Heintz
CEP 820 focused on analyzing every aspect of the process of teaching students online, and understanding the importance each element of an online course can have in effecting student outcome. Using resources like those from the International Association for K-12 Online Learning (iNACOL), we gained a deeper understanding of the challenges of teaching online. We established criteria for selecting effective learning management systems, applied that criteria, and ultimately built an online course that incorporated the elements necessary to help create and maintain student engagement, provide meaningful instruction and assessment, and incorporated the identified elements that lead to success in online learning. Our assessment of different learning management systems was a great way to learn what is possible in online learning.
CEP 815: Technology and Leadership
- Dr. Leigh Graves Wolf
Technology leadership can take many forms. Being a technology leader can mean simply sharing a resource, or tweeting about your own technology use in the classroom. It can also mean taking a leading role in guiding the use of technology for an entire district or institution. In CEP 815 we looked at all aspects of technology leadership. By developing a personal manifesto, designing technology initiatives, and creating policies for the use of technology, we stepped into the role of a technology leader. We also explored identifying and solving problems of practice through Instrumental and Missional thinking. Along with teaching the skills necessary to become a technology leader, this course also made me realize the importance of knowledgeable leadership when it comes to integrating new technologies into our classrooms.
CEP 807: Proseminar in Educational Technology
- Dr. Matthew Koehler
For my final course in the MAET program I reflected on my previous course work and applied many of the technology skills I acquired to create a professional portfolio. The process was more intensive than I anticipated, but as my portfolio developed I felt a sense of completion and a real transition in my own identity from student to graduate. The program has been a long process for me, and it was very beneficial to build a publicly visible representation of that journey highlighting my work. While I have shared much of my work in the program online through Twitter and my blog page, my professional portfolio is something I am particularly proud of as representing me as a lifelong learner and professional educator.