Annotated Transcript
Summer 2015
Course & Instructor
Learning in School
& Other Settings Dr. Danah
Henriksen |
Course Description & Activities
In this course, I was introduced to several learning theories including Social Learning Theory, behaviorism and constructivism. I was able to gain a better understanding on the history of approaches in educational settings. The concept of metacognition was explored, and it's importance for lifelong learning was considered. The role of how technology is used in the classroom was critically evaluated, and I had opportunities to reflect on my personal approaches and Personal Learning Theory.
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Technology
& Leadership Ben Gleason
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In this leadership course, the Technological, Pedagogical, and Content Knowledge (TPACK) framework was explored more in depth. The topics of leadership and self-assessment were central considerations, and were examined through readings in the field of business. I was introduced to the concept of instrumental and missional thinking, and considered the importance of taking into account the views and needs of all stakeholders. The focus on social media as a tool for professional development was helpful, and I learned the value of improving my writing skills to convey meaning more concisely and efficiently.
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Fall 2015
Teaching & Learning Across Curriculum
Dr. Paul Morsink
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I was introduced to a variety of cloud-based tools that included screen casting, infographics, Diigo & Edpuzzle. I was able to integrate software applications with existing course materials, and also created new content and assessments. I studied the concepts of blended learning, and was able to apply the ideas to my own classroom. A video conference was held with Dr. Rand Spiro during the semester, and I was able to learn more about Cognitive Flexibility Theory, and approaches for adapting to change.
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Teaching Students Online
Dr. Anne Heintz,
Liz Owen Boltz |
I studied the International Society for Technology in Education (ISTE) standards and considered my approaches to teaching from the perspective of these guidelines. I was able to survey various Learning Management Systems (LMS) platforms and look at the advantages and disadvantages of each for my personal needs. I designed and created an online course that took into consideration various concepts and tools introduced. I repurposed traditional learning materials and found new ways to use the content in online environments.
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Spring 2016
Adapting Innovative Technology to Education
Melissa White,
Stacy Schuh |
I explored the maker movement and considered various examples of how individuals and groups were expressing themselves and creating in maker spaces globally. Different types of maker spaces, from converted warehouses to museums and classrooms were considered. Project Based Learning (PBL) was studied in terms of the theories behind it, and application of the ideas. I developed an interactive language assessment tool using a Makey Makey kit, and evaluated many other uses for simple, yet powerful devices.
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Learning Technology though Design
Carmen Richardson,
Dr. Punya Mishra |
In this course, I was able to focus primarily on design & design thinking. A central part of the curriculum revolved around the Stanford Model of Design Thinking from which students were required to follow the five-step process of empathize, define, ideate, prototype, & test. I applied this method various specific problems of practice, and developed a new approaches to solving issues I encounter regularly. I focused on the concepts of remixing along with repurposing to provide fresh approaches to my personal projects.
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Summer 2016
Applying Educational Technology to Practice
William Marsland
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I explored the concept of ill-structured, wicked problems and addressed them within the context of the education system. Through collaborative projects with my classmates, we considered balancing our connected lives. I read Warren Berger’s “A more Beautiful Question” in this course and gained new perspectives related to lifelong learning through curiosity and continual questioning. I considered new methods for encouraging and motivating students. Info- diets were examined and the limitations of them were analyzed.
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Electronic
Assessment Dr. Paul Morsink
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In this electronic assessment course, the concepts of formative and summative assessments were considered & applied to the design of a web-based assessment. Many new assessment tools were applied in various contexts. Digital portfolios were examined, along with content management systems (CMS), MineCraft, and other games considered for the use in the classroom. Understanding by Design (UbD) was explored, and the concepts were integrated into curriculum.
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Fall 2016
Teaching Understanding with Technology
Kimberly Powell,
Emily Stone |
This course expanded on learning theories and introduced me to methods and standards for applying the knowledge. In various projects, the differences between how novices and experts learn was considered. My personal learning networks (PLN) were considered, and I was able to use them for personal and professional development. The work of James Gee on gaming and education was studied, and I gained new insights on how gaming can be applied to learning in a variety of situations inside and out of the classroom.
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Summer 2017
Approaches to Education Research
Ming Lei
David Wong, June Westdal, Cui Cheng |
This research course provided me with important understandings related to research methodology. I was able to better differentiate high quality studies from those that contained problems such as bias and issues with sample size. I compared and contrasted qualitative and quantitative methods, and learned about reliability and validity related to studies. Research ethics was a focus along with methods for identifying questionable results. The final research review project gave me a chance me analyze data using statistics, and apply my understandings learned throughout the course.
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Spring 2018
Capstone Education
Technology Dr. Matthew Koehler,
Brittany Dillman Spencer Greenhalgh, Sarah Keenan-Lechel |
The capstone provided me with an opportunity to bring together the work and understandings from all material in the Master of Arts in Educational Technology program. My work was gathered into a digital portfolio, and I was able to tailor it for specific audiences. It was a chance to reflect on the knowledge learned and attempt to apply those insights to specific plans and goals. My previous and future objectives were considered, and I was able to bring my ideas under an umbrella in the synthesis essay. I provided and received constructive feedback through regular participation in FlipGrid discussion boards and had opportunities interact with classmates to expand on my perspectives and understandings.
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