Annotated Transcript
Below you'll find a list of the courses I completed to earn my Master of Arts in Educational Technology (MAET). I completed ten, 3-credit CEP (Counseling, Education Psychology and Special Education) courses, and also earned two graduate certificates along the way in educational technology and online teaching and learning.
CEP 810
Teaching for Understanding with Technology
Semester: Summer 2019
Instructors: Mary Wever & Nicole Zumpano
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In this course I gained knowledge about the difference between learning and understanding. To help identify this difference I used networked learning to achieve a goal of mine. I realized that networked learning can be a valuable part of 21st Century learning, but that this type of online learning using technology can at times hinder how one learns. Integration of technology should benefit students' learning and the ability to fully understand.
CEP 811
Adapting Innovative Technologies in Education
Semester: Summer 2019
Instructors: Brittany Dillman & Candace Robertson
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In this course I learned what exactly innovation and making are. We are all makers and innovators. Innovative technology and factors such as students’ learning environment, identity (intersectionality), and desired learning methods (UDL) can affect their ability to learn. This course also focused on the laws and ethics of using media and sharing media with others. In a society fully immersed in the maker and remix cultures, it’s important to remember these rules of media use.
CEP 812
Applying Educational Technology to Issues of Practice
Semester: Fall 2019
Instructor: Diana Brandon
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I learned what a wicked problem is, and that the world is full of wicked problems. This course also focused on questioning, and what it means to ask a “good” question. While brainstorming and generating the perfect question I learned about different note taking and learning technologies, including sketchnoting. To my surprise this form of note taking helped me brainstorm. This process helped lead me to my ultimate educational question, or wicked problem.
CEP 817
Learning Technology by Design
Semester: Spring 2020
Instructors: Bret Willet & William Bork
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This course focused on a professional problem that I identified: my students' ability to perform dental charting. I then worked to solve this problem by designing a prototype to “fix” it. I followed the Sanford's d.school five modes of design thinking to work through this process. Throughout the course it became clear that the design process is nonlinear. I also learned just how important it is to provide my students clear purposes and objectives to their assignments.
CEP 813
Electronic Assessment for Teaching and Learning
Semester: Summer 2020
Instructors: Alison Keller & Chris Sloan
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While this course touched on the two forms of assessments, formative and summative, it was formative assessments that were the focus of the course. Formative assessments are used during the process of students' learning. There are many types of these assessments and some that I learned about in this course were helpful feedback, utilization of UDL (to encompass learning for all students), and digital technologies (game-based assessments and content management systems such as D2L).
CEP 820
Teaching Students Online
Semester: Fall 2020
Instructor: Anne Heintz
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This course provided loads of information for teaching online. It was important to identify the different models of online course design including blended learning or hybrid learning, flipped classroom or flipped learning, and synchronous hybrid learning. We also explored accessibility and UDL. It is critical that all students have an opportunity to learn, as every student has a preferred method of learning. I also learned that creating content and learning experiences should be centered around specific learning objectives and goals and it's very important to include a communication policy to set the tone of the online course.
CEP 800
Learning in School and Other Settings
Semester: Spring 2021
Instructors: Stephanie Jennings & Kyle Shack
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In this course, the focus was on what it means to learn, specifically what is means to learn outside of a classroom environment. One way to consider how people learn is to focus on the concept of developing habits and goals. For this course I was tasked with creating a goal and the process of forming a habit. From there, I was able to see how effective this process of learning was for me. In theory, once a habit is formed the behavior becomes second nature because learning has occurred. This course confirmed this form of learning for me.
CEP 890
Independent Study
Semester: Spring 2021
Adams Academy head: Michael Lockett
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While taking CEP 800 I was also a fellow of MSU's Adams Academy Fellowship. This fellowship met monthly (September-April) to discuss pedagogy and curricular design. Throughout the fellowship members presented educational experiences such as lesson plans, digital technologies, and assessments. Members had a diverse background and held a wide variety of positions throughout the college. My two presentations focused on students' perception of failure and the use of QR codes in teaching and education.
CEP 822
Approaches to Educational Research
Semester: Summer 2021
Instructor: David Wong
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This course focused on the methods and strategies of research. During this course I was asked to define an educational problem, review other's educational research of this potential problem using qualitative and quantitative methods, and ultimately design my own research using what I learned throughout the semester. My research focused on student engagement during online learning and what factors attribute to increased student engagement in this specific environment. My study was constructed to gain both qualitative (interviews) and quantitative (surveys) data, as I thought both would lead to important findings.
CEP 807
Capstone in Educational Technology
Semester: Fall 2021
Instructor: Matthew Koehler
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This was my last course of the master's program. During this course I constructed my professional graduate online portfolio. The creation of my portfolio was an eye-opening experience. This capstone assessment allowed me to reflect on my journey and appreciate how much I've grown. The portfolio includes my professional skills, essays summarizing my growth and goals, information about my current classrooms and student work, my completed MAET courses and my educational blog I started at the beginning of the program. I hope to continue to add pieces of my work to this online portfolio as I grow professionally.