CEP 811: ADAPTING INNOVATIVE TECHNOLOGIES TO EDUCATION

Instructor: Amy Pietrowski

Contact info: amylpie@gmail.com, @amylpie on Twitter, pietrow5@msu.edu

Office Hours: Skype, Google Hangout or phone meetings encouraged and can be arranged by appointment

Course Overview

Course Topics

Course Objectives

Core Readings

Course Format

MAET Evaluation Philosophy

Grading Standards

Major Assignments

Program Policies

COURSE OVERVIEW


In CEP 811 you will be immersed in repurposing the world around you to create experiences that are Novel, Effective, and Whole (NEW.) You will be building upon the work you did in CEP 810, digging deeper into the TPACK theory (Technology, Pedagogy and Content Knowledge), applying and playing with theories of learning, and continuing to grow and develop your professional networks and professional presence.  In CEP 811 we will experience what some have dubbed “maker culture” - we will be repurposing the world around us and exploring new (and old!) ways of designing learning experiences rooted in creativity and purposeful design practices.  

COURSE TOPICS


Week O: Introduction to CEP 811

- What will I accomplish and learn in CEP 811?

- How will I be expected to write and create in CEP 811?

- How will I know if I have been successful in CEP 811?

- How do I find answers to questions in CEP 811?

Week 1: Remixing

- What is “maker culture?”

- How does remixing create community?

- How is remixing linked to creativity?

Week 2: Repurposing

- What makes a technology an educational technology?

- What does it mean to repurpose?

- How is repurposing linked to creativity?

Week 3: Learning theories

- What are historical theories of learning?

- How are these applied in classrooms and other learning environments?

- How do you read research on learning theories?

Week 4: Instructional Design

- What is instructional design and how does it differ from educational technology?

- What are popular instructional design theories and practices?

Week 5: Experience Design

- What is experience design and how does it differ from other types of design that we discuss in CEP 811?

- How can experience design theories and practice be used in classrooms and other educational settings?

Week 6: Universal Design for Learning

- What is Universal Design and how does it interact with other design theories we have discussed in CEP 811?

Week 7: Scholarship of Teaching and Learning (SOTL)

- What is the Scholarship of Teaching and Learning?

- How does participation in SoTL conversations differ from participating in a PLN?

Week 8: Design Evaluation & Assessment

- What are key issues in the evaluation and assessment of educational experiences?

- How do I design formal and informal, formative and summative assessments?  

COURSE OBJECTIVES


In CEP 811 you will

Learn

Explore

Share

CORE READINGS


All course readings (readings include audio, video and traditional text) will be available online.  

You will need to purchase ONE of the following kits to participate in the course:

MakeyMakey $49.95 - http://www.makeymakey.com 

Squishy Circuits Kit $25 - http://squishycircuitsstore.com/kits.html 

LittleBits (Kits start at $29)   - http://littlebits.com/kits 

Raspberry Pi $35 - http://www.raspberrypi.org 

OR you can purchase materials for the Squishy Circuits at a low cost (for less than $10) at places like RadioShack or Amazon. (Instructions & ingredient list here) We want to reiterate, that you only need to purchase ONE of the above kits - we will share experiences with these different tools across members of the class. We start using the kits in Week 2.  We want you to spend some time researching these choices and purchase the kit that is most meaningful to you.

COURSE FORMAT


The course is divided into 8 sessions – each session will be organized to include four elements:  (1) Learn, (2) Explore, (3) Create, (4) Share

(1) Learn activities will include “lectures” and readings to support your growth during the course. Lectures will usually involve something to read and/or something to listen to. In accordance with the principles of universal design for learning (UDLcenter.org) “LEARN” activities will be presented in at least two ways so that we all have access to the ideas via multiple modalities.

(2) Explore activities are opportunities to play with tech tools and generally require you to channel your inner six-year-old. Unbridled curiosity required :)

(3) Create activities ask you to make products that both synthesize and represent what you have learned through lectures, readings and explorations. Creations are the “major” projects of the course and are explained in greater detail later in this syllabus.

(4) Share activities require you to communicate what you’re thinking about and what you have created. You will leverage social media and web-based platforms to communicate and contribute to your growing Personal Learning Network (PLN).

MAET EVALUATION PHILOSOPHY


Students who enter the MAET program bring a vast and powerful array of expertise to our learning community. Each of you is expert in many things. However, we know that many students enroll in these courses because they don’t feel especially expert in technology integration just yet. You may be taking this course because you want to develop foundational technology skills. Rest assured -- this is the course for you.  Alternatively, you may already feel quite proficient with a wide range of technologies, but are taking this course to develop your tech skills even further. Rest assured, this is also the course for you. As adult learners, we are most interested in your growth -- and you will be evaluated on the basis of how far you go, not on the basis of where you started. This doesn’t mean that different standards apply to different students. On the contrary. We hold each MAET student to a very high standard of academic and professional excellence. We expect each of you to push your limits -- whatever those limits are -- and to contribute your own, unique learning experiences and perspectives to our learning community. We expect each of you to write well, and in accordance with the elements of style outlined in the APA manual.  We expect each of you to meet deadlines.  We expect each of you to ask good questions. We expect each of you to seek out answers by leveraging all of the resources at your disposal. We expect each of you to adhere to professional standards of academic integrity, to respect the work of your peers and to offer thoughtful, constructive suggestions that sharpen our collective understanding and focus.

GRADING STANDARDS


Assigning grades is not an easy task and we want to be fair to each and every one of you (both individually and collectively) in our grading. We understand that each of you came into the course with different skill levels with respect to technology and that we cannot expect the same kind of work from each of you. We factor in where each of you have started from and where you are today in our grading.

Important details to remember for all assignment submissions:

MAJOR ASSIGNMENTS


We have briefly outlined your major assignments along with their point values here in the syllabus.  The course will explain each assignment in detail and the Share Tracker (this will make sense once you start the course) will have clear due dates for each assignment.  

Remix Reuse Recycle MashUp Video (20 points)

Conference Workshop Proposal (20 points)

Ultra Micro MOOC (10 points)

Blog Reflections (10 points each)

In sum, there are 100 points possible for the course.

CEP 811 GRADING SCALE


100-94% = 4.0

93-89% = 3.5

88-84% = 3.0

83-79% = 2.5

78-75% = 2.0 (Minimum grade for university credit)

74-70% = 1.5

69-65% = 1.0

≤64% = 0.0

IMPORTANT CLASS AND PROGRAM POLICIES


Instructor and Student Communication Policy

You should expect email reply from instructors within 24 hours about the course. If we email you, we would like you to respond within 48 hours. If an out of office assistant is on indicating that you are unavailable, we will certainly take that into consideration. If we are unable to respond within 24 hours, we will turn on the out off office as well.

Late Work Policy

In an online course it is easy to get behind on your assignments. For some assignments activities build upon others so it is imperative that you complete all the assignments on time. You have plenty of notice with your assignments (all due dates will be in a shared assignment tracker), so be prepared for last minute glitches and minor illnesses. We are all adults here and our expectations that we will all meet our responsibilities and schedules despite minor setbacks. Also, as all of us who work with technology know, you should anticipate computer troubles. Things like erasing your files, losing your files or media storage, and/or computer problems should be considered possible events when trying to complete your work so give yourself plenty of time to submit an assignment (and yes, maintain regular backups of all your work, during the semester and after!)

That said, we understand that sometimes life gets in the way and things don't go according to plan. In situations like this communicating with your instructor as early as possible is the best thing to do. We try not to be punitive in our responses but it must be made clear that the final decisions on grading and assessment of late work is the responsibility of the instructor and will be done on a case by case basis. Clear communication is key to facilitating an arrangement for successful completion of assignments.  

MSU Minimum GPA Policy

MSU, the College, the CEPSE Department, and the MAET program all have a policy that requires MA students to maintain a minimum cumulative GPA. "If, upon completion of 18 or more graduate credits, the student has not attained a grade– point average of 3.00 or higher, he or she becomes ineligible to continue work toward the master's degree in the College." - from Academic Standards, University Graduate Policy - Education, p. 1.

MSU Minimum Course Grade Policy

There is also a policy regarding credit and grades for MA courses. According to MSU policy, students cannot receive credit for any course with a grade below 2.0. You will have to take an extra course if you earn below a 2.0 grade on any course.

Drops and Adds

The last day to add this course is the end of the first week of classes. The last day to drop this course with a 100 percent refund and no grade reported is 5/17/2013 by 8pm EST. The last day to drop this course with no refund and no grade reported is 6/3/2013 by 8pm EST. You should immediately make a copy of your amended schedule to verify you have added or dropped this course.

Academic Honesty

Article 2.3.3 of the Academic Freedom Report states that "The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition, the MAET program in the CEPSE Department

adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site: www.msu.edu.)

Therefore, unless authorized by your instructor, you are expected to complete all course assignments, including homework, lab work, quizzes, tests and exams, without assistance from any source. You are expected to develop original work for this course; therefore, you may not submit course work you completed for another course to satisfy the requirements for this course. Also, you are not authorized to use the www.allmsu.com  web site to complete any course work in this course. Students who violate MSU academic integrity rules may receive a penalty grade, including a failing grade on the assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your course work. (See also the Academic Integrity webpage.)

Academic Honesty Violation Procedures

If an instructor believes the academic honesty policy has been violated, they will first report the violation to the MAET program director. The MAET program director will then contact the student to investigate the nature and scope of the violation.

Accommodations for Students with Disabilities

(from the Resource Center for Persons with Disabilities (RCPD): Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a Verified Individual Services Accommodation ("VISA") form. Please present this form to me at the start of the term and/or two weeks prior to the accommodation date (test, project, etc.). Requests received after this date may not be honored.