During my four weeks here in Galway Ireland, I will be completing 3 masters level courses in four intense weeks. The courses will blend together since we are covering so much in such a short time, so the projects that will be posted on this page will reflect the goals of each of the three courses. The learning outcomes of each of the three courses are outlined below…
CEP 810: Teaching for Understanding with Technology. As the first course in both the Educational Technology Certificate (ETC) and Master’s in Educational Technology (MAET) programs, CEP 810 introduces five foundational topics that are essential for advanced study:
(a) theories of learning and understanding,
(b) essential mindsets for teaching with technology,
(c) professional learning networks,
(d) Technological Pedagogical Content Knowledge (TPACK), and
(e) creative uses of technologies for learning.
CEP 811: Adapting Innovative Technologies to Education. 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.
CEP 812: Applying Educational Technology to Problems of Practice. CEP 812 is the third and final course in the Educational Technology Certificate Program sequence. Broadly conceived, this course focuses on the ways that we can use a range of technologies to address a range of teaching and education-related problems. Students explore properties of well-structured, ill-structured, and wicked problems before reading about human social and cognitive dispositions that limit our ability to solve big problems smartly. In addition to working with a think tank of peers to examine a wicked, high-priority educational problem, students critically examine their “info diet,” collect data that will inform a deeper understanding of the culture of technology integration that surrounds them, explore ways to use technologies to support special learning needs, and reflect on the ways they leverage technologies with passion and curiosity to support student learning.
Keller, A. & Sloan C. (2013) Syllabus for MAET Year 1 Galway 2013. (Available from MAET Year 1 2013 Course Website https://docs.google.com/document/d/1dGqxpsziinSfzteJtEIKeqUp0zaq12ACVkU2lqB1-Fg/pub)