Welcome to my Master of Arts in Educational Technology (MAET) annotated transcript page! These Michigan State University (MSU) courses are listed in the chronological order in which they were taken. All of the courses fall under the Counseling, Educational Psychology, and Special Education (CEPSE or CEP) department.
As my introductory course into the program, I wasn't sure what to expect for structure and I'm glad that I took this course first because it helped explain the ungrading paradigm that the whole program follows. As we progressed through the different forms of assessment, we also critiqued and examined flaws in certain methodologies of assessment, as well as giving ourselves a mirror to look through and examine our internal machinations and biases. There was a section of the course where we examined the gamification of assessment and it was the first time I felt like I had meaningful representation in higher education. We had an optional (choose 3 of x) activity where we could watch a playthrough of a serious game, When Rivers Were Trails, and there was a point in the playthrough where I actually noticed a dialect shift in Anishinaabemowin and it really hit me hard. I didn't realize that not having representation was depriving me of positive role models and affirmation that I belong.
This course focused heavily on what I would call the "User Experience" (UX). After all if you are designing something for others to use and learn from, it makes sense that you would focus on how the students (users) interpret the difficulty or usefulness of your product (course). The design thinking process outlined five stages: Empathize, Define, Ideate, Prototype, and Test (Dam, 2024). Through this design process focus, I was able to identify student needs to better organize and suit those needs. The course also analyzes the design process from planning through execution and the way these phases are broken down really helps me to organize my thoughts in a way that I feel will be helpful to others.
CEP 810 - Teaching for Understanding with Technology
CEP 811 - Adapting Innovative Technology to Education
CEP 812 - Applying Educational Technology to Issues of Practice
This study abroad program was a truly remarkable experience that I highly recommend to anyone considering it. We explored pedagogical applications of technology, learning theories, issues of practice, and so much more. This 4-week study offered an immersive exploration of technology's role in education, and combined theory, practice, and cultural engagement.
The book "A More Beautiful Question" by Warren Berger acted as a waypoint throughout the program and encourages careful consideration and embracing of new mindsets. The structure of the program emphasized interdisciplinary connections and reflective practices. The coursework for the combined nine credits was intense but the instructors made sure that everyone stayed up to speed and got any support or help they needed. In addition to an incredible learning experience during each week with courses, we were afforded many excursion opportunities to do some learning on our own with museums, traditional performances, storytelling, tours, and the arts festival happening nearby.
The coursework, tours, discussions, performances, food, and more all offered great insight into the beautiful rich culture of Ireland while broadening our understanding of the intersections of technology, culture, and education. The whole experience reinforced my belief in the transformative power of education and technology when combined with curiosity, creativity, and cultural awareness.
In this course we learned about the structure and implementation of an online classroom. These digital learning spaces can take many forms but most commonly were websites with some interactivity for learners to explore. The course highlighted best practices for designing accessible and inclusive materials. Balancing content delivery and interactivity was crucial to structuring our digital classrooms, using tools and strategies to promote active learning and engagement.
Research and technology have an interesting relationship, especially when one considers the rate of change in some of the more technology-heavy fields. This course and instructor do a fantastic job at demonstrating the value of accurate reporting from research, as well as the importance of citing diverse collaborators and experts. A significant focuse was placed on the ethics of studies, and we explored how data collection methods can unintentionally influence participants and affect outcomes. I learned to critically evaluate research designs better, to ensure that they are both ethical and effective. This course has shaped how I approach educational research with a more thoughtful, ethical, and inclusive perspective.
This educational museum wing has a semester-long guided tour of the psychology learning. The exhibits they've included explore behaviorist theories of learning, cognitivist theories of learning, social learning theories, critical theories of learning, out of school learning, and adult learning. What I like most about the museum presentation of the course is that it doesn't inherently rank or prioritize each of the theories of learning. This approach encouraged us to consider the applications of each theory in different contexts and to evaluate their suitability to a lesson. I gained a deeper understanding of how learning adapts or evolves in diverse settings and stages of life.
Leadership can take many different forms without necessarily being assigned a role of authority. This course examined how to identify opportunities to lead, to recognize the difference between management and leadership, assess different action logics, evaluate instrumental versus missional thinking, and many other aspects to leadership. We learned how to identify opportunities for leadership, and some exercises were designed to help us recognize scenarios when we should step up and lead. The coursework encouraged us to reflect on our own leadership styles, as well as considering the role of technology's influence on decision making. This course broadened my understanding of leadership as a dynamic practice, where I learned how to better lead with purpose, and to adapt as needed.
During the final semester of the MAET program, in this course, we collect, organize, and reflect on our graduate studies. This course has us build a comprehensive professional portfolio and profile that we can customize for a few different purposes. The reflection pieces help us to zoom out and review the entirety of our degree program and not any one course alone. We have the opportunity to highlight our personal growth and to reflect on the impact of our experiences. The course also challenges us to set meaningful goals for the future, and I feel this is a thoughtful way to bring closure to the program while preparing us for the next chapters of our lives.
Dam, R. F. (2024, March 1). The 5 Stages in the Design Thinking Process. Interaction Design Foundation - IxDF. https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process