Transcript

CEP 810: Teaching for Understanding with Technology

Fall 2017

Instructors: Mary Wever and Nicole Zumpano

This course was the first of three for the Graduate Certificate in Educational Technology.  In this course, I was challenged to learn something that you have always wanted to learn to do and was new to me.  I began this course with the belief that learning is a process of taking in new information through instruction and study and mixing it with real-life experiences that build on current knowledge and skills; however, I was provided with tools and knowledge that has changed this view and will help me to create a better training program for Research Administrators at MSU.  Overall, this course taught me that learning is more than just taking in new information, but tools, technology, and critical thinking affect the learners’ understanding.

CEP 811: Adapting Innovative Technologies in Education

Fall 2017

Instructors: Candace Marcotte and Melissa White

This course was the second of three for the Graduate Certificate in Educational Technology.  I was taught that learning in the 21st century is being driven by creative and personalized learning.  With the increasing demand for technology in learning, one of the challenges that we face as educators is to personalize learning using innovation and standard practices while validating whether these systems actually work.   In the beginning of the semester, the instructor informed us that we will experience failure in this class; and I did, but I learned that practice and failure provides us with the understanding that the end result of the lesson is important prior to planning it.  I was also introduced to the maker movement and has become a way to express creative and communal drive.

CEP 812: Applying Educational Technology to Issues of Practice

Spring 2018

Instructors: D. Frankish

This course was the last of three for the Graduate Certificate in Educational Technology and taught me that I need to continue questioning to yield more effective solutions.  This can be done through strength-based questioning.  By asking "Why", "How", and "What If" questions, I am able to dive deeper into problems that are presented to me to determine where the real problem lies.  For example, in my Think Tank group, we chose to use questioning to determine several different solutions to combat if implementing “failure as a learning mode” in education would fail.  I learned that this same type of questioning can be incorporated into my design thinking for developing innovative approaches to training employees at MSU.

CEP 817: Learning Technology by Design

Spring 2018

Instructors: Candace Marcotte and Brett Staudt Willet

This class is the second of three for the Graduate Certificate in Online Teaching & Learning.  Before I began this course, I had no idea what design thinking was, nor did I know how to use it functionally in my professional career.  This course introduced me to design thinking and challenged me to determine a problem of practice that would allow me to go through the five stages of the design process-empathy, define, ideate, prototype, and testing.  This course also taught me to continue using design thinking to solve problems and for creating a new and exciting approach to training our staff and research administrators.  This type of thinking prompts me to empathize with my audiences, define my problems at a deeper level, and create something that will provide value to their professional careers.  

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CEP 813: Electronic Assessment for Teaching and Learning

Fall 2018

Instructors: Candace Marcotte and Kenneth Staudt Willet

This course is the first of three for the Graduate Certificate in Online Teaching & Learning, and I learned that assessment and feedback should be used to encourage our students to improve their understanding.  Throughout the course, I discovered the role that feedback plays in formative assessment.  By providing extensive feedback, educators can encourage student engagement and higher achievement.  As I created my Formative Assessment Design, I concentrated on answering the questions on my Assessment Design Checklist while realizing the importance that the activities should help my students understand where they are going, how they are going, and where to next when it comes to achieving the goals of my instruction.

CEP 822: Approaches to Educational Research

Fall 2018

Instructors: Emily Bovee and Michael Lachney

In this course, I learned that there are alternative methods of educational research.  I learned how to identify a problem of practice in education (or in my case, training) and how to develop a research proposal and vision for our department.   My problem of practice was that our in-seat training sessions did not offer any type of activities that encouraged collaboration, active learning, or networking.  After actively researching this problem and developing a solution, I was able to propose a plan  that implements a new collaborative learning environment for our staff.

CEP 800: Learning in School and Other Settings

Spring 2019

Instructors: Diana Brandon and Brittany Dillman

In this course, I learned several major psychological perspectives for appreciating learning that goes on in school and other settings and provided the opportunity for me to focus on the concept of learning and its implications on my teaching.  I felt that the most useful connection I could make between my learning in this course, and my job as an educator, was to reflect on the connections between my own personal learning theory of learning and professional development.  While writing my theory of learning, I was mentally making connections and reflecting on my beliefs and teaching practices in the training room.

CEP 815: Technology and Leadership

Spring 2019

Instructors: Michael Lachney and Kyle Shack

This course examined topics such as leadership styles, the creation of a vision and strategies to help implement an effective integration of technology into education. It was in this class where I gained valuable knowledge regarding educational technology and leadership in the industry. As part of the requirements, I created a professional development plan that was implemented for the Sponsored Programs Administration training program at MSU.  This included the development of a vision statement addressing a current problem of practice including a detailed plan for how it could be implemented.

CEP 820: Teaching Students Online

Fall 2019

Instructors: Anne Heintz and Marissa Zhu

As technologies have evolved, online instruction has evolved with it.  Even just a few years ago the tools available to facilitate deep engagement with content, collaborative learning and communications were significantly less useful.  One of the ways to really get a sense of what good online instruction involves is to look at the standards of excellence for online teaching and course design published by national and international organizations.  In this course, I learned the different ways that I can develop a training program that integrates technology in order to meet the educational needs of students.  Throughout the entirety of the course, I designed a three module, online learning course on How to Create a Training Video to ensure learning success in a train-the-trainer program.

CEP 807: Proseminar in Educational Technology (Capstone)

Fall 2019

Instrutors: Matthew Koehler, Aric Gaunt, and Brittany Thomas

This was the final course in the MAET program at MSU, and as a requirement, I created a digital portfolio which is a collection designed to display products  that represent my own learning and experiences throughout the master's program. As I continue to grow in training program development, I plan to share this portfolio with my professional colleagues and potential future employers and will continue to maintain and use this it to develop my work and document a meaningful collection of my learning, experience, and skills.

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