Syllabus

Instructors

 * [[image:Photo_5.jpg width="99" height="115"]] || [[image:small_headshot.jpg width="94" height="91"]] ||
 * Michelle Schira Hagerman || Sara Beauchamp-Hicks ||
 * MSU email: schiraha@msu.edu || MSU email: beauch49@msu.edu ||
 * Gmail: mschirahagerman@gmail.com || Gmail: beauchampsara@gmail.com ||
 * Skypename: mschirahagerman || Skypename: sarabeauchamp ||
 * Twitter: @mshagerman || Twitter: @yoopertechgeek ||

During this intensive four-week program, you will complete three courses that, collectively, focus on the effective integration of technology in classrooms.

The courses are listed separately here, but they will be taught so that expectations for each course are met through the completion of integrated assignments. Each major assignment will be informed by ideas that cut across all three courses. Smaller assignments will address specific topics unique to each course. > **CEP 810: Teaching for Understanding with Computers** > In CEP 810, the emphasis is placed on instructional applications of technology. Participants begin to establish a plan for continuing their own learning outside of the course by setting goals and using resources like RSS aggregators to keep up-to-date on issues related to education and educational technology to develop a Personal Learning Network (PLN.) Participants will also learn about using the Internet to conduct research as well as working safely (and securely) on your own and with students online. > //Major Assignment:// Content Connections Web Site & Inquiry-based Student Project > **CEP 811:** Adapting Innovative Technologies to Education > In CEP 811, the emphasis is placed on instructional principles and applications of technology. Students will be creating web based instructional resources and learning about the peer-review process. You will also be studying design principles and how those intersect with the classroom and instructional settings. > //Major Assignment:// Multi-Genre Assignment > **CEP 812: Applying Educational Technology to Problems of Practice** > In CEP 812 we will focus on the identification of a “wicked” instructional problem and the development of a technology-enhanced solution to the wicked problem. Additionally, we will focus on producing technology mediated discussions to enhance our internal and global Personal Learning Network. > //Major Assignment:// Wicked Problem Assignment

**In sum, the first-year program will focus on five key questions:**
1) What is an educational technology? 2) How do we integrate technologies into our teaching in ways that support student learning? 3) What theoretical and practical foundations do we need to inform our tech integration choices? 4) How can we grow as technology leaders in our work? 5) How can we sustain ourselves as technology integrators and leaders?

And, given that we've all come to this incredible place -- Rouen -- to engage with these questions, we'll also do our best to integrate our unique learning context into the work we do.

**Class Structure**
The MAET program is grounded in a common structure framed by four activity types -- Knowledge, Explore, Create and Share.
 * Knowledge Activities** are designed to teach core content and ideas. Knowledge activities include common readings, lectures, discussions and debates that will help you build background knowledge and support the exploration, creation and sharing of the work you will do.
 * Explore Activities** are designed to get you playing with tech tools so that you can begin (and continue) to think about their use in your own professional context. These activities are always hands on and always meant to get you thinking about how you might use a given technology to support student learning and/or your own professional growth.
 * Create Activities** are the in-class and out-of-class activities that ask you to create a product. Sometimes these products are small, discrete and simple; other times, they are more sophisticated and complex. Major creations will demonstrate your understanding of key theoretical and technological knowledge.

**Our Daily Schedule**
Mornings will always include: Announcements QuickFire Activité du Jour -- an activity designed to prime you for the day's major ideas or to consolidate ideas that we have been working on Knowledge Building Activities -- lectures, discussions of readings, opportunities to engage with new ideas via collaborative activities with colleagues Afternoons will always include: Lab Time for exploration of tech tools and their application to your professional practice Create Time -- work time dedicated to the completion of major assignments Writing out the Day -- an opportunity to reflect on what you've done, what you've learned, what has pushed your thinking each day. You'll post these reflections to you web space (Blog, wiki) A chance for you to meet with Michelle and/or Sara about your work
 * Lundi à Jeudi (Monday to Thursday)**
 * 8:30-12:00 Classtime**
 * 12-1:00 Déjeuner (Lunch)**
 * 1:00-3:30 Classtime**
 * 3:30-4:00 Office Hours**


 * Vendredi (Friday)**
 * 9:00-11:00 Classtime**
 * 11:00-12:00 MAET Program Cross Share**
 * 12:00-1:00 Déjeuner**

Note: Daily agendas will be posted (and edited) on the Daily Plans page in this wikispace.

**Evaluation**
The MAET program is designed to support your development and growth as a professional. Since you are all professionals, we therefore assume that each of you will come to this program ready to push your limits. We assume that you will work hard and learn as much as you can through your experiences in this program. It is our intention to create an environment where you feel completely uninhibited and able explore the wonderful world of educational technology without concern for grades. We want you to do things you've never tried before without worrying about "perfection" or "failure" or "doing it right". Most of your work will therefore NOT be formally graded. We will be looking for consistent evidence of intellectual curiosity, a developing understanding of educational technologies and effective ways to integrate them into your classroom, and unbridled exploration of the questions of greatest importance to YOU. We'll be looking for evidence of play in your work -- if you're having fun and just "playing around" then we'll know you're engaged and learning :) We will NOT be assigning point values to much of what you do because, in our opinion, it's inappropriate. We will, however, give you plenty of constructive feedback along the way. If we see you struggling, we'll do our best to support your development. In sum, check your worries about grades at the door and be ready to push your limits.

Of course, we do need to assign you grades in the end so we can't dispense with formal evaluation entirely. Your major assignments will be graded. We will tell you, in advance, how these assignments will be evaluated so that you can think critically about how to integrate the criteria into your work. The major assignments will build on the ungraded work you will do in class. You will also receive constructive commentary on these major assignments.

You should also know that MSU and the MAET program have minimum grade requirements.

**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 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.

In particular graduate programs, the number of 2.0 grades acceptable for credit may be expressly restricted and/or levels higher than the 2.0 minimum may be established for the fulfillment of degree requirements. (In the MAET program, no 2.0 grades can be applied toward your degree) – //from MSU General information, policies, procedures, and regulations, p. 22.//

Academic Honesty Policy
“The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing protect the validity of University grades. This means that all academic work will be done by the student to whom it is assigned, without unauthorized aid of any kind. (See General Student Regulation 1.00, Scholarship and Grades, for specific regulations.) Instructors, for their part, will exercise care in the planning and supervision of academic work, so that honest effort will be positively encouraged.” - //from MSU General information, policies, procedures, and regulations, p. 24.//

Major Assignments and Due Dates (due dates subject to change)
[|CEP 812: Personal Learning Plan] Due: Part 1 -- Friday, July 1 ; Part 2 -- Wednesday, July 20

[|CEP 810: Content Connections Web Site & Inquiry-Based Student Assignment] Due: Wednesday, July 6

[|CEP 812: TPACK VodCast] Due: Monday, July 11

[|CEP 812: Wicked Problem Assignment] Due: Friday, July 15

[|CEP 810: MAET Idea Web] Due: Wednesday, July 20

CEP 811: Multigenre Assignment Due: Thursday, July 21

[|CEP 812: "This I believe" podcast and transcript] Due: Friday, July 22

All assignments should be posted to, embedded in or linked to your webspace. Please post the URL to your webspace on the course wiki so that Michelle, Sara and your MAET colleagues can connect to, and appreciate your work.


 * EXPECTATIONS**

You can expect us to: > Here is what we expect from you: >
 * Plan the course AND alter that plan as needed. We will take advantage of unforeseen events that capture our collective interests, and then juggle class topics and activities as necessary.
 * Give you feedback – both written and oral. We value the work you will be doing. Therefore, we will strive for a quick turnaround on assignments and provide rich feedback.
 * Bring our expertise into the classroom. This includes our formal study of educational technology and professional K12 classroom experience.
 * Be patient when you are struggling with ideas.
 * Provide clarification and ongoing support when you need it.
 * Participation in class. Throughout the day, you will have several breaks. During these times, you may work on personal email, IM, Skype, web-surf, and so on, if you wish. During both the lecture & discussion and studio sessions, we ask you to refrain from personal activities since they detract from the overall quality of the class experience for everyone. If we ask you to put your “lids down” — that means we’re going to engage in a non-laptop/Internet mediated activity.
 * Creativity. We want you to be open to new ideas and push yourself. Take advantage of the safety that our class provides. Take risks and try new things.
 * Make this class your own. What will you do to foster your learning and the learning of your peers?
 * Complete assignments. There will be at least one daily reading that you will be asked to complete. We will discuss these readings as a class. We ask that you share your thoughts on the readings via Hootcourse and/or on our FaceBook Group.
 * Masters level quality writing and production. (We will discuss the definition of quality early on in the summer.)
 * Be open to constructive feedback and criticism and work on revising and polishing your work to perfection.
 * Courage. Courage to challenge what you read or hear. Courage to talk with the instructors if there are concerns – before they become burdensome. We ask that you participate and engage in the course material fully. We recognize that there are many forms of participation beyond that of talking aloud (such as posting ideas to blogs/twitter/etc). Do not consider this to be a cumbersome chore, but an opportunity to contribute to our learning community. We are part of your Personal Learning Network.
 * COURSE MATERIALS**

On a daily basis you will be expected to have your laptop and a digital recording device (this could be the photobooth on your laptop, a digital audio recorder, cell phone, or digital camera.) Things will happen spontaneously in the classroom and being able to capture these spur of the moment activities will be helpful.

There is no textbook for this course. All materials are web based. Links to Readings are posted on the Readings page.

Sara and Michelle thank all of the CEP 810, 811 and 812 instructors whose ideas and vision for the certificate program have informed our current program design. We have appreciated your example and have been inspired by your work. Thanks are extended to Mike DeSchryver, Leigh Graves Wolf, Carrie Albin, John Bell, Brandon Blinkenberg, Joseph Codde, Kathryn Dirkin, Nick Sheltrown, Tae Shin, Tammy Maginity, Ted Prawat, John Bell, Andrea Zellner, Michelle Hart, Sue Way, Chuck Commeret, Sandra Plair, Melissa White, Carolyn McCarthy, Sue Wright (we hope we haven't missed anyone). Of course, Sara and Michelle accept full responsibility for the current iteration of these courses -- any problems, errors, omissions, oversights, and general bêtises are ours and ours alone.
 * Thank You to Former Course Designers**