This was an introduction course to distributed learning environments. We played with legos (Mission to Mars), cut up vegetables, and learned to make movies, and other hands-on experiences with synchronous and asynchronous tools for networked learning. Five days of group bonding, community building, and hard play stretching outside of our comfort zones prepared us for the learning during the next thirteen months. (course page)
EDC 641 - Introduction to Distributed Learning Environments
This course introduced us to a view of technology as an environment for enabling collaborative work and learning, as a tool for sharing knowledge, and as media for communicating understanding. In this course we had an opportunity to explore and discuss how technology had been used in education in the past, present, and think about how it might be used in the future. We started to build our own personal vision of how technology as a tool could be used to improve our practice and the quality of learning for the people. (course page) (timeline) (web gift)
EDC 638A - Action Research Project
In this class, we started learning about action research and exploring ideas for action research in our workplace. We also started to work with our learning circle mates to help them frame their ideas. We drafted an initial outline of our plan for our action research project that particularly focused on our topic of interest. (Action Research Project).
This class introduced us to the most current theories of learning: constructivism/constructionism and sociocultural historical (or Vygotskian) practice. I was able to understand the concepts of scaffolding and ZPD, reflect upon times when I was in my own ZPD and look at how the learning theories applied to my classroom practice through case study. I was able to understand the concept of community of practice, participate in our community of practice as a class, and reflect on how to create a community of practice online. (course page) (ZPD) (How Does Learning Happen?)
EDC 664 - Learning and Technology
This class provided an opportunity for us to experience the ideas discussed in EDC 633. It supported, challenged and expanded upon the theories taught in EDC 633. We read Seymour Papert's book, Children's Machine, several his articles and video clips of recent speeches. Papert, a mathematician, artificial intelligence pioneer and protegé of Jean Piaget began talking about every child having a computer nearly forty years ago. I was able to use Micro Worlds, Celestia, and Finale Notepad software to experience how these technologies impacted learning, and how the knowledge was constructed. (course page) (digital music)(video game)
EDC 638B - Action Research Project
This was the second part of a 4-course sequence which was the heart of our work in the program. In this part of the Action Research course I continued my process of doing action research, a form of self-reflective systematic inquiry directed by myself on my own practice. I explored the larger context of the problem through a literature review. My goal was to map some possible solutions to my problem. (Action Research Project)
The opportunity to facilitate learning for my mentee has been a process of reflection, reorientation, reimplementation and assessment. This was a very positive experience for both of us. I learned a great deal about myself and how I felt about things and thus how I responded to things. My readings from Tao helped me personally to embrace another way of thinking, feeling, and behaving. The Mentor 's Guide guided my role, and direction as well as provided insight which was applicable to everyday communication with others. (course page) (mentoring project)
EDC 665 - Curriculum and Technology
This course focused on the role of technology in curricula. We had a chance to examine existing and cutting-edge technology tools in light of our relevance to and role in supporting K-12, higher education curricula or workplace training. I was able to create curriculum that supported collaborative learning opportunities and experience. I facilitated learning through constructivist Project-Based Learning (PBL). The project had real world meaning and application to my students making them relevant and of interest. Backward Design and the Six Facets of Understanding provided the theoretical framework for the curriculum design with A, B, C objectives. (course page) (curriculum design project) (An Insider's Case Study)
EDC 638C - Action Research Project
This was the third course of in a 4-part sequence which was the heart of my work in the program. I was able to talk about the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the research. In this course I completed 2 research cycles. In our learning circle, we had the collective intelligence of our learning circle community to think about our membership in our professional communities. We, as a group, helped each other reflect, analyze, explore, understand the changes that were taking place. Action Research Project.
This course focused on concepts and strategies necessary to step into a leadership role in the integration and application of technology and learning. Leadership from the Inside Out and Constructivist Leader were the topics that we were interested in. Collaboratively with my peers, we were able to create and share a vision of educational technology for our workplace, and generate a technology plan that supported that vision. (course page)
EDC 668 - Managing Technology for Change
We were able to understand the technology economy, specifically how and why certain companies, products and ideas survive while others fail to achieve momentum. We were given a chance to identify and understand an innovative technology, and obtain the requisite resources and sponsorship necessary for implementation of that technology. (course page) (innovative technology project)
EDC 638D - Action Research Project
This was the last part of a 4-course sequence and the heart of our work in the program. Action Research Project.