MAET Year 1: East Lansing 2011


Jodi Spicer Alison Keller
MSU Email: spicerj{at} MSU Email: kelleral{at}
Gmail: Jodi.Spicer{at} Gmail: keller.alison{at}
Skypename: JodiSpicer Skypename: Keller.Alison
Twitter: @JodiSpicer Twitter: @kelleral

General Overview

“MAET Year 1” is a configuration of three courses (CEP 810, 811, and 812) taught collectively to give students interested in the interplay of technology and learning a firm foundation in specific technologies and the issues surrounding them. Although each course is also taught separately throughout the year, in our condensed summer cohort format, expectations for each course are met through the completion of integrated assignments. Each major assignment will be informed by ideas that extend across all three courses. Smaller assignments will address specific topics unique to each course.

CEP 810: Teaching for Understanding with Technology
In CEP 810, the emphasis is placed on instructional applications of technology. You will begin to establish a plan for continuing your 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.) You 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 Website & 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. You 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 Project)


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 (PLN).

(Major Assignment: Wicked Problem Project)

Class Structure

The MAET Program is grounded in a common structure framed by four types of learning – (1) Knowledge, (2) Explore, (3) Create, and (4) Share.

(1) Knowledge activities are designed to teach core content and ideas. They will include lectures, readings and discussions (sometimes debates) that will help you build background knowledge and support the exploration, creation and sharing of the work you will do.

(2) Explore activities  are designed to allow you time to experience various 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 meant to get you thinking about how you might use a given technology to support student learning and/or your own professional growth. This is the participatory portion of the course where you will be given small (or sometimes large) tasks and asked to complete them during our class time together.

(3) Create activities are the in-class and out-of-class activities that ask you to produce products that synthesize and embody the knowledge and explore activities.  These products are meant to be directly applicable and useful to your current teaching practice and personal growth.

(4) Share – you will be sharing your work internally and externally with the Personal Learning Network (PLN) you will be fostering over the summer.  We will have a heavy emphasis on sharing and publishing work with open and social media tools such as WordPress, Twitter and leveraging existing peer networks for peer review and resource sharing.

Class Meeting Times and Office Hours

… June 20th-July 1st, July 29th
… Monday – Friday 8:30-4:00; Office hours 4:00-5:00; Lunch 12-1

Resources/Course Materials

All course work will be mediated on our course page:

You will find supplemental links and a checklist of daily expectations in the “daily agendas” drop-down on the site. We will also be creating a number of online “spaces” that will serve as both communities of learners, as well as repositories of information and resources. There is no textbook for this course. All materials are web based.

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.


Atomic Learning Tutorials: We understand that participants in our Educational Technology Certificate courses have a large diversity of skill levels when it comes to technology. In order to meet all of our students needs we have purchased a subscription to Atomic Learning. As part of your participation in this course you are able to utilize most of the resources at Atomic Learning. They have a large variety of web-based tutorials ranging in skill level that cover over 100 applications. We encourage you to challenge yourself by using the Atomic Learning tutorials to learn new skills not covered by our own labs.  Some of the labs may require you to use Atomic Learning to learn more about that particular application.

Please use the following username and password in order to access the subscription-based tutorials.
Username: MAETCert
Password: atomicMSU

Major Assignments & Due Dates

CEP 810: Teaching for Understanding with Technology

CEP 811: Adapting Innovative Technologies in Education

CEP 812: Applying Educational Technology to Problems of Practice

All assignments should be posted to, embedded in or linked to your webspace (which is ultimately the culmination of all three courses). Please post your webspace on the Course Wiki so that Jodi, Alison and your MAET colleagues can connect to and appreciate your work!


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 learn, learn, learn!

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 on a 4-point scale. Your major assignments will be graded on a 4-point scale. A 4.0 will be given for a total of 94% or higher (if all assignments have been completed). 3.5 for 87%-93%, and 3.0 for 80-86%. 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.


You can expect us to:

  • 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.

Here is what we expect from you:

  • 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.

Thank You to Former Course Designers

Jodi and Alison 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, Jodi and Alison accept full responsibility for the current iteration of these courses — any problems, errors, omissions, oversights, and general problems are ours and ours alone.

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