CEP 800: Psychology of Learning in School and Other Settings

CEP 800 is structured as if it were a (virtual) museum. In our CEP 800 Museum of Learning, you will visit numerous wings and galleries which represent different schools of thought about learning. We have content for you to explore, an individual museum guidebook for you to reflect in, opportunities to share thoughts with others, and more!

In our CEP 800 Museum of Learning, you will find wings dedicated to: 

• behaviorism – with galleries dedicated to classical conditioning and operant conditioning
• cognitivism – with galleries dedicated to information processing, constructivism/constructionism, and sociocultural theory
• social theories – with galleries dedicated to Bandura’s social learning theory, Vygotsky’s theory of learning, and the situative perspective
• critical theories – with galleries dedicated to culturally responsive, relevant, and sustaining teaching and pedagogy as well as Frerian theory
• out of school learning – with pieces dedicated to learning in museums, field trips and other spaces
• adult theories of learning – with pieces dedicated to andragogy, self-directed learning, transformational learning, and experiential learning

At the completion of CEP 800, you will be able to:

1. evaluate 6 primary theories of learning
2. create your own theory of learning with industry-recognized terms and citations of scholars
3. use your beliefs to align and improve learning opportunities and experiences for your learners

CEP 822: Approaches to Educational Research

CEP 822 is designed to introduce students to the basics of educational research. Students will be exposed to theories behind quantitative, qualitative, and humanistic research, as well as engage in opportunities to explore aspects of research design across these methodologies. This will include introductions to descriptive and inferential statistics, interview design, interpretive analyses of technological artifacts, and more. The creations in the course are designed to support practical, reflective, and critical inquiry through developing the skills to connect graduate studies to professional work.

This course will prepare educators to:

• Design instruments and protocols for quantitative and qualitative research.
• Rigorously evaluate and interpret personal experiences with technology.
• Find, evaluate, and critique peer-reviewed educational research.

CEP 807: Capstone Seminar

For the MAET program’s required final evaluation, students create an online portfolio summarizing their work in the MAET program. This portfolios is a collection of writings, reflections on course work, and showcase of students’ best works. Students also personalize their portfolios with individually chosen elements. Students get formative feedback from peers and instructors throughout the course and the course relies on the value of iteration for improvement. Students present their portfolios in small group settings at the end of the course. Portfolios and presentations will be evaluated by MAET course instructors and MAET faculty. Work presented must demonstrate the student’s competence in using technology to support teaching and learning and for presenting work clearly and professionally.

CEP 807 was awarded an Honorable Mention in the 2013 MSU AT&T Award Competition in Instructional Technology.

CEP 805: Learning Mathematics with Technology

CEP 805 focuses on how the learning and teaching of mathematics can be supported through the use of technologies. Our course is designed to serve practicing educators at all levels (PK-Higher Education) in their thinking and practice of mathematics education. No particular strength in mathematics or knowledge of specific technologies is required. We ask you to bring a willingness to explore and rethink assumptions about mathematics teaching and learning and how mathematical learning is supported by a wide range of educational technologies. The course is structured into five units which explore one NCTM Content Standard for several weeks for in-depth consideration of how mathematics content interacts with context, pedagogy and technology using the TPACK Framework (Mishra & Koehler, 2006). Our primary goal is to support you in increasing your Mathematical Knowledge for Teaching (MKT) (Ball, 2005) and related pedagogical practices. We will support you in developing a deeper, more nuanced, and more critical perspectives on issues around mathematics teaching and learning.

At the completion of CEP 805, you will be able to:

1. Apply your Mathematical Knowledge for Teaching (MKT) to your professional context.
2. Apply the elements of the Technological Pedagogical Content Knowledge (TPACK) framework to your professional context.

CEP 810: Teaching for Understanding with Technology

In CEP 810, students are introduced to theories of learning and broad issues of learning, knowledge, and expertise. We use this foundational knowledge to situate and explore the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006). Students will draw on TPACK for all future course work and creations. Students reflect on and consider cultivating their Professional Learning Network (PLN) while exploring artificial intelligence (AI). Students consider both their PLN and AI and their roles in teaching and learning. Students use knowledge and experiences to create a learning experience for their own learners based course mindsets. Throughout the course, students are encouraged to consider contexts, center the content learning, employ the most effective pedagogical strategies, and use intentional technology to pull these components together. This course has a fun and play-based feel and structure.

At the completion of CEP 810, you will be able to:

1. understand the foundational role of elements of educational psychology on teaching with technology.
2. use the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) to create engaging and accessible lessons.
3. strengthen and grow from your professional learning network (PLN).
4. conceptualize essential mindsets for teaching with technology.
5. use technology in creative ways to support learning.

CEP 810 was awarded an Honorable Mention in the 2020 MSU AT&T Award Competition in Instructional Technology.

CEP 811: Adapting Innovative Technologies to Education

In CEP 811 you will be immersed in a world and mindset of making. We will explore what making is and who makers are as you reflect on yourself as a maker and your experience with failure. We explore ethical and legal issues around making and innovating to support you in making difficult choices as an educational technology leader. You will remix and repurpose to create a learning experience for their own learners based on 21st century learning ideals and the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006). You will consider learning space design and re-design a learning environment that is part of your professional context to help inspire your learners to make and innovate. Your course project is a broad project in which we ask you to document and reflect on your identity and experiences throughout the course. This course has a fun and play-based feel and design.

At the completion of CEP 811, you will be able to:

1. use constructivism/constructionism to analyze learning opportunities.
2. capitalize on maker education trends.
3. ethically and legally engage in remix culture.
4. create innovative learning experiences and spaces based in constructivist/constructionist ideals.
5. use intersectionality with learners to build knowledge and relationships.

CEP 811 is offered as an accelerated, 7- or 8-week (half semester) course online and as part of the Summer Overseas program.

CEP 811 was awarded as the Best Fully Online Course in the 2015 MSU AT&T Award Competition in Instructional Technology.

CEP 812: Applying Educational Technology to Issues of Practice

CEP 812 focuses on the ways that we can use a range of technologies to address a range of teaching and education-related problems. Students explore problems of practice along a spectrum of well-structured, ill-structured, and wicked problems. Students reading about human, social, and cognitive dispositions that challenge our abilities to solve big problems smartly. Based on research on a chosen wicked problem, students design, iterate on, and disseminate a survey to help provide more data for their future direction. Students use the research and data from their surveys to position themselves to help tackle the problem. The final presentation and choice project will both synthesize students’ learning experiences and connect to future course work and professional work.

At the completion of CEP 812, you will be able to:

1. identify and explain problems of practice in your professional context.
2. use questions and questioning to help define and address problems of practice.
3. use research to better understand problems of practice.
4. design a survey based on research methodology standards.
5. analyze and synthesize data to inform solutions to problems of practice.
6. evaluate solutions to problems of practice.

CEP 812 is offered as an accelerated, 7- or 8-week (half semester) course online and as part of the Summer Overseas program.

CEP 812 was awarded as the Best Fully Online Course in the 2018 MSU AT&T Award Competition in Instructional Technology.

CEP 813: Electronic Assessment for Teaching and Learning

We believe all educators need a broad understanding of assessment. Thus, in CEP 813 students will have opportunities to explore foundational theories of assessment and to learn ways of enacting assessment strategies in an ever-evolving digitized world. Our class will investigate and implement a wide range of approaches to assessment in digital and electronic contexts, using a variety of tools. We will pursue these goals by cultivating social, critical, and community-oriented dispositions that involve reflecting on our own practices, collaborating together, holding one another accountable, and exercising democratic principles. 

This course begins by introducing assumptions and beliefs about assessments that we will follow up with an exploration of foundational theories and histories of assessment. We will examine dominant methods of assessment and underlying assumptions (e.g., standardization, grading and ungrading), before narrowing our focus to explore and create high-quality assessments. Throughout the course, you will reflect on your own beliefs and practices for learning, as learning, and of learning, particularly in digital contexts. 

At the completion of CEP 813, you will be able to create and use assessments that are:

1. Intentional
2. Aligned
3. Meaningful
4. Manageable

CEP 813 was awarded a 2024 MSU AT&T Excellence in Teaching with Technology Award.

CEP 814: Computational Thinking for K-12 Educators

The purpose of CEP 814 is to explore the aggregated skills and intellectual processes associated with computational thinking (CT) with a specific eye toward how these things can be implemented in the K-12 classroom. To best utilize the various elements of CT in your classroom, you will need to have a strong understanding of each sub-component and how it relates to both computer science and problem solving. This course will address technical aspects of computing, as well as pedagogy in non-computing courses with the goal of merging concepts across domains. One of our major goals is to empower you to create compelling content for your classroom that utilizes computational thinking. Your final project will evolve throughout the semester based on your own interests and background.

CEP 815: Technology and Leadership

The purpose of CEP 815 is to help you develop as a technology leader. Through the class, students will examine the aims of education, the history and evolution of technology, principles of leadership, and the intersection of these three elements. In this course, we will examine the complex charge of being responsible for managing relationships between technology, teaching and learning. We will look at technology from multiple perspectives to assess its potential benefits and challenges to different audiences. Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration will be examined.

At the completion of CEP 815, you will be able to:

1. develop methods for organizational change grounded in the history and possibilities of learning, leadership, and technology.
2. apply theories and frameworks related to adult learning to the design of implementation plans.
3. analyze and incorporate the ethical and social implications of educational technology into your practice.
4. communicate personal leadership style, core values, and philosophy to stakeholders.
5. create self-reflection processes and resources to support continuous growth as a leader.
6. articulate a global vision for educational technology for the next 5 years.
7. construct actionable plans to lead learning communities forward in their application of technology to support teaching and learning.

CEP 815 was awarded the Best Technology Enhanced Course in the 2021 MSU AT&T Award Competition in Instructional Technology.

CEP 816: Technology, Teaching, and Learning Across the Curriculum

In CEP 816, we will examine new ways of teaching with technology to improve learning. We will work to figure out how to adapt new technologies for a new kind of teaching practice. Our approach will be driven by learning goals. Developing new mindsets or habits of mind that permit the affordances of new media to achieve important learning goals will be central to the course.

CEP 817: Learning Technology through Design

CEP 817 is a course about design. Design as a process. Design as it relates to education and the world around us. Design as a framework for helping us to work through issues, problems, and solutions with respect to education.

Over the course of this semester, we will work through the key modes of design thinking. There are a variety of different design thinking models out there, including IDEO, Google Design Sprints, and more. Each of these methods seek to encourage creative approaches to problem solving through human-centered design; design thinking is an approach that has been used in a variety of fields from engineering, to business management, to social entrepreneurship, to education. Importantly, there have been a number of valid criticisms of the way design thinking has been implemented; in some instances, companies have misapplied design thinking as a linear, by-the-book, quick process fix. That approach has tended to rob design thinking of the messiness, iteration, and very human challenges that are inherent in creative processes.

For the purposes of this course, we will explore design thinking as it has been described in theStanford d.school‘s well-established design thinking model. Although these design thinking modes will be central to our work and provide much of the overall structure of the course, we will also venture into other aspects of design. We will look at examples of good and bad design in the everyday world around us to, we will consider the more general question of What is design?, and we will look at some related issues of thinking, design, and education.

Along the way, you will work on a problem of practice project, drawing from your own experience as an educator and applying design thinking to it. CEP 817 as a course follows the design thinking modes we will be covering (along with one unit of introduction and another for conclusion). Each new unit will appear in D2L on or just before the unit’s start date.

Each unit will be a mixture of exploring – readings and videos, creating – labs, and sharing – discussions and more. Throughout the course, we will guide you through your problem of practice (PoP) project. We will also include other things along the way that we think will help you have the richest experience possible.

CEP 817 was awarded the Best Fully Online Course in the 2021 MSU AT&T Award Competition in Instructional Technology.

CEP 818: Creativity in Teaching and Learning

Creativity is of increasing importance to educators both for their professional success and that of their students particularly given the complex, evolving knowledge ecology we are live in. In this online course we will explore a range of questions related to creativity. These include:

• What does it mean to be creative?
• What are the “thinking tools” for creativity?
• How can we become more creative in teaching?
• How can we integrate creativity in subject matter learning?
• How can we develop creativity in others (particularly in learners)?

At the completion of CEP 818, you will have developed the following trans-disciplinary cognitive tools which encapsulate how creative minds think effectively across a range of domains:

1. Perceiving
2. Patterning
3. Abstracting
4. Embodied Thinking
5. Modeling
6. Playing
7. Synthesizing

CEP 820: Teaching and Learning Online

In CEP 820, you will learn about a variety of aspects that go into designing and instructing in online spaces. We will focus on historical foundational aspects of online teaching, course management systems, Universal Design for Learning (UDL), creating communities in online spaces, and assessing learning online. We will use research and theory to critically examine the uses and abuses of online learning. You will engage in several explorations and creations in each unit. We hope this course helps better your online teaching or better prepares you to be an online designer and educator.

At the completion of CEP 820, you will be able to:

1. Design thoughtful, intentional, and creative online learning environments to support a wide variety of learners.
2. Critique elements of online learning.
3. Successfully teach – prepare, facilitate, and iterate – online learners.

CEP 820 was awarded an Honorable Mention in the 2012 MSU AT&T Award Competition in Instructional Technology.

CEP 824: Programming Concepts for K-12 Educators

This course will use a wide array of digital programming tools to introduce the fundamental concepts of a programming, the basics of computing and computing systems, and connecting each of these ideas to instructional approaches for K-12 settings and subject areas. The course learning objectives are as following:

• Utilize digital programming tools (Scratch, Pencil Code, Python)
• Demonstrate understanding of core concepts shared between programming tools
• Understand pedagogy of CS misconceptions, scaffolding, basic programming concepts, inclusive computing culture, bridging visual programming tools to text-based programming languages, assessment
• Apply programming tools to solve problems in K-12 subject areas.

CEP 833: Creativity in K-12 Computing Education

This course focuses on the intersections between creativity and computing in cross-disciplinary K-12 contexts and subject areas. The course learning objectives are as following:

• Understand how creative artifacts can be used in K-12 computational thinking (CT) and computer science (CS) contexts
• Understand ways to construct learning environments that support creativity (pedagogy)
• Understand ways to assess student performance in relation to creativity

We will explore creativity and computing in ways that are relevant to your teaching. Each of you brings your own experience and needs to the course, and I will work to make the course relevant to those needs. As a creative learning community, we will support each other in these explorations through questioning, sharing, and ideation.

CEP 833 was awarded as the Best Fully Online Course in the 2020 MSU AT&T Award Competition in Instructional Technology.

CEP 810: Teaching for Understanding with Technology

In CEP 810, students are introduced to theories of learning and broad issues of learning, knowledge, and expertise. We use this foundational knowledge to situate and explore the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006). Students will draw on TPACK for all future course work and creations. Students reflect on and consider cultivating their Professional Learning Network (PLN) while exploring artificial intelligence (AI). Students consider both their PLN and AI and their roles in teaching and learning. Students use knowledge and experiences to create a learning experience for their own learners based course mindsets. Throughout the course, students are encouraged to consider contexts, center the content learning, employ the most effective pedagogical strategies, and use intentional technology to pull these components together. This course has a fun and play-based feel and structure.

At the completion of CEP 810, you will be able to:

1. understand the foundational role of elements of educational psychology on teaching with technology.
2. use the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) to create engaging and accessible lessons.
3. strengthen and grow from your professional learning network (PLN).
4. conceptualize essential mindsets for teaching with technology.
5. use technology in creative ways to support learning.

CEP 810 is offered as an accelerated, 7- or 8-week (half semester) course online and as part of the Summer Overseas program.

CEP 810 was awarded an Honorable Mention in the 2020 MSU AT&T Award Competition in Instructional Technology.

CEP 811: Adapting Innovative Technologies to Education

In CEP 811 you will be immersed in a world and mindset of making. We will explore what making is and who makers are as you reflect on yourself as a maker and your experience with failure. We explore ethical and legal issues around making and innovating to support you in making difficult choices as an educational technology leader. You will remix and repurpose to create a learning experience for their own learners based on 21st century learning ideals and the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006). You will consider learning space design and re-design a learning environment that is part of your professional context to help inspire your learners to make and innovate. Your course project is a broad project in which we ask you to document and reflect on your identity and experiences throughout the course. This course has a fun and play-based feel and design.

At the completion of CEP 811, you will be able to:

1. use constructivism/constructionism to analyze learning opportunities.
2. capitalize on maker education trends.
3. ethically and legally engage in remix culture.
4. create innovative learning experiences and spaces based in constructivist/constructionist ideals.
5. use intersectionality with learners to build knowledge and relationships.

CEP 811 is offered as an accelerated, 7- or 8-week (half semester) course online and as part of the Summer Overseas program.

CEP 811 was awarded as the Best Fully Online Course in the 2015 MSU AT&T Award Competition in Instructional Technology.

CEP 812: Applying Educational Technology to Issues of Practice

CEP 812 focuses on the ways that we can use a range of technologies to address a range of teaching and education-related problems. Students explore problems of practice along a spectrum of well-structured, ill-structured, and wicked problems. Students reading about human, social, and cognitive dispositions that challenge our abilities to solve big problems smartly. Based on research on a chosen wicked problem, students design, iterate on, and disseminate a survey to help provide more data for their future direction. Students use the research and data from their surveys to position themselves to help tackle the problem. The final presentation and choice project will both synthesize students’ learning experiences and connect to future course work and professional work.

At the completion of CEP 812, you will be able to:

1. identify and explain problems of practice in your professional context.
2. use questions and questioning to help define and address problems of practice.
3. use research to better understand problems of practice.
4. design a survey based on research methodology standards.
5. analyze and synthesize data to inform solutions to problems of practice.
6. evaluate solutions to problems of practice.

CEP 812 is offered as an accelerated, 7- or 8-week (half semester) course online and as part of the Summer Overseas program.

CEP 812 was awarded as the Best Fully Online Course in the 2018 MSU AT&T Award Competition in Instructional Technology.

CEP 813: Electronic Assessment for Teaching and Learning

We believe all educators need a broad understanding of assessment. Thus, in CEP 813 students will have opportunities to explore foundational theories of assessment and to learn ways of enacting assessment strategies in an ever-evolving digitized world. Our class will investigate and implement a wide range of approaches to assessment in digital and electronic contexts, using a variety of tools. We will pursue these goals by cultivating social, critical, and community-oriented dispositions that involve reflecting on our own practices, collaborating together, holding one another accountable, and exercising democratic principles. 

This course begins by introducing assumptions and beliefs about assessments that we will follow up with an exploration of foundational theories and histories of assessment. We will examine dominant methods of assessment and underlying assumptions (e.g., standardization, grading and ungrading), before narrowing our focus to explore and create high-quality assessments. Throughout the course, you will reflect on your own beliefs and practices for learning, as learning, and of learning, particularly in digital contexts. 

At the completion of CEP 813, you will be able to create and use assessments that are:

1. Intentional
2. Aligned
3. Meaningful
4. Manageable

CEP 813 was awarded a 2024 MSU AT&T Excellence in Teaching with Technology Award.

CEP 817: Learning Technology through Design

CEP 817 is a course about design. Design as a process. Design as it relates to education and the world around us. Design as a framework for helping us to work through issues, problems, and solutions with respect to education.

Over the course of this semester, we will work through the key modes of design thinking. There are a variety of different design thinking models out there, including IDEO, Google Design Sprints, and more. Each of these methods seek to encourage creative approaches to problem solving through human-centered design; design thinking is an approach that has been used in a variety of fields from engineering, to business management, to social entrepreneurship, to education. Importantly, there have been a number of valid criticisms of the way design thinking has been implemented; in some instances, companies have misapplied design thinking as a linear, by-the-book, quick process fix. That approach has tended to rob design thinking of the messiness, iteration, and very human challenges that are inherent in creative processes.

For the purposes of this course, we will explore design thinking as it has been described in theStanford d.school‘s well-established design thinking model. Although these design thinking modes will be central to our work and provide much of the overall structure of the course, we will also venture into other aspects of design. We will look at examples of good and bad design in the everyday world around us to, we will consider the more general question of What is design?, and we will look at some related issues of thinking, design, and education.

Along the way, you will work on a problem of practice project, drawing from your own experience as an educator and applying design thinking to it. CEP 817 as a course follows the design thinking modes we will be covering (along with one unit of introduction and another for conclusion). Each new unit will appear in D2L on or just before the unit’s start date.

Each unit will be a mixture of exploring – readings and videos, creating – labs, and sharing – discussions and more. Throughout the course, we will guide you through your problem of practice (PoP) project. We will also include other things along the way that we think will help you have the richest experience possible.

CEP 817 was awarded the Best Fully Online Course in the 2021 MSU AT&T Award Competition in Instructional Technology.

CEP 820: Teaching and Learning Online

In CEP 820, you will learn about a variety of aspects that go into designing and instructing in online spaces. We will focus on historical foundational aspects of online teaching, course management systems, Universal Design for Learning (UDL), creating communities in online spaces, and assessing learning online. We will use research and theory to critically examine the uses and abuses of online learning. You will engage in several explorations and creations in each unit. We hope this course helps better your online teaching or better prepares you to be an online designer and educator.

At the completion of CEP 820, you will be able to:

1. Design thoughtful, intentional, and creative online learning environments to support a wide variety of learners.
2. Critique elements of online learning.
3. Successfully teach – prepare, facilitate, and iterate – online learners.

CEP 820 was awarded an Honorable Mention in the 2012 MSU AT&T Award Competition in Instructional Technology.

CEP 814: Computational Thinking for K-12 Educators

The purpose of CEP 814 is to explore the aggregated skills and intellectual processes associated with computational thinking (CT) with a specific eye toward how these things can be implemented in the K-12 classroom. To best utilize the various elements of CT in your classroom, you will need to have a strong understanding of each sub-component and how it relates to both computer science and problem solving. This course will address technical aspects of computing, as well as pedagogy in non-computing courses with the goal of merging concepts across domains. One of our major goals is to empower you to create compelling content for your classroom that utilizes computational thinking. Your final project will evolve throughout the semester based on your own interests and background.

CEP 824: Programming Concepts for K-12 Educators

This course will use a wide array of digital programming tools to introduce the fundamental concepts of a programming, the basics of computing and computing systems, and connecting each of these ideas to instructional approaches for K-12 settings and subject areas. The course learning objectives are as following:

• Utilize digital programming tools (Scratch, Pencil Code, Python)
• Demonstrate understanding of core concepts shared between programming tools
• Understand pedagogy of CS misconceptions, scaffolding, basic programming concepts, inclusive computing culture, bridging visual programming tools to text-based programming languages, assessment
• Apply programming tools to solve problems in K-12 subject areas.

CEP 833: Creativity in K-12 Computing Education

This course focuses on the intersections between creativity and computing in cross-disciplinary K-12 contexts and subject areas. The course learning objectives are as following:

• Understand how creative artifacts can be used in K-12 computational thinking (CT) and computer science (CS) contexts
• Understand ways to construct learning environments that support creativity (pedagogy)
• Understand ways to assess student performance in relation to creativity

We will explore creativity and computing in ways that are relevant to your teaching. Each of you brings your own experience and needs to the course, and I will work to make the course relevant to those needs. As a creative learning community, we will support each other in these explorations through questioning, sharing, and ideation.

CEP 833 was awarded as the Best Fully Online Course in the 2020 MSU AT&T Award Competition in Instructional Technology.