Theory and Practice

"One learns that the most powerful idea of all is the idea of powerful ideas." Seymour Papert
 

EDTC 808 Summer Institute II  (2 Credits)

This course is the second seven-week intensive summer seminar for Year II doctoral cohort candidates.  The course focuses on building the skills, knowledge, understanding and commitment necessary to become effective leaders in a variety of organizational settings.

 

Assessments:

Professional Growth Plan (PGP) Formative Assessment  

Developing this plan is an interative process, whereby I am constantly engaging in self-assessment and continuous improvement.

Educational Technology Leadership Performance Portfolio - http://www.deborahnagler.com/

It was extremely beneficial to have the opportunity to check-in at the mid-point regarding this portfolio and to reflect on

accomplishments to date. Maker Education has emerged as the front runner in my dissertation consideration. I have found a natural alignment between course content and my research and training activities.

Jobs Project

         As the practical application of the PGP, this project focused attention on future employment beyond graduate studies.

         This research did little to change my long-term goal, which is to find employment teaching in a college or university.

EDTC 805 Cross-discipline Studies in Technology (3 Credits)

The focus of the course is exploration and evaluation of advanced and emergent technologies and the means by which
 
educational and training leaders learn about them and sustain them in a learning environment. This course assists educational
 
and corporate professionals to develop innovative educational and organization practices across disciplines.
 
 
Assessments:
          Emerging Technologies: MMORPG in K-12 Education - A Collaborative Project    http://deborahnagler.wix.com/mmorpg
          In collaboration with M. Healy and A. Pinder-Darling, I created a website that explores the potential for Massive Multi-player
          Online Role Playing Games in education. Game-play in the classroom and online games have been a long-term interest for me.
          Although this topic did not emerge as my dissertation choice, it remains a passion.
 
 My colleagues and I presented the content of this project at the 2015 NJEdge Faculty Showcase.  My leadership activities within this group included technical development of the website; conference application and content for the workshop, preparing a Power Point presentation for the workshop, hosting a preparatory meeting, and coaching colleagues on presentation skills.                                                                         
          Create Your Own Project: Urban Assembly Maker Academy (UAMaker)
          My project included the direction and editing of a student-produced documentary film at the UAMaker. In addition, I facilitated 
 the student's participation in an ISTE 2015 Poster Session. I revisited the content as a 2015 NJEDge Poster Session.
 
This project signaled the beginning of my exploration of Maker Education in the field and it was my first experience in public education. I had originally approached UA Maker during my research for EDTC 802 and used this opportunity to follow-up with a six-month volunteer position as the leader of their Maker oriented after-school program. The project initial design anticipated a conference and a published paper. The result was two conference presentations. The paper remains a work in progress, due to IRB considerations.
 

          Technology Theme Park: Universal Design for Learning    http://deborahnagler.wix.com/udlstudios

            This assessment provided an opportunity to showcase my interest in UDL and to refine materials that I had used in earlier PD 

          work. UDL principles apply across all subject areas and are relevant for all applications of Educational Technology.

 

          Preparing and presenting an Ignite Session on the UDL Theme Park at the 2015 NJEDge Faculty Showcase helped me

          enhance my skills as a public speaker.

        

         

         

 
 
 

EDTC 807 Implementation and Evaluation of Curriculum (3 Credits)

This course will provide candidates with a comprehensive understanding of the landscape of implementation

 

and evaluation of educational technology programs. The philosophies, methods, and processes of curriculum

 

design in educational technology will provide the framework for curricular models; resources for decision-

 

making; and evaluation methods for educational and corporate settings.

Assessments:

 

Philosophies: Essentialism as an Educational Philosophy

This essay summarizedthe history of Essentialism as a response to the rift between Traditionalism and Progressivism. As someone who has been involved in religious education for many years, I found it interesting to examine Essentialism, as a theory that might support the goals of institutional relgious education.

Bloom's Taxonomy: A Second Look

This essay offers a re-examination Bloom's Taxonomy, which is iconic and the subject of nearly religious devotion in the educational world. The important learning event here was to be open to challenging the known and reconstructing knowledge in service of emerging circumstances.

 

Technology and Young Children - A Group Project

In collaboration with A.J. Safanova and L. Dini, I researched and created six guidelines for technology use in Early Childhood. Early Childhood education is not within my field of expertise, so while I contributed material to the final document, I relied on the field experience of my colleagues. I was able to make a strong contribution in the form of an introduction and a conclusion. This project was one of many such efforts that helped to hone collaboration and commiunication skills.

 

          Underserved Curricular Issue: Cultivation of Aptitudes of Resilience, Flexibility, and Adaptability in      

Preparation for the 21st Century Workplace

In this essay, I discuss the role of education in cultivating three specific 21st Century competencies that prepare the individual for the challenges of a change in the workplace: resiliency, flexibility, and adaptability. Social-emotional development and, in particular, the cultivation of resilience, relate to my research into Maker Education, where the learner is expected to learn from failure.

 

Privatization and Curriculum Research: Five Diverse Business/Entrepreneurial Initiatives for Teaching STEM

This project is presented in a series of webpages describing five businesses that provide STEM resources, including augmented reality, virtual reality, robotics, game design, and 3-D modeling. All of these topics are confluent with my research into Maker Education.

EDTC 814 Effective Models of E-Learning (3 Credits)

 

This course focuses on concepts and strategies necessary to step into a leadership role in the integration and application of technology and learning. Topics include strategic planning, leadership styles, institutional change process, designing world-class eLearning, and policy issues in educational technology.

 

Assessments:

 

Simulation Case Study - Mt. Everest Simulation, On campus project - no artifact available

My role in the Harvard Business Leadership and Team Simulation: Everest V2 (Roberto & Edmunson, 2016) was that of medic. I was tasked with keeping team-mates, G. Mohamad, M. Osei-Yaw, A. Pinder-Darling, and L. Sheehy alive through the arduous virtual climb up Mt. Everest. Unfortunately, I was not as successful as I would have liked. Nonetheless, I enjoyed this opportunity to work and "play" collaboratively with my colleagues.

Higher Education Case Studies

For this project I created needs assessments and developed goals and objectives for two higher education scenarios relating to on-line learning and instructional design. As someone with a long-term interest in graduate level higher education, it was interest to consider my work from a systemic perspective and to build adult learning models from scratch.

 

Leadership Vision and eLearning Plan

         The eLearning and training plan created for this assessment addressed the needs of a ficticious nonprofit women's

          organization. I am familiar with this work, having worked in such an organization for a number of years. I chose this 

          approach because it made good use of my background knowledge.

EDTC 816 Building On-line Communities (3 Credits)

This course provides a background in theory and practice surrounding online interactive environments.  It is concerned with the practical issues of design and use of online tools to support communities.  Assignments include weekly readings, design sketches, critiques of existing systems and a final design project.This course provides a background in theory and practice surrounding online interactive environments.  It is concerned with the practical issues of design and use of online tools to support communities.  Assignments include weekly readings, design sketches, critiques of existing systems and a final design project.

Assessments:

          Exploring Online Communities: Fanfiction.net

          This essay presents an analysis of Fanfiction.net, a diverse, active, online community of amateur writers who

          write based on the storylines and characters of published authors; Applied the framework suggested by Wenger, 

          White & Smith (2009). I selected Fanfiction.net for this paper because of my interest in participatory culture 

          (Jenkins, 2009). The Maker Movement is one example of the expression of participatory culture.

          Content Analysis: MegoMuseum.com

          This paper was researched and written in collaboration with A.J. Safanova and M. Chou. It presents an analysis

          of a dynamic online community of collectors and fans of Mego action figures from the 1970's.

          I used Dedoose software to score and analyze the data from our interviews.

          In some ways, this was one of the most difficult assignments to date. Principally because it was 

          difficult to find an online community that was willing to cooperate both in terms of providing access to three key

          community leaders and willingness to share their data. We began by reaching out to every type of educational

          community imaginable. As it turned out, personal connections were the determining factor and our ultimate,

          somewhat quirky, community reflected the world of hobbyists and collectors. This project was an education in 

          power of super heroes, albeit small plastic ones, to capture the imagination of a generation. The experience with

          Dedoose was an added bonus and an opportunity to acquire a valuable tool.

          Community Prototype: Middle School Makerspace    http://deborahnagler.wix.com/middleschoolmaker

          I chose Makerspaces as the subject for this prototype as a direct extension of my dissertation research. The

          selection of middle school as a target group was an experiment in looking at ways to limit and refine my topic.

          The reading materials for this course were outstanding. I particularly appreciated the opportunity to return to  

           Wenger in a later phase in his theoretical development. After reading his work and speaking with him in 2015, it

           was easy to feel vested in the next chapter.

          Throughout this course, which provided an overview of online community development, it was impossible to

           ignore the fact that our doctoral cohort is a developing online community. I have been very conscious of our 

           process from the beginning and this semester added additional food for thought. At the end of

           year one, I wrote this reflection about becoming an online community. This is a course that I hope to teach in the

           future.

          

References

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge,

           MA: The MIT Press.

Wenger, E., White, N., & Smith, J.D. (2009). Digital habitats: Stewarding technology for communities. Portland,

OR: CPsquare.

EDTC 817 Developing and Managing DL Programs (3 Credits)

TBD: Summer 2016