Throughout this course, I gained an extensive understanding of various essential concepts to a master's degree in education. These concepts include distributed cognition, scaffolding, anchored instruction, practitioners, and embodiment.
For my final project, I investigated a way to connect the domains of Technological Pedagogical Content Knowledge (TPCK) and the fundamental principles of learning sciences.
Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In Society for Information Technology & Teacher Education International Conference (pp. 2214-2226)
This course connects learning theories with educational technology products. I acquired skills in utilizing evaluation frameworks and constructing a Theory of Change.
For my final project, I re-envisioned Notability as a learning tool. To assess its potential in facilitating profound and impactful learning experiences for both students and educators, I employed the IEET framework - Interaction Engagement Equivalence Theorem.
Lane, A. (2014). Placing students at the heart of the iron triangle and the interaction equivalence theorem models. Journal of Interactive Media in Education. pp. 1-8.
This course introduced me to an entirely new world, as my prior experience had been limited to quantitative research methods.
I gained proficiency in performing observations, carrying out interviews, and coding as well as analyzing qualitative data. After, I applied these newly acquired skills during my CTL's internship.
Our final project involved a study at the intersection of engineering labs, accessibility for blind and visually impaired students, and the services provided by the Office of Accessibility and Education (OAE). Our specific focus was on understanding the existing level of institutional support for OAE's efforts to enhance the accessibility of engineering education.
Table of Contents from our final project.