Monday, March 23, 2015

Graduate Online Course: The Maker Culture

Teaching for Creativity and Innovation: The Maker Culture

Online Course 3 semester hours graduate credit
Instructor: Shannon Mersand
Tuition and Registration
Fall: EDUC 660 900 September 28 - November 20, 2015

What You Will Learn

How can you support the learning by doing maker movement in your classroom or school library media center?
Description: Learn evidence-based instructional strategies that support building models, prototypes, inventions and innovations and encourage creative problem solving and team collaboration across a wide range of subject matters and all grade levels. Applications of learning theory and assessment strategies will be employed to create K-12 interdisciplinary inquiry-based maker experiences.

Who should enroll?

Designed for PreK-12 educators, school library media specialists, classroom teachers, STEM educators, and educational technology teachers who want to create “making” environments in traditional classrooms and school library/media centers and focus on teaching K-12 students the basics of design through hands-on, learning by doing. The course will be designed for participants to collaborate and co-create knowledge with opportunities to design a making experience. 
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.

Textbook

Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Torrance, CA: Constructing Modern Knowledge Press. ISBN: 978-0989151108
Additional web-based readings, virtual field trips, and videos will be available within the course.

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Articulate an understanding of K-12 interdisciplinary maker movement characteristics and differentiate between emerging “maker,” “digital fabrication,” hacker spaces, entrepreneurial spaces, and collaborative learning spaces.
  2. Research and distinguish between hands-on, inquiry-based learning and traditional K-12 instructional design and teaching strategies.
  3. Examine the relationship between inquiry-based maker experiences and academic disciplines.
  4. Analyze and identify opportunities, barriers, options and alternatives to incorporate the maker mindset for learning by establishing a process-driven curriculum based on student interest that is adaptable to a variety of grade levels.
  5. Evaluate examples of maker projects that are integrated with curriculum across grade levels and disciplines and designed for a diverse group of K-12 learners.
  6. Evaluate and select materials and technologies with the maximum learning impact to encourage interdisciplinary creative problem-solving when designing functional prototype projects.
  7. Examine the roles of the teacher and school media specialist as collaborators and leaders in the school-based maker movement.
  8. Utilize online social platforms that assist learners in finding, joining, and interacting with their own personal learning communities including other students and professionals, both within and outside of their school.
  9. Select, utilize, and apply appropriate tools and materials such as technology, photography, multimedia or non-digital tools and create a makerspace experience.
  10. Analyze and demonstrate appropriate teaching behaviors that support student reflection about an open-ended process, failure as part of the process, resourcefulness, and sharing work with others.
  11. Apply learning theories that support making principles when designing learning activities.
  12. Align instructional goals with flexible and customizable curricula and differentiate the appropriate and inappropriate use of assessment of inquiry-based learning projects.
  13. Synthesize the principles of learning by making with teaching strategies, instructional technology, and effective authentic, ongoing and continuous feedback and summative assessments.

Alignment with Standards

Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure (WI DPI)  3, 4, 7, 9
National Board for Professional Teaching Standard 3 and 4
Next Generation Science Standards
Common Core State Standards for English and Math
International Society for Technology in Education, National Educational Technology Standards for Teachers, (NETS-T) 2 - Design and Develop Digital-Age Learning Experiences and Assessments
No travel to campus is required. Because this class is asynchronous and open to you 24/7, you may participate from your home or work computer during hours that are best for your work and family schedule.
The class is highly interactive with a significant discussion component. All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week.

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The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.

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