Education Technology Studio
Uses media and technology to develop new forms of learning experiences for schools, workplace, and informal settings. Students participate in a range of projects that hone understanding and skills in learning science, instructional design, development, and evaluation. Topics vary but include developing new media and activities for massive open online courses, creating practice spaces for practitioners in the professions and humanities, and developing new approaches to assessment in complex learning environments. May be repeated for credit with permission of instructor if project content differs. Students taking graduate version complete additional assignments.
Spring 2019
Topics
- Introduction and Welcome
- Playtesting Your Analysis and Visualization
- Introduction to Practice Spaces
- Designing Practice Spaces
- Playtest
- Refine and Final Demo
- Ideation and Prototyping
- Playtesting
- Final Project Presentations
Readings
- Ses #: 1 · Readings: No readings. · Rabbit Hole: No readings.
- Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). “A reference model for learning analytics.” International Journal of Technology Enhanced Learning , 4 (5–6), 318–331.
- Ses #: 4 · Readings: None—students will focus on the final development sprint for their learning analytics mini-project. · Rabbit Hole: Identify a potential user/consumer of your mini-project. Share your prototype with an individual or group of individuals that most genuinely reflects your intended user. In your design journal, describe the user feedback (preferably in visual form) and how you incorporated it into subsequent iterations of your mini-project.
- Martin, W. Fishman, B., Penuel, W. R., Allen, A., & Cheng, B. H., & Sabelli, N. (2013). “Design-based implementation research: An emerging model for transforming the relationship of research and practice.” In Fishman, Penuel, Allen, & Cheng (Eds.), Design-based implementation research: Theories, methods, and exemplars . National Society for the Study of Education Yearbook, Vol. 112(2), pp. 136-156. New York: Teachers College Record.
- Ses #: 7 · Readings: None—students will focus on the final development sprint for Mini-project #2. · Rabbit Hole: Create a short pitch deck that you would present to a potential partners (e.g., school district, foundation, non-profit, venture capitalist) describing your practice space and why they should partner with you. Draw on the course readings from practice-based education to support your claims.
- Ses #: 10 · Readings: None—students will focus on the final development sprint for their learning UDL mini-project.
- 508 Standards Overview (2017)
- William R. Penuel, Anna-Ruth Allen, Cynthia E. Coburn & Caitlin Farrell (2015) “Conceptualizing research–practice partnerships as joint work at boundaries.” Journal of Education for Students Placed at Risk (JESPAR) , 20:1–2, 182–197.
- Ses #: 12 · Readings: None—students will focus on the final development sprint for their final projects. · Rabbit Hole: Propose multiple technical pathways to tackle the road blocks you identify, reaching out to technical experts as needed. Instructors can help you identify experts or other technical resources if need be but independent inquiry is encouraged.
- Ses #: 13 · Readings: None—students will focus on the final development sprint for their final projects. · Rabbit Hole: Playtest your prototype in a setting that more authentically reflects the context for your final project innovation. Compile data from your playtest and create an effective data visualization that summarizes results from participants. Include recommendations for the next design cycle based on participant feedback.
- Ses #: 14 · Readings: None—students will focus on final projects and presentations.
Prerequisites & course information
Subject meets with CMS.594 Prereq: Permission of instructor G (Fall) 3-0-9 units Can be repeated for credit.
Sources
- Course catalogue ↗2026–2027
- MIT OpenCourseWare ↗Spring 2019
- MIT OCW calendar ↗
- MIT OCW readings ↗
- MIT OCW syllabus ↗
- Historical MIT OpenCourseWare offering. Named reading entries and schedule topics are automatically extracted from the linked source pages.