EDER 678.21 Design-Based Professional Learning (Spring 2024)
In this course, students will critically explore the theoretical and practical aspects of this frame that can be adapted as a design solution in dynamic, innovative, and technology-advanced learning contexts for a sustained and continuous approach to learning with peers and engage in a culminating capstone project.
EDER 678.70 Leading Citizenry in a Digital Age (Spring 2020, 2021, 2023, 2024 )
In this course, students will examine the evolutionary nature of social networks, digital citizenship and the complexities of leadership and fostering citizenry in digital age. Students will formulate a responsive and empowering model of digital citizenship that enable high quality teaching and learning with safe and ethical use of technology and with careful consideration and critique of the issues and challenges facing today’s schools.
EDER 779.06 Introduction to Computer Supported Learning (Summer 2022)
Specialization course for doctoral students in the Learning Sciences: Using a problem-in-practice, students will investigate the agency of technology in teaching and learning. Computer supported collaborative learning, historical and epistemological foundations of learning technologies, and authentic assessment practices are key components of the course.
EDER 678.67 Interdisciplinary Learning and Technology (Summer 2019)
In this course, students examine the implications for designing and leading interdisciplinary and technology-rich learning and different ways of demonstrating learning. High quality teaching to support learning for all students includes flexible and innovative designs with access to appropriate technology and digital learning environments.
EDUC 520 Interdisciplinary Learning (Fall 2016, 2017, 2018)
This seminar will consider what it means for teachers and students to learn to look across disciplines, and to understand knowledge differently as a result of doing so. Interdisciplinary learning generally refers to the combining of two or more disciplines into one activity. It involves creating something or solving something that is too complex or challenging to be answered by one discipline alone. The overall intent of this seminar is to build students’ orientation and capacities with respect to interdisciplinary knowing and curricular practice, collaborative teaching, and pedagogic excellence in teaching and learning. Particular attention will be paid to how teachers (and/or forms of team-teaching) have the potential to integrate ideas and to connect learning and knowledge between or among subject areas. It also provides an additional opportunity for future teachers to attend to complex forms of learning and understanding, and to explore how teachers understand their agency and leadership roles.
EDER 701.07 Advanced Research Methods (Design-Based Research) (Winter 2017)
Design-based research (DBR) was developed to study emergent properties of complex human phenomena. This course reviews key principles of complexity (systems) theory, the emergence of DBR, and its development and applications within education.
EDER 603.21 Research Methodology in Education (Fall 2014, 2015)
This is a first course in educational research methodology. It will provide participants with a background necessary for making intelligent decisions as to what kind of questions might be asked, and which kind(s) of methods and additional research training might be relevant in their considerations.
EDER 603.23 Writing Educational Research (Spring 2012)
This course focuses on examining and developing the skills associated with crafting an academic paper. Topics will include genres and purposes of academic writing, and venues for presentation and publication. An academic paper is more than a compilation of a literature review, some relevant information, and a conclusion. An acceptable paper- whether intended for an academic or a professional audience, and whether a research report or a theoretical-philosophical argument – takes a clearly defined topic or idea, situates it in the current literature, and supports it with a well-structured discussion. The principle intentions of this course are to introduce students to the various structures of academic papers and to provide support in student’s efforts to craft and publish written work.
A traditional approach to writing educational research involves first learning about writing, then learning to write. Learners first study sample texts, analyzing them and then dissecting them, examining their structure, argument and style. The next step often involves producing an original piece of writing that mimics the style, tone and structure of the sample text. The final step is to integrate elements of the student’s own voice and style with elements of the texts they have previously studied. The rationale behind this approach is that students must first learn what counts as excellent writing by learning about writing. Only then are they prepared to write themselves.
This course takes a non-traditional approach to learning to write for scholarly or professional purposes. Students will focus on writing, revising, and incorporating feedback. That is to say, students will spend the majority of their time in this course focused on learning to write for research purposes, rather than learning about writing.
EDER 679.25 Inquiry into Digital Content (Fall 2012, Fall 2013)
Inquiry into Digital Content is an online course that combines theory with authentic learning. It has been designed to provide both individual and group participatory inquiry. There will be a combination of presentation, discussion, and application of concepts regarding digital content. It does NOT assume prior knowledge or experience with the creation of digital content. By the end of the course, each student will create digital artifacts designed for a specific audience (group of learners) in an educational context.
EDER 679.52 Design-Based Leadership (Winter 2016)
This course aims to apply and extend principles of design for educational leaders in both school and higher education systems. This course adopts a systems perspective on learning settings that is, in this course, we regard “learning settings” not merely as settings for learning, but as settings that learn. The course will thus look in particular at how “leadership” might be construed within a frame of connect-and-collaborate rather than command-and-control.
EDER 692.06 Collaboratory of Practice: Interdisciplinary Studies (Spring 2014, Fall 2014)
Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories. A collaboratory is a new networked organizational form involving structured experiences of authentic, real-world practice which serve as sources of active inquiry and professional learning. Using a studio or “collaborative laboratory” learning design, this course provides opportunities for individuals or groups to investigate real world problems and to devise or recommend pragmatic solutions suitable to their contexts. This course facilitates the application of knowledge in real world settings and to investigate and learn from inquiry in the field.
EDER 692.01 Collaboratory of Practice I : Learning Sciences/Technology (Winter 2013, Winter 2014, Winter 2015, Winter 2016)
Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories. A collaboratory is a new networked organizational form involving structured experiences of authentic, real-world practice which serve as sources of active inquiry and professional learning. Using a studio or “collaborative laboratory” learning design, this course provides opportunities for individuals or groups to investigate real world problems and to devise or recommend pragmatic solutions suitable to their contexts. This course facilitates the application of knowledge in real world settings and to investigate and learn from inquiry in the field.
EDER 692.04 Collaboratory of Practice II: Learning Sciences/Technology (Spring 2013, Spring 2014, Spring 2015, Spring 2016)
Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories. A collaboratory is a new networked organizational form involving structured experiences of authentic, real-world practice which serve as sources of active inquiry and professional learning. Using a studio or “collaborative laboratory” learning design, this course provides opportunities for individuals or groups to investigate real world problems and to devise or recommend pragmatic solutions suitable to their contexts. This course facilitates the application of knowledge in real world settings and to investigate and learn from inquiry in the field. In Collaboratory of Practice II, graduate students will continue to work on their action research projects and bring reporting on these projects to conclusion.
EDER 692.02 Collaboratory of Practice: Leadership Specialization (Winter 2014)
Collaboratories of Practice represent a fusion of two important developments in contemporary research: communities of practice and collaboratories. A collaboratory is a new networked organizational form involving structured experiences of authentic, real-world practice which serve as sources of active inquiry and professional learning. Using a studio or “collaborative laboratory” learning design, this course provides opportunities for individuals or groups to investigate real world problems and to devise or recommend pragmatic solutions suitable to their contexts. This course facilitates the application of knowledge in real world settings and to investigate and learn from inquiry in the field.
EDER 707.02 Collaboratory of Practice I: Post-Secondary Leadership (Fall 2013); Educational Technology (Fall 2015)
A collaboratory is a structured experience of authentic, real-world practice, which serves as a source of active inquiry and learning. This collaboratory provides students with opportunities to respond to contextually based problems of practice. Students will be expected to take an inquiry stance, wherein issues are examined through reviewing the theoretical and research literature and using an analytical framework to explore problems and responses based on setting and context through a focus on data collection and analysis.