Advisement handbook 14 15

MALET Advisement Guide

S U N Y , E m p i r e S t a t e C o l l e g e

S c h o o l f o r G r a d u a t e S t u d i e s

L e a r n i n g & E m e r g i n g

T e c h n o l o g i e s

m a l e t @ e s c . e d u

9 / 1 / 2 0 1 4

2014-2015

This document provides guidelines for students and their

advisors in the MALET program.

Contents

Advisors & Advisees ...................................................................................................................................... 1

Degree Program Plans................................................................................................................................... 1

Electives ........................................................................................................................................................ 4

Sample Typical Enrollment Sequence (September Start) ............................................................................. 7

Sample Typical Enrollment Sequence (January Start) .................................................................................. 7

Final Projects ................................................................................................................................................. 8

Timeline: ..................................................................................................................................................... 11

Program Goals and Learning Outcomes ..................................................................................................... 13

Advisors and Advisees

The role of Master of Arts in Learning and Emerging Technologies (MALET) advisors:

General guidance throughout student’s program enrollment

Advise on course selections, and guide development of Degree Program Plan

Guide in drafting independent/individualized studies, if any

Comment on advisee’s workspace samples during scheduled Peer Reviews

Connect advisee with Final Project readers

Review and provide feedback on final portfolio and presentations

Students are expected to take an active role as members of the MALET community throughout

their enrollment. They should expect to respond to, engage with, and initiate interaction with

their advisors from the start of their first year experience to the culmination of their final

projects.

Degree Program Plans

Students in the MALET program will generally complete, with their advisor’s guidance, a degree

program plan by the end of their first year experience (and prior to taking their electives). Some

students may wait one more term beyond the first term.

A degree program rationale is generally an essay of three to four pages and includes the

following elements:

statement of purpose;

description of the personal and/or professional interests and needs that brought the

student to join the MALET;

outline of the coursework taken/to be taken, including a rationale explaining how the

electives support and expand the learning from the core studies;

description of how the program overall prepares the student to complete the final project;

description of the intended final project.

The degree program may be adjusted as the student proceeds in the program and as new

directions emerge with the permission of the advisor. There is also a degree plan template on the

graduate forms page that needs to be submitted with the rationale. The degree program plan and

rationale essay should be saved to the student’s workspace, and we encourage getting peer

feedback before the end of the first year. A committee of advisors will review and approve each

degree program plan. The approval meetings are generally held in May and November of each

year. The sample plans below show how some alternative sets of electives might be chosen,

based on the student’s particular circumstances, interests and needs. (These examples are

illustrative only, and not prescriptive in any way.)

Sample plans

Student A

Profile: Certified, experienced high school social studies teacher. Already holds graduate

degree, and interested in building skills and earning credits for professional advancement.

3 Learning with ET

3 New Media/Literacies

3 Issues/Ethics

3 Designing OL Enviros

3 Evaluating in Partic

3 Adv. Design Seminar

3 Game Based Learning Game Based Learning Adv Evaluation/Analytics

3 Identity in Immersive Environments Social Media for Learning Individualized Study

3 Social Media for Learning Individualized Study Transfer Credit

3 Assistive Technologies Individualized Study Transfer Credit

3 Proseminar

3 Final Project

36

Student B

Profile: Works for mid-size private company, responsible for designing training materials both

off and on-line. Soon, she will serve as a consultant to the marketing and sales departments

on how to leverage new tools to convey information to external audiences.

Student C

Profile: Community College English/ESL Instructor interested in improving teaching with

technology skills. Already holds content area Master’s degree.

ePortfolios/Workspaces

In order to expand the community of practice, each year, program participants will participate in

a virtual Design Showcase, where they will present their design portfolios, and join in peer

3 Learning with ET


3 Issues/Ethics




3 Strategies for Effective Adult Learning (MAAL) Leadership-P/NP Orgs (MBA)

3 Technology in the Workplace (MAAL) Indiv Study

3 Social Media for Learning & Marketing Indiv Study

3 Advanced Evaluation and Analytics Adv. Proj Planning/Systems

3 Proseminar

3 Final Project

36

3 Learning with ET


3 Issues/Ethics




3 Strategies for Effective Adult Learning (MAAL) Strategies for Effective Adult Learning (MAAL)

3 Assistive Technologies Transfer credit

3 Social Media for Learning Transfer credit

3 Advanced Evaluation and Analytics Transfer credit

3 Proseminar

3 Final Project

36

review and feedback discussions.

This is connected to the requirement of developing a workspace, or ePortfolio of work samples

during the degree program. Students use the workspace/ePortfolio as a way to demonstrate that

they have met or exceeded the program goals by showcasing their best work. Students and

advisors will discuss and review the workspace/ePortfolio regularly, and share it with program

peers at two points: after completing the Advanced Portfolio core study, and at the end of the

student’s final term. The final project and the workspace/ePortfolio are reviewed by the two

faculty readers at the end of the student’s program of study.

Electives

There are four elective courses that become part of each student’s MALET degree program, and

s/he may choose to build his/her own set of supporting studies from different sources, and take

them in different modes. Regardless what choices are made for the 12 elective credits, the

studies must fit into the overall program, and support the student’s personal and/or professional

goals.

MALET offerings

Each year, there are several pre-designed studies offered in the MALET program, and students

may choose among them to provide supporting studies to their degree plan. (see list below)

Pre-designed Studies

• Game Based Learning

• Practicum: Virtual Worlds

• Assistive Technologies

• Digital Tools and Techniques

• Identity in Immersive Environments

• Adv. Assessment and Learning Analytics

• Emerging Media and the Arts

• Digital Tools for Performing Arts

• Integrating STEM (2015)

• Digital Media Tools in Science (2015)

• Pedagogies in Practice (2015)

• Proseminar for Capstone Projects

• Proseminar for Research Projects

Possible offerings (TBA)

• Simulations for Training

• Social Media and Learning

• Advanced Program Planning/Systems Thinking

• Research Methods

Individualized Study

MALET students have an option to craft one or more individualized studies, with guidance from

their advisors. These electives may focus upon an area specific to the student’s personal or

professional interests, and contribute to his/her overall degree program plan better than a pre-

designed offering. Students take the lead responsibility in creating these studies, with

consultation, and must be self-directed throughout the learning process. An appropriate faculty

member will be paired with the student, and serve as a guide as they engage in the proposed

material and activities. Advisors help identify the instructor for the study, and approve the final

learning contract.

Learning contracts for individualized studies must include a statement of purpose, a list of

learning activities, readings, and assignments. Some indication must be given of criteria and

method of evaluation.

Practicum

Students may choose to take a practicum for one or more of their electives. Taken with one or

more instructors and students, practicums are opportunities to apply prior learning, and improve

practical skills in design, teaching or research. MALET students may choose to work with

faculty on designing a new online course or learning opportunity, assisting with teaching an

online or blended study, or gather and/or analyze data for a research project. Each year, a

different set of opportunities to join an active practicum will be available. However, students

might suggest a project in their own professional setting that could serve as an individualized

practicum, with guidance from a MALET faculty member. A list of potential opportunities is

available in TEAM MALET. Pre-planning for these should be done with the advisor well in

advance of the term.

Enrollment in courses from other parts of the School of Graduate Studies and

Cross Registration at other Colleges

MALET students may take electives offered in other ESC graduate programs, provided they fit

into their overall degree program plan. They should consult with their advisors before

registering, and make a special effort to provide a compelling rationale with a degree program

plan that includes studies from other disciplinary programs. If students wish to take one or two

electives offered at other accredited graduate schools with programs similar to MALET, they

may do so for up to 9 credits, and only after consulting with their advisor.

Examples of electives offered through other ESC School for Graduate Studies programs

Students should consult with their advisors to discuss a good fit with the overall degree program

plan. Be aware that not all of these studies are offered every term.

Master of Arts in Liberal Studies

Community Performance

Exhibition: Planning and Interpretation

Psychology of Art

Master of Arts in Adult Learning

Learning and Development in Contemporary Adulthood

Strategies for Effective Adult Learning

Issues in Contemporary Higher Education

Contemporary Community Colleges

Organization Development and Change

Master of Education

Adolescent Development

Leading in Learning Environments

Understanding Diverse Learners

Introduction to Critical Pedagogy

MBA

Consumer Behavior: Marketing Perspectives

Leadership in Private and Non-Profit Organizations

Managerial Communication

Managing Human Capital

Performance Management and Total Rewards

Strategic Marketing for NPO

Strategies in Project Management

Tools and Processes in Project Management

(Project Management Certificate)

Social Policy

Community Organizing

Education Policy

Media and Public Policy

Labor Policy

Compensation, Motivation and Performance

Contemporary Issues in Public Personnel Management

High Performance Workplace

Sociology of Work: Human Resources

Media and Public Policy

Transfer Credit

Some students may have completed graduate coursework for another degree prior to joining

MALET. After consulting with their advisors, they may consider bringing up to 9 credits into

their MALET degree program plan, provided the courses are relevant, and support the overall

learning experience. Course credit must be earned from another accredited graduate program.

Sample Typical Enrollment Sequence (September Start) Fall Term Learning with Emerging Technologies

New Media New Literacies

Spring Term Designing Online Learning Environments Social and Ethical Issues in the Digital Era

Summer Evaluating Learning in Participatory Digital Environments Elective

Second Fall Term Advanced Design Seminar Portfolio Project Elective

Second Spring Term Elective Elective or Proposal Seminar

Second Summer Term Elective or Proposal Seminar

Third Fall Term Final Project

Sample Typical Enrollment Sequence (January Start) Spring Term Learning with Emerging Technologies

New Media New Literacies

Summer Term Designing Online Learning Environments Social and Ethical Issues in the Digital Era

Fall Term Evaluating Learning in Participatory Digital Environments Elective

Second Spring Term Advanced Design Seminar Portfolio Project Elective

Second Summer Term Elective Elective

Second Fall Term Proposal Seminar

Third Spring Term Final Project

Final Projects

The culminating experience in the MALET is the completion of a final project, and the

presentation of a final e-Portfolio. Students can choose to either write a thesis, or complete a

capstone project. Each of these will be done within the framework and requirements in current

practice at the School for Graduate Studies as published in The Graduate Catalog.

Students may choose to complete either a research project or capstone project as their final

project. Each requires a proposal seminar that involves planning and writing a full final project

proposal.

Completing the final project is completed in the final two terms of study with a selected

instructor. The project itself is completed in the final term. The final project proposal is written

in the course called proposal seminar taken in the term that is before the final term. The proposal

itself is a substantial piece of academic work and must be approved by the Dean’s office before

enrolling in the final project term. Advisors work with students in selecting and identifying a

proposal seminar and final project faculty member that is a match with student’s interests.

Guidelines for Doing a Final Project in the MALET Program

Overview

The master’s level final project is a self-directed, integrative and culminating educational

activity. It has multiple purposes:

--Demonstration of a nuanced comprehension of a complex body of knowledge at the

forefront of your field of study along with the ability to critically evaluate current

scholarship.

--Exhibition of your creativity and originality in applying knowledge to a research

question or problem.

--Demonstration of your facility in using established inquiry techniques in creating and

interpreting new knowledge.

It is a challenging piece of work that draws on and brings together the skills and concepts you

have learned through the master’s program. It can be an applied or real world project, an

academic research project or a creative project.

The MALET program supports two kinds of final projects: an academic research study

culminating in a thesis, and a capstone project that can take the form of either a professional or

creative project. For either choice of final project, students will need to plan appropriately.

Choosing to do a thesis final project

In the MALET program, your thesis final project involves designing and conducting a research

study, and analyzing and reporting your findings. Your choice of research methodology will be

dependent on the intention and scope of your study.

The thesis is a substantial, carefully argued paper that is an original and significant contribution

to the student’s field of study. It goes beyond the literature review and adds to the body of

literature in the field by answering a question or solving a problem. It is a research paper

through which the student enters into a conversation within the field. It shows evidence of

scholarly study and critical judgment, and demonstrates facility in planning a research study,

collecting information and critically evaluating it. A culminating activity in the program, the

thesis presents a coherent, well-reasoned argument and progression of ideas. Whether using

qualitative or quantitative methods for the study, a fully considered rationale and description of

the research design and analysis are part of both the proposal and final thesis.

For the thesis option, students should consult with their advisors to ensure they include a

Research Methods course as one of their electives. They should schedule taking the following

sequence of studies in separate terms:

Research Methods

Proseminar: Research Study Design

Final Project: Thesis

Choosing to do a capstone final project

In the MALET program, your capstone final project could take the form of either a professional

project or creative project.

A professional project should meet a clear need or address a problem in the student’s

community, school or work environment. It demonstrates practical application of theory to

practice. It is based upon independent research and analysis of the various approaches to the

problem, and the proposed solution. Professional projects can take many forms, including the

development of a curriculum or course (with evaluative components); case study; position paper.

A creative project should demonstrate your ability to integrate your course work with an actual

creative product. It involves:

Approximately 240 hours of work on your creative project during the Final Project term

Reading and research during the term to provide theoretical insights and a broader

context for the work that you will be doing

A log or journal of your activities and the insights gathered during the creative experience

Critiques and creative supervision by an appropriate professional

An analytic essay is also required. This should be 20-40 pages in which students:

Analyze the experience, and provide a theoretical framework for your work

Discuss issues involved with your project

Draw upon and reference appropriate academic literature

Discuss the ways in which you met the goals described in your final project proposal

For the capstone option, students should consult with their advisors to ensure they include either

Advanced Evaluation/Analytics or a specialized advanced design study as one of their electives.

They should schedule taking the following sequence of studies in separate terms:

Advanced Evaluation/Analytics –or—a study in specialized advanced design*

Proseminar: Capstone Design

Final Project: Professional or Creative Project

*This might be a game design study, or Emerging Media and the Arts: Theory and Practice, or

similar

Final Project (Research or Capstone)

Research projects must be written as a thesis document, fully documented and formatted using

APA style.

Capstone projects must be completed using student’s choice of digital tool(s), and be

accompanied by a written, audio or video reflective statement on the design process and results

of evaluation components.

Students are encouraged to make their projects available under creative commons license for the

benefit of future students and external audiences involved in advancing our knowledge in the

field.

Students will:

Demonstrate ability to interpret and/or analyze the results of their research study, or

design implications of their project

Conduct their research or project design in a professional and ethical manner

Create new knowledge on a poorly understood phenomena

Complete and orally defend a written thesis or online creative project to their two primary

readers

Present their final projects to peers at least one professional conference

Final Project Defense, e-Portfolios & Presentations

At the conclusion of their program of study, students and their two final project readers convene

to discuss and defend the final project. The student’s readers and advisor review their e-

Portfolio/Workspace, and (optionally) arrange to have some aspect of the student’s work

presented at an ESC Conference, or the SUNY CIT conference, or a related conference. As an

added professional development activity, students are encouraged to submit proposals to present

at their choice of face-to-face or virtual academic conferences: Sloan-C (November or July),

Educause (October), Educause Learning Initiative (February), FETC (January), or ISTE (June)

with sponsorship of their advisors. Attendance will be at the student’s expense, so they may

prefer to participate in the virtual versions of these events, at a reduced rate.

Timeline: First Year Experience for MALET students

As a community of practice, we hope you will make every effort to actively participate in not

only your core studies each term, but the social and academic events scheduled throughout the

year. In addition to a few optional, regularly scheduled events (indicated in italics), and special

presentations (announced periodically throughout the year), students should work with their

advisors to prepare for the following required expectations: Key: Blue indicates events sequence for students starting in January Green indicates events sequence for students starting in September

Jan Feb Mar Apr May June

-Orientation -Start of first term -Digital Skills Workshop -Virtual welcome reception and Design Showcase

-Team Malet community space Group postings and Tech Talk Back (ongoing)

-Peer Assessment Week -Team Malet community space Group postings and Tech Talk Back (ongoing)


Start of second term -Digital Skills Workshop -Team Malet community space Group postings and Tech Talk Back (ongoing)


Start of second term -Digital Skills Workshop -Team Malet community space Group postings and Tech Talk

-Advising Workshop -Team Malet community space Group postings


-Degree Program Plan & Rationale submit for review -Team Malet community space Group

Start of third term -Digital Skills Workshop -Team Malet community space Group postings and


Back (ongoing)

and Tech Talk Back (ongoing)

postings and Tech Talk Back (ongoing)

Tech Talk Back (ongoing)

July Aug Sept Oct Nov Dec

-Start of third term -Advising Workshop -Digital Skills Workshop -Team Malet community space Group postings and Tech Talk Back (ongoing)


-Degree Program Plan & Rationale submit for review -Team Malet community space Group postings and Tech Talk Back (ongoing)


-Orientation -Start of first term -Digital Skills Workshop -Virtual welcome reception and Design Showcase -Team Malet community space Group postings and Tech Talk Back (ongoing)


-Peer Assessment Week -Team Malet community space Group postings and Tech Talk Back (ongoing)


Program Goals and Learning Outcomes

MALET Program

Goals

Student Learning Outcomes

Aligns with: ISTE NETS-T (National Educational Technology Standards and Performance Indicators) – for

Teachers

ISTE NETS-A (National Educational Technology Standards and Performance Indicators) – for

Administrators

G1: Consider the social, ethical and

legal impacts of new technologies on our

lives, individually and collectively.

Model and teach ethical and legal use of digital information (respect

for copyright, intellectual property, appropriate documentation of

sources).

NETS-T4: Promote and Model Digital Citizenship and Responsibility

NETS-A5: Digital Citizenship

Address needs of diverse learners in online environments.

Model responsible social interactions and information

exchange in online environments.

Understand causes and implications of access issues, and the digital-

divide.

http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2


http://www.iste.org/docs/pdfs/nets-a-standards.pdf?sfvrsn=2

Exhibit active and responsible participation/interactions in a

learning community.

Develop an awareness of privacy and security practices of service providers, particularly terms of

service and privacy policies.

MALET Program

Goals


G2: Explore the

multiple, unfolding political and

economic impacts of digital media as a

transformative agent in the global civic and

market arenas.

Integrate various online tools into personal and professional pursuits, to reflect how they can be means

of transformation politically, economically and/or socially.

Demonstrate understanding of cultural diversity and relevance of global issues through the use of

various collaborative tools.

Consider the concept/phenomena of global digital citizenship.

Consider the global economic impacts of digital media within

different socio-economic conditions.

Analyze emerging technological trends in education, and forecast how current digital trends might

lead to changes in the field.

MALET Program

Goals



Teachers


Administrators

G3: Develop an

understanding of how people learn in

technology-mediated environments.

Understand how different learning theories inform the planning,

creation, and facilitation of learning experiences with new technologies.

NETS-T1: Facilitate and Inspire Student Learning and Creativity

NETS-A2: Digital Learning Culture

Compare different paradigms of knowledge, authority and control,

and how they are manifested in different learning environments.

Consider how personal learning, including but not limited to

workshops, forums, and affinity groups, is improved by innovators

in technology-mediated environments.

Articulate a personal perspective on the uses and applications of

emerging technologies.

Communicate clearly within and across multiple online spaces.

Produce online learning products that reflect effective design

principles.





MALET Program

Goals



Teachers


Administrators

G4: Examine and

evaluate learning that occurs in technology

mediated environments, and

the impact of digital tools, resources and

pedagogical methods in these settings

Analyze the ways in which different learning theories inform the

planning, creation and facilitation of learning experiences with new

technologies.

NETS-T2: Design and Develop Digital Age Learning Experiences and Assessments

NETS-A4: Systemic Improvement

Demonstrate ability to convey new and re-conceptualized knowledge to others in a professional setting.

Design and conduct effective evaluations of learning that capture

the impact of specific ICT tools.

Create new content relevant to personal needs or professional

contexts.

Identify and assess current uses of technology tools in learning

environments relevant to one’s own context and/or needs.

Create new practices, products, and/or performances for one’s own

personal or professional needs or interests.




MALET Program

Goals



Teachers


Administrators

G5: Acquire the skills

and capacity to identify, employ and

evaluate technologically

supported tools and methodologies.

Demonstrate the ability to use digital technologies as tools of mediation and collaboration.

NETS-T3: Model Digital Age Work and Learning

NETS-A3: Excellence in Professional Practice

Demonstrate ability to produce projects in cooperative teams.

Interact with peers, experts, and others in the field employing a

variety of digital tools.

Document a critically reflective ability to apply new technology

tools in an independent and self-directed way.

Create and share original or re-conceptualized digital work with peers in a community of practice.

Identify and incorporate digital tools that address needs of diverse

learners, especially those with disabilities.





MALET Program

Goals



Teachers

ISTE NETS-A (National Educational Technology Standards and Performance

Indicators) – for Administrators

G6: Conduct original research projects

both individually and in collaborative

faculty-student teams in order to expand knowledge in the

field.

Demonstrate the ability to design, disseminate and study the usability

of technology tools that will be used by learners in one’s own

professional environment.

NETS-T5: Engage in Professional Growth and Leadership

NETS-A1: Visionary Leadership

Demonstrate critical reasoning in properly formatted and cited

academic writing formats.

Demonstrate ability to research scholarly sources and write a

literature review.

Lead /facilitate a learning opportunity with peers in a

community of practice.

Demonstrate ability to convey knowledge of a particular digital

tool to a broader audience.

Demonstrate ability to use inquiry process to critique/evaluate

existing technology and digital tool use.




http://www.iste.org/Libraries/PDFs/NETS_for_Administrators_2009_EN.sflb.ashx






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Advisement handbook 14 15