MALET Advisement Guide SUNY, Empire State College School for Graduate Studies Learning & Emerging Technologies [email protected] 9/1/2014 2014-2015 This document provides guidelines for students and their advisors in the MALET program.
Apr 03, 2016
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 New Media/Literacies
3 Issues/Ethics
3 Designing OL Enviros
3 Evaluating in Partic
3 Adv. Design Seminar
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 New Media/Literacies
3 Issues/Ethics
3 Designing OL Enviros
3 Evaluating in Partic
3 Adv. Design Seminar
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)
-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)
-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
-Team Malet community space Group postings and Tech Talk Back (ongoing)
-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
-Team Malet community space Group postings and Tech Talk Back (ongoing)
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)
-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)
-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)
-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)
-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.
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
Student Learning Outcomes
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
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
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
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
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
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
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
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
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.