Since starting at HGSE in 2012, I have designed and taught three courses: T550, T217, and T553. Here you can find course syllabi, descriptions, and facilitation team members.

T550: Designing for Learning by Creating
T550 on Twitter, Instagram, and Flickr
Offered annually 2013–present; 1,170 students enrolled

How do we design learning experiences that are meaningful, engaging, and support learner agency? In T550, we explore this question through the lens of constructionism, a theory of learning that underscores the importance of personalizing, creating, sharing, and reflecting in learning experiences. The class is guided by the core tenets of constructionism, both in content and in process. You will be invited to personalize, create, share, and reflect throughout the semester, through weekly readings, reflective writing, small projects, and a term-long project. By participating in the T550 creative community, you will engage with the theory and practice of designing for learning by creating—for yourself and for others. Anyone who is interested in exploring the theory and practice of designing for learning by creating is encouraged to enroll.

Many thanks to the T550 facilitation team members, many of whom have supported the course for several years: Christan Balch, Paulina Haduong, Alexa Kutler, Mae Klinger, Patrick McGuire, Willa Peragine, Katherine Hashimoto, Laura Peters, Nicole Johnson, Peter Kirschmann, Adrian Melia, Carmelo Presicce, Iman Rastegari, Josh Gilbert, Kristen Nichols, Lauren Elmore, Michelle Choi, Nina Bhattacharya, Tim Johnson, AL Liou, Alisha Panjwani, Amanda Torres, Andrea Flores, Anna Kirby, Caroline Lowe, Champika Fernando, Cora Higgins, Deidre Witan, Derek Ham, Emily Veno, Galen McQuillen, Hannah Dawe, Jake Stepansky, Jenna Gabriel, Juliet Biagi, Laura Stankiewicz, Lily Gottlieb, Lisa Hiton, Liz Goodenough, Mary Adelaide Williamson, Melissa Gedney, Mette Bohnstedt, Rebecca Givens Rolland, Sara Polsky, Sarah Hazelwood, Sarah Magagna, Saskia Leggett, Spencer Tiberi, Sue Buzzard, Tiffanie Ting, and Tony Landek.

T217: Designing K–12 Computer Science Learning Experiences
Offered Spring 2020; 28 students enrolled

From computational thinking to workforce arguments, there is considerable interest in and excitement about including computer science education for all K–12 students. Yet, unlike other disciplines with a much longer history in formal schooling, the interest in computer science education is not yet supported by commensurate attention to research and teacher practice. In this course, we will examine the state of K–12 computing education: questioning its value, examining its history, and imagining and contributing to its potential. The course will be organized as both a reading group and a lab, building a community of people who are committed to K–12 CS education. Each week you will read classic and current research, and write accompanying memos to document your evolving understandings of the field. Throughout the course, either individually or with partners, you will develop an independent project that explores the design of K–12 computer science learning experiences. Some examples of possible projects include: designing CS-standalone or cross-curricular learning activities and curriculum, building a programming language for novices, developing an annotated bibliography, critically analyzing policy documents such as curriculum frameworks and standards from around the world, or contributing to current K–12 CS education research initiatives. Anyone who is interested in K–12 computer science education is encouraged to enroll.

Many thanks to the T217 facilitation team members: Emily Veno and Laura Peters.

T553: Learning, Teaching, and Technology
Offered annually 2013–2018; 236 students enrolled

Digital and network technologies create new opportunities and new expectations for learning and teaching. How do teachers and learners make sense of and negotiate these opportunities and expectations? This course will focus on developing nuanced understandings of the relationships between learning, teaching, and current technology trends, by considering current trends through the lens of critical theory and the practices of design thinking. Trends are updated with each course offering to reflect current cultural interests, but topics from previous offerings of the course have included: MOOCs, coding, flipped classrooms, connected learning, games, big data, open education, edupreneurship, and peer learning networks. Students will attend weekly class sessions, contribute to the course learning community (both in person and online), and think carefully and critically about learning, teaching, and technology through weekly reading, exploring, and reflecting activities.

Many thanks to the T553 facilitation team members: Chris Buttimer, Galen McQuillen, Karen Dunham, Kelly Whitney, Megan Cotnam-Kappel, Michelle Choi, Rebecca Givens Rolland, Sarah Blum-Smith, Tim Johnson, and Tracy Elizabeth.