This course is an introduction to thinking and writing together. It will start in Cadrecamp with a number of project and activities designed to help students thinking about learning, cognition and different form of collaboration. Student will explore the current state of web 2.0 tools. They will use Mindmaps and being planning for how to contribute to the development of the MALT site on learning technologies. The goal is to make it an effective teaching and learning site for those who are interested in learning more about learning technologies.

While there is new interactive technology available daily, most of this technology was not designed for educational purposes. Therefore educators need to learn how to design learning environments with these tools. Experience and research can guide us in new promising directions with interactive technology tools that enable and scaffold our natural ways of learning. Through discussions and hard play, beginning with the Lego Challenge we will challenge traditional notions of learning and suggest that designing for learning in social contexts lead to deeper and more lasting forms of learning. This focus on design is informed by research on the role that design thinking plays in understanding constraints and affordances in progressive problem solving. Design thinking suggests a way to apply to knowledge to the complexity of real world practice.

Action Research is a form of self-reflective systematic inquiry directed by students on their own practice. In this first course of the action research strand, students will examine their values and the alignment of their values to their workplace. This will help them to identify problems and possible solutions to study. Student activities will help them become more observant of workplace practices and to examine assumptions about change. Students define a "field of action" and examine the forces that are aligned for and against changes. The course also focuses on ethical issues involved in action research and helps students understand how to balance transformative advocacy with reflective research.

Student will explore the use of games, collaborative software, and interactive web platforms as social learning environments and cognitive tools. This class builds a foundation of learning theory and broad and complex thinking about personal and community theories of learning. The goal is to help students understand how theories of learning shape the design and use of technology tools in educating today's learner.

This course will help students rethink educational organizations from learner perspective and the new technology available. The learning sciences suggest new instructional designs which include scaffolding, progressive problem solving, and collaborative and distributive cognitive processes. Student review traditional instructional design and consider new visions of learning: Students explore learning contexts that include problem-based learning, goal-based scenarios, role-plays, mini-games and simulations alternate reality games, open source learning, virtual learning environments, informal learning, and use of blogs and micro blogs, as different forms of learning. They will examine how disruptive new technologies can create revolutionary change. They will learn how to redesign for education. We encourage a form of "inSITEful play" emphasizing creativity, innovation and reflection. The goal is for student to explore the potential of new tools --GPS devices, hand-held digital tools, Web 2.0 tools -- to fundamentally change learning.

This is the second part of a 4-course sequence. Action Research is a form of self-reflective systematic inquiry directed by you on your own practice. You will be learning about action research and exploring ideas for action research in your work place. In doing so, you will work with your "learning circle" partners to help them frame their ideas. Part of your work will be to being your search for references to help you plan. You will define a "field of action" and in that field you will look for problems you care about. We will also review ethical issues involved in action research.

This course focuses on the theories of instructional design with technology. Students examine existing and new technology tools in light of their relevance to and role in supporting K-18 or corporate education learning designs. Students explore technology assessment systems from integrated learning systems to portfolio formats. Students determine the resource needs of classrooms, schools, and organizations and construct a rational for the resources required to create an optimal learning environment relevant to an information and communication society. Students develop a case study of their own institutional setting. This class will work in conjunction with either design team projects or action research projects or both.

This course focuses on the theories of instructional design with technology. Students examine existing and new technology tools in light of their relevance to and role in supporting K-18 or corporate education learning designs. Students explore technology assessment systems from integrated learning systems to portfolio formats. Students determine the resource needs of classrooms, schools, and organizations and construct a rationale for the resources required to create an optimal learning environment relevant to and information and communication society. Students develop a case study of their own institutional setting. This class will work in conjunction with either design team projects or action research projects or both.

In this course, we will be talking about the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the research. The cognitive tools and the technology tools that students learn in their other two strands are designed to provide a clear focus on workplace change with technology. In this part of the Action Research course students focus on developing their research skills complete two or more cycles of action research. This will involve planning, acting, collecting reactions, analyzing, and planning again. Cycles are small steps toward a larger vision. Through self-reflective systematic inquiry, students learn the iterative process of action research. The course focuses on developing both qualitative and quantitative research skills to help students learn how to collect and analysis the results of their actions.

This course focuses on the concepts and strategies that are necessary for leadership roles in the integration and application of technology and learning. Mentoring and Team leadership will also be examined. Course topics include: strategic planning, leadership styles, institutional change processes, and policy issues in learning technologies. In this course, students will generate a technology plan that supports a vision for a new level of service, new project, or new resources for advancing the mission of their organization and their professional careers.

This final course in the Design Strand focuses on finalizing, promoting and marketing design products. Students ultimately will share their products in Learning Designs at Pepperdine, an open and ongoing repository of learning designs available to the world. Students will participate in team leadership exploring various roles as they develop plans for marketing or extending the reach of the product design. Topics include positioning product in the markets, building use community around product, connection to existing communities, open source content, and market strategy. Students will reflect on patterns of team leadership and mentoring in the context of marketing.

The theme of this semester is leadership and ones role in larger organizational change. The students will be working on the leadership them in the conceptual tools course that will be directed towards helping them develop projects that extend their thinking about action research. In this course, students will complete one or more cycles of action research cycles and then focus on developing an online portfolio of their work. They will prepare a presentation on their year-long process to be included in the Action Research Conference at Pepperdine University at the end of June. After the conference in July, students transform their work to prepare for other presentation, a publication or project proposals for the coming year.