MODULE 8 – Transcript – (Mar 1-7)
In this module, you will create an ‘Annotated Transcript’ page that lists the courses you completed for your degree program and includes some details about them. You can think about this page as a narrative transcript that explains your progression through your program.
Also, remember that Tech Check requirement is due by the end of Module 10. Since you will be receiving your Mid-Semester Check-Up by the end of this module, it might be useful to hop into one of our Office Half Hours to get your Tech Check points and go over any questions you may have about the feedback!
💯 Review your Mid-Semester Check-Up
More details about the Mid-Semester Check-Up may be found under “Elaboration” below.
📜 Review last week's feedback
🔍 Things to keep in mind for your new assignment
- Rationale – The Annotated Transcript fulfills a program requirement for graduation – it is where we look to assess your course background and certify the completion of your master’s degree program.
- Resources – You can lookup the courses you took as a student at http://stuinfo.msu.edu, and http://schedule.msu.edu has lots of good information about course offerings as well. You may need to perform a quick Google search, if you are not sure if an instructor for a course is a “Dr”.
- The Rubric – Make sure that you align your Annotated Transcript to our standards, rubric, and common issues for annotated transcripts, which are always available at the bottom of every assignment page under “Elaboration”.
- A Work in Progress – you do not have to finalize your transcript now, as the goal in this course is always to get something working first, and continue to refine it based on feedback.
- Need Inspiration? – Consider a few examples of Annotated Transcripts from past semesters, including: Daniel Levitt, Eric Danowski, Jenna Gabel, and Rachel Lafler.
✍️ Compose your Annotated Transcript
- The Course Name and Number (e.g., CEP 807: Capstone Portfolio Course)
- The Year and Semester Taken (e.g., Spring 2018)
- The Instructor(s) Teaching the Course (e.g., Dr. Matthew Koehler, Sarah Keenan-Lechel, Aric Gaunt, and Sukanya Moudgalya)
- 4-6 Sentence Description – A brief explanation (4-6 sentences) of what you covered, learned, and did throughout the course. This is to be written by you about your experiences, not copied from an official course description.
🎥 Video reflection and feedback
📅 Your 2nd Piece of Flair is due
✔️ Update the ShareTracker
The ShareTracker is linked here, and available through the menubar at the top of this website.
Now is the time to “submit” your work by updating the ShareTracker. Specifically, do the following:
- Find your row in the ShareTracker, and find the Columns that correspond to this module
- Enter “done” for each part of the module you have completed
- Put “revised” and a date, for any assignments you have revised from previous modules
That’s it, you’re done with the ShareTracker for this Module.
🗒️ Feedback and Assessment
Every week you should be in the habit of checking your feedback notebook for any new feedback from the instructors. This includes checking on feedback received from the previous module, as well as checking in on any feedback from any revisions you have done. Make sure you go over this feedback and formulate a plan to address any aspects of your work that need revision.
When you submit your work this week, also submit update the ShareTracker with any revisions you have recently done. For example, if you change your homepage based on feedback, go to the ShareTracker and replace “Done” with “Revised 12/30/20” (use the actual date of your revision). It may take up to a week before your instructors can provide feedback from this Module, or from any revisions you have submitted. If feedback is taking longer than a week, please let us know about it, we may have missed your work.
You can find your feedback notebook: a) As a link within the ShareTracker, b) The Roster page.
💯 All about Mid-Semester Check-Up
In the Capstone Course, we believe in the power of feedback, both from your peers and from your instructors. Reynolds (2009) argued that students’ peers are capable of pointing out things that would have never occurred to their instructors, and we’ve repeatedly found that to be true as we’ve taught this class! However, we also know that the opposite is true: While we do our best to make our expectations and grading process clear to everyone during peer feedback, we also know that sometimes there’s no substitute for having the instructor look over your work.
We have been regularly providing weekly feedback to you in your Feedback Notebook. But, as we approach the mid-semester mark, it’s an opportunity to step back and look at how the cycle of design-feedback-revision is working for you.
We call this process of stepping back and looking at your progress the Mid-Semester Checkup. This mostly will happen behind the scenes as we review your work, and your progress towards making revisions on any issues raised in that feedback. Specifically, we are going to look at the following:
- Your history of submitting work (mostly) on time
- Your pattern of following up on revisions we have suggested
- Your responsiveness to others in participating in peer feedback
Everyone will receive an email about their mid-semester checkup on (or around) the start of Module 8. There are three possible outcomes for this checkup email.
- You’re doing great – If you’ve been keeping up with the work and you’ve been keeping up with revisions, we consider you to be doing great. Keep on doing what you have been doing.
- You’re struggling a bit – You may be doing a lot of good work but there are some issues that remain un-resolved. For example, you may be turning in initial work on time, but not responding to revisions. If this is the case, the email from use will discuss ways to improve any areas of weaknesses.
- You’re significantly struggling – If your work is frequently late, or you have not been participating in feedback, or have not yet made any revisions, we will be in touch with you. Mid-Semester is an opportunity to get back on track, and we will assess (with you) what needs to be done to get back on track in order to complete the course.
Again, we will communicate the results of the mid-semester checkup to you via email. This email will likely come early in Module 8. Please make sure you read this email and respond (if a response is requested).
Reynolds, A. (2009). Why every student needs critical friends. Educational Leadership, 67(3), 54-57.
☑️ Rubric for posting reflections and feedback
When you post and reply in this course, please pay attention to the following guidelines. These guidelines also form the basis for the rubric used to grade your discussion contribution.
What makes for a good post?
It depends on the specific assignment, but the following generally apply:
- Pay attention to the prompts.
- Use a good portion of the 3 minutes allotted to you.
- Show us what you’re thinking and why you’re thinking it.
- When sharing your own work, point to some places where people who respond to you might be most helpful in giving you feedback.
What makes for a good feedback?
Good feedback is important in all design activities, including the design of portfolios. It is especially important in this class. When giving feedback, keep in mind that good feedback is:
- Thorough – Use a good portion of the 3 minutes allotted to you. Try to cover as many aspects of the assignment that you can—do not focus on only one thing. However, don’t try to cover too much, because each point you make should have some details (see next point).
- Specific – Avoid generalities like “you had a good design,” and instead be more specific, like “your headers are easy to read, clear, and helpful in breaking up text into more manageable pieces.”
- Critical – Point out what needs improving. Even if you’re looking at the best piece of work, you can give the author something to think about working towards or thinking about differently.
- Supportive – Point out what is working well. Even the earliest of drafts is the start of something good that can be highlighted as a success.
☑️ Tech Check requirements
Finding ways to meet face-to-face in an online class can be tough, but we’ve found that it’s worth it, especially for your exhibition in Module 11. To make exhibitions go smoothly and to give you some additional opportunities for face-to-face feedback, we require you to check out the Capstone Coffeehouse technology at least once by the end of Module 10. In short, the Capstone Coffeehouse is Zoom – the video conferencing software we use in this course.
You can find some general information on using the Capstone Coffeehouse here. To fulfill this requirement (and get your points), you must specifically do four things:
- Check video: Make sure that your webcam is working and that you (and others) show up on the screen when you join the Coffeehouse. This should happen automatically.
- Check audio: Make sure that you can hear other people in the Coffeehouse and that they can hear you. Zoom, the Coffeehouse technology, should ask you for permission to use your speakers and microphone once you join. In a few cases, though, this takes a little fiddling to get it to work properly.
- Check chat: Make sure that you know how to open the chat window in Zoom (the Coffeehouse technology) and that you can read and write messages properly. If you’re using the Zoom desktop client, the Chat button should appear at the bottom of the Zoom window.
- Check a page: You (and each of your classmates) should take a few minutes to share a page that you’ve recently completed. If possible, make this a Piece of Flair page, but you really have free range on what you’d like to look at. Have some specific questions and concerns in mind: What are you trying to accomplish with this page? What are you still struggling with? This is a great chance to “practice” for the end-of-semester exhibitions and to get some more face-to-face feedback, which capstone students consistently point to as one their most valuable experiences.
For most people, the Tech Check is a quick and easy assignment, but problems do occasionally occur. If you are experiencing frustration with the Tech Check, keep in mind that it’s better to experience this during the Tech Check than during the exhibition! Also, please remember what you had to do to get past the difficult spots, just in case they come up again.
There are two ways to complete the Tech Check: through office half hours or with a classmate.
Office half hours (if you prefer to talk to instructors)
In addition to talking about your portfolio during an office half hours session, you can carry out the Tech Check with the instructor who is running office half hours. Just mention that you’d like to take care of your Tech Check, and she or he will walk you through the steps and make sure to give you the points!
Classmate (if you prefer to talk to your fellow educators)
The great thing about the Coffeehouse technology is that it is available 24/7. If one of the office half hours sessions doesn’t work for you or you would prefer to meet with a classmate instead, you can schedule a time to meet with a classmate in the Coffeehouse and take care of the Tech Check on your own. Walk through the four specific steps listed above, and once you’ve made sure that everything works for all of you, send us an email to let us know that you took care of everything. While this should be a short email, please include enough detail that we know who you worked with and that you walked through all four steps together.
❓ What is the bonuses and bummers policy?
When you contribute feedback at the end of a module, you are usually expected to provide feedback to two of your classmates.
Our Bonuses and Bummers policy describes exceptions to this expectation as follows:
- Bonus – If you’re the first person to submit your work for an assignment, you do not have to provide any feedback to anyone.
- Bonus – If you’re the second person to submit your work for an assignment, you only have to provide feedback to one person (the person who submitted first).
- Bummer – If you’re the last person to submit your work for a task or Piece of Flair, you probably won’t receive any feedback from anyone.
❓ What should I do with the feedback I receive?
Equally important as giving good feedback is learning how to receive good feedback. We have a few tips for receiving feedback:
- Take time to process the feedback. Carefully review the feedback you received and take time to go through it. We can sometimes read constructive feedback as critical feedback, but this feedback may be especially helpful to the development of your portfolio. If some of the feedback seems critical, taking time to see the value in it can be helpful.
- Think through how the feedback applies to your portfolio. While we trust that the feedback you receive will be helpful, there are always opportunities to think through how the feedback applies to your portfolio. For example, specific feedback about how to organize a specific page may not make sense given your audience and goals, but the general idea of the feedback may still let you know that you need to organize it to be easier to navigate. Other feedback may be helpful and aligned with the rubric and assignment descriptions but not line up with your good reasons for designing a page or your portfolio in a specific way. In these cases where your design may not align with feedback you receive, please feel free to reach out to the person providing it—or us—to clarify and expand on the feedback. We are always happy to help with this in any way we can.
- Make a plan for changes, but recognize that some may take longer than others. If portfolios are to be authentic and ongoing, everyone needs some flexibility in when they will introduce all of the changes that have been suggested. If you simply don’t have time to make a particular change to your portfolio (especially if the change isn’t a critical part of the assignment requirements), try to leave a record of the suggested change and go back to it later. Think of these as not as an “IOU” but as an “IOM,” meaning something “I Owe Myself.” Of course, you are also free to say, “My portfolio was actually perfect before the feedback and there was really nothing I learned from feedback that was worth treating seriously, so I’ve made no changes as a result of the experience.” We think that’s highly unlikely to happen, though.
❓ Why list and describe all my courses?
The annotated transcript fulfills a program requirement for graduation—it is where we look to assess your course background and certify the completion of the Master of Arts in Educational Technology (MAET) or Master of Arts in Education (MAED) program. Additionally, this is a good opportunity for you to start reflecting about your courses for your upcoming Synthesis Essay.
Why write a description of each course?
The process of collecting, organizing, and reflecting on the courses in your master’s study is intended to encourage you to think about all you’ve learned. The MAET and MAED programs are relatively flexible and involve many choices. Gathering all of this information in one place and synthesizing the impact of each course will hopefully help you develop an appreciation for the unique way that your master’s degree experience has played out.
We want you to be able to show others what you did to complete your degree in a way that goes beyond the standard transcript (course numbers and titles). This means describing those experiences with a little more depth and breadth. We want you to begin the process of creating a portfolio that demonstrates what you have accomplished to your peers, significant others, and potential employers. Many of the people who make up your intended audience will be unfamiliar with your program of study; this is a place where you can communicate who you are, what you’ve learned, and the experiences that your different courses brought you.