MODULE 8 – Transcript – (Mar 9-15)

There are three different ways you can give and receive feedback in this module. We will explain each in detail below.

1. You can arrange your own zoom meeting with another student. You both can work out the details on how to meet online, and give each other feedback. The coffeehouse is an option for you to use.
2. You can use our CAPPY Chatbot (an experimental AI bot) to get feedback. This is only an option for modules 4-7 currently, but we are looking to expand if there is positive interest from students to do so.
3. You can use Teams as we did earlier in the semester

Regardless of the format you chose, please remember, that order to give good feedback to read (and use) the guidelines for feedback.

📅 Schedule your own meeting

You can meet with a classmate in the Capstone Coffeehouse. However, you schedule a meeting with someone else and figure out the meeting details together. The Sharetracker has email contact information for everyone in the course, feel free to reach out…

You can show your work via sharing your screen, or ask someone else to look on their browser if you give them a link in the chat. It can take as little as 5 minutes to get some productive feedback on your page.

💬 Using Cappy

To use Cappy, please do the following:

1. Visit CAPPY, the Capstone Chatbot
2. Login or Signup (it’s free)
3. Replace XXX with the address of your page to be reviewed, and enter the one the following prompts depending on the module you are submitting:
• My module 4 essay : XXX”
• My module 5 resume : XXX”
• My module 6 showcase : XXX”
• My module 7 learning goals : XXX”
4. Review the feedback the CAPPY is giving you, and consider making the revisions it suggests
5. Feel free to ask it any followup questions or suggestions you would like, based upon what it is telling you

If you use CAPPY, please leave us some feedback letting us know how it did.

🎥 Using Teams

When posting your reflection, go to the correct teams channel:

MODULE 1 – Review past portfolios MODULE 2 – Draft your website MODULE 3 – Make a homepage MODULE 4 – Goal Reflection MODULE 5 – Make a resumé MODULE 6 – Showcase your work MODULE 7 – Your future learning goals

MODULE 8 – Add a transcript MODULE 9 – Synthesize & reflect MODULE 11 – Exhibition Reflection FLAIR #1 FLAIR #2 FLAIR #3

Initial Post

1. Make a post and address the prompts (“Designers – Discuss”) in the pinned post on the channel.
2. Provide context – Type in your name and description of the post (e.g., Matthew Koehler’s website draft) to accompany your video.
3. Provide a link – Give a link to the webpage you want others to review.

Leave feedback for two others

Then leave responses with feedback for two others in the same channel as follows:

• Prioritize providing feedback to those who do not have any feedback
• Watch their post
• View their webpage (click on the URL that should be posted with their video).
• In making your response, make sure to follow the prompts in the pinned post labeled “Reviewers – Discuss”
• Provide context – Type in your name and description of the post (e.g., Matthew Koehler’s response to Megan) to accompany your video.

When you contribute Teams 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 on Teams, you do not have to provide any feedback to anyone.
• Bonus – If you’re the second person to submit your work for an assignment on Teams, 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 Teams feedback from anyone.

Equally important as giving good feedback is learning how to receive good feedback. We have a few tips for receiving feedback:

1. 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.
2. 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.
3. 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.

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.