Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.

Artifact I  – EME6930 Spring 2018

Media Literacy and Internet Safety Website

S. 1.2 Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.

It was a pleasure to build this educational website and resource for EME6930 Web Programming I. Using content area knowledge from a concurrent class, I designed and coded a web-based CBI intended for a wide demographic in need of sophisticated media literacy training. The class itself was rigorous. In-class activities prepared me to troubleshoot my hand-coded CSS and Javascript. Special care was taken to design a mobile-responsive layout for the site. The CBI covers essential information about digital citizenship and internet safety. A short quiz was programmed to provide the learner feedback. In addition, learners will find a searchable index of topical games and applications that I programmed. I intend this artifact to display my ability to develop my skills as an instructional technology expert.

 

Artifact II – EDF6284 Summer 2018

Instructional Application Storyboard

S. 1.1. Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.

Storyboards are invaluable when developing computer-based training (CBT). I designed this artifact as an individual exercise, but the process enabled me to communicate visually with my peers in later assignments in EDF6284 Problems in Instructional Design for Computers. This assignment took on aspects of technical writing and forced me to consider audience and tone. Behavioral objectives such as learner comprehension were central while planning the content. I chose to design with a mobile-first approach and created a standardized screen template that specified font, hex codes, and UX layout. As a visual narrative, my goal was to provide explicit instruction with accessibility and ease-of-use in mind. Graphics were developed in Adobe Photoshop and sequenced along with specification slides in PowerPoint.

 

Artifact III – EME6215 Summer 2018

Graphics Planning Document

S. 1.3 Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

EME6215 Instructional Graphics guided me to promote learning with careful planning and analysis. Media is not uniformly effective, and context is paramount. The linked file is an instructional graphics planning document that outlines a whole range of deliberate considerations. I leaned on my experience with audio production as a learning context and describe the challenges that might be faced while designing instructional materials for contemporary music and audio engineering students. I address cognitive load, learner attention, and skill transference. A hypothetical learner profile was used to outline the plan. This document speaks to my attention to detail and command of best-practices.

 

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Competencies and Skills for Instructional Designer that were used during the creation of this product includes:

•  Assess the relevant characteristics of the target audience 
  • Select the target audience characteristics that are appropriate for assessment 
  • Develop a target audience profile 
  • ​Differentiate between the types of learners that will benefit from the instruction from those who will have difficulty comprehending the courseware 
• ​ Assess the relevant characteristics of the setting 
  • Identify relevant resources, constraints, and context of the development and delivery environments 
  • Identify how the courseware will be used in the curriculum
  • ​​Evaluate how the setting characteristics may impact proposed instructional approaches 
  • ​State a rationale for the selection of the resources and constraints of the development and delivery environments chosen 
• ​Perform job, task, and/or content analysis 
  • Analyze the characteristics of a job, task, or body of knowledge 
  • Identify tasks, subtasks, cognitive processes and their sequential and/or hierarchical relationships 
  • Comprehend technical content in terms of the entire course content and individual lessons 
  • Assess frequency, criticality, difficulty and complexity of knowledge and skills contained in curricula to accommodate target audience learning styles 
  • Identify prerequisite knowledge and skills for tasks, subtasks, and knowledge 
• ​Write criterion-referenced, performance-based objectives 
  • State an objective in performance terms that reflect the intent of instruction 
  • Sequence the objectives to reflect the curriculum design 
  • Describe the relationship between the objectives, technical content and performance measurement 
• ​ Select instructional media 
  • Identify instructional media options that address training needs 
  • Describe characteristics of instructional media 
•  Recommend instructional strategies 
  • Discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the curricular objectives 
  • Describe and provide a rationale for the selection of an instructional approach 
  • Design instructional materials that are appropriate to the ability level of the learners
• ​Develop performance measurement instruments 
  • Develop performance measures: criterion-referenced achievement tests, questionnaires, interviews, simulation scenarios, observation checklists, performance checklists, product checklists 
  • Identify variables to measure and construct assessment items appropriate to the associated objective 
  • Judge the validity and reliability of instruction based on statistical results 
  • State the rationale for using one type of assessment tool over another 
•  Evaluate instruction, program, and process 
  • Develop a formative/summative evaluation plan and conduct the formative/summative evaluation 
  • Generate specifications for revisions based on feedback collected during evaluation ​

This list was pulled from the 12 Competencies and Skills for Instructional Designers provided in Appendix B of the portfolio directions for Candidates in the M. Ed. in Instructional Technology program, College of Education, University of South Florida – Fall 2018