(Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

Artifact I – EME6207 Fall 2017

USF Promotional Video

S. 2.2. Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.

I jumped at the opportunity to create a multimedia deliverable in EME6207 Web Design. Moreover, it was an opportunity to highlight my institution. The music and voiceover are my original work and were recorded using Pro Tools digital audio workstation. All stock images and video were compiled and edited with Adobe Premier. The final deliverables were managed through the Canvas LMS. Special care was taken to ensure all digital assets were suitable for the web. This artifact displays not only my technical skills but also my desire to develop conscientious and purposeful media. It’s worth mentioning that this video is also an example of persuasive communication and a contribution to the organizational climate: a pre-requisite to student and faculty engagement.

 

Artifact II – EME6215 Summer 2018

Primary Artifact – Job Aid

• Supplementary Artifact – Visual Design Analysis

S. 2.1. Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.

This job aid and accompanying artifact represent my final deliverable for EME6215 Instructional Graphics. I chose an industry in which I had plenty of work experience to serve as the learning context. Two content types are illustrated for the learner: procedural and factual content. Procedural content includes the sequential order of the tasks with the safe and complete execution of all steps as the learning goal, although the primary function of the job aid is to provide memory support. I created the graphic elements in Photoshop and designed the layout using InDesign. Iconography and contrast assist with directing the learner’s attention. Visual representations help the learner build mental models. After conducting the visual design analysis, a PDF was selected as the best mode of instruction.

 

Artifact III – EME6207 Fall 2017

Open-Source Software Web Resource

S. 2.4. Managing – Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.

I have always been a fan of open-source software and tools that foster cultures of sharing and collaboration. Along with learning HTML, CSS, and Javascript, EME6207 Web Design provided me with the chance to build a website dedicated to accessible tools and platforms. As a stakeholder and professional, the website serves as a statement for open and equitable access to educational resources. I applied a minimalist aesthetic using CSS and HTML tables. Each listing is followed by a short description and download link. The site also provides a look at my early work and contrasts nicely with my final for EME6930 Web Programming I  in ways that show my progress as a capable web developer and instructional designer.

 

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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