AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

Artifact I – EDG6627 Fall 2017

Research-Based Public Service Announcement

• Supplementary Artifact – EDG6627 School-to-Prison Pipeline PSA Document

S. 3.5. Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.

I worked alongside many educators in my M. Ed. program, some of which are teaching in public schools. To that end, I have selected a public service announcement (PSA) I produced with several educators in EME6627 Foundations of Curriculum and Instruction. The supplementary document was a group effort between myself, Desiree Potts, Melissa Sams, and Walker Hicken. We selected a sensitive issue that that affects children, schools, and communities: the school-to-prison-pipeline, which describes the disparities in school’s disciplinary methods and long-term outcomes for disadvantaged youth. My group and I contributed to the document, and I took on the responsibility of producing our media deliverable. Never one to shy away from difficult topics, I’m proud to say that we succeeded in producing a culturally responsive deliverable that promotes ethical, student-centered learning environments.

Artifact II – EDF6284 Summer 18

Group Project: Front-End Analysis

S. 3.2. Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Much like the individual Front-End Analysis (FEA) posted under AECT Standard II, this project for EDF6284 Problems in Instructional Design for Computers challenged my group with deploying a survey and composing a detailed instructional planning document. We were able to use actionable data to identify learning goals. I handled the following sections: abstract, method, results. I worked with my peer, Toure Rider, to provide our group with the goal analysis. This assignment reflects an example of best-practices and more specifically, one step in the ADDIE ISD model.

Artifact III – EME6457 Summer 2018

Instructor Guidance and Strategies Document

S. 3.3.Assessing/Evaluating – Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.

This artifact was written as a hypothetical exercise in EME6457 Distance Learning. Intended for new online instructors, it offers practical advice that’s grounded in learning principles. Many facets of instruction are covered including motivation (Keller’s ARCS model) and technology affordances. All of these principles are distilled into explicit strategies designed to engage students using a Learning Management System (LMS) and more generally, in an online context. The assignment is an exemplary synthesis of my studies in EME6457 and affirms my commitment to instructional efficacy and learner outcomes.

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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