AECT Standard IV

(Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

Artifact I – EDF6284 Summer 2018

Web-Based Instruction

 

S. 4.2. Leadership – Candidates lead their peers in designing and implementing technology-supported learning.

For EDF6284 Problems in Instructional Design for Computers, Janice Klages, Toure Rider, Patricia Kerney, and I worked tirelessly to produce a polished, cohesive deliverable. Note that since the site is no longer hosted, I have provided a user walkthrough of the site to demonstrate core content and functionality. After many iterations and supporting assignments, my group and I produced this extensive web-based courseware.  We chose “netiquette” as our topic and first-year college students as our primary audience. The screen design, response analysis, and other considerations were prototyped using Google Slides. We drafted planning documents during several team meetings. I took a leadership role and guided the team through the process of uploading content using Wix. By choosing Wix as our final platform for design and hosting, I was able to rapidly format content from multiple team members while maintaining a modern and full-featured UX. Additionally, I produced instructional videos for the subsection “the basics” and “concepts.” Janice Klages handled the subsection, “technical aspects,” and produced a fantastic tutorial that guides learners through all aspects of email formalities. Toure Rider and Patricia Kerney produced supporting content documentation and developed quizzes for our courseware.

 

Artifact II – EME6613 Fall 2018

Collaborative Game Design Document

S. 4.1. Collaborative Practice – Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.

The first artifact is a screenshot of a game design document produced for EME6613 Development of Technology-Based Instruction. The attached flowchart is the deliverable I created for the document. EME6613 guided us through through the development phases to produce a fully interactive Earth sciences game that explores erosion, deposition, and their impact on the Earth’s surface. Our group was tasked with translating Next Generation and Florida Science Standards into an asynchronous interactive game. Our game relies on cognitive theories of multimedia learning. We chose Articulate Storyline 2 as our development platform. The screenshot is significant: it speaks directly to the collaborative abilities of myself and my professional group members. Despite being a work in progress, I take ownership of my contributions and answer critical questions with concise answers.

 

Artifact III – EME6055 Fall 2017

Discussion & Analysis of Augmented Reality

S. 4.3. Reflection on Practice – Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.

EME6055 Current Trends in Instructional Technology offered me a broad overview of instructional technology as a historically situated and emergent discipline. This artifact for EME6055 Current Trends in Instructional Technology highlights the critical nature of my work and the importance of careful assessment of technology innovations. Augment reality (AR) is a fairly new technology that involves laying digital elements over the physical environment. I contextualize AR by examining two solutions and defining their audience, objectives, and more generally, the theoretical background and instructional affordances of these solutions.

 

 

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