(Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.

Artifact I – EDF6284 Summer 2018

Group Instructional Design Proposal

 S. 5.2. Method – Candidates apply research methodologies to solve problems and enhance practice.

This artifact, related to my AECT Standard IV assignment for EDF6284 Problems in Instructional Design for Computers, is a group proposal for a computer-based instruction (CBI) module on online etiquette. I handled the composition of the following sections: performance objectives, courseware content, the principles of netiquette and adjacent matrix, and co-authored instructional activities & strategies with my group member, Patricia Kerney. Our proposal reveals the drafting process and rigorous steps that were taken to determine our approach, constraints, scope, and issues that we would face as we transitioned to development and implementation. I’m pleased to say that our project was a success. Without a doubt, our work here was integral to completing the subsequent assignments.

Artifact II – EDF6936 Spring 2018

Critical Essay on Moral Panics and Media

 S. 5.1. Theoretical Foundations – Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.

EDF6936 Digital Citizenship and Online Safety was a deep-dive into the theoretical literature of technology and society.  Throughout the course, focused on technologies potential modulate human behavior, cognition, and ultimately, the learning process. We covered the work of Lawrence Lessig, Dana Boyd, and many others. My linked artifact is a critical essay produced for an assignment that asked me to consider Moral Panic theory as it relates to modern networked communications, cybersecurity, and safety. Using a contemporary article concerning A.I. and technological risks, I posit that networked media that readers consume can be understood in terms of imagery and Reader-response theory. In other words, the text’s graphic header and the text’s relationship to other popular images give readers a how-to-guide for interpreting the text. I plan to revise and synthesize my research for publication.

 

Artifact III  – EME6457 Summer 2018

Massive Open Online Courses Research Paper

 S. 5.3. Assessing/Evaluating – Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.

EME6457 Distance Learning surveyed many topics including distance-based education practices, the history of distance learning, technology trends, and current research. This artifact is my final research paper for the course. I became interested in Massive Open Online Courses (MOOCs) and their potential to transform education by integrating Learning Analytics (LA), Gamification, and flipped classroom paradigms. Also, I wished to uncover why MOOCs had not transformed education at the scale that many had predicted. My research concludes that a variety of factors, such as the divergence from participatory learning networks fostered by cMOOCs, have stunted innovation and adoption. Furthermore, it became clear that the rhetoric of MOOCs, gamification, and education initiatives are constructed in ways that nurture narrow forms of engagement and learning outcomes. Moving forward, I intend to volunteer my time and expertise to promote authentic learning experiences, online and in the classroom.

 

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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