Harrelson Rationale Paper

8/12/2019 Harrelson Rationale Paper

1/23

Rationale Paper for Graduate Portfolio

Sherri Harrelson

Boise State University

April 7, 2014


2/23

2

Introduction

Prior to beginning the graduate program at Boise State University , I saw myself as just a

teacher. Although teaching is an exceedingly important job, I did not view it as cutting edge, and

I was probably one of the least tech savvy people I knew. Fortunately, completing the Master in

Educational Technology program has served to open my eyes. Not only do I now see that

teachers can be cutting edge and innovative, we should be. It is the job of the teacher to prepare

students for the future, and the future is technology. In addition to preparing students for future

roles, we must also seek out new and innovative tools that can make our jobs more efficient in

the process.

I am proud to say that I have gained many technical skills and created things that I never thought

possible. In fact, I have developed such a love of animation, game design, and app development

that I am strongly considering pursuing a second bachelor degree, most likely in computer

science. In the immediate future, I plan to seek a new profession in instructional design or course

development. Over the course of the graduate program, I began to see that I was limiting myself

professionally. I now feel that I have a wide array of new skills that can serve to open doors to

more rewarding experiences. As such, this paper is designed to describe the artifacts created over

the course of my graduate studies that document and reflect my growth in these skills.

In addition to documenting my personal and professional growth, these artifacts are also

designed to demonstrate competencies in the AECT standards required for graduation. In order

to facilitate coherence and organization, this paper will be broken down by individual standard

with sub-standards and related artifacts following. An explanation of the design of each artifact,

along with justification regarding how the artifact meets the requirements of the particular

standard will be provided.


3/23

3

Rationale

Standard 1: Design

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies,

and learner characteristics.

1.1 Instructional Systems Design

Instructional Systems Design (ISD) is an organized procedure that includes the steps of

analyzing, designing, developing, implementing, and evaluating instruction.

For this sub-standard, I selected two artifacts that represent my understanding of the ISD

process, as well as my ability to actually apply the process to a particular instructional need.

The first artifact, created in IPT 536, provides an overview of the Dick and Carey model of

instructional design. This artifact was designed in conjunction with a fellow graduate student

using a combination of Google Docs and bubbl.us. Using these particular tools provided an

opportunity for us to collaborate on the content, layout, and design, in addition to debating

our individual interpretations of the respective model. The result is a usable tool that outlines

how to analyze, develop, and evaluate instruction, which has proven invaluable in

completing other academic work. Ultimately, this project gave me the opportunity to develop

a tool for future development, as well as the opportunity to gain great insight into designing

and conducting training using the ISD process through collaboration with a fellow student.

The second artifact, developed in Ed Tech 503, is an instructional design project that I

completed for a sea turtle rescue facility located in Georgia. This artifact was created through

the utilization and implementation of all of the components of the ISD process. I began by
https://docs.google.com/document/d/1IGFjqG2q-M2K6tp5e3Bi1WOGDRkj0-xClmoPUojvOXo/pubhttps://docs.google.com/document/d/1IGFjqG2q-M2K6tp5e3Bi1WOGDRkj0-xClmoPUojvOXo/pubhttps://docs.google.com/document/d/1IGFjqG2q-M2K6tp5e3Bi1WOGDRkj0-xClmoPUojvOXo/pubhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/id.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/id.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/id.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/id.htmlhttps://docs.google.com/document/d/1IGFjqG2q-M2K6tp5e3Bi1WOGDRkj0-xClmoPUojvOXo/pub


4/23

4

conducting both learner and task analyses, which gave me a deeper understanding of the

necessity of front-end analysis. I also developed an appreciation of establishing objectives

and correlating assessments in order to keep projects aligned with the specific need. In

addition, I was required to consider the concept of motivation, which led to the understanding

of the importance of attention and relevancy in ensuring the efficacy of instructional

strategies and materials. Finally, this project helped me to see the need for subject matter

expert reviews because there were a few components of my project that needed additional

development and revision prior to implementation.

1.2 Message Design

Message design involves planning for the manipulation of the physical form of the message.

To identify my competence with this sub-standard, I selected the proposal I developed for a

multimedia project, designed in Ed Tech 511, with the purpose of teaching young learners

counting skills. In recognition of Gestalt theory, it became clear that each component would

need to coalesce into a unified whole in order to ensure efficacy, and thus became necessary

to consider navigation, instructions, and design of the individual pieces that would ultimately

become the game and housing site (Lohr, 2008). To meet this necessity, I first considered the

need for repetition in the components used on each page to facilitate ease of navigation and

decrease cognitive load in the game interaction (Lohr, 2008). By implementing the principles

of CARP in repeating the layout on each page, I was able to create a simple and coherent

game structure. Furthermore, the repetition of colors, text, and font size contribute to an

organized and user-friendly game site. Finally, including the ability to click on apples and

drag them to the number line allows interactive opportunities for users to build understanding

through alignment.
http://edtech2.boisestate.edu/sherriharrelson/portfolio/proposal.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/proposal.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/proposal.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/proposal.html


5/23

5

1.3 Instructional Strategies

Instructional strategies are specifications for selecting and sequencing events and activities

within a lesson.

The two artifacts I selected to represent my competence in this area include a summary of

principles for effective online teaching , created in Ed Tech 523, and a synthesis paper on

using educational technology to bridge systems theory and connectivism, written in Ed Tech

504. The first artifact was selected primarily because it offers insight into the types of

instructional strategies that are relevant to online learners. These strategies include tips for

fostering a sense of community, incorporating techniques for active learning, and suggestions

for increasing communication. Utilizing these techniques serves to establish an inter-

connected community of learners, which assists in reducing feelings of isolation and

encouraging greater participation (Palloff & Pratt, 2007). These instructional strategies are

exceedingly important for ensuring that online students feel connected to the learning

environment, while also providing an opportunity for students to practice application of skills

and problem solving through collaboration.

The second artifact provides information on designing collaborative, connectivist-based

learning environments. It includes documentation indicating the importance of

communication and collaboration between learners and instructors, while also encouraging

the use of web-based resources to foster this type of collaboration. Some of the

recommended strategies for fostering this type of instruction include the use of message

boards, chat features, and social media, as well as blogs, online learning communities, and

professional learning networks for corporate environments. According to Palloff and Pratt

(2005), use of these strategies can lead to the development of critical thinking skills while
http://edtech2.boisestate.edu/sherriharrelson/portfolio/effective.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/effective.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/synthesis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/synthesis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/synthesis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/synthesis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/effective.html


6/23

6

also serving to inspire the transformative learning that is necessary for personal and

professional growth.

1.4 Learner Characteristics

Learner characteristics are those facets of the learner's experiential background that impact

the effectiveness of a learning process.

In order to demonstrate competency in this sub-standard, I selected an interview tool for

gaining information on students backgrounds and needs that I developed in Ed Tech 523 and

a website that I designed in Ed Tech 502 related to web accessibility. In designing the first

artifact, I realized that obtaining information on online students could be relatively difficult

given the lack of physical day-to-day interaction. I also felt that it would be important to gain

informat ion about parents backgrounds and skills since t hey would be assisting students

with both learning and technology based tasks. Therefore, I designed this interview tool to

obtain data on such aspects as learning goals, background, motivation, and needs. In

reflecting on this artifact, I would like to add a few additional questions for the students to

answer, including questions about their feelings in learning online, as well as concerns or

fears they might have.

The web accessibility site was influential for me not only in recognizing that online students

have many special needs as well, but also in understanding how some people can have

difficulty accessing online information. This influenced my understanding of Section 508compliance, as well as the need for universal design to help assist all members of society in

accessing the wealth of knowledge currently available on the internet. The research required

in developing this website also encouraged me to think about how I interact with my students
http://edtech2.boisestate.edu/sherriharrelson/portfolio/interview.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/interview.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/interview.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/accessibility.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/accessibility.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/accessibility.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/accessibility.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/interview.html


7/23

7

and other members of the community with regards to expectations and considerations. While

teachers should have high expectations for all students, it is also necessary to realize that

some students may need additional accommodations, even in accessing online materials, to

meet those expectations.

Standard 2: Development

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials

and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies

Print technologies are ways to produce or deliver materials, such as books and static visual

materials, primarily through mechanical or photographic printing processes.

To demonstrate my competence in developing print materials, I chose to display th e user

guide that I created for a game developed in Ed Tech 511. This guide demonstrates my

ability to convey information in an orderly and easy-to-follow format through the use of

printed materials. In addition, I have demonstrated my ability to create organized, coherent,

and professional looking documents. Perhaps more importantly, this artifact demonstrates my

ability to use a combination of type and graphics to convey important information, which in

this case includes a learner description, objectives, technical requirements, and how to use

the program. This information is imperative for others who are planning to use the game to

help students learn new skills. By providing this printed guide, I can help offset potential

problems that users could experience in attempting to run the program.

In creating this artifact, I was forced to consider the alternative perspectives of potential users

of my program. This helped me to develop skills in perception and recognizing that material
http://edtech2.boisestate.edu/sherriharrelson/portfolio/guide.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/guide.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/guide.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/guide.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/guide.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/guide.html


8/23

8

for others must sometimes be broken down in a method that does not make assumptions

about prior knowledge. For instance, I needed to use screenshots with arrows and identifiers

to demonstrate navigational data because I could not assume that users would intuitively

understand how to run the program. I also found it necessary to incorporate additional images

with text to demonstrate the randomization of game elements in order to give potential adult

users insight into how the program could be effective for their learners. Ultimately I was able

to see that print materials, although often text heavy, can benefit greatly from the use of more

visuals and limited, although more focused, textual components.

2.2 Audiovisual Technologies

Audiovisual technologies are ways to produce or deliver materials by using mechanical

devices or electronic machines to present auditory and visual messages.

For this sub-standard, I chose to demonstrate my understanding of audiovisual principles

through the inclusion of lab videos for online students that I created in Ed Tech 521 and a

Moodle tutorial video that I prepared in Ed Tech 512. The lab videos were developed for

students completing an online lesson in photosynthesis. These videos were designed to

demonstrate principles that would help to deepen their understanding of the photosynthesis

process, including methods of extracting chlorophyll from plants, as well as demonstrating

the release of oxygen over time. Although I do feel that these videos were important to the

learning process, if I were to revise them I would strive to improve the image quality through

the use of different recording devices and editing software.

As my second artifact, I chose a tutorial video that I created for learners completing an online

professional development course that I created in Moodle. I designed this video for students
http://photosynthesis123.wordpress.com/labs/http://photosynthesis123.wordpress.com/labs/http://photosynthesis123.wordpress.com/labs/http://edtech2.boisestate.edu/sherriharrelson/portfolio/moodle.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/moodle.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/moodle.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/moodle.htmlhttp://photosynthesis123.wordpress.com/labs/


9/23

9

who were new to online learning in the Moodle platform in order to give them basic

navigational information, along with methods of using discussion boards to post assignments,

links, and images. Due to the nature of my learners, many of whom had never completed an

online course, I chose to provide the tutorial in a screencast so that they could see exactly

what would be on their own screens, while also hearing a description of what I was doing and

why. I felt that this would be much more effective than providing printed instructions and

would go a long way toward decreasing learner frustrations while improving learner

outcomes.

2.3 Computer-Based Technologies

Computer-based technologies are ways to produce or deliver materials using microprocessor-

based resources.

The artifacts I chose to represent this sub-standard include a Prezi presentation , created in Ed

Tech 505, and a virtual scavenger hunt website that I developed in Ed Tech 502. The Prezi

was designed to convey preliminary information on a program that I planned to evaluate. I

chose Prezi as the medium for this assignment because it was easy for others, including my

professor, principal, and other stakeholders, to view online. Unlike power point, I did not

have to share or email files, and viewers could easily comment, ask questions, or make

recommendations directly through the Prezi site. This directly demonstrates the use of

computer-based technologies because the Prezi application is only available through the use

of a computer.

The second artifact I chose is a website that I designed to teach students about plagiarism

through a video, links, and a scavenger hunt activity. This site incorporates a variety of
http://edtech2.boisestate.edu/sherriharrelson/portfolio/program.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/program.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/program.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/program.html


10/23

10

computer-based technologies, including the internet and an attached word document. While I

do feel that this site is beneficial in teaching students about plagiarism, primarily because of

the many computer-based technologies used, I also feel that there are a few things that could

be done differently to make them more effective. For instance, the word doc could be housed

online as a Google doc so that students without the software could still access the document,

and the navigation could be improved with regards to the answer key link. Overall, I feel that

this topic is best suited to this particular medium because it maintains relevance and can

reach a much wider audience than a lecture or printed handout.

2.4 Integrated Technologies

Integrated technologies are ways to produce and deliver materials which encompass several

forms of media under the control of a computer.

To demonstrate my competence in this area, I selected a blog post containing a voki that I

created in Ed Tech 505. I selected this artifact because it incorporates a variety of computer-

based technologies including blog posting, audio-visual technologies through the use of voki,

and text in the form of a transcript and comments. This allows for multiple technologies to be

incorporated in order to fully involve the user while more effectively conveying information.

It also demonstrates my abilities to effectively and efficiently combine multiple technologies

into a unified whole. Finally, this artifact demonstrates my skill in using a variety of web-

based resources for the purposes of sending a message to a specific audience.
http://sherriharrelson.wordpress.com/2013/06/15/i-just-made-a-new-voki-see-it-here/http://sherriharrelson.wordpress.com/2013/06/15/i-just-made-a-new-voki-see-it-here/http://sherriharrelson.wordpress.com/2013/06/15/i-just-made-a-new-voki-see-it-here/http://sherriharrelson.wordpress.com/2013/06/15/i-just-made-a-new-voki-see-it-here/


11/23

11

Standard 3: Utilization

Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources

for learning by applying principles and theories of media utilization, diffusion, implementation,

and policy-making.

3.1 Media Utilization

Media utilization is the systematic use of resources for learning.

In order to demonstrate my competence in this sub-standard, I selected a game that I

developed in Ed Tech 511 using flash, as well as a website that I developed in Ed Tech 502

using the webquest approach. I selected the game to serve as an artifact because it

demonstrates my abilities to utilize web design, flash, and action script to create resources for

learning. By using these resources, I was able to develop a game that allows young learners

to gain skills in using one-to-one correspondence in counting, as well as number line use.

Furthermore, by systematically analyzing and implementing particular resources, while

maintaining my learners as my focus, I was able to better align the outcome with their needs.

While I do provide textual feedback for correct and incorrect answers in my game, I would

also like to go back and add audio feedback in order to better meet the needs of the target

audience, as well as to utilize best practices in game design.

The second artifact, which is a virtual webquest, was developed with the intention of having

other teachers utilize the resources housed within the site. Preparing a container siteallowed me to gather resources that could assist students in building knowledge, while also

providing a lesson outline for other teachers to be able to use the provided resources.

Including a task description, outlining the process, and incorporating evaluation strategies, as
http://edtech2.boisestate.edu/sherriharrelson/511/apple.htmlhttp://edtech2.boisestate.edu/sherriharrelson/511/apple.htmlhttp://edtech2.boisestate.edu/sherriharrelson/511/apple.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/511/apple.html


12/23

12

well as providing links to external sites with relevant information, can free teachers to focus

more on modifications for individual students. Not only is this indicative of my ability to

systematically use resources for learning, it is also evidence of my ability to systematically

share those resources so that others can benefit.

3.2 Diffusion of Innovations

Diffusion of innovations is the process of communicating through planned strategies for the

purpose of gaining adoption.

For this sub-standard, the artifact I selected to demonstrate my success is a communication

plan designed for working with online students that was created in Ed Tech 523. This plan is

designed to encourage communication in online students by having them adopt specific

strategies in using discussion boards to share ideas and provide feedback. In order to

facilitate use of the discussion board, I included such strategies as a list briefly describing the

things students should and shouldnt do during discussions , as well as an example response

to an icebreaker. This is especially important for encouraging adoption in students who are

unaccustomed to the online learning environment. Finally, I included a rubric to demonstrate

how important the use of the discussion board is to the class, along with information on how

students are graded on their posts.

3.3 Implementation and Institutionalization

Implementation is using instructional materials or strategies in real (not simulated) settings.Institutionalization is the continuing, routine use of the instructional innovation in the

structure and culture of an organization.
http://edtech2.boisestate.edu/sherriharrelson/portfolio/communication.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/communication.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/communication.html


13/23

13

The artifact that I selected to represent this sub-standard is a website that I developed in Ed

Tech 502 on Ancient Mesopotamia , which was used by homeschooled students conducting

research into the topic. This site is designed to be used as supplementary material when

providing instruction on ancient cultures by providing basic information along with links to

interactive sites with relevant materials. Although many homeschooled families that I worked

with did not choose to incorporate a strong technology based approach to instruction, those

that used the site found that it was organized and contributed to their students understanding

of the topic. Furthermore, many homeschooling parents admitted that they would be much

more willing to incorporate websites that were free to use and organized around specifictopics, as this site is. In order to encourage further implementation by this population, it

could be useful to provide a database of sites organized in this manner.

3.4 Policies and Regulations

Policies and regulations are the rules and actions of society (or its surrogates) that affect the

diffusion and use of Instructional Technology.

To address my competence in this sub-standard, I selected a website that I designed in Ed

Tech 502 with the purpose of teaching students about plagiarism . While students are often

accus tomed to downloading free music or copying material from internet sources when

conducting research, they often do not realize that in doing so they could be breaking

copyright laws. This site is designed to change this misconception by educating students

about plagiarism and copyright through the use of multimedia and a web-based scavenger

hunt. By introducing students to these concepts early on and increasing awareness of the

negative impacts, plagiarism and internet piracy could be substantially reduced.
http://edtech2.boisestate.edu/sherriharrelson/502/concept_map.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/concept_map.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/concept_map.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/scavenger.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/concept_map.html


14/23

14

Standard 4: Management

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and

supervise instructional technology by applying principles of project, resource, delivery system,

and information management.

4.1 Project Management

Project management involves planning, monitoring, and controlling instructional design and

development projects.

The artifact that I selected as representative of this sub-standard is the instructional design

project completed in Ed Tech 503. This design project, which was completed for a sea turtle

rescue facility with the purpose of enabling them to better meet the needs of elementary

homeschooled students, required a great deal of planning and time management, as well as

instructional design techniques. In completing this project, I developed key skills in

balancing multiple projects and personal needs, while also setting and achieving mini-goals

in order to ensure time efficient completion. I found that it became necessary to build in

buffers of time, especially for portions of the project that were dependent on feedback from

others in order to compensate for potential delays in responses. I also found it necessary to

monitor expenses because I needed to occasionally make the 3-hour trip to meet with staff

members, and I also needed to be prepared to ensure I had everything I needed for

collaboration.

In addition to time and financial considerations, I also found collaboration to be an important

component of the project management process. Not only did I find myself emailing, calling,

and visiting members of the sea turtle facility, I found it necessary to maintain contact with
http://edtech2.boisestate.edu/sherriharrelson/portfolio/id.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/id.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/id.html


15/23

15

learners and their parents. By involving all stakeholders, I was able to ensure that the project

met multiple needs, including those of learners, their parents, and the facility.

4.2 Resource Management

Resource management involves planning, monitoring, and controlling resource support

systems and services.

To demonstrate competence in this area, I selected two artifacts including an assignment

completed in Ed Tech 501 designed to address digital inequality , as well as my response to a

simulated request for proposals to complete an evaluation of a training program which was

completed in Ed Tech 505. The first artifact illustrates my ability to collaborate with others

for the purpose of administering financial resources in order to provide increased

opportunities in accessing technology for a specific community. Completing this project

involved planning for physical access, including purchasing hardware and determining where

that hardware would be housed, methods of monitoring usage through the provision of tech

support, and additional education for users on methods of operating components and utilizing

technology based resources. This required an in depth consideration of constraints, as well as

compromise on behalf of those on the task force, in order to best provide resources and

ensure that those resources could be adequately maintained.

The second artifact demonstrates my ability to plan an evaluation with consideration to

financial requirements and personnel necessary to complete the assignment. While previously I had not considered the necessity of maintaining a budget for such an

undertaking, nor had I considered the need for including other professionals, this assignment

made it blatantly clear that controlling for resources is an imperative component in program
http://edtech2.boisestate.edu/sherriharrelson/portfolio/inequality.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/inequality.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/inequality.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rfp.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rfp.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rfp.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rfp.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/inequality.html


16/23


17/23

17

4.4 Information Management

Information management involves planning, monitoring, and controlling the storage, transfer,

or processing of information in order to provide resources for learning.

To demonstrate competence in this sub-standard, I selected the jigsaw and virtual field trip

sites developed in Ed Tech 502. The jigsaw activity involved storing materials on my

computer and uploading them through an FTP connection to the host server. In addition, the

site houses many links, as well as background on the jigsaw approach in order to transfer

knowledge to teachers who may use the provided resources within the site. This provides an

opportunity for teachers to incorporate collaborative experiences in the classroom by

providing them with an alternative resource model for learning. Furthermore, the site must be

monitored regularly to ensure links are up-to-date and continue to provide relevant

information for learners.

The virtual field trip also demonstrates my ability to plan, monitor, and control the provision

of information through the housing of relevant links, periodically monitoring those links, and

also providing relevant questions and answers about each section of the field trip to assist

learners in processing information obtained through the provided resources. Additionally, the

inclusion of a map on the main page allows learners to obtain information regarding actual

location of many of the field trip sites, which is necessary for making connections to real-life

information. As previously mentioned, external resources must be regularly monitored to

ensure that information is still relevant and that links remain accessible to students. Finally,

providing information in the form of pictures, videos, and text allows the information to be

consumed by a larger audience than text or graphics alone, thereby meeting the needs of a

wider array of learners.
http://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.html


18/23

18

Standard 5: Evaluation

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of

instruction and learning by applying principles of problem analysis, criterion-referenced

measurement, formative and summative evaluation, and long-range planning.

5.1 Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by using

information-gathering and decision-making strategies.

The artifacts that I chose to demonstrate my skills in this sub-standard include the analysis

that was conducted prior to the development of a professional course for teachers in Ed Tech

512 and a Prezi, developed in Ed Tech 505, addressing the gap analysis that I completed

prior to evaluating a training program. The first artifact demonstrates my skills in

determining the nature of the problem, which in this case was the inability of a particular set

of teachers to utilize free and low-cost web-based tools in their instruction as was expected

by the administration, as well as symptoms, causes, and possible solutions to the problem.

Furthermore, conducting contextual, learner, and task analyses allowed me to see the

problem from an alternate perspective while also developing a plan of remediation. This

served as a necessary and beneficial component in planning for the development of an online

course designed to address this problem and also demonstrated how critical front-end

analysis is in determining appropriate solutions and identifying underlying sources of

discontinuity.

The second artifact demonstrates my abilities in conducting and defining results of gap

analyses, while also presenting outcomes in a cohesive and organized manner for
http://edtech2.boisestate.edu/sherriharrelson/analysis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/analysis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/analysis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/gap.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/gap.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/gap.htmlhttp://edtech2.boisestate.edu/sherriharrelson/analysis.html


19/23

19

stakeholders. Though gathering information and making decisions regarding next steps are

critical in conducting problem analyses, the ability to share that information with key

collaborators is often just as critical. Conducting a problem analysis is typically not a linear

process, as additional information is often realized over the course of the design,

development, and implementation phases of production. This means that sharing results in

the initial stages of instructional design can be integral in heading off potential problems

through the collaboration and discussion with other developers, stakeholders, evaluators, and

users of the ultimate product.

5.2 Criterion-Referenced Measurement

Criterion-referenced measurement involves techniques for determining learner mastery of

pre-specified content.

To address my competence in this sub-standard, I selected rubrics from two different

scenarios. The first , completed in Ed Tech 502, is a rubric designed to address evaluation of

students conducting a webquest style lesson on space. This rubric addresses several

components of the lesson, including team interactions, topic research, written work, and

completion of a project. By incorporating a variety of assignments and evaluations, I was

able to include several components of Blooms taxonomy, including knowledge,

comprehension, and synthesis through research and project-based components (Chyung,

2008). Not only does this process convey important information to students on how they will

be assessed, which is considered a critical component of providing learning guidance based

on Gagnes Nine Events of Instruction, it also provides a reference for them to conduct self-

assessments prior to turning in materials (UF Center for Instructional Technology and

Training, 2014). Furthermore, since this lesson is designed to be used by other teachers, the
http://edtech2.boisestate.edu/sherriharrelson/webquest/eval.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/eval.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/eval.htmlhttp://edtech2.boisestate.edu/sherriharrelson/webquest/eval.html


20/23

20

inclusion of a rubric provides ready-made and adaptable assessment opportunities which can

save teachers valuable time normally spent on developing assessments on their own.

The second artifact is a list of rubrics, created in Ed Tech 512, which I designed to gauge

learning in a professional development course for fellow educators. This set of rubrics

incorporates assessment of a variety of instructional components, including understanding,

applying, analyzing, and creating; however, these were designed to address evaluation of

adult learners (Chyung, 2008). This serves to illustrate the importance of providing

assessment information in order to facilitate learning in all types of students, as opposed to

only the k-12 sect. In addition, this demonstrates that regardless of the type of course (e.g.

educational, job training, professional development, etc.) inclusion of assessment information

is important to aid students in the learning process (UF Center for Instructional Technology

and Training, 2014).

5.3 Formative and Summative Evaluation

Formative evaluation involves gathering information on adequacy and using this information

as a basis for further development. Summative evaluation involves gathering information on

adequacy and using this information to make decisions about utilization.

The artifact that I selected to demonstrate my competence in conducting formative

evaluations is a tool developed in collaboration with another graduate student in IPT 536 that

addresses performance analysis, potential for improving performance, and measuring the

validity of implementing a performance improvement plan. This tool is designed as a

formative evaluation to be used in the analysis phase of planning because it is designed to

help practitioners determine whether a behavior is worth modifying, particularly when
http://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.html


21/23


22/23

22

For the purposes of this sub-standard, I selected an evaluation that I completed in Ed Tech

505, which was conducted on professional development training offered to teachers at a

school with a 1:1 netbook to student ratio in grades 3-5. Although this evaluation was

primarily designed to determine needs and associated outcomes in the present, I also included

important information in addressing problems related to efficacy of the training, as well as

potential future problems as the school and county continue to introduce new tools,

techniques, and services that teachers will be required to use. In completing this evaluation, I

found that teachers were often left out of the planning process. They were rarely, if ever,

surveyed or interviewed to determine their technology or training needs, or their feelings ofconfidence in using tools and techniques that training had been provided on. This

demonstrated a lack of inclusion of an important sect of stakeholders. Because teachers are

the actual individuals expected to utilize and rely on the provided tools, I found it imperative

to gain their feedback in conducting the evaluation.

What I found was that teachers did not feel confident in flipping lessons, which was a

primary topic of the training, and in many cases did not know how to provide access to

videos for students without internet at home. They expressed frustration and a sense of being

overwhelmed in being expected to perform a task that many did not feel they could complete

either efficiently or effectively. As such, I recommended that the administration provide

further training on the current techniques of flipping lessons, as well as opportunities to

practice and receive feedback among their peers. Furthermore, I recommended that teachers

be surveyed periodically over the next several years in order to gain additional insight into

their actual needs with regards to training on new developments and to limit fiscal waste in

providing tools that will go unused due to lack of ability.


23/23

Conclusion

The completion of these artifacts has provided me with knowledge and insight into all stages of

the instructional design process. Conducting analyses has demonstrated my abilities to analyze

situations, tasks, and learners, while sharing that information has identified proven skills in

collaboration. The designing and developing of materials, training, and learning opportunities

based on those analyses have demonstrated my ability to assimilate information and use

technology based tools to meet specific needs. Finally, completing evaluations and sharing those

results has demonstrated my ability to determine efficacy, include stakeholders, and share

necessary information for the purposes of advancement and growth. Furthermore, conducting

analyses on instructional projects that I created and implemented has given me the opportunity to

reflect on my skills as a practitioner, as well as an understanding of the necessity of this

reflection in future projects as a means of revising materials in order to better meet the needs of

others.

Resources

Chyung, S. Y. (2008). Foundations of instructional and performance technology. Amherst, MA:HRD Press, Inc.

Gilbert, T. F. (2007). Human competence: Engineering worthy performance (Tribute ed.). SanFrancisco: Pfeiffer.

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy.Upper Saddle River, NJ: Pearson Education, Inc.

Palloff, R. M. & Pratt, K. (2005). Collaborating online: Learning together in community . SanFrancisco, CA: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies forthe virtual classroom (2nd edition). San Francisco, CA: Jossey-Bass.

University of Florida Center for Instructional Technology and Training. (2014). Gagnes 9events of instruction . Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ .
http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/

Documents

Harrelson Rationale Paper