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Melissa St. Laurent
Senior Software Application Specialist, Morris Technology
April 6, 2015
Introduction
The Association for Educational Communications and Technology (AECT) defines
themselves as “a professional association of thousands of educators and others whose activities
are directed toward improving instruction through technology” (“What is AECT?,” para. 1). The
AECT has developed a series of basic competencies required for all educational communications
and instructional technologies. These standards include Content Knowledge, Content Pedagogy,
Learning Environments, Professional Knowledge and Skills, and Research. Each standard
includes multiple indicators which specify relevant subdomains.
The culminating activity for all Boise State Master of Educational Technology candidates is
the creation of a portfolio which highlights their accomplishments during the program. As part of
the portfolio, each candidate must include artifacts created during his/her time within the MET
program which align with and demonstrate mastery of the 2012 AECT standards. This paper
serves as a rationale of my choices.
Following is a list of all indicators used within the 2012 AECT standards. Below each
indicator is a link to and a description of artifacts chosen as evidence of mastery for the indicator.
Finally, a rationale of how each artifact applies to the indicator for each of the standards is
provided.
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Indicator: Creating
The following artifacts demonstrate the candidate’s ability to: A) use a variety of systems
approaches to create instructional content (S1. Content Knowledge), B) apply content pedagogy
to create appropriate applications of processes and technologies to improve learning and
performance outcomes (S2. Content Pedagogy), and C) create instructional design products
based on learning principles and research-based best practices (S3. Learning Environments).
501 Digital Gap Assignment – The Digital Gap Assignment is a collaborative project in which
the group was charged with addressing the issues of digital divide and digital inequality. Given
seven options and a $50 million budget, the options were to be ranked by our team to determine
the best use of the budget.
502 m-Learning Activity - The focus of the mobile learning activity was responsive design. That
is the creation of an HTML page which would display in an aesthetically pleasing manner
regardless of the device chosen by the viewer.
502 WebQuest - Developed by San Diego State students Bernie Dodge and Tom March, the
WebQuest model utilizes the endless knowledge available via the worldwide web to promote
learning through inquiry. The submission for this assignment guides the viewer on a journey to
explore the social media policies implemented by employers.
503 Final Instructional Design Project - A semester long endeavor, this project covers all aspects
of instructional design from needs assessment through evaluation. The resulting product details
three hours of instruction for adult learners employed in the accounting offices of multimedia
companies using AccountScout software for the month end process.
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512 WBID Project Proposal Website - The instructional design project plan website documents
all products and processes used during the development of an online course, Adobe InDesign for
Ad Designers. The resulting website includes links to the project plan, products outlining the
iterative development cycle, and the assets of the course.
513 Multimedia Project - For this assignment students were given the task to create a Google
presentation which followed the multimedia & contiguity principles. The presentation was to be
a short lesson with an assessment that we could apply immediately to our teaching or training
repertoire. The lesson created is procedural in nature and follows a step by step methodology
commonly found in directive learning architecture intended for near transfer.
513 Podcast - For this assignment students explored multimedia in the form of podcast creation.
The requirements for this project included the use of a variety of tools for the recording and
editing process. The final product is designed to be the first episode in a series of podcasts
discussing the various learning theories.
522 Moodle Online Lesson - This project included the creation of an online lesson hosted in the
Moodle learning management system. The web based lesson covers InDesign style basics and
includes learning objectives, video instruction, practice exercises, assessments, as well as, a post
instruction survey.
522 Rich Media Tutorial - The rich media tutorial assignment resulted in the creation of a
procedural, supplantive tutorial on the setup and use of the cloud based organizational tool,
Trello. The final product includes clearly defined learning objectives, video instruction, and
narratives.
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597 Gamified Project - Students were assigned the task of designing a gamified engaging
learning environment. This includes a lesson incorporating gamification elements such as goals,
rules, time, competition, reward structures, feedback, and varying levels to engage the learner.
The submitted lesson covers binary numbers and the conversion to decimal numbers.
597 Comic Strip - The goal of this assignment was to allow the student to explore and recognize
instructional elements contained in non-traditional formats. Comic strips use a number of
instructional methods such as elaboration, organization, stories, and analogies. The created
comic strip covers the importance of understanding the target audience.
S1. Content Knowledge
Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches. (p. 81).
The WebQuest artifact (502) allows the learners to explore the social media policies created
by employers. The model consists of an introduction, task, process, evaluation, and conclusion
all guiding the learner on a journey of discovery. Within the steps along the journey’s path, all
levels of Bloom’s taxonomy (Churches, 2015) can be recognized. The learners begin with
research which aligns to the knowledge level. Using a discussion board, the learners
demonstrate comprehension. Next they utilize the information they have garnered to create a
social media policy which aligns with the application and synthesis levels. A peer review
satisfies the analysis level. Following the peer review the learners evaluate and refine their policy
based on the feedback. By providing the learners such activities, learning moves beyond rote
memorization of facts into authentic participation in the world in which they live.
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An alternative to the typical lecture, the podcast assignment (513) allows the learners to be
freed from the confines of the classroom and consume the information from any location at any
time. “Words are (also) the most efficient and effective way of producing-learning because
words can convey a lot of information and are easier to produce than graphics” (Clark & Mayer,
2008, p. 78). The podcast project is intended to be the first in a series covering the AECT
standards and learning theories covered in the MET program. While this artifact is intended for
my fellow educational technology enthusiasts, I am currently exploring the inclusion of this
platform in my corporate training endeavors. Despite the requirement of the pictorial channel
(Clark & Mayer, 2008) for initial instruction, learning can be reinforced through the use of
podcasts.
The rich media tutorial (522) uses a variety of tools and processes such as video editing,
audio editing, and chunking. Learners are given step by step instruction on the creation of a
Trello account and a detailed demonstration on how the online tool can be utilized. This project
changed my view of the role of the narrator within asynchronous instruction. Typically I find
talking head narratives to be distracting when placed in the corner of a screencast or webinar.
Alternatively, the inclusion of an introduction prior to the start of each segment allows the
learner to make a connection to the instructor without competing for attention. This may also
help to eliminate the sense of isolation which can accompany a class taught solely online.
The comic strip project (597) from the edutainment course introduces the importance of
understanding the target audience while utilizing a familiar platform. “Studies have shown that
cartoons are children’s favourite [sic] programs (Albero, 1996, Whittle, 1997), and that teenagers
prefer fiction programs in general” (Perales-Palacios & V´ılchez-Gonz´alez, 2002, p. 401).
Through the use of a medium learners are familiar with and enjoy, teachers are able to better
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present “prime educational objectives” (Perales-Palacios & V´ılchez-Gonz´alez, 2002, p. 400).
Comic strips elaborate on a wide variety of topics through the use of the multimedia principle.
The multimedia principle states the use of visuals along with words is more effective than the use
of plain text. While not referencing comic strips specifically, Clark and Mayer (2008)
proclaimed the importance of a mental connection between words and pictures to promote sense
making, which leads to learning (p. 105).
S2. Content Pedagogy
Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes. (p. 1)
The m-learning activity (502) addresses the consumption of information on a variety of
different platforms. Januszewski and Molenda (2008) remind us “It is not the technology but the
experience that facilitates learning” (p. 97). This is particularly true as the availability and variety
of mobile devices continues to increase. Intended as a tool to assist outside sales personnel, the
pocket pep talk is an example of John Keller’s ARCS model. Attention is necessary to initially
engage the learner and to maintain their involvement. Relevance provides the learner with the
sense the content has value. Confidence is necessary to ensure the learner will continue to put
forth effort. If the learner does not believe the task can be achieved then it is pointless to
continue. Satisfaction is achieved when the learner is able to transfer the new knowledge to a real
world setting. Each of these aspects can be seen in one of the pep talk’s three categories;
preparation, the pitch, and inspiration. This was my first venture into responsive design but not
my last. In the latest release, Adobe Captivate has implemented the ability to create responsive
design. While it is not completely automated, it allows me to create training materials for
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traditional desktop, tablets, and mobile devices simultaneously to ensure a consistent and
positive learner experience.
The final instructional design project artifact (503) resulted in the creation of an online
course detailing the month end accounting procedures for multimedia properties using
AccountScout software. Instructional activities include video tutorials, assessments, handouts,
and practice exercises. Due to time constraints, workload, and lack of familiarity with the
software, the instruction is more supplantive in nature but does include some generative
exercises. These exercises are performed using a populated database and submitted via the
corporate learning management system (LMS). Unlike the administration of posttests
immediately following a lesson which may only test short-term memory (Davidson-Shivers &
Rasmussen, 2006, p. 47), the use of generative exercises is believed to better assess whether
learning has occurred. This was the first course I implemented that made use of a training
database and generative exercises. Perhaps the greatest difference in the creation of this course
was my role. I am a department of one. Typically this means I serve as the instructional designer
(ID), subject matter expert (SME), and instructor. One of the requirements for this project was to
limit my role to that of instructional designer. While this was a foreign concept to me, it has
empowered me to seek help in the way of external subject matter experts going forward thus
leaving me to focus my energy on the design process.
The multimedia project artifact (513) uses a presentation with narration notes to demonstrate
the process of creating a database backup using HeidiSQL software. According to Clark and
Mayer (2008) such instruction is intended for near transfer. “Your goal is to help learners apply
steps learned in the training to similar situations in the work environment” (p. 239). Near transfer
is of particular interest to me as it describes much of the instruction I provide. While procedures
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are typically well defined, Smith and Ragan state there is some ambiguity in the level of
prerequisite information when learning procedures. “All procedures have a declarative
knowledge component-knowledge of the steps but is does not appear necessary that this
knowledge be gained by the learner before meaningful procedural knowledge can proceed”
(2005, p. 189). The importance of the phrase meaningful knowledge should not be overlooked.
Trainers cannot stop with the declarative knowledge or we merely create practitioners who only
know what to do without gaining understanding of why. It is this scenario that leaves learners
incapable of troubleshooting when issues arise.
S3. Learning Environments
Candidates create instructional design products based on learning principles and research-
based best practices. (pp. 8, 243-245, 246)
The digital gap assignment (501) began as a proposal to promote equal access for all
individuals to all information available online. The resulting product is a learning environment
created to benefit all who wish to participate. The proposed solution addresses limited access to
computer equipment through the use of public facilities. These facilities would be staffed by
college students fulfilling internship requirements. Basic computer courses would be offered to
increase familiarity with the hardware, applications, and internet access. Following the social
learning model, the more advanced learners would serve as more knowledgeable others,
providing scaffolding as needed (Kapp, 2012). Donated computers are refurbished by IT college
students and distributed to graduates of the program who commit to volunteer in the computer
lab to assist incoming participants. My initial reaction to the term digital divide or digital
inequality was to consider the lack of technology in third world countries or the poor
communities in our own country. I had not fully considered any factors beyond economics such
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as age or rural location. This project has provoked me to consider how technology limitations
could prevent the advancement of the human race.
The WBID project proposal website (512) addresses graphic designers’ lack of knowledge of
the time saving features of the Adobe InDesign software. The purpose of the plan is to define the
goals of the course, ensure the goals meet all the constraints, develop appropriate materials,
implement the instruction, and evaluate the success of the course. The Web Based Instructional
Design model (WBID), a modified version of the ADDIE process developed by Davidson-
Shivers and Rasmussen was used in the development of the design document. Instead of the
more linear ADDIE approach where output of one step equates to the input of the next step, the
WBID model includes the simultaneous planning and design of instructional elements
(Davidson-Shivers & Rasmussen, 2006). The proposal begins with an analysis stage which
includes defining the problem, the learners, the context and an instructional goal. Next the ID
begins to plan the evaluation and assessment elements that will be used to determine the success
of the program. Design, development, and formative evaluation occur simultaneously, repeating
and modifying as necessary. Once all stakeholders are satisfied implementation occurs followed
by summative evaluation and research. It should be understood, the project plan is not intended
to be a concrete or linear process, but fluid and cyclical as dictated by the various evaluation
steps include within the project.
The Moodle online lesson (522) resulted in an asynchronous course instructing learners on
the various means of formatting texts and objects within Adobe InDesign. While similar in
subject matter as the previous artifact, this artifact focuses more on the end products than the
design and planning. When designing the course, it is important to consider the learning
environment of the student. Given the deadline-driven environment of the intended audience, I
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included clear objectives which are chunked into modules to ensure success. Smith (2008)
stresses the need for chunk-ability, pause-ability and repeat-ability, “it is best for you to develop
your course fully accepting that your students will not have uninterrupted time to work on your
web based course” (R. M. Smith, 2008, p. 11). This is certainly the case within the multimedia
companies where my trainees work. According to Chee (1995), the most important interaction
types are learner – instructor and learner – interface. The instructor interacts with the learners via
discussion boards, email, and introductory videos. To ensure clarity during interaction with the
interface, I organized the content within the course in a simple manner, utilizing the signaling,
segmentation, multimedia, modality, and coherence principles (Atkinson & Mayer, 2004).
The gamified project (597) resulted in a lesson plan for the exploration of binary.
Gamification as defined by Kapp (2012) is “a careful and considered application of game
thinking to solving problems and encouraging learning using all the elements of games that are
appropriate” (pp. 15–16). The gamification of education is a fantastic idea to bridge the gap
between the education environment and the technology utilized in every other aspect of life. The
Binary 101 or 5 or 1100101 project introduces many gaming elements in an effort to make the
instruction more engaging. Like games, the lesson plan included goals, rules, competition, time,
feedback, reward structures, and leveling. Given the advances in authoring software, I now
include such gaming elements within my asynchronous courses.
Indicator: Using
The following artifacts demonstrate the candidate’s ability to: A) select and use technological
resources and processes to support student learning and to enhance their pedagogy (S1. Content
Knowledge), B) implement appropriate educational technologies and processes based on
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appropriate content pedagogy (S2. Content Pedagogy), and C) make professionally sound
decisions in selecting appropriate processes and resources to provide optimal conditions for
learning based on principles, theories, and effective practices (S3. Learning Environments).
501 Tech Trends Assignment – For this project, students were required to read the New Media
Consortium’s Horizon report for higher education. This annual report examines emerging
technologies in an effort to predict which ones are likely to have an impact on education
immediately, in the short term, and in the long term future. Following the research, students were
to create a lesson plan that utilized one of the emerging technologies identified in the report.
502 Virtual Field Trip - The virtual field trip assignment includes the creation of a series of web
pages which served as a guided tour through the student’s chosen subject. For this virtual field
trip, the learners are guided on a journey through the history of learning theories. The tour
includes interactive elements to enrich the learning experience and challenge questions to assess
the learners’ comprehension.
522 Moodle Online Lesson - This project included the creation of an online lesson hosted in the
Moodle learning management system. The web based lesson covers InDesign style basics and
includes learning objectives, video instruction, practice exercises, assessments, as well as, a post
instruction survey.
522 Online Learning Tools Presentation -This assignment required the students to research
online tools, select one that would be suitable in a learning environment then create a narrated
presentation demonstrating how to utilize the tool.
552 Server Project - For the server project, students were required to deploy a web server in their
home network that was accessible to the public. Apache, PhP, and MySQL were installed,
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configured, and implemented. Upon completion, the student will submit a detailed report on the
necessary steps.
597 Gamified Project - Students were assigned the task of designing a gamified engaging
learning environment. This includes a lesson incorporating gamification elements such as goals,
rules, time, competition, reward structures, feedback, and varying levels to engage the learner.
The submitted lesson covers binary numbers and the conversion to decimal numbers.
597 WebX Collaboration - This assignment required the collaboration of a small group of
students to create a presentation discussing how digital engagement theories can be incorporated
into classroom teaching.
S1. Content Knowledge
Candidates demonstrate the ability to select and use technological resources and processes
to support student learning and to enhance their pedagogy. (p. 141)
The virtual field trip (502) is a means to expand the learners experience while transcending
space and time. Just as corporate training methods have shifted to more cost-effective means
such as remote training sessions, so can the classroom field trip. This artifact demonstrates how a
virtual field trip provides the learner with the ability to travel the world and even go back in time
without ever leaving the classroom. Davidson-Shivers and Rasmussen (2006) define learning “as
permanent changes in an individual’s cognitive processes, skills and behaviors brought about by
active, meaningful engagement with the knowledge- or skill-based information and with the
environment, and by purposeful interaction with others” (p. 47). Using a variety of such
activities, the virtual field trip explores the history of learning theories and the contributors of
each. The learner is an active participant, freely choosing their path, searching for the solutions
to the challenge questions by watching videos, navigating maps, and websites.
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The WebX collaboration artifact (597) uses an online meeting tool to record a collaborative
presentation. The requirements were to create a podcast like presentation on the incorporation of
gamification methods in education. To satisfy the requirements, we created a script and
presentation slides. We ensured the presentation aligned with Atkinson and Mayer’s Five ways
to reduce PowerPoint overload including; the signaling, segmentation, modality, multimedia,
and coherence principles (2004). It was necessary to rehearse the presentation for timing and
unforeseen issues prior to the final recording. Clark and Mayer (2008) warn, “To the extent that
audio and visual elements in a lesson interfere with human cognition, learning will be depressed”
( p. 25). With this in mind, I edited the final recording to reduce the distraction of audio noise
which may interfere with the learning.
“Good games give something to master” (Kim, 2011). In the gamified project (597) I used
multiple technological resources to reinforce learning of binary calculations. First, the learners
download and play 2048, a game used to familiarize the learners with numbers represented by
binary code. The instructor is warned of the possibility of flow. That is the basis for flow theory
in which participants “are so engaged and absorbed by certain activities that they seem to ‘flow’
along with it in a spontaneous and almost automatic manner - being ‘carried by the flow’ of the
activity” (Rieber, 1996, Flow theory section, para. 1). The lesson also uses existing technology
from Cisco’s website, the Cisco Binary Game. In addition to being used for practice, the game is
also incorporated into the assessment process in the form of a tournament.
S2. Content Pedagogy
Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy. (p. 141)
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The tech trends assignment (501) addresses the emergence of new tools that are predicted to
have an impact on education. The lesson plan specifically focuses on the use of the iPad within a
corporate environment. Unlike many of the web based apps used for educational coursework, the
corporate sector still relies heavily upon proprietary software running on dedicated servers within
a data center. In this artifact I introduce a variety of tools to teach corporate employees how to
access the intranet from outside the confines of the cubicle. Included in the instructional
approach are discussions, video tutorials, and the use of an online study tool.
The online learning tools presentation (522) introduces the web application StudyBlue. The
tutorial details the basic functionality of the software and suggestions how it can be used for
classroom collaboration. Through such small group and cooperative effort “to learn subject
matter, positive cognitive and affective outcomes result” (Johnson et al., 1981; Berk & Winsler,
1995 cited in Novak & Cañas, 2008, p. 15). In addition to collaboration, StudyBlue incorporates
many aspects of Bloom’s taxonomy (Churches, 2015). These include data recall, comprehension,
and evaluation.
S3. Learning Environments
Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning (pp. 122, 169) based on principles,
theories, and effective practices. (pp. 8-9, 168-169, 246)
“The fit between tools and desired outcomes is vitally important so that efficiency is not
sacrificed by struggling against the tools” (Molenda & Boling, 2008, p. 113). Unlike most of my
lessons, the Moodle online lesson (522) utilizes video tutorials created by a third party and
available via online subscription. I was first introduced to this effective means to reduce the
development time of online courses in EdTech 502. With Merrill & ID2 claiming that “each hour
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of interactive multimedia instruction requiring 300 person hours of development time” (as cited
in Januszewski & Molenda, 2008, p. 127), it is critical that instructional designers use existing
media when available and appropriate.
The online learning tools presentation artifact (522) suggests the use of StudyBlue to aid
learners through the use of virtual flash cards. Such instruction is founded in the behaviorism
theory. “Behavioral research results have shown that repetition through practice strengthens
learning” (Davidson-Shivers & Rasmussen, 2006, p. 41). StudyBlue also incorporates aspects of
the constructivism theory through the creation of flip cards and quizzes. In addition to the
various learning theories, StudyBlue utilizes emerging technologies such as mobile devices and
social media. Instructors can use the StudyBlue tool to garner analytics from the students’
practice sessions. Statistics are collected on users and specific cards within the backpack thus
giving the instructor much needed feedback from the independent practice exercises.
The server & personal website artifact (552) uses WAMP server software to allow for the
user friendly installation and configuration of multiple server side applications. Without the use
of the WAMP installer, it would be necessary to install and configure the Apache server software,
MySQL database software, and all components of PhP on the Windows server separately. Given
that one year after graduation all student storage on the edtech web server is surrendered, it was
necessary for me to consider an alternative solution. The web server created for this artifact will
be used to host my portfolio and websites in the future. In addition, I will use it as a sandbox to
test application upgrades prior to putting them into production.
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Indicator: Assessing and evaluating
The following artifacts demonstrate the candidate’s ability to: A) assess and evaluate the
effective integration of appropriate technologies and instructional materials (S1. Content
Knowledge), B) assesses the adequacy of learning and evaluates the instruction and
implementation of educational technologies and processes grounded in reflective practice. (S2.
Content Pedagogy), C) use multiple assessment strategies to collect data for informing decisions
to improve instructional practice, learner outcomes, and the learning environment. (S3. Learning
Environments), D) design and implement assessment and evaluation plans that align with
learning goals and instructional activities (S4. Professional Knowledge and Skills), and E) apply
formal inquiry strategies in assessing and evaluating processes and resources for learning and
performance (S5. Research).
501 Technology Evaluation Summary - For this assignment students were required to evaluate a
real school or corporate learning environment. The final report details the demographics of the
surrounding area, as well as a rating of the environment's maturity level in the areas of
administrative, curricular, innovation, support, and connectivity.
503 Final Instructional Design Project - A semester long endeavor, this project covers all aspects
of instructional design from needs assessment through evaluation. The resulting product details
three hours of instruction for adult learners employed in the accounting offices of multimedia
companies using AccountScout software for the month end process.
503 ID Case Analysis - Given a real world scenario with many obstacles to learning, students
must assume the role of instructional designer and analyze the environment. Using proven
instructional strategies, the students answer a series of questions to provide a possible solution to
the instructional design dilemma.
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505 Evaluation Report - Students were given the task of performing either a formative or
summative evaluation on an existing program or product. This was a semester long endeavor that
included the planning, performance, and reporting the results of the evaluation. The final
evaluation report includes a detailed description of the program, evaluation methodology,
findings, recommendations for improvement, budget, and samples of the instructional content, as
well as the assessments.
505 Evaluator’s Planning Document (EPD) – The objective of this assignment was to generate
an EPD for the proposed evaluation project. The EPD serves as a starting point in the evaluation
design process by articulating all that is known by the evaluator about the product to be
evaluated.
505 Request for Proposal - The objective of this assignment is to familiarize students with the
process of generating a response to requests for proposals to evaluate programs, processes, or
products. The students are given a request for proposal for the evaluation of a fictitious learning
program and are required to create a proposal. The proposal details the evaluation methodology,
schedule, personnel, and budget.
512 Evaluation Planning - Best practices dictate that evaluation planning be included in the early
stages of development to ensure there is a means to measure the level of success of any
instruction. During the design process, the instructional designer aligns the course goals, content,
technology, and message design with various assessment methods and tools in an to measure the
level of effectiveness, efficiency, and impact of the instruction.
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522 Evaluate Two Online Courses - For this project students must choose an existing or create a
rubric which is used to compare two online courses. The courses evaluated for submission are an
introduction to an advertising classified system via an internal LMS and an introduction to Java
programming, offered on Udacity. The Quality Matters rubric was used to compare the design of
the courses.
597 Edutainment Evaluation of Game - Students are given the task of explaining how
edutainment incorporates learning theories along with gaming techniques to motivate and engage
end users. For this assignment, the Wii Fit Plus yoga instruction was evaluated.
S1. Content Knowledge
Candidates demonstrate the ability to assess and evaluate the effective integration of
appropriate technologies and instructional materials.
The final instructional design project (503) resulted in the creation of an online asynchronous
course, AccountScout for Accounting. The course is intended to address a gap in available
training from the software vendor. Many AccountScout implementations had been completed
prior to the creation of this course. Feedback following those implementations consistently
indicated a lack of confidence in the learners’ ability to perform basic accounting functions using
the newly implemented software. Colenso, an instructor at Northeast Wisconsin Technical
College, sums up her assessment philosophy for online courses as follows: “Whatever it is
students are going to need to be doing on the job, then that’s how they need to be assessed for the
classroom” (Kelly, 2006, p. 6). Following this advice, I provided the learners with a
prepopulated database and assessments designed to mimic authentic activities. An evaluation
plan was created in the early design stages. The formative evaluation utilized a SME, a small
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group trial, and a field trial. Following the formative evaluation, I made minor modifications and
the course was fully integrated as part of the AccountScout implementation process.
The evaluation planning (512) artifact serves to outline all methods which will be used to
measure the success of the proposed InDesign for Ad Designers course. Following the WBI
design model, “The evaluation planning stage specifically directs the designer to plan for
formative and summative evaluation of the instructional product” (Davidson-Shivers &
Rasmussen, 2006, p. 60). The formative evaluation includes the definition of the program,
stakeholders, evaluators, methods, and timeline. To ensure the resulting evaluation satisfies the
stakeholders, an evaluation matrix pairs the areas to be evaluated with specific questions and
methods of measurement. Given “the main purpose of summative evaluation is to determine the
overall value, or value added, of the WBI once it has been implemented for a specified period of
time” (Davidson-Shivers & Rasmussen, 2006, p. 160) at this stage only a preliminary plan is
included. It cannot however be omitted as its inclusion in the plan helps to ensure it does occur.
The edutainment evaluation of Wii Fit Plus game (597) artifact examines the use of gaming
techniques as a means of education. Through the evaluation process, I found the educational
game includes many key tenets of pedagogy. In his blog post, Weston (2013) proposes
motivation, exposition, direction of activity, criticism, and inviting imitation to be the five
principles of pedagogy. Comparatively, Kapp (2012) notes Koster’s definition of a game “a
system in which players engage in an abstract challenge, defined by rules, interactivity, and
feedback, that results in a quantifiable outcome often eliciting an emotional reaction” (p. 7).
While the vocabulary may vary, it is not difficult to recognize the commonality of the parts.
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S2. Content Pedagogy
Candidates demonstrate an inquiry process that assesses the adequacy of learning and
evaluates the instruction and implementation of educational technologies and processes (p.
116-117) grounded in reflective practice.
The technology evaluation summary (501) is the result of detailed examination of the
technology company where I work. According to Boulmetis & Dutwin (2011), this is an
alternative definition of evaluation used for the purpose of “the identification of discrepancies
between where a program is currently and where it would like to be”(pp. 8–9). Using a maturity
benchmarks survey sheet and a technology maturity model benchmarks rubric, I assessed
multiple aspects of the learning environment. The included categories or filters are
administrative, curricular, support, connectivity, and innovation with each filter containing
specific areas of interest. During the evaluation, each category and type were rated according the
level of maturity; emergent, islands, integrated, or intelligent. The findings resulted in an overall
score for the each filter. I compiled this rating along with demographics into the final technology
evaluation summary.
The evaluation of two online courses (522) artifact uses the Quality Matters rubric to
compare two existing introductory level online courses. I selected this rubric as it was less
specific to the K-12 courses. The first course, Introduction to AccountScout is hosted on my
company’s corporate LMS and is intended for adult learners employed at multimedia companies
across the country. The second course, is an introduction to Java programming, offered on
Udacity. Each course was rated in eight areas; course overview and introduction, learning
objectives, assessment and measurement, instructional materials, learner interaction and
engagement, course technology, learner support, and accessibility. Each area included
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subsections with a total possible points. While neither course scored exceptionally well, the
Udacity course rated considerably higher in learner interaction and engagement. The importance
of these findings are noted by Clark and Mayer (2008) “Regardless of delivery media, all
learning requires engagement (p. 17). If the instructor or instruction cannot garner and retain the
attention of the audience learning will not take place.
S3. Learning Environments
Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions
to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-
6)
The ID case analysis (503) examines a hypothetical scenario in which an instructional
designer is tasked with creating a training program within a challenging learning environment.
The designer begins with observation and discussions to garner as much data as possible from
the stakeholders and employees. Through the use of analysis questions the designer evaluates
what is needed and the project constraints. The final step entails the application of appropriate
instructional strategies for designing the training program. Given the complex nature of the
procedure and lack of documentation, the designer should implement chunking. Based on a
technique used to group telephone numbers and other numeric lists, chunking creates smaller
subsets that are easier to remember (P. L. Smith & Ragan, 2005, p. 160). This same methodology
is appropriate for complex procedures. Each chunk of the training includes documentation in the
form of video, audio and written cues to serve as scaffolding. The learners use individual and
collaborative exercises to practice that chunk of the procedure. The instructor and the peers
provide feedback before authentic assessment. This cycle is repeated for all chunks. Following
mastery of every portion of the complex training, the learners begin to practice the entire
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complex procedure from beginning to completion. This is followed by authentic assessment of
the procedure in its entirety.
The Moodle online lesson (522), InDesign Style Basics utilizes a variety of assessment
methods to engage the learners. After watching instructional videos and completing assigned
readings, the learners practice the methods in InDesign using provided text to promote
meaningful learning. “Brown, Collins and Duguid argued that meaningful learning will only take
place if it is embedded in the social and physical context within which it will be used”
(Herrington & Oliver, 1995, p. 254). In addition to the submission of the formatted content for
peer review, learners are also assessed through quizzes. Each module is concluded with
reflection. The learners are presented with a series of thought provoking questions to which they
reply and respond to classmates’ posts. According to Davidson-Shivers and Rasmussen (2006)
this type of required student activity “allows the instructor to observe how they are shaping their
views” (p. 43). The final method of assessment gives learners the opportunity to vote on the best
submission with the winner receiving extra credit and the honor of being used as an example for
the next class. By including multiple assessment methods, I am able to ensure the learners’
participation and understanding.
S4. Professional Knowledge and Skills
Candidates design and implement assessment and evaluation plans that align with learning
goals and instructional activities.
The request for proposal (505) artifact is a detailed response to a fictitious company, Far
West Laboratories (FWL), seeking to hire a firm to conduct an evaluation of a designed training
product. The purpose of the evaluation is to determine if FWL should proceed with the
23
development of the product. Boulmetis and Dutwin (2011) define evaluation as “the systematic
process of collecting and analyzing data in order to determine whether and to what degree
objectives have been or are being achieved” or “the systematic process of collecting and
analyzing data in order to make a decision (p. 4). While the former typically applies to formative
and summative evaluations, the latter aligns with this request for proposal. The response includes
a comprehensive plan to evaluate all aspects of the training program using quantitative and
qualitative data. The findings will include a recommendation as to the potential marketability of
the training program.
The subject of my evaluation report (505) is the InDesign for Ad Designers course which is
intended to teach adult learners employed as designers for multimedia companies how to use the
available features of Adobe InDesign. Ultimately, the goal of the evaluation is to determine the
effectiveness, efficiency, and impact of the asynchronous online course. The evaluation is
formative in nature as there have only been 12 participants at the time of the evaluation.
Activities in this course are different than any other course used within the corporate LMS.
Historically, courses include only videos and quizzes. In an effort to increase interaction among
students, some assignments within the InDesign for Ad Design course require peer review and
discussion responses. One goal of the evaluation is to determine if such activities are effective
for the audience. With that in mind, I employed a systems analysis approach. “In the systems
analysis model, the evaluator looks at the program in a systematic manner, studying the input,
throughput, and output” (Boulmetis & Dutwin, 2011, p. 108). To ascertain the state of the input,
I administered a pre-instruction survey. Upon completion of the activities (throughput) in the
course, participants were required to take a post-instruction survey thus measuring output. In
addition to the pre and posttests, I relied on the statistical data from the LMS for quantitative
24
analysis. I created a branching survey to gather qualitative data in the form of feedback from the
participants. The findings from the evaluation were compiled into the evaluation report which
includes recommendations for improvement. Using the data from this report, I began modifying
the InDesign for Ad Design course.
S5. Research
Candidates apply formal inquiry strategies in assessing and evaluating processes and
resources for learning and performance. (p. 203)
The technology evaluation summary (501) of the IniTech technology company demonstrates
the use of formal evaluation methods through the use of the Quality Matters rubric. “Quality
Matters began as a project with MarylandOnline and has grown into a widely adopted system for
design and evaluation of online courses as well as a sophisticated training and peer-review
program” (Ko & Rossen, 2010, p. 62). The rubric includes a detailed rating structure by which
40 elements in administrative, curricular, support, connectivity, and innovation are judged. The
scale includes the following phases listed from least to most mature; emergent, islands,
integrated, or intelligent. As the evaluator, I examined every aspect of the learning environment
from this perspective and populated the maturity benchmarks survey sheet, including
commentary. The assigned maturity ratings are presented in the evaluation summary along with
demographic information.
The request for proposal artifact (505) results in the submission of a formal response for a
bid. Prior to the creation of the response, the evaluator must research the product to determine
the scope of the project. Scope refers to the project objectives in relation to time, resources, and
money. For the request for proposal, this translates into the alignment of the evaluation goals
with preliminary evaluation schedule, the project personnel, and the budget. Considerable
25
research is required to ensure the proposed evaluation methodology will be successful, required
personnel are available, and the project is profitable.
Boulmetis and Dutwin define the EPD (505) or the evaluator’s program description (EPD) as
the starting point for the monitoring to be used in an evaluation. The EPD begins by determining
what is known about the program by the evaluator. This includes objectives, activities, and
stakeholders. To ensure the evaluation results are usable, it is critical that any missing
information is provided by the stakeholders and participants. During this exchange the evaluator
must determine the goals of the program, the activities scheduled to achieve those goals, and the
means by which success will be measured. This information is presented in a chart showing the
key questions to be answered through the evaluation process. These will include specific
questions related to the objectives, as well as additional questions the evaluator has deemed
appropriate during the preliminary stages. “An interesting side benefit of the EPD is the rapport
that you can begin to develop with the program staff” (Boulmetis & Dutwin, 2011, p. 83). Trust
is a critical component to ensure the data collected is accurate and it also plays a large role in the
extent to which the final evaluation results will be used by the stakeholders.
Indicator: Managing
The following artifacts demonstrate the candidate’s ability to: A) demonstrate the
contemporary professional ethics of the field as defined and developed by the Association for
Educational Communications and Technology (S1. Content Knowledge), B) manage appropriate
technological processes and resources to provide supportive learning communities, create
flexible and diverse learning environments, and develop and demonstrate appropriate content
26
pedagogy (S2. Content Pedagogy), and C) establish mechanisms for maintaining the technology
infrastructure to improve learning and performance (S3. Learning Environments).
501 Digital Gap Assignment – The Digital Gap Assignment is a collaborative project in which
the group was charged with addressing the issues of digital divide and digital inequality. Given
seven options and a $50 million budget, the options were to be ranked by our team to determine
the best use of the budget.
501 Tech Trends Assignment – For this project, students were required to read the New Media
Consortium’s Horizon report for higher education. This annual report examines emerging
technologies in an effort to predict which ones are likely to have an impact on education
immediately, in the short term, and in the long term future. Following the research, students were
to create a lesson plan that utilized one of the emerging technologies identified in the report.
502 Interactive Concept Map - This assignment required students to create a web page that
utilized interactive graphics to illustrate relationships between objects within a concept of their
choosing. The final product covers the implementation tools and process used at multimedia
companies during a software installation.
502 Netiquette Page - The netiquette assignment charged students with the creation of a single
web page to communicate the rules of engagement to be used by a specific group of users in an
online environment.
512 WBID Project Proposal Website - The instructional design project plan website documents
all products and processes used during the development of an online course, Adobe InDesign for
Ad Designers. The resulting website includes links to the project plan, products outlining the
iterative development cycle, and the assets of the course.
27
552 Server Project - For the server project, students were required to deploy a web server in their
home network that was accessible to the public. Apache, PhP, and MySQL were installed,
configured, and implemented. Upon completion, the student will submit a detailed report on the
necessary steps.
S1. Content Knowledge
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals. (p. 178)
The tech trends assignment (501) addresses a management predicament created by “the trend
in computing hardware [is] toward miniaturization and wireless operation, leading to a new
genre of mobile devices” (Molenda & Boling, 2008, pp. 96–97). In the corporate realm the
security of proprietary data is of the utmost concern. This lesson plan details how to
accommodate a mobile workforce that is accustomed to being able to “talk or text message with
others and navigate the web from wherever they happen to be” (Molenda & Boling, 2008, p. 97)
and still maintain network security. Aspects of this lesson are currently being used in our
corporate LMS to manage access via mobile devices.
Concept maps “may pertain to some situation or event that we are trying to understand
through the organization of knowledge” (Novak & Cañas, 2008, p. 2). The event described
within my interactive concept map (502) is the implementation of the AccountScout software at a
multimedia property. This implementation directly affects nearly every employee at the property
so it is critical the managers have a full understanding of the process. The concept map outlines
all the major details including the scope, training methods, tools, and expectations. I introduced
the project tools via the interactive concept map with each icon linking to the corresponding
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website. Given the context of the project, a deadline-driven environment in the corporate realm,
considerable detail has been given in an effort to manage expectations.
S2. Content Pedagogy
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. (p. 175-193)
The goal of the netiquette page (502) artifact is introduce the online learners to the concept of
net etiquette and to remind them of appropriate behavior. Simply stated, no behavior that would
be deemed unacceptable in person will be tolerated online. Ko and Rossen (2010) propose “the
keys to success are the procedures and protocols you create and enforce” (p. 34). More care must
be taken in the absence of face-to-face communication. Davidson-Shivers and Rasmussen (2006)
elaborate on this notion, “because most WBI participant interactions do not contain verbal
language (tone of voice and voice inflection), intended humorous messages sent and received can
often be misinterpreted” (p. 122). The Netiquette page also assists in the management of
learners’ expectations by reminding them of the trainee to trainer ratio. As Ko and Rossen (2010)
stated, “No institution will ever be able to provide the level of support to which you may think
you are entitled” (p. 42).
The WBID project proposal website (512) demonstrates the ability to manage technological
processes and resources during the creation of a learning environment. Because the WBI model
is not linear in nature, there are multiple tasks being completed concurrently. Formative
evaluation is ongoing resulting in the fluid modification of the web based instruction. Timely
feedback from the stakeholders is critical in keeping the project on schedule. Change
management must be employed so all agreed upon modifications are made. Team members’
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workload must be managed to ensure every task is completed on schedule, avoiding costly
delays. Time management is also key during the implementation phase. It is critical personnel
are not assigned tasks that overlap or require more time than they are available.
S3. Learning Environments
Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p.
234) to improve learning and performance. (p. 238)
The Digital Gap Assignment (501) resulted in a scalable model for the creation of public
facing learning environments. While the implementation of internet for everyone is dependent on
grants, some aspects of the solution are sustainable. The core training program relies on the
availability of public facilities which are equipped with government funded computers and
staffed by volunteers and college interns. Rooted in the constructivism theory, the learners are
active participants in the learning process. More knowledgeable students collaborate with less
skilled learners. Attributed to Vygotsky, this concept of scaffolding is defined as the process of
supporting a learner to achieve success through the assistance of a more knowledgeable other
(MKO). Learning occurs in the zone of proximal development (ZPD), when the learner is faced
with a challenge just outside their ability of achievement without the assistance of the MKO. As
the learner masters a task, a new task is introduced which builds upon the previous success and
further “extends the range of the learner” (Kapp, 2012, p. 67). As the participants progress to the
mastery level, they become the MKO for new participants and the cycle reproduces.
With the launch of the server and personal website (552) come specific and complex
management tasks. “The complexity of website management is dependent on both website and
network infrastructure” (Davidson-Shivers & Rasmussen, 2006, p. 301). One such complexity is
the need for the server to have a static IP address to maintain public accessibility. This allows the
30
domain name system (DNS) to resolve the text an end user types in the URL field to the
webserver. To mimic this behavior on a residential network, it is necessary to manage the host IP
address using an online service and port forwarding through the router. With the public
accessibility, security becomes another management concern. It is imperative traffic be able to
access only the intended hosts within the private network. Despite working for a technology
company for ten years, I knew little about server configuration and networking, as it was outside
my role. This project served as an introduction to server configuration and maintenance which I
plan to pursue further.
Indicator: Ethics and diversity
The following artifacts demonstrate the candidate’s ability to: A) assess and evaluate the
effective integration of appropriate technologies and instructional materials (S1. Content
Knowledge), B) design and select media, technology, and processes that emphasize the diversity
of our society as a multicultural community (S2. Content Pedagogy), C) 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; foster a learning
community that empowers learners with diverse backgrounds, characteristics, and abilities (S3.
Learning Environments), D) demonstrate ethical behavior within the applicable cultural context
during all aspects of their work and with respect for the diversity of learners in each setting (S4.
Professional Knowledge and Skills), and E) conduct research and practice using accepted
professional and institutional guidelines and procedures (S5. Research).
501 Digital Gap Assignment – The Digital Gap Assignment is a collaborative project in which
the group was charged with addressing the issues of digital divide and digital inequality. Given
31
seven options and a $50 million budget, the options were to be ranked by our team to determine
the best use of the budget.
502 Copyright Scavenger Hunt - In effort to better understand plagiarism and copyright
infringement, this project requires students to research copyright, trademark, and fair use laws.
Once comfortable with the laws, they create a website that guides learners through an
exploratory lesson covering the same material.
502 Netiquette Page - The netiquette assignment charged students with the creation of a single
web page to communicate the rules of engagement to be used by a specific group of users in an
online environment.
502 Virtual Field Trip - The virtual field trip assignment includes the creation of a series of web
pages which served as a guided tour through the student’s chosen subject. For this virtual field
trip, the learners are guided on a journey through the history of learning theories. The tour
includes interactive elements to enrich the learning experience and challenge questions to assess
the learners’ comprehension.
502 Web Accessibility Hotlinks Page - Web accessibility is an effort to ensure all people can
access information available via the internet regardless of any disability. For this project, the
students are tasked with researching web accessibility and creating a web page that displays the
information.
502 WebQuest - Developed by San Diego State students Bernie Dodge and Tom March, the
WebQuest model utilizes the endless knowledge available via the worldwide web to promote
learning through inquiry. The submission for this assignment guides the viewer on a journey to
explore the social media policies implemented by employers.
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504 Final Synthesis Paper - This paper required the student to establish a focus of research,
create first draft and exchange for peer review. Using the assigned rubric, feedback was given to
the author. The author then had the option to revise their paper based on the suggestions of their
peer.
S1. Content Knowledge
Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology. (p. 284)
The web accessibility hot links page (502) addresses providing all people access to digital
data. From a designer’s perspective this means making reasonable accommodations to make the
information accessible to individuals with disabilities. Modifications include but are not limited
to the use of alternate text and captions for images and hyperlinks within a website, adding
keyboard functionality, and adding compatibility with assistive technology. A full list of
modifications can be found in the Web Content Accessibility Guidelines (W3C, 2008). The
changes suggested are not laws but “they are cultural standards” (Yeaman, Eastmond, Jr., &
Napper, 2008, p. 284). While there has been litigation as a result of inaccessibility, the
motivation for change should not be punitive but simply because it is the proper thing to do.
The copyright scavenger hunt (502) addresses the use of copyrighted and trademarked
content. “Having a code of professional ethics formalizes occupational territory. Professional
ethics are politically negotiated and maintained as traditions” (Yeaman et al., 2008, p. 283).
While this is certainly true, there is also the opportunity for legal ramifications. Ignorance is not
an excuse for infringement and so the purpose of this site is to educate graphic designers as to
what is permissible. The content is organized as a scavenger hunt allowing the learners to
investigate and scour the linked content to find answers to related questions.
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S2. Content Pedagogy
Candidates design and select media, technology, and processes that emphasize the diversity
of our society as a multicultural community. (p. 296)
The foundation of the netiquette page artifact (502) is to “promote current and sound
professional practices” (Yeaman et al., 2008, p. 297). Furthermore the netiquette explicitly warns
profanity and blatantly disrespectful posts will not be tolerated. This is in alignment with and
includes the behaviors listed in section one, item nine of the AECT Code of Professional Ethics.
“Members shall refrain from any behavior that would be judged to be discriminatory, harassing,
insensitive, or offensive” (Yeaman et al., 2008, p. 297). As a follower of Lave and Wenger
(1998), I subscribe to the idea of communities of practice. Without common courtesy and civility
within those communities, learning cannot exist. Regardless of our similarities or differences, it
is imperative that every person is treated with respect to ensure a safe environment for growth
and learning.
The selection of media for the virtual field trip (502) indicates my awareness of the
multicultural world in which we live. In accordance with the AECT Code of Professional Ethics,
members “shall in the design and selection of any educational program or media seek to avoid
content that reinforces or promotes gender, ethnic, racial or religious stereotypes. Shall seek to
encourage the development of programs and media that emphasize the diversity of our society as
a multicultural community” (Yeaman et al., 2008, p. 297). This is evidenced in the diversity of
race, gender, and nationality represented in the chosen media throughout the website. In addition
to beauty, there is great opportunity for learning within a diverse group.
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S3. Learning Environments
Candidates foster a learning environment in which ethics guide practice that promotes
health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate
open access to resources. (p. 3)
The netiquette page (502) is intended to set the tone for online communication among a
group of learners working together on a software implementation. All the participants are adult
employees of multimedia companies across the United States and in the Caribbean. Educational
technology’s distinctive ethical concerns focus on processes of creating instructional materials
and learning environments and on relations with learners during the use of those materials and
environments” (Yeaman et al., 2008, p. 243). By providing a clear definition of appropriate
behavior, learners are able to interact online with the confidence, knowing fully what is expected
from them and what they can expect from the course facilitator.
The sole purpose of the copyright scavenger hunt (502) is to educate learners “on the ethical
use of media and on respect for intellectual property” (Januszewski & Molenda, 2008, p. 2). It is
imperative that all designers and individuals abide by the letter of the law when utilizing and
third party element. “Ethics are not merely ‘rules and expectations’ but are a basis for practice”
(Januszewski & Molenda, 2008, p. 2). Aside from the possible consequences, it is a simple
matter of integrity. Without integrity we are incomplete.
Candidates foster a learning community that empowers learners with diverse backgrounds,
characteristics, and abilities. (p. 10)
The goal of the digital gap assignment (501) is to develop a comprehensive plan to bridge the
digital divide and lessen the effects of digital inequality for all people. “Contemporary ethics
oblige educational technologists to consider their learners, the environments for learning, and the
35
needs for the ‘good’ of society as they develop their practices” (Januszewski & Molenda, 2008,
p. 2). The proposed plan addresses each of these areas. To begin, the plan calls for the creation of
entry level computer skills labs, centrally located in public facilities to ensure access for all
socio-economic levels. Skills courses and educational content will target the lower socio-
economic groups first to build confidence and skills. The proposed solution also includes a
program that would teach participants to rebuild donated computers. According to Brown and
Duguid (2001), “what individuals learn always and inevitably reflects the social context in which
they learn it and in which they put it into practice” (p. 201). This can be seen in a 1990 study
conducted by Orr in which he studied Xerox repairmen. Orr found that the bulk of the
knowledge was constructed via collaborative efforts while troubleshooting actual problems and
then shared with other repairmen in an informal social manner (Jonassen & Land, 2012, p. 287).
Lave and Wenger described this as legitimate peripheral participation, noting that regardless of
the intention, learning occurs when there is the sharing of ideas within a community of practice
(Brown, 2002, p. 67). A key component of the program is the legitimate peripheral participation
of learners under the guidance of college interns and more advanced users. To incentivize
participation after mastering skills, volunteers who commit to working within the lab are eligibile
for the low cost purchase of a refurbished home computer.
The web accessibility hot links page (502) is intended to increase the awareness of the need
for the development of web accessible information. While all government digital assets are
required to be accessible, that is often not case in the private sector. Increasing awareness of the
issue is the first step to empowering learners. The availability of tools and guidelines such as the
Web Content Accessibility Guidelines (2008) provides assistance to developers to ensure data is
readily available to all who desire it.
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S4. Professional Knowledge and Skills
Candidates demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.
The success of the digital gap assignment (501) relies heavily on the ability of the facilitator
and all participants to treat all users with respect. The model promotes close interaction with all
participants as it relies on foundations from the behavioral learning theories, “including practice,
feedback, shaping, and modeling” (Davidson-Shivers & Rasmussen, 2006, p. 43). The proposed
solution to the digital gap also incorporates many aspects of the constructivist school of thought.
“Learners are seen as active contributors to their learning and should be involved in their own
goal setting” (Davidson-Shivers & Rasmussen, 2006, p. 45). It is through the scaffolding and
modeling processes that every learner is given the opportunity to excel. Such processes cannot
flourish in an environment plagued by discrimination.
In addition to providing valuable information and resources, the web accessibility hot links
page (502) serves as a model demonstrating how the simple inclusion of alternate text for web
links and captions for images increase the usability and the audience. The ability to use the
keyboard to navigate the site minimizes the need to use the mouse, thus allowing inclusion of
people with dexterity disabilities.
S5. Research
Candidates conduct research and practice using accepted professional (p. 296) and
institutional (p. 297) guidelines and procedures.
The WebQuest (502) model was developed in 1995 by Dodge and March. While it is fairly
new, “since those beginning days, tens of thousands of teachers have embraced WebQuests as a
way to make good use of the internet while engaging their students in the kinds of thinking that
37
the 21st century requires. The model has spread around the world” (Dodge, 2007, para. 4).
Through inquiry based learning, the participants examine the legality of social media policies
which have become commonplace in the workforce. In an effort to protect the reputation of the
business, many human resources (HR) departments are enforcing policies that could result in
termination for a completely legal act performed on personal time. The assignment includes role
playing as the learner becomes an HR liaison negotiating between the employer and the
employee. The task includes research, discussions, creation, peer review, and evaluation.
The final synthesis paper (504) investigates the viability of using the Transactional Distance
Theory (TDT) for the asynchronous training and implementation of software systems. TDT
addresses the cognitive space between teacher and learner which manifests differently based on
the behaviors, personality, experience, interests, culture, and other influences of the learner, as
well as the teacher (Moore, 1997). The key components of TDT is the balanced combination of
structure, dialog, and learner autonomy. This research was of particular interest to me as I
continually strive for balance between supplantive and generative instruction within my online
courses.
Indicator: Collaborative practice
The following artifacts demonstrate the candidate’s ability to: collaborate with their peers
and subject matter experts to analyze learners, develop and design instruction, and evaluate its
impact on learners (S4. Professional Knowledge and Skills).
501 Digital Gap Assignment – The Digital Gap Assignment is a collaborative project in which
the group was charged with addressing the issues of digital divide and digital inequality. Given
38
seven options and a $50 million budget, the options were to be ranked by our team to determine
the best use of the budget.
512 Concurrent Design ID Project Plan Website - Proper planning plays a critical role in the
success of any project. For this assignment students must submit a design plan covering every
aspect of the proposed project before any product is approved for development. This includes a
plan for instruction, assessments, allocation of resources, task assignment, scope, timeline,
motivational strategies, flowcharts, storyboards, and any other considerations which may affect
the project.
597 WebX Collaboration - This assignment required the collaboration of a small group of
students to create a presentation discussing how digital engagement theories can be incorporated
into classroom teaching.
S4. Professional Knowledge and Skills
Candidates collaborate with their peers and subject matter experts to analyze learners,
develop and design instruction, and evaluate its impact on learners.
The digital gap assignment (501) required a collaborative effort to research the subject
matter, propose a solution, create the presentation, and add narration. The use of Google tools
greatly assisted with the logistics of a group project spanning multiple states and time zones. All
planning and discussions were conducted via Google Hangouts. The use of Google Drive
eliminated the linear nature of typical group projects. Each individual provided a unique
perspective and skill set. In addition to a portion of the research and presentation development, I
was task with application of graphic design principles to unify the project. Although the project
was created by six individuals, it was important that it appear as one cohesive and consistent
proposal. To achieve this goal, the digital divide caution sign chosen by one of the members was
39
modified and implemented it in some form on every slide. Following the same theme, I created
an original graphic for slide three, How to Navigate the Digital Divide, which lists all the seven
options for the scenario.
The concurrent design (512) artifact is from the WBID website proposal project. During this
phase of the plan, the ID works closely with the stakeholders to create a Task-Objective-
Assessment Blueprint that aligns the learning task items, to the agreed upon objectives, outcome
level, and the assessment type. The project personnel and their roles are specified within the
design approach. Each task is assigned to a specific team member and the required duties for
completion are detailed. In addition to the collaboration necessary to create the design document,
opportunities for collaboration were included in the web based instruction. These collaborative
methods include discussion boards, knowledge exchange via the Ask the Expert model, and peer
review. Such activities align with Vygotsky’s “idea that language and social dialogue can
support learning, especially when members of the social group are at about the same Zone of
Proximal Development (ZPD)” (Novak & Cañas, 2008, p. 15). Simply stated, we learn from and
reinforce learning through talking to each other.
The WebX Collaboration (597) was the result of an assignment to create a group
presentation. The subject matter was chunked and divided among the team members. Each team
member was responsible for research, and the creation of slides with notes for narration. From
that a script was compiled and shared, allowing each team member to add conversational
commentary to the others’ presentation. After rehearsal the presentation was recorded using
WebX, an online conferencing tool. Of the collaborative efforts I have been involved in, this was
the most challenging. The resulting artifact was not up to my standards but was out of my
control. Due to technical difficulties, the file was not immediately available for post-production
40
editing. While initially this frustrated me, I ultimately resigned myself to fact that this is a great
example of authentic learning. Often in real world scenarios, we are dependent on teammates and
technology in less than ideal circumstances.
Indicator: Leadership
The following artifacts demonstrate the candidate’s ability to: lead their peers in designing
and implementing technology-supported learning (S4. Professional Knowledge and Skills).
501 Digital Gap Assignment – The Digital Gap Assignment is a collaborative project in which
the group was charged with addressing the issues of digital divide and digital inequality. Given
seven options and a $50 million budget, the options were to be ranked by our team to determine
the best use of the budget.
597 Gamified Project - Students were assigned the task of designing a gamified engaging
learning environment. This includes a lesson incorporating gamification elements such as goals,
rules, time, competition, reward structures, feedback, and varying levels to engage the learner.
The submitted lesson covers binary numbers and the conversion to decimal numbers.
S4. Professional Knowledge and Skills
Candidates lead their peers in designing and implementing technology-supported learning.
I was given the opportunity to demonstrate leadership while creating the digital gap
assignment (501). The proposed solution included a partnership with local colleges in which
students are provided an internship opportunity staffing the computer skills lab, refurbishing
donated computers, and serving as mentors for participants. I took the lead in this area due to
familiarity with the process, as I work for a technology company which utilizes a similar paid
internship model. The result is a community of practice in which learners experience legitimate
41
peripheral participation. Under the scaffolding of an MKO, the learners’ zone proximal
development continues to shift until scaffolding is no longer needed. The learner is then
equipped to serve as an MKO to the next production cycle. Through collaboration, every person
in the class is given identity with the group. The passivity of independence is banished with the
assignment of roles among the group. Individuals are recognized as team members and emerge
as leaders with responsibility to and for the other team members.
The gamification assignment (597) demonstrates leadership in the designing and
implementation of technology supported learning. According to Liao (2006) “Instructional
designers must construct and implement a learning system by providing sufficient interaction
functions” (p. 58). This lesson follows that advice by immersing the learners in technology and
activity; presenting new information in a variety of ways and platforms. Gamification methods
are utilized to promote flow; that is a level of concentration in the task at hand and enjoyment in
the engagement of that task. When flow is achieved and “students are intrinsically motivated to
learn, they not only want to learn more, but also achieve more positive results” ( Chan & Ahern
as cited in Liao, 2006, p. 47). Ultimately the inclusion of any activity that supports the learning
objective while promoting variation in instruction will engage the learners and encourage
success.
Indicator: Reflection on practice
The following artifacts demonstrate the candidate’s ability to: 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. (S4.
Professional Knowledge and Skills).
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501 Technology Evaluation Summary - For this assignment students were required to evaluate a
real school or corporate learning environment. The final report details the demographics of the
surrounding area, as well as a rating of the environment's maturity level in the areas of
administrative, curricular, innovation, support, and connectivity.
522 Evaluate Two Online Courses - For this project students must choose an existing or create a
rubric which is used to compare two online courses. The courses evaluated for submission are an
introduction to an advertising classified system via an internal LMS and an introduction to Java
programming, offered on Udacity. The Quality Matters rubric was used to compare the design of
the courses.
S4. Professional Knowledge and Skills
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.
The technology evaluation summary (501) provided an opportunity to examine an authentic
environment and measure the level of maturity. Given the site, a network operation center and
technology company in Statesboro, Georgia is my place of employment there were a few hurdles
to overcome with this assignment. Maintaining objectivity was a concern as the team is a small,
close knit group. Modifying the structure of the survey to accommodate a corporation also
proved challenging. Demographic information of a school or district with one physical location
is more clearly explained than that of a student body which is scattered across the United States.
Due to the nature of the business, the overall rankings in the technology survey are most likely
higher than a school survey. The maturity benchmarks survey spreadsheet was of particular
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benefit. I have incorporated portions of this form with an existing document we use to evaluate
the hardware and software needs of properties prior to the implementation of a new system.
The comparison and evaluation of the two online courses (522) gave me the opportunity to
closely examine one of the mTech U training a courses I created. While mTech U is far greater
than any training structure we had in the past, it has been noted that it is not as engaging as it
could be. It is an ongoing struggle to inject the courses with interactivity while balancing
learning activities with the fast paced, deadline-driven schedules of the learners. The introduction
to programming course on Udacity was thorough in presenting the outline of the course, the
objectives, and managing the users’ expectations. The videos were engaging with frequent
opportunities for practice during the instruction and feedback was immediate. The instruction
videos were short in length and the narration alternated between instructor and developer. While
subtle, this tactic served as a means to keep the learner interested. Since the time of the
investigation, I have begun adding similar activities to all the mTech U courses.
Indicator: Theoretical foundations
The following artifacts demonstrate the candidate’s ability to: demonstrate foundational
knowledge of the contribution of research to the past and current theory of educational
communications and technology (S5. Research).
504 Theories of Learning Paper - For this paper, students are to choose one of the theoretical
schools of learning discussed in the course and research it further. The final product should be a
closer examination of the key principles, contributors, and application of the chosen learning
theory.
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504 Final Synthesis Paper - This paper required the student to establish a focus of research,
create first draft and exchange for peer review. Using the assigned rubric, feedback was given to
the author. The author then had the option to revise their paper based on the suggestions of their
peer.
513 Podcast - For this assignment students explored multimedia in the form of podcast creation.
The requirements for this project included the use of a variety of tools for the recording and
editing process. The final product is designed to be the first episode in a series of podcasts
discussing the various learning theories.
597 WebX Collaboration - This assignment required the collaboration of a small group of
students to create a presentation discussing how digital engagement theories can be incorporated
into classroom teaching.
S5. Research
Candidates demonstrate foundational knowledge of the contribution of research to the past
and current theory of educational communications and technology. (p. 242)
The theories of learning paper (504) had a great impact on me. The topic of the paper is Lev
Vygotsky and the social development theory. According to social development theories, it would
be impossible to learn even the most basic language skills, without social interaction, (Horton,
2008, pp. 13–17). While it seemed very straightforward and logical, it was fascinating to learn
about scaffolding, more knowledgeable other (MKO), and zone of proximal development (ZPD).
The effects of that research can be seen throughout this portfolio.
The final synthesis paper (504) explores Moore’s Transactional Distance Theory (TDT) in
the context of Gokools-Ramdoo’s (2008) claim that it should be adopted as a standard for web
45
based instruction. The transactional distance theory (TDT), finds its roots in the constructivist
learning theory. There are three key elements in the transactional distance theory; dialogue,
structure, and learner autonomy (Moore, 1997). Dialogue is the “purposeful, constructive and
valued” (Moore, 1997, p. 23) interaction between teacher and learner. Structure refers to the
organization of the content and participants which has an inverse relationship with dialogue.
Learner autonomy is the extent to which the learner dictates the objectives, experiences, and
instructional decisions. According to Moore the transactional distance between the teacher and
the learner, the transactional distance, affects the outcomes of instruction.
The podcasting (513) artifact was designed to be the pilot episode in a series dedicated to the
exploration of learning theories. This artifact is indicative of the of the constructionist school of
thought where “Learning is presumed to become more meaningful and motivational when
students construct designs or projects” (Kafai, 2006, cited in Jonassen & Land, 2012, p. 20).
After reading about so many theories, I was compelled to build something to reinforce the
learning process. Jonassen and Land (2012) explain that resulting “artifacts might include
physical objects like a model rocket or digital objects such as student-created computer games or
videos” (p. 20). The latter was true in this case.
The WebX collaboration (597) explores the viability and implementation of digital
engagement theories in the classroom. This project was completed in a small group using web
conferencing technologies. Topics included constructivist, problem based learning, situated
learning, episodic memory.
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Indicator: Method
The following artifacts demonstrate the candidate’s ability to: apply research methodologies
to solve problems and enhance practice (S5. Research).
502 Virtual Field Trip - The virtual field trip assignment includes the creation of a series of web
pages which served as a guided tour through the student’s chosen subject. For this virtual field
trip, the learners are guided on a journey through the history of learning theories. The tour
includes interactive elements to enrich the learning experience and challenge questions to assess
the learners’ comprehension.
503 ID Case Analysis - Given a real world scenario with many obstacles to learning, students
must assume the role of instructional designer and analyze the environment. Using proven
instructional strategies, the students answer a series of questions to provide a possible solution to
the instructional design dilemma.
S5. Research
Candidates apply research methodologies to solve problems and enhance practice. (p. 243)
The virtual field trip (502) is a learner centered lesson that explores the history of learning
theories by presenting learners with a list of challenge questions. They are free to explore the site
searching for the solution. “Learners are assumed to construct their own meanings, goals, and
strategies from the information available in the ‘external’ environment as well as information in
their own minds (the ‘internal’ environment)” (Pintrich, 2004, p. 387). Given the learner’s
control in actively constructing meaning while striving to achieve a defined standard through
self-regulated activities (Pintrich, 2004, pp. 387–388), the virtual field trip can be seen as a self-
regulated learning (SRL) experience. I can see a parallel between the learning process within the
virtual field trip and any user initiated research. Regardless of intent, whether academic or mere
47
curiosity, the learner is active, in control, and attempting to satisfy a standard through a
combination of external and internal environments.
The ID case analysis (503) is an example of problem based learning (PBL). PBL is “an
instructional (and curricular) learner-centered approach that empowers learners to conduct
research, integrate theory and practice, and apply knowledge and skills to develop a viable
solution to a defined problem” (Savery as cited in Land, Hannafin, & Oliver, 2012, p. 16). This
project details an instructional designer’s process when confronted with circumstances that make
the analysis phase of the project difficult. To ensure the success of the project, alternate methods
are necessary. This artifact is another example of authentic learning. It is necessary to remember
there are multiple methods to achieve a single goal. As instructional designers, it is imperative
that we are agile and adaptive to ensure each learner has an opportunity to be successful.
Conclusion
Throughout my time at Boise State University I have found the education I am receiving is
relevant and authentic. Many aspects of the instruction were incorporated immediately. After this
process of reflection it is apparent I have been deeply impacted by this program. In closing,
Section three article four of the AECT code of ethics states “in fulfilling obligations to the
profession, the member shall strive continually to improve professional knowledge and skill and
to make available to patrons and colleagues the benefits of that person’s professional attainments
(Yeaman et al., 2008, p. 297). It is this very concept that sparked my return to school, seeking
my Master of Educational Technology and it is that concept that will continue to drive me on a
lifelong journey of education.
48
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