1

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.

2

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.

3

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.

4

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.

5

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

6

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

7

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

8

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

9

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

10

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

11

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,

12

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.

13

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)

14

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

15

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.

16

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.

17

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.

18

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

19

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.

20

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

21

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

22

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

28

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’

29

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.

32

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.

33

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.

34

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.

36

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).

42

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

43

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.

44

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.

46

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

References

Atkinson, C., & Mayer, R. E. (2004). Five ways to reduce PowerPoint overload. Retrieved from

http://www.indezine.com/stuff/atkinsonmaye.pdf

Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: timeless techniques for program

and project managers (3rd ed). San Francisco: Jossey-Bass.

Brown, J. S. (2002). Learning in the digital age. In M. Devlin, R. Larson, & J. Meyerson (Eds.),

The internet & the university: Forum (2001st ed.). New York: Forum for the Future of

Higher Education and EDUCAUSE. Retrieved from

https://net.educause.edu/ir/library/pdf/ffpiu015.pdf

Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective.

Organization Science, 12(2), 198–213. http://doi.org/10.2307/3086055

Chee, Y. S. (1995). Cognitive apprenticeship and its application to the teaching of small talk in a

multimedia interactive learning environment. Instructional Science, 23, 133–161.

Churches, A. (2015). Bloom’s Digital Taxonomy [Blog]. Retrieved from

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven

guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco,

CA: Wiley.

Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning: Design,

implementation, and evaluation. Upper Saddle River, NJ: Pearson Prentice Hall.

Dodge, B. (2007). WebQuest.Org: Home. Retrieved from http://webquest.org/

Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for

the instructional design of multimedia (pp. 253–262). Presented at the ASCILITE 1995

49

Conference, Melbourne. Retrieved from

http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf

Horton, S. L. (2008). Lev goes to college: Reflections on implementing Vygotsky’s ideas in

higher education. International Journal of Learning, 15(4), 13–17.

Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with

commentary (2nd ed.). New York and London: Routledge Taylor & Francis Group.

Jonassen, D., & Land, S. (Eds.). (2012). Theoretical foundations of learning environments (2nd

ed.). New York: Routledge.

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and

strategies for training and education. San Francisco, CA: Pfieffer.

Kelly, R. (2006). Authentic experiences, assessment develop online students’ marketable skills.

Assessing Online Learning: Strategies, Challenges and Opportunities, 6–7.

Kim, A. J. (2011). Smart gamification: designing the player journey. Retrieved from

http://www.youtube.com/watch?v=B0H3ASbnZmc#t=145

Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York, NY:

Routledge.

Land, S. M., Hannafin, M. J., & Oliver, K. (2012). Student-centered learning environments.

Theoretical Foundations of Learning Environments.

Lave, J., & Wenger, E. (1998). Communities of practice. The Encyclopedia of Informal

Education. Retrieved from

http://calendar.valenciacollege.edu/faculty/development/tla/documents/CommunityofPrac

tice.pdf

50

Liao, L.-F. (2006). A flow theory perspective on learner motivation and behavior in distance

education. Distance Education, 27(1), 45–62.

http://doi.org/10.1080/01587910600653215

Molenda, M., & Boling, E. (2008). Creating. In A. Januszewski & M. Molenda (Eds.),

Educational technology: A definition with commentary (2nd ed., pp. 81 –138). New York

and London: Routledge Taylor & Francis Group.

Moore, M. G. (1997). Theory of transactional distance. In D. Keegan (Ed.), Theoretical

principles of distance education (pp. 22–38). London: Routledge. Retrieved from

http://www.c3l.uni-oldenburg.de/cde/support/readings/moore93.pdf

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct

and use them. Technical Report Ihmc Cmaptools, 36.

Perales-Palacios, F. J., & V´ılchez-Gonz´alez, J. M. (2002). Teaching physics by means of

cartoons: A qualitative study in secondary education. Physics Education, 37(5), 400–6.

Pintrich, P. (2004). A conceptual framework for assessing motivation and self-regulated learning

in college students. Educational Psychology Review, 16(4), 385–407.

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments

based on the blending of microworlds, simulations, and games. Educational Technology

Research & Development, 44(2), 43–58.

Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Oklahoma: Wiley.

Smith, R. M. (2008). Conquering the content: A step-by-step guide to web-based course

development (1st ed.). San Francisco, CA: Jossey-Bass. Retrieved from

http://dx.doi.org/10.1111/j.1467-9647.2009.00562.x

51

W3C. (2008). Web Content Accessibility Guidelines (No. 2). MIT, ERCIM, Keio. Retrieved

from http://www.w3.org/TR/WCAG20/

Weston, C. (2013). Five principles of pedagogy | Ed Tech Now [Blog]. Retrieved from

http://edtechnow.net/2013/05/12/pedagogy/

What is AECT? (n.d.). Retrieved from http://aect.site-ym.com/?page=about_landing

Yeaman, A. R. J., Eastmond, Jr., J. N., & Napper, V. S. (2008). Professional ethics and

educational technology. In A. Januszewski & M. Molenda (Eds.), Educational

Technology: A definition with commentary (2nd ed.). New York and London: Routledge

Taylor & Francis Group.