AECT Standard 1...
Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
• S. 1.1. Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
• S. 1.2 Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
• S. 1.3 Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
• S. 1.4 Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
• S. 1.5 Ethics – Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology
S.1.1 Creating
Interactive Infographic
EME 6613 | Fall 2023 | M2 Project 1
This artifact demonstrates the target substandard by showcasing my ability to create instructional materials and learning environments using a variety of systems approaches while considering engagement, accessibility, and alignment with specific requirements.
Competencies and skills learned:
- Assess the relevant characteristics of the target audience
- State a rationale for the selection of the resources and constraints of the development and delivery environments chosen
- Analyze the characteristics of a job, task, or body of knowledge
- Identify instructional media options that address training needs
This artifact was developed in the Fall of 2023 within the EME 6613 course, “Development of Technology-Based Instruction.” The course centers on creating rich-media e-learning applications for real-world clients, fostering collaboration and applying instructional design principles. It includes proposal writing, learner needs analysis, multimedia application development with digital technologies, and emphasizes iterative development and design-based research culminating in a research paper presentation.
The project aims to develop an interactive graphic accessible via a web browser, designed for USF faculty engaged in online course development in collaboration with Learning Designers. The graphic visually outlines the five-phase course development process, incorporating USF branding and colors. It functions as a user-friendly guide and pacing tool, indicating responsibilities within each phase. This approach ensures engagement and accessibility, aligning with Digital Learning’s requirements for an effective instructional tool.
The artifact was primarily created using Articulate 360, with additional contributions from Adobe Photoshop and Adobe Illustrator for visual components, Doodly for instructional videos, and Camtasia for audio elements. The chosen format, an interactive infographic, was selected for its ability to effectively engage faculty members, who often have limited time for learning. This visually appealing and interactive approach simplifies complex concepts, accommodating diverse learning preferences and experience levels. By incorporating visuals and interactivity, the infographic promotes active learning and self-discovery. It also offers a convenient reference tool for busy faculty, allowing easy access to specific information, while providing the potential for tracking user engagement for continuous improvement.
S.1.2 Using
Web 2.0 Tool Review
EME 6055 | Spring 2022 | W6-1 Activity
In my review of Quizlet as a Web 2.0 tool, I’ve demonstrated my ability to select and utilize technological resources for supporting student learning and improving my pedagogical methods. Quizlet encourages interactivity among learners, allowing them to create and share learning materials collaboratively. This fosters engagement, creativity, and innovation.
Competencies and skills learned:
- Identify instructional media options that address training needs
- Describe characteristics of instructional media
- Describe and provide a rationale for the selection of an instructional approach
- Develop performance measurement instruments
- Recommend instructional strategies
I took EME 6055, Current Trends in Instructional Technology, during the Spring 2022. This course covered instructional technology, its history, theories, and contemporary practices. The curriculum included readings, seminars, and individual projects, focusing on emerging technologies in K-12, higher education, and workplace training. My classmates and I facilitated class discussions connecting these applications to IT theories, models, and historical trends. The goal was to foster the development of concepts, strategies, and materials for effectively integrating computer technology into instruction, unlocking its potential in education.
The purpose of this assignment was to have individuals select a Web 2.0 tool, and explore how it can be beneficial for designing learning activities. I focused on Quizlet, covering how the tool fosters interactivity and collaborative learning, enabling the creation and sharing of learning materials. I also noted pitfalls including that educators may face challenges like potential misinformation spread and varying student motivation levels, impacting the effectiveness of using Web 2.0 tools in the classroom.
For this individual project, I crafted a reflective written reflection/analysis, delving into my experiences with and opinions on the chosen tool, Quizlet, and its impact. Additionally, I created an accompanying informative video, offering an audio and visual exploration of Quizlet’s functionalities and benefits.
S.1.3 Assessing/Evaluating
Educational Game Evaluation
EME 6055 | Spring 2022 | W8-1 Activity
In this artifact, I evaluate the integration of technologies and instructional materials within educational games. I analyze two specific games, considering aspects such as game type, design, strengths, and limitations. I discuss how these games align with learning objectives, showing my understanding of instructional game design principles and my ability to critically evaluate the suitability of these technologies for educational purposes.
Competencies and skills learned:
- Assess the relevant characteristics of the target audience
- Select instructional media
- Recommend instructional strategies
- Evaluate instruction, program, and process
I took EME 6055, Current Trends in Instructional Technology, during the Spring 2022. It provided a comprehensive overview of the field of instructional technology. Students delve into the history, theories, and models of IT, while also examining contemporary practices. The course emphasized readings, seminars, and individual projects focusing on emerging technologies and their applications in K-12, higher education, and workplace training. Students lead class discussions that connect these applications to IT theories, models, and historical trends. The class aimed to develop concepts, strategies, and materials for integrating computer technology into instruction, exploring its transformative potential in the teaching and learning process.
The purpose of this artifact was to analyze aspects of two educational games focusing on their design, educational value, strengths, and limitations. It was valuable for developing critical evaluation skills, understanding game-based learning, applying educational theories, making connections between the game design and the learning objectives, and recognizing the impact of good game design in effective instructional design.
For this assignment, I started by choosing two educational games to evaluate: “Animal Diet Game 2” and “Name-A-Saurus.” In Microsoft Word, I created a written analysis of each game, assessing their game type, design characteristics, and alignment with educational principles. I categorized their strengths and limitations, considering the extent to which they adhered to good game principles.