AECT Standard 2...
Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
• S. 2.1. Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
• S. 2.2. Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
• S. 2.3. Assessing/Evaluating – Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
• S. 2.4. Managing – 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.
• S. 2.5. Ethics – Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
S.2.1 Creating
Augmented Reality Design
EME 6055 | Spring 2022 | W12-1 Activity
The artifact demonstrates the target substandard by integrating content pedagogy with technology. It enhances learning by immersing children in a virtual safari, using interactive questions and augmented reality to boost relevancy, engage ,and educate, therefore improving learning and performance outcomes.
Competencies and skills learned:
- Evaluate candidate training system hardware and software capabilities and limitations
- Select and construct appropriate interactions and user control techniques
- Describe characteristics of instructional media
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 the artifact was to introduce the class to AR and how to create educational content with it. The learning game I creates was meant to provide a fun and educational AR experience for young children between the ages of 3 and 5, introducing them to animals found on a safari in Africa. The game aims to teach children about the names, sounds, and dietary habits (herbivore or carnivore) of these animals while utilizing gamification to enhance the learning process. The use of 3D models allows children to observe the animals from various angles, and boost motivation by making the content more relevant to the learner by bringing the content into the learners’ physical environment.
The metaverse and the metaverse asset library was used to create this learning game. My initial vision aimed to include interactive features similar to Pokémon Go, allowing students to discover animals by moving about their surroundings. However, due to technical limitations with the development tool, the project shifted towards a more static version. Nonetheless, the use of augmented reality (AR) has great potential to boost learning outcomes thanks to its innate ability to to motivate and engage users/students.
S.2.2 Using
Interactive Infographic
EME 6613 | Fall 2023 | M2 Project 1
The use of an interactive infographic aligns with content pedagogy by catering to time-pressed faculty, offering visually engaging and easily digestible content, enhancing comprehension through visuals and interactivity, and providing a convenient reference tool. It could also be configured to allow for potential improvement through user engagement tracking.
Competencies and skills learned:
- Describe and provide a rationale for the selection of an instructional approach
- Analyze the characteristics of a job, task, or body of knowledge
- Use a variety of authoring and/or software applications packages
- Develop course support materials and documentation
- Understand video production/postproduction procedures
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.2.3 Assessing/Evaluating
Augmented Reality Case Study
EME 6055 | Spring 2022 | W11-1 Activity
These case studies showcase an inquiry process for evaluating the effectiveness of educational technologies through reflective practice. The analysis includes assessing the suitability of AR applications for specific learning objectives and audiences, identifying potential improvements, and considering the practical implementation of these technologies within the educational context.
Competencies and skills learned:
- Differentiate between the types of learners that will benefit from the instruction from those who will have difficulty comprehending the courseware
- Identify relevant resources, constraints, and context of the development and delivery environments
- Describe and provide a rationale for the selection of an instructional approach
I took EME 6055, Current Trends in Instructional Technology, during the Spring 2022. The course offered a thorough exploration of instructional technology, covering its history, theories, and current practices. It emphasized readings, seminars, and individual projects, with students leading discussions linking technology applications to theories and historical trends. The goal was to develop concepts, strategies, and materials for incorporating computer technology into education, unlocking its potential in teaching and learning.
The artifact discusses the theoretical foundations, benefits, and drawbacks of using Augmented Reality (AR) in education. In it, I provide two case studies of AR applications in different fields. Case 1, “SyncAR,” focuses on medical training and surgical visualization, enhancing residents’ understanding of surgical procedures. Case 2, “Brain Power,” is designed to assist students with autism in improving their social-emotional literacy by using gamified learning and situational learning theories. Both cases involve AR technology to enhance learning experiences in their respective domains.
In these case studies, I came to my conclusions through a careful analysis. I considered theories such as situated learning theory and cognitivism to explain how AR technology supports learning in different contexts. I identified the intended learning outcomes, the tools used, and the impact of AR experiences on students/trainees. Furthermore, I considered the potential benefits and drawbacks of AR technology in education, showing an understanding of the topic. My suggestions for modifications/improvements reflect my critical thinking and consideration of the specific needs and contexts in which the AR technologies would be applied.