AECT Standard 4...
Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators:
• S. 4.1. Collaborative Practice – Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
• S. 4.2. Leadership – Candidates lead their peers in designing and implementing technologysupported learning.
• S. 4.3. Reflection on Practice – Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technologysupported instruction and learning to enhance their professional growth.
• S. 4.4. Assessing/Evaluating – Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
• S. 4.5. Ethics – 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.
S.4.2 Leadership
Project Proposal
EME 6613 | Fall 2023 | M4 Assignment 1
I served as team lead in the design and development of a learning game teaching AIDET communication skills to MOFFITT Cancer Center employees. My responsibilities included team coordination, resource management, fostering a positive team dynamic, facilitating meetings, supporting team members, and spearheading the storyboard and Articulate development.
Competencies and skills learned:
- Plan and monitor training projects
- Assess the relevant characteristics of the target audience
- Assess the relevant characteristics of the setting
- Write criterion-referenced, performance-based objectives
- Select instructional media
- Recommend instructional strategies
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 proposal aims to create a gamified scenario-based learning experience to teach hospital employees the AIDET communication framework. The project targets working adults at MOFFITT Cancer Center, focusing on a wide age range and various educational backgrounds. We aim to use gamification techniques and scenario-based interactions to teach AIDET principles, with a focus on immediate feedback and emotional engagement. The game will consist of two stages, with the ultimate goal of allowing the player to attend an end-of-year celebration.
I initiated work on the project proposal through a collaborative document tool, involving all team members. Each member contributed remotely to ensure a comprehensive and well-rounded proposal. I also organized a virtual team meeting for real-time discussion and finalization, leveraging remote work capabilities to streamline the design and development process. Once complete, I submitted on behalf of the team.
S.4.3. Reflection on Practice
Midterm Presentation
EME 6235 | Fall 2022 | Module 9
In this presentation I analyzed an interactive job aid that I created using Articulate 360. My reflection highlights the tool’s benefits, including interactivity, gamification, visual appeal, and ease of content addition. Moreover, I’ve considered its accessibility and ease of sharing.
Competencies and skills learned:
- Perform job, task, and/or content analysis
- Select instructional media
- Evaluate candidate training system hardware and software capabilities and limitations
- Develop training program materials
I took EME6235, Technology Project Management, in Fall 2022. This course introduced me to the fundamentals of project management for instructional design and technology-based projects. I learned about organizational issues, planning methods, and management techniques, including both Waterfall and Agile methodologies. Through this course, I gained practical experience in applying theoretical project management concepts to real-world situations, preparing me to develop and manage technology-based project plans.”
The purpose of this reflection and analysis is to evaluate the effectiveness of technology-supported instruction and learning. It aims to assess the impact of instructional design choices, tools, and strategies on the learning experience.
The written reflection was composed in Microsoft Word, whereas the interactive job aid was primarily constructed using Articulate 360, with the inclusion of elements sourced from Vado, an asset library.
S.4.4 Assessing/Evaluating
Motivational Design Project
EME 6419 | Summer 2022 | M 9-2
Assessment and evaluation plans were aligned with the learning goals and instructional activities by defining clear, measurable objectives for each aspect of the training program. Specific metrics and data collection methods were established for each objective, ensuring that the assessment measures were directly related to the desired changes in learner attitudes and behaviors. This approach allowed for effective monitoring and evaluation of the program’s success in achieving its motivational objectives.
Competencies and skills learned:
- Assess the relevant characteristics of the setting
- Evaluate how the setting characteristics may impact proposed instructional approaches
- Assess the relevant characteristics of the target audience
- Develop a target audience profile
- State an objective in performance terms that reflect the intent of instruction
I took EME 6419, Motivational Design for Learning Technology, in Summer 2022. This course aimed to familiarize graduate students with motivational design in learning technology. It facilitated discussions on motivation theories and design models, enabling practical experience in systematic motivational design. The course emphasized proficiency in utilizing measurement tools for motivation research. Students were required to define the significance of motivation in learning technology, compare motivation theories and design processes, evaluate instances of learning motivation, describe the elements of the systematic motivational design process using the ARCS model, devise motivational tactics and strategies, and write a paper on applying motivational design in learning technology.
This project’s goal is to create a training program for new PGY1 residents in the USF Internal Medicine Residency program. The project aimed to motivate and educate residents about the reimbursement process, addressing issues like disinterest, overconfidence, cognitive overload, and feeling overwhelmed through intrinsic, extrinsic, and cognitive motivation.
The project references motivational theories like the ARCS model, expectancy-value theory, and action control theory to create engaging, pertinent, and manageable training. Its goal is to provide residents with the skills and confidence to navigate the reimbursement process effectively, enhancing their residency experience and contributing to the program’s overall success through improved funds, reputation, and resident achievement.