ACADEMIC PORTFOLIO: APPLY COMPUTER-BASED TECHNOLOGIES AND MEDIA TO THE SOLUTION OF INSTRUCTIONAL PROBLEMS
- Plans and designs effective learning environments and experiences supported by technology
- Applies technology to facilitate a variety of effective assessment and evaluation strategies
- Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice
I am always happy when I'm learning new technology and ways to use it to create engaging learning experiences. During this program I have explored new software and been exposed to many ideas. During the creation of my opera course, the software changed dramatically, prompting me to re-learn the system yet again. As I stated in original definition, educational technology is "the practical use of educational science to facilitate learning experiences. I am very much an advocate of technology. ... when it comes to learning and education, I am very adamant about technology not being used for the sake of technology. ... The proper tool for the job could be anything from an iPad, a piece of chalk or nothing but a great instructor!"
NARRATIVE:
Plans and designs effective learning environments and experiences supported by technology: The plans and designs created for “Opera is Not a Four Letter Word” with the creation of one module in EDCI 575 (Foundations of Distance Education). It was then expanded to include another opera module in EDCI 569 (Introduction to E-Learning). It was interesting to experience the growing pains and changes in technology that occurred in just eight short months. This was a valuable lesson that I will take with me into the future.
Please use the following credentials to log in to the "Opera is Not a Four-Letter Word" course on coursesites.com: username <operalover2> and password <opera>. This course offers two modules based on the operas Tosca and Carmen. It is a self-guided, structured course. Please feel free to wander around the site. It was created using Coursesites creation software for use in learning management systems like Blackboard. Movies were created using iMovie and some documents and images were composed using Apple’s Pages, and Adobe Photoshop. Some slideshows were created with Apple’s Keynote software. Garageband was used to edit and mix audio files for use in the course.
NARRATIVE:
Plans and designs effective learning environments and experiences supported by technology: The plans and designs created for “Opera is Not a Four Letter Word” with the creation of one module in EDCI 575 (Foundations of Distance Education). It was then expanded to include another opera module in EDCI 569 (Introduction to E-Learning). It was interesting to experience the growing pains and changes in technology that occurred in just eight short months. This was a valuable lesson that I will take with me into the future.
Please use the following credentials to log in to the "Opera is Not a Four-Letter Word" course on coursesites.com: username <operalover2> and password <opera>. This course offers two modules based on the operas Tosca and Carmen. It is a self-guided, structured course. Please feel free to wander around the site. It was created using Coursesites creation software for use in learning management systems like Blackboard. Movies were created using iMovie and some documents and images were composed using Apple’s Pages, and Adobe Photoshop. Some slideshows were created with Apple’s Keynote software. Garageband was used to edit and mix audio files for use in the course.
Applies technology to facilitate a variety of effective assessment and evaluation strategies: I implemented different kinds of assessment activities in the “Opera Is Not a Four Letter Word” course. These assessments were initially laid out in Instructional Design Activity #5 in EDCI 575 (Foundations of Distance Education), and were expanded upon in the Paper Prototype for EDCI 569 (Introduction to E-Learning) to include another module. Learner assessments in this course are in the form of discussion forums questions, wikis, tests and quizzes. The tests and quizzes were constructed based on the capabilities of the chosen software.
Donald L. and James D. Kirkpatrick’s "Four-Level Evaluation Model" (Kirkpatrick & Kirkpatrick, Evaluating Training Programs, 2006) was used as an assessment framework for my Garageband evaluation, as well as the JetBlue Case Study. Both projects were created in EDCI 577 (Strategic Assessment and Evaluation).
The Let’s Move! project was assessed based on its level of motivation. Six theories of motivation were considered and referenced in this evaluation (Expectancy-Value, Attribution, Social Cognitive, Goals and Goal Orientations, Interest and Affect, and Intrinsic Motivation), as presented in the textbook "Motivation in Education" (Schunk, et al., 2014). J. Keller's ARC's model was also used to asses the motivational level of the "Let's Move!" program. This project was a combined effort with my classmate, Susan Leung.
Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice: Each course required proof that each student is familiar with and will comply with the rules of the university by taking a plagiarism test and submitting a certificate of completion. This shows ethical practice in our coursework. In my opera course, I was well aware that I was using materials that were copyrighted. These images and audio files have been placed in the course for a limited amount of time and are published for educational use only to comply with the legal guidelines of copyright law. Lastly, I offer the Case Facilitation Materials document created for the Jennie Davenport/Pedro Lopez Case Study (Ertmer, 2007). The facilitation materials take into account social and human issues that are inherent to the case that highlights the ethical choices an instructional designer must take into consideration when designing products that include private information and sensitive topics.
REFERENCES:
Ertmer, P. A., & Quinn, J. (2007). The ID CaseBook: Case studies in instructional design (3rd ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.
Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), p. 2-10.
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs (3rd Edition ed.). San Francisco,
CA: Berrett-Koehler Publishers, Inc.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2014). Motivation in education: Theory,
research, and applications. (4th. ed.). Upper Saddle River, NJ: Pearson Education
Inc.
Ertmer, P. A., & Quinn, J. (2007). The ID CaseBook: Case studies in instructional design (3rd ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.
Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), p. 2-10.
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs (3rd Edition ed.). San Francisco,
CA: Berrett-Koehler Publishers, Inc.
Schunk, D. H., Pintrich, P. R., and Meece, J. L. (2014). Motivation in education: Theory,
research, and applications. (4th. ed.). Upper Saddle River, NJ: Pearson Education
Inc.