ACADEMIC PORTFOLIO: THINK CRITICALLY AND REFLECTIVELY
- Develops a personal vision of inclusive educational practice
- Describes the relationship between Educational Technology and the broader field of Education
- Critically evaluates theory and practice
NARRATIVE:
Develops a personal vision of inclusive educational practice: My Final Reflection and Self Assessment for class 513 (Foundations of Learning Design and Technology) was an exercise in applying the academic exercises of the eight week course to the future of my career in Educational Technology. The course was very valuable in that I was given the freedom to question areas of expertise that I might not otherwise have been exposed to. By exploring new ideas, I saw my personal vision change. I hope and expect my knowledge and passion for educational technology will continue to grow while my learning continues into the future.
Describes the relationship between Educational Technology and the broader field of Education: The artifact included here to illustrate this competency shows my evolution of thought as to the Definition of Educational Technology over the course of eight weeks. As stated in this reflective paper, the “magic” of a learning experience is created when the relationship between the complex, systematic processes and research into Educational Technology is applied to the practice of designing and facilitating the learning process. By using accepted Instructional Design models and staying current with the latest research, designers and instructors can have an accurate road map for discussing, creating, implementing, and evaluating meaningful learning experiences.
Critically evaluates theory and practice: In the final project for 531 (Learning Theories and Instructional Design), I explored the concept of heuristic learning in my paper “Learning from Failure.” I discovered that learning from failure can be represented within all the models of learning theory, but each theory handles the consequences and benefits of “trial and error” learning differently. In this paper, I compared and contrasted these differences and explored methods to apply my findings into the practical design of instruction.
Develops a personal vision of inclusive educational practice: My Final Reflection and Self Assessment for class 513 (Foundations of Learning Design and Technology) was an exercise in applying the academic exercises of the eight week course to the future of my career in Educational Technology. The course was very valuable in that I was given the freedom to question areas of expertise that I might not otherwise have been exposed to. By exploring new ideas, I saw my personal vision change. I hope and expect my knowledge and passion for educational technology will continue to grow while my learning continues into the future.
Describes the relationship between Educational Technology and the broader field of Education: The artifact included here to illustrate this competency shows my evolution of thought as to the Definition of Educational Technology over the course of eight weeks. As stated in this reflective paper, the “magic” of a learning experience is created when the relationship between the complex, systematic processes and research into Educational Technology is applied to the practice of designing and facilitating the learning process. By using accepted Instructional Design models and staying current with the latest research, designers and instructors can have an accurate road map for discussing, creating, implementing, and evaluating meaningful learning experiences.
Critically evaluates theory and practice: In the final project for 531 (Learning Theories and Instructional Design), I explored the concept of heuristic learning in my paper “Learning from Failure.” I discovered that learning from failure can be represented within all the models of learning theory, but each theory handles the consequences and benefits of “trial and error” learning differently. In this paper, I compared and contrasted these differences and explored methods to apply my findings into the practical design of instruction.