To communicate effectively both orally and in written formats, I
created a learning design plan that formatted objectives, content, and activities using tables and bold headers for an E-Learning course developed for EDCI 572, Learning Systems Design, revolving around the development of an E-Portfolio for the Learning Design and Technology program. It focuses on expectations, objectives, and information needed to create an E-Portfolio. For the development of the E-Portfolio professional development, open communication was vital for the group, which consisted of Julie Ellis, Rachel Boutet-Font, and Jessica Rosario. In order to maintain open communication, we communicated via Google+ features like Google Hangout and Google Docs. Being that we were all over the U.S., this tool seemed like the best option for creating and sharing the written pieces, as well as chatting when we had questions. Working simultaneously was advantageous to our production, and commented where we had questions, comments, or concerns about the document, which was efficient and effective communication. I also used this tool in my own classroom so that students could because it mirrored a real-world scenario. I plan on utilizing Google Docs frequently within my classroom and projects that require clear communication and effective collaboration because of this effective communication tool, both oral and written.
In addition to the previous experience, a unit created on how to promote a cause, revolving around the human trafficking pandemic, provided the opportunity to effectively communicate content though the design and delivery of teaching/learning activities that integrate content and pedagogy. Students were brought into the unit with an entry event that consisted of bringing in an FBI agent who was the director of the Human Trafficking Unit for the Indianapolis office and viewing a mini-series about human trafficking based on a true story. The content was presented using the scaffold method and went from a general overview of the topic to a more complex study and understanding of the topic through varying perspectives: victim, trafficker, agent, and activist. The unit provided historical and geo-political foundation, copies of current event articles, newscasts, and talk shows to evaluate and analyze, and emphasized civic duty of citizens to raise awareness and call society as a whole to action. Students developed and designed various products according to their level of expertise with technology and comfort level with content when developing a product to be shared. The process was assessed using rubrics developed by the students per class. By learning about human trafficking and creating a public service announcement to share with the community, students learned that they can make a difference and that education is a valuable tool. Fortunately, many students were able to make personal connections and were engaged with the content and activities, as well as the novel read in class. Students were inspired to take action the entire unit and are still making connections to their learning. Because I have such a diverse group of learners with varying needs, I was able demonstrate the ability to adapt instruction and assessment techniques to the needs of diverse learners. My classroom is an inclusion classroom with regular education students, special education students, and ESL students, I had the students create checks for understanding as my informal assessment pieces in class. This ranged from 3-2-1 strategy, to a simple exit ticket, to a checklist, and even a brief conversation discussing what was accomplished and to see if the objectives were met prior to leaving that day. The five-week process required a strong commitment, open communication, and collaboration in order to differentiate instruction during the unit for those dealing with issues of personal instances of human trafficking. Learner analysis, motivation, and engagement are the keys to designing effective instruction. Content knowledge and creative measures will effectively communicate content via a lesson design framework and delivery that integrates content and pedagogy. Both of these projects allowed for me to collaborate and generate ideas, come to a consensus with group members and allowed me to communicate objectives, content, and multimedia tools to my students in order to foster learning and projects from infancy to adulthood.