EDTC 6325 Educational Communications

E-Learning Module
Project Description

The project for this course was to build a course that would instruct a learner with
the methods of extending the life of a computer. The steps include in my project
was to maintain a preventive maintenance to the physical hardware as well as
the software base core. The course would be placed in course site where
information would be delivered online or a traditional course.
Standards Met
This project demonstrates proficiencies in the following AECT standards: Standard 1
Content Knowledge, Standard 2 Content Pedagogy, Standard 3 Learning
Environments, and Standard 4 Professional Knowledge and Skills. The chart below
illustrates the performances that fulfill the AECT standards.

AECT 2012 Standards

Standard 1 Content Knowledge: Candidates demonstrate the knowledge necessary
to create, use, assess, and manage theoretical and practical applications of educational
technologies and processes.
Performance indicators:
1.1 Creating. Candidates demonstrate the
ability to create instructional materials and
learning environments using a variety of
systems approaches.
1.2 Using. Candidates demonstrate the
ability to select and use technological
resources and processes to support
student learning and to enhance their
pedagogy.
1.3 Assessing/Evaluating. Candidates
demonstrate the ability to assess and
evaluate the effective integration of
appropriate technologies and instructional
materials.
1.5 Ethics. Candidates demonstrate the
contemporary professional ethics of the
field as defined and developed by the
Association for Educational
Communications and Technology.

Justification
1.1 The course created was uploaded to
Coursesite. The instruction follows the A+
guide to maintenance by the author Jean
Andrews. The content has PowerPoint
presentations, video tutorials and
assessments.
1.2 Coursesite was used as the LMS while
content such as PowerPoints, videos and
assessments where used as tools for the
instruction.
1.3 Assessments were given after each
module and housed within the same LMS.
Content was relevant to the students study
and was given as a tool to measure
cognitive learning.
1.5 Content was uploaded with the learner
in mind. The content was developed with
relevant material to the subject and with
graphics that would support the learning.

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.
Performance indicators:

Justification

2.1 Creating. Candidates apply content

pedagogy to create appropriate
applications of processes and technologies
to improve learning and performance
outcomes.

2.1 The E-Learning Module presents a

student-centered instruction. Learners
analysis is used to direct the focus of
the competencies. This is located in
the Intended Audience and Learning

2.2 Using. Candidates implement

appropriate educational technologies and
processes based on appropriate content
pedagogy.
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.
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.
2.5 Ethics. Candidates design and select
media, technology, and processes that
emphasize the diversity of our society as a
multicultural community.

2.2 Context sections of the proposal.

These modules also includes an
overall instructional goal, four subgoals, and several performance based
instructional objectives. The entire
project is documented in the website.
2.3 Each module in coursesites have
graded quizzes to assess student
learning and feedback of their learning.
This course has been evaluated by my
peers and any feedback given were
used in completion of this course.
2.4 The courses' content is distributed
in modules that will be completed in
sections. Students will follow a format
that will allow for interactivity. Students
will follow a lecture of the instructor
with questions throughout. The student
will then answer a discussion post with
their peers followed by an assessment
on the subject.
2.5 Multiple techniques are used in my
project. The instruction will be available
through coursesites. The subjects will
extend from PowerPoints to multimedia
presentations. The learner will have the
ability to identify any issues they might
have by answering questions in
discussion groups as well as separate
individual discussions on each module.

Standard 3 Learning Environments: Candidates facilitate learning by creating,

using, evaluating, and managing effective learning environments.
Performance indicators:
3.1 Creating. Candidates create
instructional design products based on
learning principles and research-based
best practices.
3.2 Using. Candidates make
professionally sound decisions in selecting
appropriate processes and resources to
provide optimal conditions for learning
based on principles, theories, and effective
practices.
3.3 Assessing/Evaluating. Candidates
use multiple assessment strategies to
collect data for informing decisions to
improve instructional practice, learner
outcomes, and the learning environment.
3.4 Managing. Candidates establish
mechanisms for maintaining the
technology infrastructure to improve
learning and performance.
3.5 Ethics. Candidates foster a learning
environment in which ethics guide practice
that promotes health, safety, best practice
and respect for copyright, Fair Use, and
appropriate open access to resources.
3.6 Diversity of Learners. Candidates
foster a learning community that
empowers learners with diverse
backgrounds, characteristics, and abilities.

Justification

3.1 The course was developed using

coursesites to house the modules that
were developed by Microsoft Office
Word and power point. Assessments
were developed using coursesites
plug-in for questions and answers.
3.2 The process to the modules are
first to give a base foundation of a
computers' hardware to the learner.
Once they have a grip on what make a
computer, emphasis are placed on the
software part of a computer. The next
subject identified is getting the learner
aware of dangers that could damage
their computers. The last module is to
identify upgrades that could be done to
a computer that will extend the usage
of their computers.
3.3 Discussions and assessments are
used throughout the module to
reiterate content in that module while
test their comprehension of the
material.
3.4 The development of this e-course
had one intention and one intention
only, which was to give the learner a
new skill to prepare them for other
courses in our degree plan. The video
presentations and projects were
developed to enhance the cognitive
learning for a learner in our degrees.
3.5 All fair use and copyright
regulations have be followed and will
be required from all students that
complete this course.
3.6 Discussions and assessments

that are placed in coursesites are

good methods of evaluation the
learner but also to give the
instructor an insight of the learning
aspects for each module. The ability
to have all communication in one
platform (Blackboard) is efficient
and beneficial to the course and the
instructor.
Standard 4 Professional Knowledge and Skills: Candidates design, develop,
implement, and evaluate technology-rich learning environments within a supportive
community of practice.
Performance indicators:
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.
4.2 Leadership. Candidates lead their
peers in designing and implementing
technology-supported learning.
4.3 Reflection on Practice. Candidates
analyze and interpret data and artifacts
and reflect on the effectiveness of the
design, development and implementation
of technology-supported instruction and
learning to enhance their professional
growth.
4.4 Assessing/Evaluating. Candidates
design and implement assessment and
evaluation plans that align with learning
goals and instructional activities.
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.

Justification

4.1 The interaction with my team

allowed for the production of our
Whyville project. The participation and
collaboration occurred via Skype,
Blackboard collaborate and phone
calls. This interaction allowed each of
the members an aspect into the design
and final product of our project. The
contribution from each of my team was
used by me to adjust my approach for
instruction and better analyze the
learners of the e-Course.
4.2 The leadership was evenly
distributed between each of the
members in my team. The design and
development was a joint effort between
all. I worked closely with Gena Jean in
the creation and development of the
captivate presentation.
4.3 This course allowed an eye into
aspect that have helped me with the
organization and development, and
with content delivery while finding
alternative methods of delivery. The aid
of collaboration and feedback from my
peers and the instructor of this class
has showed me the importance of
keeping the learner motivated to learn.
4.4 Assessments and evaluation were
created from content delivered. The

assessments are used to gauge the

learner and effectively provide
feedback to the instructor of the course
as requested and is required.
4.5 The objective of any developed
course is to know your audience. As
this course taught me, I arranged the
content and subject with the learner in
mind. The presentations and practice
work on each of the goals were
modified with one goal, that is to keep
the students motivated and focused on
learning.

Modifications Made
My project was developed in coursesites. The problem with this site is that items
get removed after inactivity to a course. My project has been deleted but I am
working on revamping and creating a new course I had for this class. I have
linked the original course as my original draft on the bottom of this page but I
have included the only reference to it in my course in my e-portfolio. I had done
much research and work into the original draft but now I am having to create
everything from scratch. Everything in my new course will be different from the
original, since the original is no longer available. I will be adding content, such as
subject matter, presentations, quizzes and discussions as I can as time passes.
The long term project will be to create a complimentary subject to my existing
course classes I normally teach (Classes in Computer Maintenance) at South
Texas College.
My short term goal is to create this course once more. I will be needing to create
all content from scratch since most of the content was developed in the previous
shell and nothing was saved.
My long term goal is to add content I develop using captivate. I have convinced
my department to purchase a copy of captivate which I will be using to enhance
all my courses. I am interested in building this course in particular because this
will help not only students at South Texas College but other that might have
questions I could help with regarding computers.

Original Draft

Final Draft