Rationale 10-11-2015

Evaluation of Determining Instructional Purposes (DIP)
Rationale Paper for a Master of Educational Technology

Boise State University
Dianne Johnson-Wojnicki
EPIC Training and Support Specialist
Edward-Elmhurst Health
Lisle, Illinois
Fall 2015

Introduction
The Master of Educational Technology program at Boise State University is a
comprehensive curriculum where I have learned to balance aspects of the theoretical underpinning
of education, instructional design methodologies, and the technological skills to develop engaging
student-centered leaning experiences. This Rationale paper is designed to provide the evidence
to substantiate a Mastery of Educational Technology as defined by the Association of Educational
Communications and Technology Standards. This paper contains many of the Artifacts created
during my coursework in the M. E. T. program each aligned with the AECT Standard and Indicator
mastered.
Standard 1 - Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
Indicator 1: Creating
Candidates demonstrate the ability to create instructional materials and learning environments
using a variety of systems approaches. (p. 81)
EdTech 502: Plain HTML 502 page
According to Molenda and Boling (2008) there are no processes or resources to use or
manage unless someone first creates them (p. 81). My ability to create, use, assess and manage
instructional material and learning environments began with the creation of this simple HTML page.
While its appearance may seem insignificant, the expertise to construct and implement content is
considerable. Without the ability to generate this simple page none of the more robust artifacts
located within my portfolio would ever have been possible. This artifact illustrates the mastery of
creating subject matter, i.e. content for the purpose of knowledge transfer.
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The paradigm has shifted several times this century in terms of educational technology.
Today the world is wired. Taking advantage of Web 2.0 tools and beyond will enable me as
facilitator and trainer to better engage my students. Armed with these skills, I am prepared to
create learning experiences that have the features of interconnectedness, immediacy, interactivity,
communication and community. It is these features that keep business competitive and the people
they employ desirable in the workforce. (Solomon & Schrum, 2007)
Indicator 2: Using
Candidates demonstrate the ability to select and use technological resources and processes to
support student learning and to enhance their pedagogy. (p. 141)
EdTech 502 - m-Learning Activity (mobile learning)
Michael Molenda (2008) states the whole point of creating technological resources and
instructional material is that they are used by the learner. The proficiency to create the simple
HTML page gave me the ability to produce a mobile learning experience whereby the learner can
take the learning activity on a bicycle architectural tour in the city of Chicago. This resource can be
easily modified to support similar learning experiences in any city using any mode of
transportation. This particular resource has vast pedagogical implications, providing a means of
incorporating content knowledge into a curriculum in an integrated fashion to enhance the overall
educational purpose. This artifact illustrates the mastery to select and use appropriate
technological resources to facilitate enriching learning experiences.
I can see various opportunities to use this type of mobile application in my current capacity
as a technical training and support specialist. Enabling a learner to go where the educational
opportunity exists in order to relay real-time information about their experiences holds endless
possibilities.
Indicator 3: Assessing/Evaluating
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Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate
technologies and instructional materials.
EdTech 503 Evaluation Plan
In order to provide effective transfer of content knowledge, it is imperative to evaluate and
assess the degree to which the solution fits the problem. This artifact is an evaluation plan devised
for the formative review process of my Instruction Design final project entitled Making a Special
Occasion Boutonniere and Corsage. According to (Smith & Ragan, 2005) even though the
evaluation appears to take place late in the creation process, indicators are being gathered to
substantiate that the instruction was successful. The formative assessment and review covered
several of the key components of effective evaluations; one-to-one evaluation of learning
materials, small group evaluation of the overall process, field trial for overall efficacy, and subject
matter expert review.
During the first phase of evaluation, one-to-one is critical to ascertain any blatant
inconsistencies or difficulties with the instructional content. The second phase, small group
evaluation, is concerned with the level of efficacy the instructional material has with a varied
learner base. The final phase of learner supported evaluation and assessment is the field trial. It
is at this phase in the evaluation that it is determined if the instruction can be implemented as
designed. Once the learner centric evaluations are complete and all revisions have been
implemented, it is time to involve a Subject Matter Expert. The instructor guide, all instructional
materials, as well as summative assessments, would be provided to the SME for thorough review.
The SME feedback would be carefully evaluated in order to incorporate any final modification to
the instructional material.
Conducting an authentic formative review was a new experience in my world of course
development. I have developed many high priority high stakes courses during my tenure as a
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technical course developer, but not until I participated in EdTech 503 had I ever evaluated and
assessed whether or not the solution fit the problem. The only evaluation or assessment I had
formally experienced was did our product hit the market before the competitors. This is because
the first course on the market would capture the market.
Unfortunately, what appears to be excellent as a concept does not always work well when
placed in a classroom environment (Morrison, Ross, Kemp, 2007). It is said that hindsight is 20-20.
If valuable knowledge gained from conducting a formative review during the development process
is utilized properly, hindsight could become obsolete.
This artifact illustrates the mastery of
assessment and content evaluation, instructional materials and the efficacy of knowledge transfer.
Indicator 4: Managing
Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals. (p. 178)
EdTech 506 Facilitators Page: Unit of Instruction
According to Donaldson, Smaldino, and Pearson (2008) effective management and
leadership are the keys to the practice of an educational technologist (p. 190), they describe a
technologist as someone who solves real-world problems by working with others. The artifact I
selected to indicate a mastery of the management of people, processes, physical infrastructures
and financial resources is the Facilitator Page from the Unit of Instruction created in EdTech 506.
This unit of instruction was developed for an Art Awareness facilitation to be administrated in 7 th
grade classrooms. These facilitators are not teachers but parent volunteers. They are selected
from a pool of individuals who share an interest in Art. These facilitators do not necessarily have
any prior teaching or facilitating experience.
This artifact provides ample information for an Art Awareness facilitator to comprehend the
structure and goals of the sessions. The document describes the learners, the equipment and
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resources required for successful delivery of the learning experience including all introductory
procedures. It provides a comprehensive list of the materials provided to successfully transfer the
content knowledge to learners. The assessment process and evaluation criteria are outlined in
terms of the informality of the event due to the enrichment nature of the instruction.
I have actually incorporated similar documents in my current capacity as technical training
and support specialist. When a new set of training materials are developed, it is imperative that
similar documentation accompany the material to enable any of the team members to successfully
deliver the training with any qualified prospective learner. This artifact illustrates the mastery of my
ability to manage varying situations in which instructional material could be used by individuals of
various backgrounds. It illustrates my ability to create the process and documentation required to
manage the projects, the resources, and the personnel.
Indicator 5: Ethics
Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology. (p. 284)
EdTech 502: Copyright Scavenger Hunt
According to Yeaman, Eastmon and Napper (2008) Professional ethics do not directly
control and cannot force good behavior (p. 286), it is the goal of the AECT Code of professional
ethics to guide conscientious behavior for the persons that consider themselves educational
technology professionals. The artifact I have selected to demonstrate a master in these ethical
codes is an interactive web page from EdTech 502.
This particular artifact is an effort to educate learners about the pitfalls of plagiarism. Often
in the complex world of cyber-research, many activities can fall into what could be considered
shades of gray. But the AECT has declared in Section 3 Commitment to the Profession that
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professionals should abide by copyright laws and encourage compliance. (AECT Code of
Professional Ethics, p. 296)
The activity is an interactive scavenger hunt where learners can become familiar with the
laws surrounding copyrights and plagiarism. Learners are also acquainted, possibly for the first
time, with Creative Commons. Creative Commons licensing options and the commons libraries of
products are presented. This activity offers not only a definition of the problem but real world
options to effectively comply. I personally found this endeavor enlightening. Today as a creator of
educational materials, I use Creative Commons libraries, licensing, and directives in my creative
work (Ko & Rosen, 2010).
AECT 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.
Indicator 1: Creating
Candidates develop as reflective practitioners able to demonstrate effective implementation of
educational technologies and processes based on contemporary content and pedagogy.
EdTech 502: WebQuest
The impetus of this project stemmed from a conversation I had with my 11 year old as she
was asking for guidance to prepare for her first test in 5th Grade Social Studies. Having covered
nearly 125 pages in the text and working without a study guide, she was trying to find a strategy to
recall what she was supposed to have learned. I asked her how they cover the material in class.
She stated that they go around the room, each person reads a few paragraphs, and when the
section has been read, they close the books. I was appalled. They were studying the Birth of
America, the American Revolution, and Paul Revere. I could not believe that with all the digital
information about these events, the curriculum was so disengaging.
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Since I am not a teacher yet required by the MET program to create authentic artifacts for
course projects, I decided that my next project was going to cover some form of engaging learning
experience for middle school children. As a matter of fact the entire premise became a reoccurring
theme for many of my projects. I had a personal conviction; I felt vested, as well as a sense of
gratification, when I offered my projects to the teachers for classroom use.
I read during one of my research projects that rich learning experience afforded to learners
by technology today and tomorrow will never be as limiting as the boundaries of a four wall
classroom or the text of a book. If the goal of the educational community is to provide efficient,
effective, practicable and meaningful learning experiences to learners remains constant, then
these learning experiences should be organized, prepared and implemented to promote
exploration, engagement, empowerment and ease of use (Oblinger et al, 2001). I believe this
artifact demonstrates the mastery of effective implementation of educational technologies and
processes based on contemporary content and pedagogy.
Indicator 2: Using
Candidates implement appropriate educational technologies and processes based on appropriate
content pedagogy. (p. 141)
EdTech 506: Unit of Instruction
The artifact I chose to illustrate mastery in implementing appropriate technologies and
processes based on appropriate pedagogy is a Unit of Instruction I designed, developed and
implemented for an Art Awareness Program at my childrens school. Once again I had a personal
connection to the subject and the audience, as if they were my students.
In this course we focused on the graphical interface, the concepts of CARP: Contrast to pull
learners eyes to where we want them to gaze (Shank, 2011), Alignment with textual blocking to
form a perceptive chunk (Lohr, 2005), Repetition used to create a sense of harmony and unity
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(Lohr, 2005) and Proximity to provide the necessary visual cues (Shank, 2011). We also learned
how sound and music can be helpful when considering varying learning styles. When considering
the responsibilities of a teacher, facilitator or an instructional designer, all of these mechanical
components of technology infused learning experiences have dramatic influence on effecting the
outcome for learners with divergent styles of learning.
The unit incorporated history in the form of a Dipity interactive timeline, sound to help with
the pronunciation of difficult artistic terms, graphics, YouTube for interactive tutorials, and
interactive assessments. This artifact was an amazing process to design, develop and implement.
The Art Awareness facilitators at the school were in awe of the depth and breadth of the unit.
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. (p. 116-117)
EdTech 512 Evaluation and Planning
These particular components of the Educational Technology development process are probably
some of the most familiar to me. With a longstanding background in conventional computer
applications and development I could appreciate the system development lifecycle approach to
creating courses. Although the names formative and summative evaluations, graciously given to
these components by Michael Scriven (Molenda and Boling, 2008, p. 117) the processes of
evaluating during development and after implementation are commonplace in systems and
applications development environments.
The artifact I have selected to demonstrate a master of assessment and evaluation from
pedagogical content perspective is the Evaluation Planning phase of the WBID (Web-Based
Instructional Design) project during EdTech 512. I think the single component of which I found
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most interesting and enlightening was learning that the WBID Model is an integrated approach
that ensures that WBI design, development, and implementation meet the instructional goal(s) as
well as the needs of the learners and the organization (Davidson-Shivers, Rasmussen, 2006, p.
62). Having functioned as a course developer in a technology company where the only analysis
and design that took place before development was analyzing how quickly the product could be
implemented, I had no formal training concerning analysis or evaluations, merely development and
implementation. I had come to believe that there was no official rhyme or reason for how courses
were developed, as long as they were in the marketplace before the competition.
I believe that the knowledge gained in my first course detailing in excruciating detail every
intricacy of the ID life cycle has opened my eyes and my mind to an official method for developing
quality learning material where the outcome will fit the need. I cannot say that I have seen this
process used in it full implementation, but I know I have the skills to fulfill any one of the tasks
during any of the phases involved in a course development project.
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. (p. 175-193)
EdTech 512 Concurrent Design
Strategic Planning is critical for the successful management of any project. This process
begins with needs analysis in order to select the appropriate solution. Solutions must further be
vetted for the overall efficiency and cost-effectiveness. Once the planning phases are complete,
there is a constant state of monitoring of the project status and stakeholder engagement
(Donaldson, Smaldino, and Pearson, 2008). These are the components considered in the
Concurrent Design phase on EdTech 512 project. A painstaking but necessary phase of an
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Instructional Design project, these tasks are methodically organized and expressed in the WBID
model used.
Once the analysis had determined the full extent of the need, each task must be aligned to
an objective, the expected outcome and the assessment to determine the fulfillment. A time line
for development must be developed to ensure the project meets expectations. Plan for instruction
are outlined with motivational strategies as a road map to guide the development project. The final
of phase is to establish a storyboard and style guides to model the final product. Using these
integrated stages in a design process guarantees that if followed it will produce a complete
instructional experience.
I use this artifact to demonstrate a master in the process of managing the development of
technological processes and resources to create flexible and diverse learning environment. But
furthermore I can attest to the fact that courses such as these during my tenure as a candidate for
a Master of Educational Technology have provided me with a myriad of tools, techniques,
strategies and methodologies to manage any development project.
Indicator 5: Ethics
Candidates design and select media, technology, and processes that emphasize the diversity of
our society as a multicultural community. (p. 296)
EdTech 502: Web Accessibility Hot Links
The AECT Code of Professional Ethics Section 1.1, with regard to Commitment to the
Individual it states that the members shall encourage independent acting in an individuals pursuit
of leaning and shall provide open access to knowledge regardless of delivery medium or varying
point of view on the knowledge (Januszewski and Molenda, 2008, Table 11.2, p. 296). As such I
have selected an artifact from EdTech 502 relating to web content developers being responsible
for the construction of web sites that are highly accessible for individuals with visual impairment.
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While I realize this does not relate directly to the multicultural nature of communities, I believe that
the underlying premise of recognizing individual equity and respect is shown.
This artifact demonstrates mastery of the issues and obstacles that can exist when learning
experiences are implemented using a technology based medium. Every means should be
evaluated to ensure that all people have full accessibility to opportunities to learn.
On a very personal note my husband has suffered with vision issues much of his life. He
has found it difficult to work with visual displays on many occasions. When I was tasked with
creating a learning opportunity to highlight one of the many ethical responsibilities of a web content
developer, I focus my attention on the visually impaired. As a result of this exercise I am certain
when developing any online material I will always keep the ethical responsibilities outlined by
AECT in the forefront of my developmental efforts.
AECT Standard 3 - Learning Environments
Indicators 1: Creating
Candidates create instructional design products based on learning principles and research-based
best practices. (pp. 8, 243-245, 246)
EdTech 501 Tech Trends: Cardiovascular system
As an Education Technologist it is imperative to stay abreast of current trends and
techniques used to design, develop and administrate educational experience. During my
experience in EdTech 501, we reviewed many educational technology journals and publications to
gain insight in to current tendencies within the industry. True professionals commonly share their
ideas and experiences through reflection and documentation (Molenda and Robinson, (2008,
p.243). This discourse facilitates to use of trends and best-practices among the industry. I have
selected this instructional unit as illustration of a master of creating instructional design based on
the research-based best practice.
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I became acquainted with the Horizon Report - a yearly publication of the New Media
Consortium and the EDUCAUSE Learning Initiative. The information contained in the 2012 Higher
Education Edition covered Technical Trends, some of which are taking place as we speak and
others which are still on the Horizon. The goal of this research was to choose an up-and-coming
Educational Technical Trend and create a lesson plan using that technology. I selected Mobile
Apps and the field of Medicine.
In this lesson, learners will be provided with information about the central component of the
human cardiovascular system - the heart. The information will explain each of the hearts
subcomponents: atrium, ventricle, value, artery, and vein. The material will specifically convey the
cardiac cycle. The purpose of the lesson is to prepare the learner for the Anatomy and Physiology
Section V Part 1 portion of the Certification and Registration Examination for Medical Assistants.
Indicator 2: Using
Candidates make professionally sound decisions in selecting appropriate processes and resources
to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and effective
practices. (pp. 8-9, 122, 168-169, 246)
EdTech 511 Story board
The artifact I have selected to demonstrate a master of making sound decisions in selecting
appropriate process and resources is the Story Board component of EdTech 511 were we
developed Interactive Courseware Development. This class was by far the most technically
challenging for me, but with the skills I had already developed in course design strategies and
methodologies, I feel that the Story Board is an example of proficiency.
The story board takes into account the various resources and technology available given
the mode of delivery, in this particular case using FLASH in an HTML shell. The overall
construction of each frame of the instructional unit involved many variables and often
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interchangeable components. Flash is an object oriented software platform and development
environment that requires the use of ActionScript to perform advance interactive animated
experiences.
I believe this artifact, as well as the full interactive unit in the artifacts section of this portfolio,
will illustrate the ability to fulfill the purpose of educational technology being used. However,
before using can take place, resources must selected and a plan for utilization must be established
(Michael Molenda, 2008).
Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions to
improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6)
EdTech 522 Online Course Evaluation Project
According to (Januszewski and Molenda, 2008, p. 6) in the case of educational technology,
to improve performance often entails a claim of effectiveness: that the processes lead predictably
to quality products, and that the products lead predictably to effective learning, changes in
capabilities that carry over to real-world applications. The goals of one the initial projects in
EdTech 522 was to evaluate various types of online courses using the Online Course Construction
and Evaluation Rubric presented Benchmarking Quality Online Teaching and Learning: A Rubric
for Course Construction and Evaluation Ternus, M. P., Palmer, K. L., & Faulk, D. R. (2007).
I chose this artifact as an example of a master of using multiple strategies to evaluate
instructional practice and learner outcomes. I used two courses from the list of courses provided
one a free course and the other a MOOC in hopes to compare two vastly different online learning
experiences. What I found is that they were not that dissimilar. Because they were both open and
free neither was supported by direct instructor facilitation or mediation. In both cases I found this to
be most significant shortcoming. Dawley (2007) emphasizes that engagement is a critical
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component to keeping students online and learning. As a result, I chose then to further my
investigation by evaluating a fully credited course within EdTech. The evaluations speak for
themselves especially in terms of course design, interaction and communication. While the
courses were all well-structured, the for-credit course utilized technology for communication and
instructional media far better than the free courses.
I believe that this exercise opened my mind to the disparity that exists within learning
experience. It gave me a perspective on the composition of a quality learning experience. This
activity influenced the design and development strategy for my online course. I have seen
firsthand how each of these seemingly independent categories can affect the overall effectiveness
of an online course experience. Even though a course is well structured or included well-meaning
assignments and activities without the ability to communicate with other learners or an instructor
about their experiences, the courses quality is considered lacking in terms of evaluation.
Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to
improve learning and performance. (p. 238)
EdTech 512 Implementation Plan
The artifact I have selected to demonstrate a master of improving learning and performance
through the establishment of mechanisms to maintain technological infrastructure is the
Implementation phase of the course design for EdTech 512. Donaldson, Smaldino, and Pearson
(2008) state that technologists, by definition, work with others to solve real-world problems
(p190). Because they are responsible for the planning and delivery of products that solve, they
must be continuously monitoring the personnel, resources, timing and cost while conveying the
progress to stakeholders and the community.
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In the Implementation Phase of this online development project, the personnel, their time
commitment, and the associated cost projections where detailed. Every member had an integral
role in the overall success of the implementation of the project. Each step for successful
implementation was outlined indicating the required resources. Finally, the overall administration
and operation of the technology must be strategically described and defined.
Many of these processes, tools, and strategies introduced in the project were new to the
community responsible for the administration of the content. The stakeholders while supporting the
endeavor were suspect to the overall success. It is under these circumstances that the
educational technologist is cast into the role of an agent for change. I believe that my experience
during the development of this course motivated me to apply for and accept a position as the
technology resource on the school board in an attempt to lead and inspire a technological
revolution.
Indicator 5: Ethics
Candidates foster a learning environment in which ethics guide practice that promotes health,
safety, best practice, (p. 246), and respect for copyright, Fair Use, and appropriate open access to
resources. (p. 3)
EdTech 522: Screencast: Educating and Engaging
It has been said that educational technology exists to enhance the facilitation of learning by
creating and providing environments where learners are motivated to learn, to advance rapidly, to
apply their knowledge, and to have greater satisfaction. These lofty goals can be accomplished by
empowering learners through learner-centric design strategies. The artifact I have selected to
illustrate a master of regarding the individual interests of the learner, i.e. the ethical employment of
promoting learning how to learn, is from EdTech 522. In this course I was tasked with developing
an online unit of instruction for adult learners. One of the components of adult education, i.e.
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andragogy, I found insightful was the solicitation of immediate feedback during learning
experiences. I was exposed to the concept of the flipped classroom. This format of teaching was
termed by Lage, Platt, and Treglia as A Gateway to Creating an Inclusive Learning Environment
(2000).
I employed this strategy in the Creating Engaging Online Components Unit of Learning. I
am a proponent of addressing varying learning styles especially in an online educational
experience. I firmly believe that in order to keep students engaged there must a variety of
approaches to present content and to evaluate the concepts presented. I found that screencasting
supports varied learning styles. It also provides for interactive evaluation making it a formidable
approach for engaging learners.
I can see where this approach could be used in my current position as a training and
support specialist. While many of our training topics are presented in the form of WebEx
screencasts, I would like to incorporate a form of immediate and interactive reinforcement or
evaluation of the topics covered. One of the subjects I would like to see presented in Boise States
EdTech M.E.T. program is an Articulate E-learning platform whereby interactivity is commonplace
within the learning components.
Indicator 5: Diversity of Learners
Candidates foster a learning community that empowers learners with diverse backgrounds,
characteristics, and abilities. (p. 10)
EdTech 502: Jigsaw Classroom
The artifact I selected to demonstrate mastery in fostering a learning community with
learners of diverse backgrounds is the Jigsaw activity from EdTech 502. This approach to learning
was developed by Elliot Aronson and was first used in 1971. The process evolved from an
atmosphere of fear and distrust among the students. In any classroom, there is a competitive
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nature among students. The goal of the activity is to divide students in to equal groups of diversity
in terms of gender, ethnicity, race and ability. The learning material would then be divided into
sections, each student receiving only their segment to use in preparation. The goal is that each
student would become an expert on their segment of the material. Eventually the students
reconvene as a group to present the material as whole one expert driven segment at a time.
Aronsons objective was to teach the students to work together, as cooperative members of
an interdependent group. The end result was significantly lower hostility and heightened
cooperation. The development of cooperative learning techniques has been studied extensively
since the first Jigsaw Classroom in the 1970s. The power of collaboration and cooperation can
have significant effect on learning outcomes.
This artifact illustrates the fulfillment of the AECTs Code Section 3 which appeals to
providing opportunities for culturally and intellectually diverse points of view (Januszewski and
Molenda, 2008, p. 10). Each of the individuals in these jigsaw groups will bring a different
perspective about the subject material to the presentation. With the assistance of a facilitator each
of the points of view and interpretations will be voiced, discussed and investigated.
AECT Standard 4 (Professional Knowledge and Skills)
Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
Indicators 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.
EdTech 542: Peer Review process evaluation and assessment
The artifact I have selected to demonstrate effective collaboration with peers to analyze,
develop and design materials and impact learners is a collaborative peer review process
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conducted in EdTech 542. As the development of the Problem Based Learning project was
winding down, we entered a period of evaluation, review and reflection regarding various formats
of peer review. This component was appropriately termed Reflect and Perfect in the Buck
Institute for Educations: PBL Starter Kit (Larmer, Ross, & Mergendoller, 2009, p.101). This was
the first time I had formally studied and evaluated diverse formats for conducting peer-reviews. I
found the subject matter enlightening and appropriate given the nature of Problem Based Learning
strategies.
The broader scope of this particular exercise was to focus in on one of the particular
components of developing, implementing and administrating a PBL course. Once again, the
EdTech program teaches the art and science of mastering a technique while the learners are
actually practicing the technique. As the course began to unfold with the development of a PBL
well at hand, it came to me that I was actually participating in a Project Based Learning. This final
phase in a Project Based Learning course is important for a number of reasons. First, learners
retain more of what they learn given the opportunity to reflect. Secondly, it acts as a form of
summative evaluation for the facilitator. Lastly, it can provide a safe and nurturing environment for
learners to assess the collaborative skill for themselves and their peers.
According to Morrison, Ross and Kemp, Evaluation is used for the purposes of making
judgements about the worth or success of lessons, programs, or projects (2007), peer review can
be a form of formative evaluation. Is the product worthy? Will the product be successful? The
peer review process is imperative to develop quality products. These concepts have transcended
from my coursework into my professional life. Exercises such as this exposed me to options for
successful peer-reviews as well as preparing me to conduct peer-reviews. I am confident I am
capable of conducting a complete and complex peer evaluation of material, products, and
presentations.
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Indicator 2: Leadership
Candidates lead their peers in designing and implementing technology-supported learning.
EdTech 501: Digital Equality - Voice Thread
This particular artifact illustrates a master in the effective leadership of peers in designing
and implementing a thoughtful and poignant piece of educational material to conquer the digital
divide. As the Lambda group we were responsible for creating a well-researched proposal on
irradiating the lack of connectivity for students. I assumed a leadership role in terms of working
with team members to determine their levels of participation, assigning productivity goals and
timelines. I worked closely with the team to discuss the details of activity and guiding their
individual responsibilities using synchronous techniques such as Skype. This enabled us to
communicate in real-time while developing the content interactively.
The unfortunate turn of events that transpired more recently was the inactivation of the
VoiceThread account where this artifact was stored. From what I gather through a series of
correspondence there was an administrative decision by powers outside my personal control. The
effect of these actions resulted in the artifacts destruction. While the Lambda group were the
creators and owners of this intellectual property, they we created under an account to which they
did not own and the material was destroyed. The effect of not deleting the contents of an account
once the administration relinquished owners would be a security concern for me and the
administrator.
I have included a few of the components of the final artifact in an effort to illustrate
competency in leading peers in the design and implementation. It is my goal to illustrate the
leadership process and the work as it was developed. It was an extremely rewarding process. The
Lambda group worked very well, and our various skills and expertise were complimentary. Overall
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I thought we developed an amazing project. The loss of this artifact has convinced me that a
leader of a collaborative process must consider the residency of intellectual property.
Indicator 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.
EdTech 506 Justification Document
This artifact was created as an introspective justification of the various types of technology
an pedagogical methodology used to successfully administrate a unit of instruction targeted for a
7th grade level Art Awareness curriculum. The learning opportunity was designed to be facilitated
by parent volunteers, many without prior teaching or educational background.
This particular project was comprised of a vast array of technological mediums as well as
diverse content. The unit began with a history lesson, accomplished with an interactive timeline,
about the artist and his historical contribution to the world of art. The lesson moved forward with
vocabulary and semantics, accomplished by encapsulating sound clips from an online dictionary.
The unit concluded with the core content: for the learners to develop the skills of the artist through
example - trial and error. Personally, the final product of this course was amazingly parallel to my
personal and educational outcomes. I summarize the effect this class had on my overall
competencies in the realm of educational design with a quote from my Reflection Document, I
typically consider myself a creative person, not necessarily an artistic person, but I like to build and
create. I like to visualize the outcome, gather the material, and create. Such a process for me
involves trial and error. The final product has several iterations, using various materials and
methods of fabrication. This process is very similar to what I experienced here in EdTech 506.
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Candidates design and implement assessment and evaluation plans that align with learning goals
and instructional activities.
EdTech 522 Rich Media Tutorial
One of the aspects of developing learning experiences that I feel very passionate about is
the degree to which the leaner is engaged. In the research project I created for EdTech 504, I
focused on the Humanistic Theory of Learning as defined by the likes of Carl Rogers. When
considering the design and implementation of assessment and evaluations that align with learning
goals, I reflect on EdTech 522. I wanted to employ an interactive form of evaluation to determine
learners level of engagement in the learning activity through active participation.
The unit of instruction covered the principles of developing a Google form that could be
incorporated into a learning activity to gage learner participate, learner engagement and learner
satisfaction. According to Kirkpatrick (1998) a programs success can be measured on four levels:
by the satisfaction of the learners, the learners ability to attain the learning objectives, the
subsequent behavioral changes, and the overall impact to others. The artifact demonstrates the
master of designing and implementing an assessment aimed directly at the goals of the learning
activity. Assuming the learner participates in the learning activity, the end result would be
assessment. This provides a sense of involvement and active participation within the learning
component.
I have used similar mechanisms for learning or edification exercises. I intend to analyze
and evaluate the use of this format for immediate evaluation and assessment for several of the
learning activities in the training and support position. Some of the material covered in our onboarding training could be supported using a similar form of active inquiry assessment.
Indicator 4: Ethics
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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.
EdTech 542: Final Project
Globalization has amplified the consequences of individual, organizational and national
actions by transforming them into the world arena. The behavior of one person is no longer the
only element involved in ethical behavior (Yeaman, Eastmon and Napper, 2008 p. 310). It is this
guiding thought that drives the attention to the diverse nature of learners not only participating in a
course, but those who may be exposed to the outcome.
The artifact I have selected to demonstrate ethical behavior and respect for diversity of
learners is from EdTech 542. This course delved into the approach to develop, design and
implement a Problem Based Learning course. This was my first experience with the Problem
Based Learning approach. By its very nature PBL is literally of the people, by the people and for
the people. The process begins with determining the learning objectives. In many cases it is
multi-faceted, containing opportunities for learning in a variety of subject matter.
The diversity of the learners must be considered from the first word of the driving question,
to the selection of collaborative groups, throughout the selection of the community in which to
participate and finally to the format of the final presentation. The course that I developed was
geared toward adult learners. It was set in the healthcare industry and involved participants from
many levels providing different opportunities to interface with clients. The premise of the learning
activity was to assess the current organizational culture in an attempt to develop an approach to
produce positive cultural change. The course required the participants to collaborate with groups
both inside and outside their organization. The course employed the creation and use of a wiki for
community building to collaborate beyond the limits of a physical location. All in an effort to
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observe, evaluate and assess diverse opportunities to inspire, ignite and promote positive cultural
change.
AECT Standard 5 Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (pp.
4) and improve performance (pp. 6-7).
Indicators 1: Theoretical Foundations
Candidates demonstrate foundational knowledge of the contribution of research to the past and
current theory of educational communications and technology. (p. 242)
EdTech 501 Educational Technology Definition Timeline
When I first contemplated the definition of Educational Technology I would have stated
similar to (Dunn, 2012) it was the hardware or machines, the firmware, and the software that
facilitates the educational process or transfer of knowledge from an educator to a learner.
Considering my background as a technician, a developer of software, databases and systems it
made perfect sense. However, after having studied the field of Educational Technology for the past
5 years, my view point has shifted dramatically.
When reading the definition stated in the text for EdTech 50I, Educational technology is the
study of ethical practice of facilitating learning and improving performance by creating, using, and
managing appropriate technological processes and resources (Januszewski and Molenda, 2008,
p. 1), I now appreciate the vast implications. What began as a quest to use technology to deliver
instruction in a variety of formats has evolved into an environment using technology to support
learners to explore and collaborate to discern their own meaningful understanding. The use of
educational technology and the capacity to empower should always be done for the good of
society. This can be as simple as assisting to bridge the digital divide or as complex as
overcoming diversity. The paradigm of educational technology has shifted from a tool to view
September 19, 2015
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content to a problem space where learners can explore the possibilities and develop their own
answers. Todays world needs people that can solve problems; critical thinking is the key to
conceptual change. In terms of performance, I have learned that while the learning environments
of the 21st century improve, so does the learning experience they produce and support.
Educational Technology is comprised of the ever-changing methodologies defining how
people learn and the improvement of the environments to facilitate learning confined only by the
limits of the imagination. When I first studied computer programing, punched cards were read into
a machine that created code. By the time I graduated college, the first micro-computers were
being unveiled. Today, there is more processing capability and resources in a phone than the
mainframe in the computer lab.
Indicator 2: Method
Candidates apply research methodologies to solve problems and enhance practice. (p. 243)
EdTech 504 Final project
To illustrate a competency in the application of research methodologies for problem
resolution and practice enhancement, I have selected the final synthesis paper from EdTech 504:
Discerning Humane Technogogy. This course taught me to respect research. Although I had
participated in several forms of research for a variety of different reasons throughout my
coursework in the MET program, it was this course that taught me the significance of an organized
approach to research. Initially, I was not as interested in the outcome because of its lack of
creative substance, in terms of building something that could be touched and felt. But the end
result I found to be very creative.
During this course I participated in my own research project to produce a final synthesis of
my findings. After researching many of the theories, new and old alike, I read something that
resonated, Humans have an innate desire to learn. I also discovered that one of the phrases that
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mysteriously disappeared from the more recent AECT Definition of Educational Technology was
human learning. This omission puzzled me, and as I reviewed the various Learning Theories, I
began to realize how programmed, unemotional and mechanical they all began to sound. I
pondered for a moment the educational experiences I have encountered whether as a parent,
teacher, facilitator or student. I contemplated the aspects of the learning experience that I find most
valuable and the characteristics I appreciate. I envisioned my children and their unique
motivations. These reflections brought me to the crux of educational, all too often lost in the
acquisition of higher test scores and meeting bureaucratic benchmarks, the human experience of
aspirations, creativity, choices, values, and self-realization.
Humanism is the Learning Theory addressed in this paper. In researching the various
learning theories over the last few years, I have become increasing familiar with the Behaviorism,
Constructivism, Cognitivism and Humanism. Humanism can be most simply stated as the desire
to learn is innate. In other words, learning is not an observable response to particular stimuli,
(Smith & Ragan, 2005) as Behaviorists would contend, nor a matter of mapping the structure of the
world to the learner (Jonassen, 1991) in terms of Constructivism, nor the mere transformation of
information within the brain (Atkinson and Shiffrin, 1968) as Cognitivism maintains. It is my
observation that Humanism is the amalgamation of all these learning theories as they all describe
ways in which the human learning experience can be achieved, recognizing that humans
instinctively learn.
Candidates apply formal inquiry strategies in assessing and evaluating processes and resources
for learning and performance. (p. 203)
EdTech 505: Final Evaluation Report
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The artifact I have selected to illustrate a master of formal inquiry strategies for assessing
and evaluating process and resources for learning and performance is the Final Evaluation Report
developed for EdTech 505. There are two primary reasons to evaluate: the first is to determine
whether or not objectives are being achieved and the second is to make a decision (Boulmetis,
Dutwin, 2011 p. 4). During the course of this project I performed an evaluation based on the first
definition. I had the opportunity to learn why evaluations are completed in the first place.
Evaluations are conducted through understanding the questions the stakeholders are expecting to
be answered. I learned that evaluations have both formative and summative evaluation processes
of their own. Then there is the enormous amount of data that needs to be collected and analyzed.
The primary intent of the evaluation is to provide the Midwest Regional Ambulatory Care
executive administration with credible evidence substantiating a) the program will provide the
knowledge transfer required to attain marked improvement in customer communication and service
as reported by the institution-wide Recent Patient Survey, b) a standard to effectively communicate
with customers and other representatives using language aligned with hospitality, respect and
care, c) the perception that the AIDET program is a meaningful, useful and consequential
component of employment. Due to the decision-making nature of the objectives, the CIPP
evaluation model (Zhang, et al., 2011) was employed to assess the four integrated aspects of a
developing program through the utilization of rigorous and authentic assessments.
The lessons I learned in this course have assisted me in my everyday life. I now have
effective means of gathering and analyzing data to formulate conclusions for stakeholder
presentation. Not long ago, I was involved as a new comer to an existing evaluation process.
The evaluation was accomplished through observation. The decisions were made by a group of
three individuals. As I observed, the evaluation and eventually the decision making process lacked
credible data to support the decisions. I was stunned by the lack of supporting documentation to
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substantiate the decision. Needless to say, it was the knowledge I have learned through this
course that gave me the confidence to take my concerns to the stakeholders. As a result, the
evaluation process has been revised and there is now a process in place to document the
observations to make decisions based on performance.
Indicator 4: Ethics
Candidates conduct research and practice using accepted professional and institutional guidelines
and procedures. (p. 296-7)
EdTech 501: School Evaluation Project
I have selected a School Evaluation Project to support a master in conducting research and
practice using accepted institutional and professional guidelines. We studied that Technology Use
Planning is a course of action employed to determine, define and describe a course of action to
procure, implement and utilize technology based applications to achieve a predefined goal. To be
effective, the plan itself should be formally documented and should be supported by the primary
stakeholders. The education based Technology Use Plan should include but not be limited to;
students, teachers, administrators, and others who will benefit from the realization of the plan.
We were tasked with the job of evaluating a schools Technology Maturity modeling the
evaluation and report after the Maturity Model Benchmarks by Peter H.R. Sibley and Chip Kimball.
The process of evaluation from this perspective was new to me, and since I am not a teacher I
approached the technology director at my childrens school. She was aware of my endeavors
working toward an MET and offered assistance. Eventually, I used some of this knowledge when I
accepted the responsibilities as the technology representative on the School Board. I am happy
to say that since this research project was conducted, the school has undergone a remarkable
change in their view of technology. I will credit this to the acquisition of a new technologically
September 19, 2015
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savvy school principal. The school is in the process of moving to a one-to-one school provided
iPad environment.
Conclusion
In conclusion, I would like to state that I am a Boise State EdTech Success. This program
enabled me to acquire the skills and the confidence to reenter the workforce after an eight year
hiatus. I have updated my technological skills to compete in todays workforce. I have a set of
newly acquired pedagogical skills which have enabled me to pursue my profession of choice in
technical training and support. This program afforded me the tools and learning experiences to
revitalize my technical skillset to compete in the 21st century. It has challenged me to design and
develop engaging, authentic, online instruction that meets the standards established by
Association for Educational Communications and Technology (AECT).
Through my efforts to succeed in the MET program, I have learned and employed best
practice instructional design strategies using various methodologies of learning. I have learned to
differentiate the various learning paradigms: Behaviorism, Cognitivism, Constructivism, ProblemBased and Humanism. I have determined that each can be utilized to effectively transfer
knowledge based on the need, the learner and the content. I now understand why people learn;
they have an innate desire to learn. I understand how people learn which differs depending on their
preferred learning style. I recognize when people learn which can be most effective if engaged by
the content and given both voice and choice. And lastly, I can appreciate where people learn
which as in my own situation is anything, anytime and anywhere.
Bibliography
Aronson, E., & Bridgeman, D. (1979). Jigsaw groups and the desegregated classroom: In pursuit
of common goals. Personality and Social Psychology Bulletin, Vol. 5, pp. 438-446.
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Atkinson, R. C., & Shiffrin, R. M. (1968). "Chapter: Human memory: A proposed system and its
control processes". In Spence, K. W., & Spence, J. T. The psychology of learning and
motivation (Volume 2). New York: Academic Press. pp. 89195
Beginning Instructional Authoring: Why C.R.A.P. Is Exactly Whats Needed (Part 1) by Patti
Shank: Learning Solutions Magazine. (n.d.). Retrieved September 15, 2015, from
http://www.learningsolutionsmag.com/articles/713/beginning-instructional-authoring-whycrap-is-exactly-whats-needed-part-1
Boulmetis, J., & Dutwin, P. (2011). The ABCs of Evaluation: Timeless Techniques for Program and
Project Managers (3rd ed.). San Francisco, CA: Jossey-Bass.
Davidson-Shivers, G. V. & Rasmussen, K. L. (2008). Web-based learning; Design, Implementation,
and Evaluation. Upper Saddle River, NJ. Pearson Prentice Hall.
Dawley, L. (2007). The Tools foe Successful Online Teaching. Hershey, PA: Information Science
Publishing.
Donaldson, J. A., Smaldino, S. & Pearson, R. (2008). Managing. In A. Januszewski & M. Molena
(Eds.), Educational Technology: A definition with Commentary (pp.241-257). New York,
NY: Routledge.
Januszewski, A., & Molena, M., Eds. (2008). Educational Technology: A definition with
Commentary, New York, NY: Routledge.
Jonassen, D. (1991). Objectivism vs constructivism: Do we need a new philosophical paradigm?
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Lage, M. J., Platt, G. J., & Treglia, M. (January 01, 2000). Inverting the Classroom: A Gateway to
Creating an Inclusive Learning Environment. The Journal of Economic Education, 31, 1, 3043.
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Larmer, J., Ross, D., &; Mergendoller, J. (2009). Project Based Learning (PBL) Starter Kit. Novato,
CA: Buck Institute for Education.
Lohr, L. L. (2008). Creating graphics for learning and performance: Lessons in visual literacy (2nd
ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Molenda, M. & Robinson, R. (2008). Values. In A. Januszewski & M. Molena (Eds.), Educational
Technology: A definition with Commentary (pp.241-257). New York, NY: Routledge.
Moorison, G. R., Ross, S. M., & Kemp. J. E., (2007), Designng Effective Instruction (5th Ed.),
Hoboken, NJ: John Wiley & Sons.
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Solomon, G. & Schrum, L. (2007), Web 2.0 new tools, new schools, Washington, D.C.:
International Society for Technology in Education (ISTE)
Smith, P. L., & Ragan, T. L. (2005), Instructional Design (3rd ed.). Hoboken, NJ: John Wiley &
Sons.
Yeaman, A. R. J., Eastmon Jr., J. N. & Napper, V. S. (2008), Professional Ethics and Educational
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