This will act as your navigational homepage for viewing and exploring the AECT Standard Evidence from the completion of the Instructional Design and Technology program at the University of South Florida.
AECT Standard 1- Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Academic Goals: My academic goals were exceeded through the Instructional Design and Technology program at USF. From Educational Foundations to Core Instructional Design courses, each one offered a step into the realization and expectations of the field of instructional design. The evidence featured here reflects my mastery of the Instructional Design and Technology content knowledge gained over the course of the past 18 months.
Demonstration of Mastery: VR Lesson; Educational Games Evaluation; and Technology Project Management Report
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.
Academic Goals: The project-based approach of majority of courses developed in the Instructional Design and Technology program at USF allowed as real-world as possible, from working collaboratively within groups, to comparing and critiquing other groups work to ensure the highest quality learning is being demonstrated, to working with real clients and subject matter experts in order to produce products within a working timeline. The evidence featured featured here is a vast array of learning opportunities which have allowed me to showcase mastery of the Instructional Design and Technology content pedagogues over the course of the past 18 months.
Demonstration of Mastery: Llesurmot App Storyboard; Future of Classrooms presentation; and Learning Theory Comic Strip
AECT Standard 3- Learning Environments
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Academic Goals: Learning about the endless possibilities for learning environments and the flexibility it offers the learners, was probably one of my favorite topics to explore. By using proper ID development tools, creating innovative materials, and producing interactive learning environments the learners are able to experience a relatable, meaningful scenarios which will hold a larger impact on content retention.
Demonstration of Mastery: Job Aid; Motivational Model research and presentation; and Information Architecture for Improving Learning and Performance
AECT Standard 4- Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Academic Goals: Through the creation of the vast array of artifacts which provide evidence of professional knowledge and skills gained, I was able to better see the expectations of Instructional Designers within the real-world setting. It was no longer a single layer of research, but multiple gears working together to conclude an effective and efficient learning opportunity.
Demonstration of Mastery: Usability Report on Language Learning App, Duolingo; Online Practicum, LMS Review; and eLearning Module Development, Project(s) and Proposal
AECT Standard 5- Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance
Academic Goals: Multiple opportunities to refine my research and writing skills were provided and quite meaningful because the topics were self-selected and refined based on personal interests. The research conducted verified many views and opinions I had formed about the connection to flexible learning spaces, accessibility, and inequalities within technologies and computer science.
Demonstration of Mastery: Current State and Future Vision in Online Distance Learning: Accessibility of Inquiry Learning in an Online Learning Environment Research Report; and Curriculum Leadership Statement: Inequalities in Computer Science