AECT Standard 2

Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

Content Pedagogy

Artifact 1: Llesurmot App Storyboard

STANDARD 2.1 CREATING-Candidates apply content pedagogy to create appropriate application of processes and technologies to improve learning and performance outcomes. 

The artifact below was created in “EDF6284: Problem in Instructional Design for Computers” lead by Dr. Smith.  The purpose of the artifact was to demonstrate my ability to create a storyboard for a hypothetical digital tutorial using a program such as Power Point to help people learn how to use their new washer and dryer.  In creating the storyboard, I had to consider the aesthetics, manual guide content, as well as functionality of the application.  The process of creating the storyboard was a multi-step process in terms of translating source material into clear and concise directions; identifying the needs of the client; designing the product by thinking about layout, colors, and fonts; and, constructing a flowchart to guide ease of use and functionality.  I also had to apply my newly learned knowledge and understanding of the iterative design models such as ADDIE and SAM to increase my productivity and workflow.

The artifact show evidence of Standard 2.1 because I had to apply what I knew about storyboards, iterative design models, flowcharts, and learning theories in order to create a design which was functional and aesthetically pleasing to the user.

Through the creation of the artifact, I learned how to develop a detailed rationale for instructional design strategies, and clearly communicate information; develop flowcharts to identify learning events frame by frame; and, develop storyboards using a template appropriate to the needs of the project (Analysis and Technology Inc., 2018, Appendix B).

Artifact 2:
Future of Classrooms

STANDARD 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. 

The artifact below was created in “EME6055: Current Trends on Instructional Technology” lead by Dr. Sanghoon Park. The purpose of this assignment was to explain our vision of future education in the digital age. This course exposed us to many varying emerging technologies which could be utilized to enrich classroom instruction, however, the presentation was intended to provide the rationale of the potential benefits and concerns relating to implementing these technologies.

The artifact is evidence of Standard 2.3 because I utilized Power Point as a narrated presentation method, although through out my implementation, some content became corrupt, therefore the narration of the paper was submitted along with the presentation of the visual content. This presentation would be incredibly useful for others who are wishing to learn more statistics about how education looks now, compared to the 1990’s and realizing the alarming similarities.

Through the creation of the artifact, I learned how to discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the content objectives; describe and provide a rationale for the selection of an instructional approach; and, identify appropriate source documentation to support analysis (Analysis and Technology Inc., 2018, Appendix B).

Artifact 3: Learning Theory Comic Strip

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.

This artifact was created during “EDF6211: Psychological Foundations of Education” taught by Dr. Lisa Lopez. The purpose of this assignment was to creatively represent the content knowledge gained while studying behavioral and social cognitive views of learning.

The artifact is evidence of Standard 2.4 because I utilized a new technological tool, Storyboard That, in order to summarize my learning of pedagogical content pertaining to the behavioral and social cognitive learning theories. To create this comic strip, I wanted to utilize scenario-based learning for the learners to relate to easily while being able to compare the complex content being addressed.

Through the creation of the artifact, I learned how to identify relevant resources, constraints, and context of the development and delivery environments; state a rationale for the selection of the resources and constraints of the development and delivery environments chosen; and, identify instructional media options that address training needs (Analysis and Technology Inc., 2018, Appendix B).

Additional Artifacts

These artifacts show additional evidence of Standard 2- Content Pedagogy.

This artifact was completed during “EME6208: Interactive Media” taught by Dr. Sanghoon Park. The purpose of this assignment was to create a presentation demonstrating the multimedia teaching practice of choice based on the researched principles.
Here I created a video analyzing the Social Cues principles because it has been a personal goal of mine to have more of an “online presence” besides simply posting and responding to my classes (at USF and at my job). I thought reading about the research and learning about the best practices of using social cues in multimedia learning and teaching would very helpful in analyzing how I create/present information from now on. Humans like to learn from humans/human-like agents therefore the more casual and personalized the conversation, the more human and familiar the voice, the more realistic the images, the more learning will occur.