AECT Standard 4

Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

Professional Knowledge and Skills

Artifact 1: Usability Report on Language Learning App

S.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.

This artifact was created for “EME6208: Interactive Media” taught by Dr. Sanghoon Park.  The purpose of the artifact was to demonstrate my ability to collaborate with my peers.  To produce this comprehensive usability report I collaborated with Michele Forbes, Kim Pond, Rachel Martin, and Sharon Taylor in conducting a usability assessment and report on Duolingo,  a foreign-language learning mobile platform application.  In order to develop a full assessment plan and group report, we had to collaborate and manage group tasks.  My specific role was to perform a usability test and evaluation with users who were outside of the class population which required the faithful adherence to a multi-step process: (a) personal review and understanding of usability testing steps prior to administration of app with users; (b) administering participant demographic questionnaires; (c) reading the usability testing script during administration/observation; (c) completion of participant observation sheets; and, (d) administering the end-of-session questionnaire and satisfaction survey. I also held a large responsibility to disaggregate the group’s data and report the findings/conclusions into the final Usability Report.

The artifact show evidence of Standard 4.1 because I had to collaborate with my peers and implement guidance from Dr. Park, our subject matter expert, to accomplish the multi-step process of conducting pre-administration tasks (developing the questionnaires, surveys, etc.), administering the usability test, and performing an assessment and analysis of the post-usability data gathered from learners.  As a group, we had to conduct analyses on quantitative data and qualitative feedback to identify measurements results and common themes/trends from the usability test.  The culmination of the assignment was a usability report which each person contributed to once they analyzed their own results from the users that they interacted with during the usability test.  As a part of the usability test, we had to clearly explain the impact of Duolingo on learners’ abilities to learn a foreign language with, among other aspects, a discussion on the pros and cons of the way the app is structures and its affordances for learners.

Through the creation of the artifact, I learned how to analyze the characteristics of a job, task, or body of knowledge; identify appropriate source documentation to support analysis; identify tasks, sub-tasks, cognitive processes and their sequential and/or hierarchical relationships; comprehend technical content in terms of the entire course content and individual lessons; assess frequency, critically, difficulty and complexity of knowledge and skills contained in curricula to accommodate target audience learning styles; identify prerequisite knowledge and skills for tasks, sub-tasks, and knowledge; generate specifications for revisions based on feedback collected during evaluation; and, provide guidance to users on hardware, software, and course-ware (Analysis and Technology Inc., 2018, Appendix B).

Artifact 2: Online Practicum- LMS Review

STANDARD 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

This artifact was created for “EME6936: Online Teaching and Learning” taught by Dr. James Hatten. Tbe purpose of this project was to compare various forms of delivering an online course; create an online course with complete components; and communicate and reflect on the theories, frameworks, and techniques associated within successful online implementation.

This artifact showed evidence of Standard 4.3 because I was analyzed various Learning Management Systems (LMS) in order to determine to use Slack to facilitate a four week online course. I developed the online course to teach others about the Technology Integration Matrix through a unique platform I knew our school district does not typically utilize for online learning.

Through the creation of the artifact, I learned how identify and create instructional materials that address training needs; evaluate candidate training system hardware and software capabilities and limitations; judge the validity and reliability of instruction based on statistical results; and develop media materials that are linked to and within the hardware/software constraints, are consistent across and between lessons, and clearly communicate information (Analysis and Technology Inc., 2018, Appendix B).

Artifact 3: eLearning Module Development Project(s) and Proposal

STANDARD 4.4 Assessing/Evaluating –Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.

This artifact was created for “EME6208: Interactive Media” taught by Dr. Sanghoon Park. The purpose of this project was to develop a short linear online training using Adobe Captivate on a topic of our choosing. This project required the completion of a Module storyboard; complete proposal including the training’s purpose, content, target audience, working environment, and hardware/software requirements; as well as a completed module including original audio narration, linear scenario-based content, animations, at least 15 interactive screens, and embedded assessments of at least five question.

This artifact provided evidence of Standard 4.4 because a well thought out linear learning path was designed through the story boarding and proposal planning including standard-aligned learning objectives. Based on the learning objectives, interactions and assessment check points, including a pre and post assessment was designed to ensure the learner has mastered the strategies required.

Through the creation of the artifact, I learned how to state an objective in performance terms that reflect the intent of instruction; sequence the objectives to reflect the curriculum design; describe and provide rationale for the selection of an instructional approach; identify variables to measure and construct assessment items appropriate to the associated objective; and, describe the relationship between the objectives, technical content and performance measurement (Analysis and Technology Inc., 2018, Appendix B).


Additional Artifacts

The following artifacts show additional competence of Standard 4- Professional Knowledge and Skill.

This artifact was created for “EME6208: Interactive Media” taught by Dr. Sanghoon Park. The purpose of this project was to differentiate between an instructional and informational video; discover multimedia learning and multimedia instruction; explore Mayer’s cognitive theory of multimedia learning; and create and edit digital audio and video segments. Throughout the planning and production of this instructional video I utilized Buncee as a visual building platforms, as well as Screencast-o-matic in order to add/edit visual and auditory components of the video.

This artifact was created for “EME6208: Interactive Media” taught by Dr. Sanghoon Park. The purpose of this project was to develop a short branched online training using Adobe Captivate on a topic of our choosing. This project required the completion of a Module storyboard; complete proposal including the training’s purpose, content, target audience, working environment, and hardware/software requirements; as well as a completed module including original audio narration, linear scenario-based content, animations, at least 15 interactive screens, and embedded assessments of at least five question.