Annette Faith Robinson — My E-Portfolio
AECT STANDARD 1
Content Knowledge
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Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
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Five artifacts created in the Learning Design and Technology program demonstrate content knowledge in the following areas:
S. 1.1. Creating
Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
Artifact S1-A
Fall 2021 | EME 6215 Instructional Graphics
The Fall Armyworm (flyer)
Artifact S1-A is a two-sided informational flyer created using Adobe Photoshop and MS Paint 3D (images), Adobe Illustrator (graph), Adobe InDesign (the Seven Stunning Stats infographic, the Yes/No checklist, and the overall product), and Adobe Acrobat for output. Clicking the artifact opens a PDF version of the flyer. The product – how to deal with the Fall Armyworm pest – is intended for educational use by learners/customers in a hardware store environment. The development process included instructional goals and learning context, a visual approach plan, and consideration of principles of psychological instructional events. These, and specifics on fonts, images, and resources, are all detailed in the visual design analysis (Artifact S2-C attached to Standard S. 2.1.).
This artifact demonstrates creation of instructional materials and involved ID skills including assessing relevant characteristics of the target audience and the setting.
Artifact S1-B
Spring 2022 | EME 6613 Development of Technology-Based Instruction
The Element of Surprise (online instructional game)
Artifact S1-B is an online learning game targeting middle-school children. Clicking the artifact opens a PDF describing the design proof. Note: The design proof describes the game at the alpha testing stage. The post-beta-testing revision can be viewed at http://artificebox.com/FullGame/story.html.
I am one of a team of four classmates going through a full, iterative instructional design cycle in creating The Element of Surprise game that teaches an introduction to some of the elements (carbon, hydrogen, etc.). I and all team members collaboratively created and edited the project proposal and the detailed game design plan. I worked with one other team member to create the initial prototype in Articulate Storyline. My chief focus in the actual game creation has been Level 1: Element Instruction and Element Activity (the mine cart ride), and the What’s Next/Resources section at the end. I also used Audacity to edit background/sound effects for the project. The whole team demo’d the game with the client/SME (in this case, the course instructor, Dr. Lou), and collaboratively created the one-on-one evaluation plan and survey instrument for alpha testing. I did the alpha testing with two 14-year-old subjects and wrote up the results for inclusion in our alpha/usability testing results report. We continue to improve and refine this game and hope to see it posted on a science inquiry website for schoolchildren.
This artifact demonstrates creation of an online learning environment and includes ID competencies of assessing the relevant characteristics of the target audience and the setting, writing criterion-referenced, performance-based objectives, selecting instructional media, developing performance measurement instruments, and evaluating instruction, program, and process.
S. 1.2. Using
Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Fall 2019 | EME 6055 Current Trends in Instructional Technology
Augmented Reality in K-12 (final paper)
Artifact S1-C is a PDF of my final paper for this class. I chose to explore a vision of a future ‘classroom’ that uses an augmented reality app to situate and educate children in their wider community. This artifact demonstrates selection of a technological resource that supports student learning and enhances pedagogy. ID skills learned include assessing characteristics of the target audience and setting, selecting instructional media, and recommending instructional strategies.
Artifact S1-C
Fall 2019 | EME 6208 Interactive Media
Office Safety (Storyline branched training)
Artifact S1-D opens a PDF document detailing development of an Articulate 360 Storyline branched training titled “Office Safety”. The PDF includes a link to the training, instruction purpose, target audience, learning objectives, and a storyboard. This artifact demonstrates appropriate use of resource/process targeted to a specific student audience. ID skills learned include assessing characteristics of the target audience and setting, performing job analysis, writing performance-based objectives, selecting instructional media, and developing training program materials.
Artifact S1-D
S. 1.3. Assessing/Evaluating
Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Artifact S1-C
Fall 2019 | EME 6055 Current Trends in Instructional Technology
Augmented Reality in K-12 (final paper)
Artifact S1-C is a PDF of my final paper for this class. I chose to explore a vision of a future ‘classroom’ that uses an augmented reality app to situate and educate children in their wider community. This artifact demonstrates a plan and recommendations for assessing and evaluating integration of AR technology with instructional materials a community-situated learning environment. ID skills learned include assessing characteristics of the target audience and setting, selecting instructional media, and recommending instructional strategies.
S. 1.4. Managing
Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
Fall 2021 | EME 6235 Technology Project Management
ODS Online Form (final paper)
Artifact S1-E is a PDF of my final paper for this class, detailing a project plan for transforming a paper form into an online form for a university’s Office of Disability Services. The project plan takes a real-life scenario and transforms and expands it into a hypothetical, full-scale technology project. The plan was developed, piece by piece, over the course of the semester. This artifact demonstrates a comprehensive project management plan accounting for human, physical, financial and technological resources and processes. ID skills learned include performing a needs assessment, planning and monitoring training projects, assessing characteristics of the target audience and setting, performing job and task analysis, and developing performance measurement instruments.
Artifact S1-E
