Annette Faith Robinson — My E-Portfolio
AECT STANDARD 2
Content Pedagogy
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Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
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Four artifacts created in the Learning Design and Technology program demonstrate content pedagogy in the following areas:
S. 2.1. Creating
Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Artifact S2-A
Fall 2019 | EME 6208 Interactive Media
Office Safety (Storyline branched training)
Artifact S2-A 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 effective application of content pedagogy with a motivational and engaging learning design that is highly relevant to the learner’s situation. 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 S2-B
Fall 2020 | EDF 6284 Problems in Instructional Design for Computers
Online In Time (Canvas course module)
Artifact S2-B is a fully functional Canvas course module, a training targeted to Hillsborough County, FL teachers transitioning to online teaching. Clicking the artifact opens a PDF with instructions on how to access the training, details on the main focus for each member of this collaborative group project, and a reflective analysis of changes made and further improvements needed. I worked collaboratively in a group of three classmates on all the ID analysis, design and evaluation documents and activities; I created and maintained the Canvas course and did much of the development; we divided creation of the in-course assessments.
This artifact was developed through an in-depth instructional design process including front-end analysis, detailed behavioral objectives, targeted assessments, and formative evaluation. We put a strong emphasis on tailoring the course to the target audience and ensuring they would not lose motivation. ID skills learned include needs assessment, planning a training project, assessing the target audience and setting, performing task and content analysis, writing performance-based objectives, selecting instructional media, recommending instructional strategies, developing performance measurement instruments, developing training program materials, and evaluating instruction.
Artifact S2-C
Fall 2021 | EME 6215 Instructional Graphics
The Fall Armyworm (visual design analysis)
Artifact S2-C is the visual design analysis (VDA) for the Fall Armyworm informational flyer (see Standard S. 2.1. for the flyer). The VDA analyzes the learning context, chooses an appropriate communication method, and applies principles of psychological instructional events to maximize learning. ID skills learned include assessing relevant characteristics of the target audience and setting, selecting instructional media, recommending instructional strategies, and developing training program materials.
S. 2.2. Using
Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Summer 2020 | EME 6457 Distance Learning
Introduction to Exponent Rules and Functions (Canvas course)
Artifact S2-D opens as a PowerPoint file to preserve the slide notes. This is a report on the creation and implementation of a two-week Canvas course that was taught live to students. I was in a group of three classmates. We split the course design by module. I designed the pre-assessment activity using Articulate Quizmaker and Storyline; the Learner-Instructor elements in Module 0 including the syllabus and course overview; the Diigo social bookmarking activity with an associated discussion reflecting on the activity; and wrap-up activities in Module 3 – discussion, and course evaluation. I interacted with the students in the course discussions and by Canvas messaging and graded the activities I was responsible for; I assigned appropriate points to all the course activities for easier grading.
ID skills learned include assessing relevant characteristics of the target audience and setting, assessing complexity of knowledge and skills contained in curricula to accommodate target audience learning styles, selecting instructional media, recommending instructional strategies, developing performance measurement instruments, and developing training program materials.
Artifact S2-D
Fall 2020 | EDF 6284 Problems in Instructional Design for Computers
Online In Time (Canvas course module)
Artifact S2-B is a fully functional Canvas course module, a training targeted to Hillsborough County, FL teachers transitioning to online teaching. Clicking the artifact opens a PDF with instructions on how to access the training, details on the main focus for each member of this collaborative group project, and a reflective analysis of changes made and further improvements needed. I worked collaboratively in a group of three classmates on all the ID analysis, design and evaluation documents and activities; I created and maintained the Canvas course and did much of the development; we divided creation of the in-course assessments.
This artifact was developed through an in-depth instructional design process including front-end analysis, detailed behavioral objectives, targeted assessments, and formative evaluation. We put a strong emphasis on tailoring the course to the target audience and ensuring they would not lose motivation. ID skills learned include needs assessment, planning a training project, assessing the target audience and setting, performing task and content analysis, writing performance-based objectives, selecting instructional media, recommending instructional strategies, developing performance measurement instruments, developing training program materials, and evaluating instruction.
Artifact S2-B
S. 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.
Artifact S2-D
Summer 2020 | EME 6457 Distance Learning
​Introduction to Exponent Rules and Functions (Canvas course)
Artifact S2-D opens as a PowerPoint file to preserve the slide notes. This is a report on the creation and implementation of a two-week Canvas course that was taught live to students. I was in a group of three classmates. We split the course design by module. I designed the pre-assessment activity using Articulate Quizmaker and Storyline; the Learner-Instructor elements in Module 0 including the syllabus and course overview; the Diigo social bookmarking activity with an associated discussion reflecting on the activity; and wrap-up activities in Module 3 – discussion, and course evaluation. I interacted with the students in the course discussions and by Canvas messaging and graded the activities I was responsible for; I assigned appropriate points to all the course activities for easier grading.
This artifact contains our reflective evaluation of the implementation of our course and adequacy of learning and instruction. ID skills learned include assessing relevant characteristics of the target audience and setting, assessing complexity of knowledge and skills contained in curricula to accommodate target audience learning styles, selecting instructional media, recommending instructional strategies, developing performance measurement instruments, and developing training program materials.
S. 2.4. Managing
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.
Summer 2020 | EME 6457 Distance Learning
Introduction to Exponent Rules and Functions (Canvas course)
Artifact S2-D opens as a PowerPoint file to preserve the slide notes. This is a report on the creation and implementation of a two-week Canvas course that was taught live to students. I was in a group of three classmates. We split the course design by module. I designed the pre-assessment activity using Articulate Quizmaker and Storyline; the Learner-Instructor elements in Module 0 including the syllabus and course overview; the Diigo social bookmarking activity with an associated discussion reflecting on the activity; and wrap-up activities in Module 3 – discussion, and course evaluation. I interacted with the students in the course discussions and by Canvas messaging and graded the activities I was responsible for; I assigned appropriate points to all the course activities for easier grading.
This artifact demonstrates how we were able to provide a supportive learning community for the course participants. We were responsive as instructors and facilitated effective Learner-Content, Learner-Instructor, and Learner-Learner interactions, working with a group of participants of varied ages, (children and adults) and backgrounds. ID skills learned include assessing relevant characteristics of the target audience and setting, assessing complexity of knowledge and skills contained in curricula to accommodate target audience learning styles, selecting instructional media, recommending instructional strategies, developing performance measurement instruments, and developing training program materials.
Artifact S2-D