Annette Faith Robinson — My E-Portfolio
AECT STANDARD 4
Professional Knowledge and Skills
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Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
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I have been privileged to work with classmates in creating two online courses and an educational game. Each of these artifacts demonstrates collaborative creation of a technology-rich learning environment. The artifacts are linked immediately below, followed by the sub-standards, and a summary of how these artifacts demonstrate the sub-standards.
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Artifact S4-A Summer 2020 | EME 6457 Distance Learning
Online course: Introduction to Exponent Rules and Functions
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Artifact S4-B Fall 2020 | EDF 6284 Problems in Instructional Design for Computers
Online course: Online In Time Training - Learning Basics for Teachers 2020-21
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Artifact S4-C Spring 2022 | EME 6613 Development of Technology-Based Instruction (ongoing)
Online learning game: The Element of Surprise
Artifact S4-A
Artifact S4-B
Artifact S4-C
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.
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All three artifacts were created as a team effort. Subject matter experts were consulted for all courses, and each course/game was tested/implemented with users, feedback obtained, and revisions made or planned. See the artifact descriptions below for more details.
S. 4.2. Leadership
Candidates lead their peers in designing and implementing technology-supported learning.
Each artifact provided opportunities for leadership as we diverged in creation of specific components of the product. See the Artifact S4-B description below for more on my leadership role in that team.
S. 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.
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For Artifact S4-B we conducted a formal Front-End Analysis and Instructional Design Plan, and completed flowcharts, storyboards, and formative evaluation. For Artifact S4-C we conducted alpha and beta testing (still ongoing) and implemented revisions in subsequent iterations. Analysis and reflection for Artifact S4-A took place throughout the course but especially during product implementation and after completion. The artifact PowerPoint is a good demonstration of that. I was able to carry results of evaluation and feedback from the Distance Learning course (Artifact S4-A) to the Problems in Instructional Design course (Artifact S4-B) as that team designed for users with low tech skills and no prior exposure to the learning management platform.
See the artifact descriptions below for more details.
S. 4.4. Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
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Assessments were designed and implemented in Artifacts S4-A, S4-B, and S4-C. Iterative evaluation was strongest in S4-A and S4-C (which is still ongoing). See the artifact descriptions below for more details.
S. 4.5. Ethics
Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
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Artifact S4-A: We were conscious of learners in our course being diverse in age (school-age through adult) and ethnicity. We designed activities with privacy in mind, especially with consideration of minors taking the course. I found it helpful that we were also an ethnically and culturally diverse design team.
Artifact S4-B: We analyzed our target audience, especially for technological competence, and created user personas that influenced our design.
Artifact S4-C: This team, too, is multicultural, and we have used considerations of cultural sensitivities to inform our design; for example, asking questions like, "Eastern sage, or wise archeologist?" "Male or female main character?" User testing continues to inform further iterations of the product.
See the artifact descriptions below for more details.
Artifact S4-A Summer 2020 | EME 6457 Distance Learning
Online course: Introduction to Exponent Rules and Functions *Self-enroll here
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Artifact S4-A 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.
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This course brought strong opportunity for sub-standard 4.1 Collaborative Practice, and for each of us to play a leadership role (sub-standard 4.2) in designing and implementing the course areas that we were teaching.
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We used the PowerPoint (this artifact) to carry out sub-standard 4.3 Reflection on Practice.
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As a team, and individually, we created and implemented assessments (sub-standard 4.4), and conducted the end-of-course survey that yielded valuable feedback.
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, developing training program materials, and providing guidance to users on software and courseware.
Artifact S4-B Fall 2020 | EDF 6284 Problems in Instructional Design for Computers
Online course: Online In Time Training - Learning Basics for Teachers 2020-21
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Artifact S4-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.
I was especially aware of developing in sub-standard 4.2 (leadership) as I was the only person in my team who had experience of creating a Canvas course. After an interesting and valuable attempt to work in a Cidilabs Canvas sandbox, I was able to play a leadership role in the hands-on course creation as we redirected to Canvas Free for Teachers.
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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, providing guidance to users on software and courseware, training instructors on how to present courseware to students, and evaluating instruction.
Artifact S4-C Spring 2022 | EME 6613 Development of Technology-Based Instruction (ongoing)
Online learning game: The Element of Surprise
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Artifact S4-C is an online learning game targeting middle-school children. Clicking the artifact above opens the post-beta-testing revision of the game. A PDF describing the design proof includes a URL link at the top of Slide 2 that can be used to review the version used for alpha testing.
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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, providing guidance to users on software, and evaluating instruction, program, and process.