Annette Faith Robinson — My E-Portfolio
Introduction
"Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources."
AECT
The University of South Florida’s Master of Science in Learning Design and Technology is structured around the AECT standards, so it has been relatively easy to demonstrate how my work completed in the program meets the standards. Current Trends in Instructional Technology was an early course in the program that introduced me to the history of the field, and learning theories behind the practice of instructional design, as well as AECT’s gold-standard definition of instructional technology, above. The final paper in this course, as well as the social media addiction paper under Standard 5, demonstrate knowledge of past and current research and theories.
The standards discuss creating and using instructional materials and learning environments, based on research and learning principles, with the goal of improving learning and performance outcomes. My E-Portfolio contains artifacts including three online learning environments (two Canvas courses and an Articulate Storyline online game), tailored for specific audiences and containing a variety of instructional media created according to best practices based on relevant learning theories. Additional, standalone instructional media include an educational flyer, a Storyline branched training, and a narrated PowerPoint.
My E-Portfolio demonstrates skills in project management (with a comprehensive project management plan) and management of technological processes and resources in the online courses. Assessment and evaluation of learning are evident in the online courses and game. Reflective evaluation of technologies, processes, and instruction implementation are demonstrated in the Standard 5 artifacts and the Exponent Rules and Functions post-course report. Respect for diversity of learners and ethical implications are addressed in the online course report and instructional design plan artifacts, and the Standard 5 artifacts demonstrate adherence to professional and institutional guidelines for ethical research practices.
When I entered the LDT program I was considering a career in teaching, specifically in digital/virtual education. The program has equipped me with substantial skillsets that can be applied not just to K-12 and higher education but, widening the net, also to fields such as corporate training, instructional design in a business environment, or freelance learning designer.
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A note on the artifacts: Where possible, I have presented these as PDF files or web pages that open in the browser. The one exception is the "Introduction to Exponent Rules and Functions" Canvas course artifact that opens a PowerPoint file. This is to preserve the Notes pages that are a crucial part of the artifact.
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AECT Standard 1
—Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
S. 1.1. Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
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.
S. 1.3. Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
S. 1.4. Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
S. 1.5. Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.
AECT Standard 2
—Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
S. 2.1. Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
S. 2.2. Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
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.
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.
S. 2.5. Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
AECT Standard 3
—Learning Environments
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Indicators:
S. 3.1. Creating - Candidates create instructional design products based on learning principles and research-based best practices.
S. 3.2. Using - Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
S. 3.3. Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
S. 3.4. Managing - Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
S. 3.5. Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.
S. 3.6. Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
Indicators:
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.
S. 4.2. Leadership - Candidates lead their peers in designing and implementing technology-supported learning.
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.
S. 4.4. Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
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.
AECT Standard 4
—Professional Knowledge
and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
AECT Standard 5
—Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
S. 5.1. Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
S. 5.2. Method - Candidates apply research methodologies to solve problems and enhance practice.
S. 5.3. Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
S. 5.4. Ethics - Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
Reflection
Going through the E-Portfolio experience has been illuminating in terms of realizing how closely each course in the MS-LDT program is aligned with the AECT standards. If I were going through a similar experience again, I would be more proactive in consciously aligning myself with the standards from the beginning of the program and at the beginning of each course. I would be building up my E-Portfolio website more consistently, adding each artifact once completed.
My perspective on learning has broadened: Completing each course in the program has brought a greater level of confidence in my ability to persevere in stretching to learn new material. Much of the theoretical content, especially at the beginning, brought a heavy cognitive load. Other than just sticking with it and putting in the time to learn new content, the opportunities for reflection in each course have been extremely helpful. This E-Portfolio experience is the culmination, and another wonderful opportunity for reflection.
My confidence has grown, too, in taking on new technologies and putting myself ‘out there’, even to the extent of speaking out in a group setting when struggling with an assignment. The conversation and growth that take place in a learning community may be as important as the content learned.
Living and communicating that ideal of vulnerability in a compassionate community of practice will form part of my learning and teaching ethos, going forward.