Fall 2010 Artifacts
ETEC 600 Theory and Practice in Educational Technology
This course focused on needs assessments and the fundamentals of Instructional Design. I learned about designing instruction in a systematic and evaluative way. In order to successfully maximize a learning experience, the instructional process, which includes a thorough needs assessment, must be designed with essential characteristics in mind. The interdependent characteristics focus on the learner, goals, meaningful performance, measurable outcomes, empirical knowledge, repetitive behavior, self-correction, and teamwork. These characteristics provide steps for a basic foundation for the instructional design process.
After realizing the truly interdependent nature of the characteristics, I also realized the importance of understanding the perception and needs of the learners. The characteristics are guidelines which helped me analyze the situation from a much larger perspective than my own. The characteristics clearly serve specific purposes and when each is approached with analytical lenses, options for better instructional delivery can be obtained. Since learners construct knowledge from experience, I used each characteristic for assessing and identifying learners, learners’ needs, factors, stakeholders, resources and support.
Models of Instructional Design
In this assignment, we were worked in teams of two to summarize Instructional Design theories and models. In our case, we summarized M. David Merrill's First Principles of Instruction.
To view the assignment and feedback, click here.
Final Case Study
I wrote a report focusing on strategies and recommendations for conducting a front-end analysis in support of a professional development program for K-6 grade teachers in rural areas. I utilized the skills I learned during the semester to provide my recommendations.
To review the report, click here.
ETEC 602 Teaching / Training Technologies
As the introductory to the OTEC program, this course provided beginner's insight for learning, understanding, and applying the fundamentals of online learning, educational technology, and instructional design.
Concept Attainment Lesson Plan - Green Group
I worked with a talented group of colleagues, Jordan Day and Melissa Kunitzer. Our task was to create a lesson plan utilizing the concept attainment method and present it to our fellow cohorts. We used the concept of nouns being taught to 2nd grade students and spent much time collaborating. We also employed the advice of our TA who provided valuable feedback. We then applied and incorporated the feedback in several revisions before we achieved a final product.
The lesson is designed using HCPS III and Hawaii GLOs for face-to-face, online, or hybrid teaching methods which address the five domains in AECT targeting improvements of instruction through technology. In addition, homework options allowed students to express their new knowledge using the format which best met their individual needs as stated in Universal Design for Learning (UDL).
To view the AECT standards, notes and feedback for this plan, click here.
This course focused on needs assessments and the fundamentals of Instructional Design. I learned about designing instruction in a systematic and evaluative way. In order to successfully maximize a learning experience, the instructional process, which includes a thorough needs assessment, must be designed with essential characteristics in mind. The interdependent characteristics focus on the learner, goals, meaningful performance, measurable outcomes, empirical knowledge, repetitive behavior, self-correction, and teamwork. These characteristics provide steps for a basic foundation for the instructional design process.
After realizing the truly interdependent nature of the characteristics, I also realized the importance of understanding the perception and needs of the learners. The characteristics are guidelines which helped me analyze the situation from a much larger perspective than my own. The characteristics clearly serve specific purposes and when each is approached with analytical lenses, options for better instructional delivery can be obtained. Since learners construct knowledge from experience, I used each characteristic for assessing and identifying learners, learners’ needs, factors, stakeholders, resources and support.
Models of Instructional Design
In this assignment, we were worked in teams of two to summarize Instructional Design theories and models. In our case, we summarized M. David Merrill's First Principles of Instruction.
To view the assignment and feedback, click here.
Final Case Study
I wrote a report focusing on strategies and recommendations for conducting a front-end analysis in support of a professional development program for K-6 grade teachers in rural areas. I utilized the skills I learned during the semester to provide my recommendations.
To review the report, click here.
ETEC 602 Teaching / Training Technologies
As the introductory to the OTEC program, this course provided beginner's insight for learning, understanding, and applying the fundamentals of online learning, educational technology, and instructional design.
Concept Attainment Lesson Plan - Green Group
I worked with a talented group of colleagues, Jordan Day and Melissa Kunitzer. Our task was to create a lesson plan utilizing the concept attainment method and present it to our fellow cohorts. We used the concept of nouns being taught to 2nd grade students and spent much time collaborating. We also employed the advice of our TA who provided valuable feedback. We then applied and incorporated the feedback in several revisions before we achieved a final product.
The lesson is designed using HCPS III and Hawaii GLOs for face-to-face, online, or hybrid teaching methods which address the five domains in AECT targeting improvements of instruction through technology. In addition, homework options allowed students to express their new knowledge using the format which best met their individual needs as stated in Universal Design for Learning (UDL).
To view the AECT standards, notes and feedback for this plan, click here.
ETEC 663 Planning for Technology and Resources
In order to analyze, design, develop, implement, and evaluate effective online instruction, proper planning is essential. In this course, we learned by discussing and experiencing the implementation of relevant content, material, learning activities, and assessment criteria to be delivered in an online learning environment.
I collaborated on a group project with Tia Mayberry and Nikki Kinoshita. We worked on a portion of a Marketing 120 course plan which challenged students to learn the SWOT Analysis concept. We performed a learner analysis, determined the goals and objectives, learning objects and activities, and assessment tools.
To view some of the components of the assignment and feedback, click here.
In order to analyze, design, develop, implement, and evaluate effective online instruction, proper planning is essential. In this course, we learned by discussing and experiencing the implementation of relevant content, material, learning activities, and assessment criteria to be delivered in an online learning environment.
I collaborated on a group project with Tia Mayberry and Nikki Kinoshita. We worked on a portion of a Marketing 120 course plan which challenged students to learn the SWOT Analysis concept. We performed a learner analysis, determined the goals and objectives, learning objects and activities, and assessment tools.
To view some of the components of the assignment and feedback, click here.