Competency 4: Think Critically and Reflectively

4.1

Develops a personal vision of inclusive educational practice

In course 513: Foundations of Learning Design and Technology: An Introduction to
the Field, I was able to successfully communicate my person vision of inclusive
educational practice through the creation of a preliminary (week 1) and revised
(week 8) definition of educational technology. Despite the fact that this was the first
assignment in the first course within the MSLDT program, I continue to hone my
viewpoint and knowledge base throughout my career in instructional design.

Delivering inclusive instruction that can positively affect the needs of diverse
learners is something the field of educational technology advances toward daily.
Professionals in the field can see how technological developments, such as
gamification, simulations, and virtual reality, can greatly affect learners of all
abilities and backgrounds. My preliminary definition seeks to identify all
encompassing nature of educational technology, while my revised definition focuses
more on the positive effects of facilitating learning utilizing the educational
technology available.

4.2

Describes the relationship between Educational Technology and the
broader field of Education

In course 513: Foundations of Learning Design and Technology: An Introduction to
the Field our first assignment was to define educational technology and at the
conclusion of the course to redefine our definition after eight weeks of collaborative
learning. My preliminary definition seeks to identify all encompassing nature of
educational technology, while my revised definition focuses more on the positive
effects of facilitating learning utilizing the educational technology available.
4.3

Critically evaluates theory and practice

In course 513: Foundations of Learning Design and Technology: An Introduction to
the Field I effectively demonstrated my ability to evaluate theory and practice. In
my Individual Paper I analyzed and evaluated technology enhanced learning within
medical education in the United States. I considered the position that while
technology has been always been at the forefront of medicine, education has
started to utilize the latest and greatest technological advancements in everyday

practice. The paper seeks to support the theory that technology enhanced learning
within medical education in the United States is possible with a blending of
instructional strategies and effective technological design elements. I explore the
theories behind “learning by doing”, gamification, web-based education, virtual
reality, igh-fidelity simulations, and how those techniques and technologies support
the efficacy and efficiency of educational technology in graduate medical education.