BrandiTurnipseed

WorkforceTrainingCenterDirector,CollegeofSouthernIdaho
March27,2016
INTRODUCTION
ThefollowingReflectionPaperisdesignedtoprovideevidenceofmasteryoftheAECT
2012standardswhilecompletingworktowardstheMastersofEducationalTechnology(M.ET)
degreeatBoiseStateUniversity.WhenIenteredtheprogramintheSummerof2010,Iwasthe
GrantWriterfortheCollegeofSouthernIdaho.WithanundergraduatedegreeinAccounting,
mygoalwastoearnanM.ETdegreeandseekapositionasafulltimeinstructionalfacultyinthe
BusinessDepartmentattheCollegeofSouthernIdaho.ThatallchangedintheSpringof2012,
whenIwasrecruitedtojointhestartupteamatChobaniTwinFalls.AftercompletingtheSpring
2012semester,IwasonecourseshortofearningmyM.ETdegree.SinceIwassocloseto
completion,Iattemptedtocompletethatlastcoursebut,failed.Afterathreeyearhiatus,I
rejoinedtheCollegeofSouthernIdaho(CSI)inadifferentcapacityastheDirectorofthe
WorkforceTrainingCenter.AlthoughWorkforceDevelopmentactivitieshadbeentakingplace
atCSIforsometime,thiswasnewterritoryasnowthetrainingcenterwasadedicatedoperation
withintheCSIenterprise.Iimmediatelyrealizedthatthiswasaprimeopportunitytorevisitmy
goalstocompletemyM.ETdegreeandusethetoolsthatIlearnedthroughthisprogramtohelp
buildtheCSIWorkforceDevelopmentTrainingCenter.ThecombinationofwhatIlearned
throughouttheM.ETprogramandthetimeIspentonthestartupteamforChobaniyogurt
1

provedtobethetwokeysforsuccessindevelopingaworldclassWorkforceDevelopment
TrainingCenter.
STANDARD1:CONTENTKNOWLEDGE
Indicators
1.1Creating

Candidatesdemonstratetheabilitytocreateinstructionalmaterialsand
learningenvironmentsusingavarietyofsystemsapproaches.(p.81)
502:ScavengerHunt
:TheFairUseandHigherEducationScavengerHuntwebpagewas
designedtoprovidevariousresourcesforinformationandactivitiesandtotesttheknowledge
basegainedonFairUseinHigherEducationforhighereducationfacultymembers.
Thecontextofthescavengerhuntprojectdemonstratesmyabilitytocreateinteractive
lessonsthatpromotestudentlearningthroughastaticonlinedeliveryplatform.Thiswebsitewas
designedtoprovideinformationalresourcesforlearnerstogainabasicunderstandingofFair
UseinHigherEducationandprovidethreedifferentscavengerhuntactivitiesforthelearnerto
demonstrateandtesttheirknowledgebase.Inpractice,creatingthiswebsiterequiredtheuseof
relativelinkstobuildtheactivityworksheetsandanswerkeys.Unlikedeliveryofinstructorled
onlinecoursesthroughalearningmanagementsystemthatpromotesinteractionbetween
individuals,thiswebsitepresentsinstructionalmaterialsandcreatesalearningenvironment
wherethelearnerisselfguided.
ThiswebsiteasallotherwebsitescreatedinEDTECH502werecreatedfromoriginal
codewiththeuseofDreamweaver.SpecifictocompletingtheFairUseinHigherEducation

ScavengerHuntwebsiterelativelinksandcustombulletswerecreatedforthedesign.The
relativelinkswereusedfordownloadingtheworksheetdocumentforallactivitiesaswellasa
linktoaseparatehtmlsitefortheanswerkey.ThecustombulletswerecreatedinFireworksand
designedtoenhancethecoherentdesignandthemeofthewebpage.
Therelativelinksandcustomdesignedgraphicprincipleslearnedduringthisprojecthave
proventohaveabroaderimpactwithinmycurrentprofessionalsettingwithrespecttointernet
marketingoftrainingcourses.Inaworldofconstantvisualstimulationandthirstforimmediate
information,customgraphicsthatattractclientsandprovideavisualrepresentationofthe
informationtobepresentedensuresthatcustomerswillseekadditionalinformation.Relative
linkscanbeonetoolthatutilizedtoprovidetheadditionalinformationdemandedbytheclient.
WilliamsandTollet(2006)remindusthatitseasytogetcarriedawaywiththethrilloflinking
anywhereandeverywhereandusesomejudgementandrestraintwhenyoustartlinking
about(p.151).
1
.2UsingCandidatesdemonstratetheabilitytoselectandusetechnologicalresourcesand
processestosupportstudentlearningandtoenhancetheirpedagogy.(p.141)
502:VirtualTour
ThisVirtualTourwebsitetakesthelearneronajetboattourofthe
WildSectionoftheSnakeRiverinHellsCanyonfromPittsburgLandingtoHellsCanyonDam.
Thiswebsitewasdesignedfortheadultlearnerthatwantstoexperienceavirtualjetboattour
throughtheWildRiversectionofHellsCanyonwithoutactuallyhavingtophysicallymakethe
trip.

IselectedthethevirtualtourwebpageprojectcompletedinEDTECH502todemonstrate
myabilitytoselectandusetechnologicalresourcesandprocessesthatsupportstudentlearning
andenhancetheirpedagogyasIbelievethiswebsitetobeoneofmybiggestaccomplishmentsin
EDTECH502.Thewebpagewasdesignedtotakethelearneronavirtualjetboattourofthe
WildSectionoftheSnakeRiverinHellsCanyon.Toprovidethemostrealistictourforthe
learnerandkeepthemengagedintheactivityitwasimportanttosetthestagebyprovidinga
varietyofresourcesincludingintroductoryvisuals,adescriptivemap,informationoneachrapid
thattheywouldencounteronthetour,andhighqualityphotographs.Thestrategytokeepthe
learnerengagedwastodesignthewebsitetoflowjustasanactualjetboattripthroughHell
Canyonwouldflowthegoalwastokeepthelearnerwonderingwhatiscomingnextandbuild
theexcitementandinquirythroughout.Toachievethisandcreateapersonalexperienceforthe
learner,IusedpersonalstoriesofmyexperiencenavigatingthissectionoftheSnakeRiver,
originalimages,aswellasinteractivevideothatliterallyplacestheviewerintheboatasifthey
areactuallyridingalongonthetripratherthanjustabsorbinginformationaboutajetboattrip
throughHellsCanyon.
506:CarpImage
and
506:CarpImage(originalwork)
TheCARP(Contrast,Alignment,
Repetition,andProximity)imagespresentedareforthelearnertoexaminetheprinciplesof
CARPaswellasincludesoriginalworkcreatedusingCARPprinciples.
During506GraphicDesignforLearning,thevisualliteracyprinciplesofCARP
(contrast,alignment,repetitionandproximity)wereintroduced.Theabilitytoworkwithtools
andactionstoinfluencelearningandperformanceandemploydesignprinciplesandelements

thatsupportstudentlearning,creatingcohesivegraphics,representinglogicalorderand
relationshipswerethekeyprincipleslearnedthroughoutthiscourse.Theidentificationofan
imagethatexemplifiesCARPprinciplesdemonstratesmyunderstandingoftheprincipleand
abilitytoidentifygraphicsthatrepresentcorrectprinciplesofgraphicdesign.Usingthis
knowledgebase,IcreatedanoriginalimagethatincorporatesCARPprinciplesforthepurpose
ofenhancingstudentsunderstandingofatopic.MyoriginalCARPimageoftheelementsofa
BalanceSheetrepresentsacommonimagethatmostpeoplecanrelatewithabalancebeam.
Fromcontrastingcolorsofgreenandredtosignifypositiveandnegativetransactions,tothe
alignmentoftheimagetorepresentabalancebeam,thisoriginalgraphicdesignworksignifies
myabilitytousegraphicdesigntosupportstudentlearningandenhancetheirpedagogy.
1.3Assessing/EvaluatingCandidatesdemonstratetheabilitytoassessandevaluatethe
effectiveintegrationofappropriatetechnologiesandinstructionalmaterials.
503:InstructionalDesignProjectEvaluationPlan
TheEvaluationPlanforthe
InstructionalDesignprojectisasinglecomponentofalargerproject.Thisprojectwasdesigned
fortheadultlearner(K12teacher)totakeatourofThinkfinityandutilizethetoolstocreatea
lessonoftheirownintheclassroom.TheProjectEvaluationplanincludesaformative
assessmentgradingrubricaswellasdescriptionsandresultsofdifferenttypesofFormative
Evaluations(i.e.expertreview,onetooneevaluation,smallgroup,andfieldtrial).
TheevaluationplanincludedintheEDTECH503:InstructionalDesignProjectisan
exampleofworkinwhichIimplementedseveraltypesofevaluationmethodsforassessingboth

studentlearningoutcomesandoverallcoursedesign.Thelessonincludesadetailedrubricto
serveastheformativeassessmentofstudentlearningoutcomes,plansforanexpertreviewas
wellasaonetooneevaluationwithstudentsuponcompletion.Alloftheseassessmentand
evaluationtoolsaredesignedtoassesseither(1)studentlearningoutcomesor(2)provide
detailedevaluationforprogramimprovement.
Thisprocessofcreatingmultipleassessmenttoolsforevaluationsandapplyingboth
formativeandsummativeassessmentshasimpactedmyprofessionalcareerasInowhavean
overallunderstandingthatassessmentandevaluationisnotonedimensional,norisassessment
evercomplete.Duringmytimespentinthemanufacturingindustry,Iwasquicklyschooledon
theconceptsofContinuousImprovement,LEAN,Kaizan,Fishbone,andRootCauseAnalysis.
Althoughthesetermswereforeigntome,thefoundationsofeachwerenotastheyresembled
formativeandsummativeassessmenttoolsineducation.EarlyresearchbyDick,Carey&
Carey(2009)SystemsApproachModelforDesigningInstruction,isprimarilyfocusedonthe
inputandstatesthatitissolelytheteachersresponsibilitytoteachthecontenttolearners
(p.12).Asthismodelhasbeenfurtherexamined,themorecontemporaryviewisthatinstruction
isamoresystematicprocesswhereeverycomponent(i.e.teacher,learner,materials,
environment,etc.)iscrucialtosuccessfullearning.Dick,Carey&Carey(2009)definetheterm
system

asasetofinterrelatedparts,allofwhichworktogethertowardadefinedgoal(p.13).I
foundthatassessmentandevaluationaremerelypartsoftheentireeducationalsystem.With
thatsaid,Ibelievethesetobethemostcriticalcomponentsofinstructionasitdrivesthequality
oftheoverallteachingandlearning.
6


1.4ManagingCandidatesdemonstratetheabilitytoeffectivelymanagepeople,processes,
physicalinfrastructures,andfinancialresourcestoachievepredeterminedgoals.(p.178)
503:LearningTaskDiagram
TheLearningTaskDiagramisacomponentoftheInstructional
DesignProjectcreatedinEDTECH503.Thisdiagramwascreatedtoofferthelearneravisual
representationofthestepsandprocessestofollowfromstarttofinishinutilizingtheThinkfinity
platformtocreatelessons,activities,andassessmentsfortheclassroom.
TheoverallInstructionalDesignprojectdemonstratesmyabilitytoeffectivelymanage
varyingtypesofresourcestoachieveagoal.TheLearningTaskDiagramisagraphical
representationofdirectionsforthestudenttofollowindesigninglessonswiththeuseof
educationaltoolsandsettingspecificlearningoutcomes.Thediagramtakesintoaccountthe
technologyresourcesneeded,instructionalplans,activitydevelopment,evaluation,andresource
allocation.Thisgraphicdemonstratesmyabilitytounderstandandmanagevariousresourcesto
achieveagoal.
Inmyprofessionalpractice,thistypeofgraphicalrepresentationormappinghas
proventobeaneffectivewayformetomanagethevariouscomponentsoflargeprojects.A
simpletextdocumentoftendoesnotproperlyrepresenttherelationshipandinterdependencyof
eachresourceandactionthatmustbemanaged.Forinstance,Iamcurrentlyembarkinginthe
secondyearastheDirectorofWorkforceTrainingatCollegeofSouthernIdaho.Myfirstyear
andahalf,IwasateamofONE.IhavenowexpandedthatteamtoincludeaWorkforce
Specialist.OurbusinesshasexperiencedsignificantgrowthfromthepreviousyearandIhave

utilizedthisvisualmappingtechniquetooutlinethefutureinfrastructureneedsforthedivision.
Thisincludestalentcapital,facilities,ITinfrastructure,financialresources,andpolicy
development.
1.5EthicsCandidatesdemonstratethecontemporaryprofessionalethicsofthefieldas
definedanddevelopedbytheAssociationforEducationalCommunicationsand
Technology.(p.284)
501:SynthesisPaper
TheSynthesisPaperwritteninEDTECH501isanexaminationof
TechnologyasaTeachingandLearningTool.Thispaperassessesbothevidenceandempirical
evidenceforinformeddecisionmakingonhowtoenhancethelearningexperiencesofstudents
throughtheuseoftechnology.
ThetopicofmySynthesisPaperis
TechnologyasaTeachingandLearningTool.
The
basisofthesynthesispaperwastoprovideevidencethattechnologyisonlyateachingtoolifit
hasapositiveimpactonthestudentlearningand/orteachingmethods.Thisresearchexamined
thedifferentstudentbackgroundsandfoundationswithtechnologyinlearningenvironmentsand
thedifferenttechnologiesthatareusedinthemoderndayclassroom.
Inareviewofexistingresearchoftechnology'simpactonlearning,Marshall(2002)
foundstrongevidencethateducationaltechnology"complementswhatagreatteacherdoes
naturally,"extendingtheirreachandbroadeningtheirstudents'experiencebeyondtheclassroom.
Thisassignmentrequiredmanyhoursofresearchandsynthesizingresearchtoderiveata
professionalconclusionsupportedbyevidence.Thisdemonstratesmyprofessionalethicsby
examiningsoundresearchwithpropercreditorcitation.Variousresearchwasconductedin

relationtostudentlearningtheories,teachingtools,technologybackground,etc.Forasound
conclusiontobederived,theethicaluseofthisresearchisamust.Myconclusionwasthatif
appliedandimplementedcorrectly,bothstudentsandeducatorscanbenefitwithtechnology
resultinginawinwinforallinvolved.

S
TANDARD2:CONTENTPEDAGOGY
Indicators
2.1CreatingCandidatesapplycontentpedagogytocreateappropriateapplicationsof
processesandtechnologiestoimprovelearningandperformanceoutcomes.(p.1)
502:Webquest
TheWebquestwebsiteisdesignedtoprovideacompletelesson
resourceforteacherstoutilizeintheclassroom.TheWebquestexploresthehistoryandartof
bread.Theallinclusivelessonincludesanintroduction,backgroundresearch,assignmenttasks,
assessmentrubric,andastepbystepinstructionpageforteachers.
TheWebquestprojectwascreatedusinganinquiryorientedlessonformatinwhichmost
oralloftheinformationthatthelearnersworkwithisderivedfromtheweb.Aswebecome
moreofaninformationgatheringsocietyanddemandsuchinformationatourfingertips,creating
alessoninwhichthecontentcomesfromeasilyaccessibleinformationsuchasthewebcan
provetobeeffective.IhavefoundthistobeaneffectiveapproachinmyprofessionalcareerasI
amabletolinkinformationonmybusinesswebsitetotheactualcontentthatmyaudienceis
seeking.Also,asIbegintodesignonlinelearningmodules,thisapproachcanbeimplemented

toallowtheguidethelearnertoseektheirowncredibleinformationorconnectwithinformation
andlearnfromindustryexperts.
503:IDProject(Part4:InstructorGuide)
Part4oftheInstructionalDesignProjectincludesan
InstructorGuide.TheInstructorGuideisdesignedasanoutlineforK12teacherstofollow
whenimplementingthecourselesson.TheInstructorGuideaddressesallinstructional
componentsfromtheannouncementofthecourseandoutlinetolearnerassessment.
AspartoftheInstructionalDesignprojectinEDTECH503,IcreatedanInstructorguide
toimprovethelearningandtheperformanceoutcomesoftheparticipants,whichwasdesigned
forK12educators.Theinstructorguidecreatedwasveryspecifictogivetheparticipanta
stepbystepguideofhowtocreateanddeliveralessonintheclassroomusingThinkfinitytools.
Theinstructorguideaddressedcontentpedagogytoappropriatelyapplyapplicationsofprocesses
andtechnologiestoimprovelearningandperformanceoutcomes.Thisincludesinformationand
guidestocreateactiveattention/initialexperience,establishinstructionalpurpose,arouseinterest
andmotivationoflearners.Theinstructorguidewasalsocreatedtoincludevisualstoguidethe
learneronhowtosetupaThinkfinityaccountandpreviewlessons.Thelessonlearnedin
creatingsuchguideshasproventobevaluableinmyprofessionalsettingasIsetupnewpolicy
andrulesfortheoperationandperformanceofWorkforceTrainingProgramsatCSI.
2
.2UsingCandidatesimplementappropriateeducationaltechnologiesandprocesses
basedonappropriatecontentpedagogy.(p.141)
503:LearningTaskOutlineModel
TheLearningTaskOutlineModelisacomponentof
thelargerInstructionalDesignProject.Thisdiagramwascreatedtoofferthelearneravisual

10

representationofthestepsandprocessestofollowfromstarttofinishinutilizingThinkfinity
platformtocreatelessons,activities,andassessmentsfortheclassroom.
Thisflowchartmodelwascreatedtoprovideagraphicofcriticalstepsinusingand
implementinganeducationaltechnology(Thinkfinity)intheclassroom.Thismodel
demonstratesthestepsanddecisionsthatneedtobeaddressedthroughouttheprocessto
successfullyimplementaThinkfinitylesson.Inalltypesofprofessionalsettings,flowchartssuch
asthiscanbeutilizedasadecisionmatrixforanyimplementationorprocess.Inaddition,the
flowcharthasproventoidentifyanyflawsorholesinaprocesswhereappropriatecontent
pedagogywasnotdeployedorconsidered.Ifanydeficienciesexist,theywillbepresentor
noticedinthistypeofmodel.
2.3Assessing/Evaluating

Candidatesdemonstrateaninquiryprocessthatassessesthe
adequacyoflearningandevaluatestheinstructionandimplementationofeducational
technologiesandprocesses(p.116117)groundedinreflectivepractice.
512:QualityMattersRubric
TheQualityMattersRubricwasanevaluationoftheonline
course:ALifeofHappinessandFulfillment.ThiscoursewasofferedthroughtheIndianSchool
ofBusinessthroughtheCourseaplatform.ThedetailedQualityMattersRubricandassociated
reviewexamineseachcomponentofthecoursetodeterminethequalityofthecoursefromthe
perspectiveoftheenduser(student).
Duringthisreview,Ilearnedthatqualityassuranceinonlineinstructionaldesignis
criticaltoengagelearnersandtranslateknowledge.DavidsonShivers&Rasmussen(2006)state
thatlearnersmustbeactivelyengagedforlearningtooccurthisactiveengagementdependson

11

carefulplanningandgoodinstructionaldesign(p.39).Thisrequiresdesignersandinstructorsto
deliberatelydesigncoursesthatrequireactiveparticipationbyallmembers.
Duringthisexercise,Ireviewedacoursetitled,ALifeofHappinessandFulfillment
throughCoursea.org.ThiscoursewasanopensourcecourseofferedbytheIndianSchoolof
Business.Thereviewofthiscoursewasahugedisappointmentformeasthelearningobjectives
werevagueandnotmeasurable,learningmaterialsverysinglefocusedandunorganized,unclear
expectationsandlittletonoopportunityforstudentengagement.AlthoughIwasdisappointedin
thequalityofthiscourse,thelearningexperiencewasfargreaterthanreviewingacoursethat
wasperfect.Throughthiswork,Idiscoveredhowimportantitistothelearnerforthe
instructortoprovideclearexpectations,outcomes,assessmentmethods,variouslearning
experiences,andmostimportantlywaystoconnectwithotherlearnersandtheinstructor.From
thislesson,Iwasabletogainvaluableinsightwhendevelopingandimplementingmyown
onlinecourses.
2.4Managing

Candidatesmanageappropriatetechnologicalprocessesandresourcesto
providesupportivelearningcommunities,createflexibleanddiverselearning
environments,anddevelopanddemonstrateappropriatecontentpedagogy.(p.175193)
502:ScavengerHunt
Forthisproject,IcreatedaScavengerHuntwebpagetoprovide
variousresourcesforinformationandactivitiestotestknowledgebaseonFairUseinHigher
Educationforhighereducationfacultymembers.
TheScavengerHuntwebprojectrequiredmanagementofbothcontentandtechnology
resourcesforimplementation.ThisprojectwasdesignedtoofferinformationonFairUsein

12

HigherEducationforfacultyatHigherEducationInstitutions.Thisactivityrequireddesignthat
wouldassisttheuserinnavigationseveralinformationalresourcestolocatetheinformationand
ultimatelyanswerquestionstodemonstrateproficiency.Notonlywasitrequiredtomanagethe
contentofthepagedesign,butitwasrequiredtoprovideadditionalresourceswithcredible
informationtosupportlearningfortheenduser.Inaddition,itwasrequiredtomanagemultiple
relativelinkswithinthepagetosupportalternativedocumentsthatarehousedoutsidethemain
pageoftheScavengerHunt.Ifoundthisassignmentvaluableasitwasmorecomplexthan
managingonestaticwebpageofcontent.
2.5EthicsCandidatesdesignandselectmedia,technology,andprocessesthatemphasize
thediversityofoursocietyasamulticulturalcommunity.(p.296)
502:WebAccessibility
Forthisproject,Icreatedawebpageforfacultyinhighereducation
thatprovidedanoverviewofwebaccessibilitytoolsandresources.
Duringthisproject,IwasintroducedtoSection508oftheAmendmentofthe
RehabilitationAct(1998)aswellasthe4principlesand14guidelinesoftheWebContent
AccessibilityGuidelines.Ilearnedthatcontentprovidedonthewebshouldbeperceivable,
operable,understandable,androbust.Inadditiontolearningaboutthefoundationofthese
principlesandguidelines,thisprojectwasanopportunitytoresearchanddiscovertoolsand
resourcestoassistotherfacultyinthecreationoftheirmaterialsontheweb.Thetruelearningin
thisprojectwasmydemonstratedabilityandgainedknowledgeoftoolstobridgegapsforall
typesofcommunitiesoflearners.

13

STANDARD3:LEARNINGENVIRONMENTS
Indicators
3.1CreatingCandidatescreateinstructionaldesignproductsbasedonlearning
principles
and
researchbasedbestpractices.(pp.8,243245,246)
506:UnitofInstructionOutline(Graphicsp.35)
TheUnitofInstructionOutlinegraphics
provideinstructorsofadultlearnersthevisualtoolsneededtoreinforcethelearningofseveral
contentareasoffinancialstatements.Thesegraphicswerecreatedtobecleanandsimplewhile
addressingCARPprinciplestosupportlearning.
DuringtheUnitofInstructionproject,Iwastaskedwithcreatingacomprehensive
lessonthatincorporatedgraphicsintothelesson.Thegraphicscreatedforthisproject,
demonstratemyabilitytoadheretoprinciplesofvisualliteracywiththeabilitytounderstand,
use,andcreateimageseffectively.Inaddition,Icreatedvisualsforthisprojectthatencompass
thethreetypesofliteracy:InformationLiteracy,WorkforceLiteracy,andVisualLiteracy.
Throughthisproject,Ilearnedthatitisequallyimportanttocreategraphicsthatadheretothe
fiveinstructionalfunctionsofgraphics(decoration,representation,organization,interpretation,
andtransformation).Thisknowledgehasshapedmyprofessionalcareerinthatthegraphicsthat
weuseinourvisualmaterialsfortheCSIWorkforceTrainingCentermarketingandcourse
developmentmaterialsarebasedontheaboveresearchedbasedbestpractices.

14

3.2UsingCandidatesmakeprofessionallysounddecisionsinselectingappropriate
processesandresourcestoprovideoptimalconditionsforlearning(pp.122,169)basedon
principles,theories,andeffectivepractices.(pp.89,168169,246)
522:IntrotoTeachingToolsCreatingaPodCast
Forthisproject,Iworkedwithmylearning
partner,DebbieKosydertocreatealessonforinstructorsontointroducethemtoPodcastsand
provideinstructoronhowtocreateaPodcastfortheirclassroom.Uponcompletionofthis
lesson,theteacherwillunderstandthebasicsofcreatingandimplementingaPodcastfortheir
classroom.
DuringEDTECH522OnlineTeachingforAdultLearners,principlesandtheories
ofeffectivepracticesinonlineteachingandthevariousonlineteachingtoolsandassociated
researchstudied.Itwasthroughthisstudyofresearchwhereconstructivealignment,
objectivism,andconstructivismwereintroduced.Afterathoroughfoundationofresearchin
onlineteaching,andwiththeassistanceofmyassignedpartnerDebbieKosydar,wewereable
tocreatealessonthatwasdesignedforteacherstounderstandthebasicsofcreatingand
implementingapodcast.Thedesignofthislessonprovidedopportunitiesforthelearnerto
engageandobtaininformationthroughvariousresourcessuchasassignedandoptionalreadings.
Thelearnerswereprovidedseveraloptionsoftoolstocompletetheprojectallofwhichwere
provenanddeterminedtoprovideoptimalconditionsforthelearner.Avaluablelearning
experienceofthisassignmentwasthatwhenannewtechnologyisintroducedtothelearner,itis
sometimesbestfortheinstructortoprovidethenecessaryresources,guidance,andtoolstothe

15

learnerinorderforlearnertofocusonlearningtheimplementationofthetoolratherthan
spendingtimeresearchingappropriatetools.
LearningLog(StaffDevelopmentandTechPlanning)
TheLearningLog(wordpressblog)
maintainedthroughouttheEdtechprogramexploresandexaminestheresearchonseveraltopics
asrelatedtoAECTstandards.TheStaffDevelopmentandTechnologyplanningpostaddresses
theintegrationofadultlearningmethodologieswiththeplanningandintegrationoftechnology
intheclassroom.
MyLearningLogcontainsresearchandreflectiononStaffDevelopmentand
TechnologyPlanninginEducation.Iprovidethisreflectionasevidenceofmasteryofthis
indicatorasthroughresearch,Ihavecometounderstandthatthekeytosuccessfulstaff
developmentandtechnologyplanninglieswiththeintegrationofadultlearningmethodologies
andteamassociationduringtheplanningandimplementationofnewtechnologies.AsJ.
McKenzie,(2001)pointsout,evenaftertwentyyearsofbringingthesenewtechnologiesinto
schoolsandofferingtraining,wearefindingthatalargepercentageofteachersreportfeelingill
preparedtousethemincurriculumrichways.
3.3Assessing/EvaluatingCandidatesusemultipleassessmentstrategies(p.53)tocollect
dataforinformingdecisionstoimproveinstructionalpractice,learneroutcomes,andthe
learningenvironment.(pp.56)
503:InstructionalDesignProject(EvaluationPlan)
Forthisproject,anEvaluationplanis
includedinthelargerInstructionalDesignProject.TheEvaluationPlanincludesaformative
evaluationplanthatincludesexpertreview,onetooneevaluation,smallgroupevaluation,and

16

fieldtrial.Theformativeevaluationtoolisincludedtoserveasaguideforeachofthe
evaluationgroupsdescribedintheplan.
TheInstructionalDesignProjectEvaluationPlanthatwascreatedinEDTECH503
demonstratesmyexperienceusingmultipleassessmentstrategiestocollectdataforinforming
decisionsthatimprovepracticesforinstruction,learneroutcomesandlearningenvironments.
Specifically,aformativeassessmentintheformofagradingrubricwasdesigned.Thisrubricis
adetailedassessmentoftheexpectationsofthelessondesigncreatedbythestudent.Inaddition,
technologytooljustificationexpertreviewandonetoonereviewswereallusedtoassessthe
instruction,environmentandlearneroutcomes.Inpractice,thisassignmentisimportantasit
providescontexttothevalueofmultipleassessmentandevaluationtools.Evaluationsofany
programarenotnarrowlyfocused,norshouldtheybefocusedonasingleuser.
3.4ManagingCandidatesestablishmechanisms(p.190)formaintainingthetechnology
infrastructure(p.234)toimprovelearningandperformance.(p.238)
505:ResponsetoRFP:DIPTrainingProgram
Thisprojectwascompletedbyateamof
individualsworkingtogethertocreateandprovidearesponsetoaRequestforProposal(RFP)by
FarWestLaboratory.TheresponsetotheRFPincludedanintroduction,descriptionofthe
program,evaluationmethod,taskscheduleandassociatedbudget.
TheResponsetoRFP:DIPTrainingProgramwasanassignmentthatcreatedvarious
areasofmanagementtocompletetheresponse.First,theassignmentasgroupeffortand
managementofrolesforeachcontributorwasdefinedafterexaminationofthebackground,
strengths,andskillsofeachteammember.Weutilizedvarioustechnologyinfrastructurefor

17

communicationwithintheteamaswellasproducingcollaborativeworkthroughasingle
document.Oneofthosetechnologieswastheuseofonlinemeetingtoolswherewecouldmeet
facetofaceviathewebtoexchangeideasandworkonourcollectivedocumentasonegroup,
andnotindependently.Theabilitytomanagethevariousaspectsofthisprojectaswellas
managingthetechnologyinfrastructuretocompleteagroupprojectviadistancedemonstratesthe
masteryofthisindicator.
Intodaysprofessionalenvironment,theabilitytohaveconfidenceworkingremotelyand
withstakeholdersfromadistancehasproventobeanimportantskillasthenewageoflearning
andbusinessisnotalwaysfacetoface.
3.5EthicsCandidatesfosteralearningenvironmentinwhichethicsguidepracticethat
promoteshealth,safety,bestpractice(p.246),andrespectforcopyright,FairUse,and
appropriateopenaccesstoresources.(p.3)
502:Netiquette
TheNetiquettewebpageprovidesdefinitions,information,andgeneralrulesfor
Netiquette.Thiswebpagewasdesignedfortheadultlearnerinhighereducation.
Thisprojectnotonlydemonstratesprinciplesofwebdesign,but,itprovideslearner
contextofnetiquetterulestargetedatadultlearnerswithinthecontextofhighereducation.Afew
featuresofthiswebsitethatspecificallyaddresspromotinganenvironmentofrespect,best
practices,andrespectforcopyrightarethesectionsthatdefinenetiquette,copyrightandcore
netiquetterules.Thecomprehensiveapproachtoprovidinginformationtothelearner
demonstratesmyunderstandingaproficiencyofthisindicator.Nomatterwhattypeofbusiness

18

weareengaged,thiswebpageoffersgreatinformationandremindersthatshouldbereviewed
often.
3.6DiversityofLearnersCandidatesfosteralearningcommunitythatempowerslearners
withdiversebackgrounds,characteristics,andabilities.(p.10)
502:Jigsaw
Forthisproject,ajigsawwebpagewasdevelopedforadultlearnersenrolledin
Grants101course.Thewebpageprovidesanintroductiontograntproposalcomponentsand
designedforgroupstoexploredifferentcomponentsandresourcesandsharelearnings.
Iselectedthisjigsawwebpagetoshowcasemyunderstandingofaddressingdiversityof
learnersasthiswebpagefostersalearningcommunitywhereseverallearnersareassignedto
groupstoworkonastatedactivity.Thedesignofthislearningactivityistoengageeachgroup
tobecomeanexpertinonegrantproposalcomponent.Thelearnerispromotedconductresearch
throughtheprovidedlinksandisprovidedaseriesofquestionsaspromptsorguides.Thegroup
activitiesfostersalearningcommunityandoffersdiverselearnerstheabilitytoengageand
participate.Often,theteamapproachisrequiredinthebusinessworldtosolvecomplex
problems.Thistypeofactivitycanbevaluabletoorganizeteamsofexpertstocomplete
specifiedtaskswithinabusinessorganization.Also,asIembarkoncreatinganewtraining
courseforateamofprofessionalsintheworkplace,thejigsawactivityisonethatIplanto
incorporatetocreatealearningcommunityamongthem.

19

STANDARD4:PROFESSIONALKNOWLEDGEANDSKILLS
Indicators
4.1CollaborativePracticeCandidatescollaboratewiththeirpeersandsubjectmatter
expertstoanalyzelearners,developanddesigninstruction,andevaluateitsimpacton
learners.
512:TraintheTrainer
Thisprojectservesastheculminationandfinaldeliverableproductfor
EDTECH512OnlineCourseDesign.Thisfullyfunctioningonlinecoursewasdesignedtobe
launchedtotheadultlearningthatiscurrentlyworkinginanindustrysettingandtaskedwith
trainingotherindividualsintheworkplace.
512:DesignDocument
ThedesigndocumentispartofthefinalprojectforEDTECH512
OnlineCourseDesignandprovidestheroadmapforthefinalproduct.Thisdocumentexplores
anddefinesthevariouscomponentsofacoursethatisdeliveredthroughanonlineplatform
Forthisindicator,IhaveselectedtoshowcasemyworkinEDTECH512.Thisincludes
boththeDesignDocumentandTraintheTrainerCoursethatwasdevelopedutilizingthe
planningcontentoftheDesignDocument.Ilearnedthroughhisprocessthatdevelopingand
designinginstructionaswellasevaluatingtheimpactonlearnersisateamapproach.To
successfullycompletethiswork,itwascrucialformetocollaboratewithmyclasspeers,
instructor,andexternalresources.Themostvaluablecollaborationwasthatofmyexternal
resourcesthathappentobemyinternalprofessionalcolleagues.TheexpertisethatIreceived
fromanexperiencedfacultymemberandinstructionaldesignerwereinvaluabletothisfinal
productandultimately,myprofessionalgrowthasatrainer.Idemonstratedthroughthisproject
20

thatIcancollaboratewithvariousstakeholdersandincorporatefeedbackforprogram
improvement.
4.2LeadershipCandidatesleadtheirpeersindesigningandimplementing
technologysupportedlearning.
523:CommunicationPlan
TheCommunicationPlanpresentedexploresanddelineatesthe
variousformsofcommunicationmodalitiesinanonlinelearningenvironment.Italsoaddresses
strategiesforencouragingcriticalthinking,managingissuesandevaluatingcommunicationin
theonlinecourse.
ThroughtheCommunicationPlanpreparedinEDTECH523,IhavedemonstratedthatI
canleadpeersindesigningandimplementingtechnologysupportedlearning.Thisbodyofwork
ismeanttobeaguidetofacultywhenmanagingcommunicationintheonlineclassroom.The
planprovidesfordetailedcontingencyplansaswellascriticalthinkingprompts,strategies,and
anassessmentmodels.
4.3ReflectiononPracticeCandidatesanalyzeandinterpretdataandartifactsandreflect
ontheeffectivenessofthedesign,developmentandimplementationof
technologysupportedinstructionandlearningtoenhancetheirprofessionalgrowth.
505:EvaluationforEducationalTechnologists
ThelearninglogmaintainedinEDTECH505providedreflectionontopicssuchas
EvaluationofLearning,RubricsasEvaluationTools,ToolsandTechniques,ProblemAnalysis
andDesign,DataCollectionandEvaluationReporting,andModelsofEvaluation.Thelearning
logisanexpansiveresourcethatbringstogethermuchanalysisandinterpretationofdataand

21

modelsinEducationalTechnology.Thisdemonstratesthedepthandbreadthofmy
understandingofEducationalTechnologyandtheevaluationofsuch.
4.4Assessing/EvaluatingCandidatesdesignandimplementassessmentandevaluation
plansthatalignwithlearninggoalsandinstructionalactivities.
505:EvaluationforEducationalTechnologists
Thelearninglogentrypresentedexamines
varioustopicsinEvaluationforEducationalTechnologistsandtheresearchsupporting
evaluationineducation.Areviewoftheresearchsurroundingevaluation,Idiscoveredthe
formativeevaluationisthefoundationalassessmenttooloflearningandprovidesaplatformfor
continuousimprovement.EarlyresearchfromScriven(1973)definedformativeevaluationasa
gatheringofinformationforthepurposeofimprovinginstructionasitisformedHence,the
termformative.Scrivenconsidersthelearnerperformancedataisprimary.
Evaluationhasplayedasignificantroleinbothmycareersinindustryandeducation.In
industry,formativeevaluationswoulddriveimprovementsandproductionefficiencies.Now,I
translatetheformativeassessmentstotrainingprogramimprovement.Eachtimeanewtraining
programisdeveloped,learnerassessmentsarebuiltintotheinstructionalmodeltogatherand
measurestudentlearningoutcomes.Inaddition,summativeassessmentsareusedtosolicit
feedbackfromthelearnerontheirperceivedoutcomeandsuggestedtrainingprogram
improvements.
505:FinalEvaluationProject
Forthisproject,theapplicationofevaluationprincipleswere
utilizedtocreateanevaluationreportforacoursethatwasdevelopedasatoolforinstructorsin
creatingBlackboardcourses.ThefinalproductwasareportaddressedtoboththeInstructional

22

DesigneraswellasCollegeAdministratorsforthepurposeofprovidinginformationforcourse
improvementandfutureprogrammingopportunities.
ThisfinalprojectresultedinanEvaluationoftheCSIScaffoldingCourse.Thiswasa
complexproject,butaninstrumentaloneinmygainingtheunderstandingtheapplicationof
principleslearnedinEDTECH505.Theactualapplicationoftheprinciplestothisproject
providedareallifeexperienceinevaluationdesignandtheentireprocess.Thiscourseisthe
foundationofunderstandingandimprovinganyproject,whetheritbeaninstructionaldesign
projectanyotherprojectorprograminaprofessionalsetting.Oneofthebesttakeawaysfrom
thisprojectwasthefactthatthecoursethatIchosetoevaluatewasactuallyacoursethatwas
builtfornewonlineinstructionalfaculty.Thisprovidedanevaluationfromthelensofsomeone
likemyselfwithlittleexperienceinonlineinstruction.Thefinalreportfromthisprojectresulted
inadditionalonlinesupportservicesbeingdedicatedtofacultybytheCSIAdministration.
4.5EthicsCandidatesdemonstrateethicalbehaviorwithintheapplicableculturalcontext
duringallaspectsoftheirworkandwithrespectforthediversityoflearnersineach
setting.
502:ScavengerHunt
Forthisproject,awebsitewasdesignedtoprovideascavengerhunt
activityfortheadultlearnertogainandtestknowledgeofthelawsandregulationsofFairUsein
ahighereducationalsetting.
Thecontextofthescavengerhuntprojectdemonstratesmyabilitytobuildinteractive
lessonsthatpromotestudentlearningthroughonlinedelivery.TheFairUseinHigherEducation
ScavengerHuntwasdesignedtoprovideinformationandresourceonfairuseforhigher

23

educationfacultymembers.Theactivitywasdesignedtoprovideresourcestoachievethegoal
ofthelearnertodemonstratetheirunderstandingoffairusewithinthecompletionofthree
differentactivities.Thiswebsitedemonstratesmyabilitytocreatealearningactivitythatinforms
thelearnerofthebasiccontentandprovidesassessmenttoolsinwhichthelearnercan
demonstratetheirindividualknowledge.
ThiswebsiteasallotherwebsitescreatedinEDTECH502werecreatedfromoriginal
codewiththeuseofDreamweaver.SpecifictocompletingtheFairUseinHigherEducation
ScavengerHunt,Iusedrelativelinksandcustombulletsforthedesign.Therelativelinkswere
usedfordownloadingtheworksheetdocumentforallactivitiesaswellasalinktoaseparate
htmlsitefortheanswerkey.ThecustombulletsweredesignedinFireworksanddesignedto
enhancethecoherentdesignofthewebpage.

STANDARD5:RESEARCH
Indicators:
5.1TheoreticalFoundationsCandidatesdemonstratefoundationalknowledgeofthe
contributionofresearchtothepastandcurrenttheoryofeducationalcommunicationsand
technology.(p.242)
504:FinalSynthesisPaper
TheFinalSynthesisPaperinEDTECH504wasacollaboration
withmypeer,AngelaCovil.Inthiswork,weconductedandsynthesizedresearchthatexamined
TheSymbioticRelationshipBetweenConstructivismandEducationalTechnology.

24

Throughexaminationofresearchoncurrentandpasttheories,weconcludedthatthe
evidenceshowsthattechnologycanhaveapositiveimpactonbothstudentlearningandteaching
methods.Forinstance,studentscanlearn"from"computerswherevertechnologyused
essentiallyastutorsandservestoincreasestudentsbasicskillsandknowledgeandcanlearn
"with"computerswheretechnologyisusedatoolthatcanbeappliedtoavarietyofgoalsin
thelearningprocessandcanserveasaresourcetohelpdevelophigherorderthinking(Ringstaff
&Kelly,2002).
ThelearningexperiencegainedthroughthisprojectwastherealizationthatEducational
Technologyhadanevolvingrelationshipwithlearningtheoriesandthatasaninstructional
designerorinstructor,Imuststayabreastofbothcurrentandfoundationalresearchtobe
effectiveintheclassroom.Throughthiswork,weconcludedthattechnologyhasencouragedthe
useofconstructivistprinciplesandstrategiesintheclassrooms,andconstructivistbeliefshave
influencededucationaltechnologydesign.
5.2MethodCandidatesapplyresearchmethodologiestosolveproblemsandenhance
practice.(p.243)
551:GrantProposal
Forthisproject,Icreatedafullgrantproposalforthepurposeofobtaining
fundingtoincreasefinancialliteracyresourcesforhighschoolstudentswithinmyregion.The
proposalincludedaneedsstatement,goals,objectivesandassociatedbudgetfortheproject.
TheworkofthefinalGrantProposalstartedwithaneedsstatementaproblemthatneeds
addressed.Throughthiswork,Iconductedresearchtonotonlysupportmyneedsstatementand
justifytheneedfortheprogram,Ialsoresearcheddifferentmethodologiesthatwereprovento

25

resolvetheissueathand.Thiswasacomplexproposalastherearemanyareasthatmustbe
addressedtorepresentacomprehensiveproposal.Myworkinresearchingthemethodologiesto
solvetheneedsofthegrantproposalanddefiningspecificoutcomeswithactivitiesandfunding
requesttosupportsuchdemonstratesmymasteryofthisindicator.Thisindicatorisvery
applicabletomyprofessionallifeasImustcontinuetoapplyresearchmethodologiesto
implementnewworkforcedevelopmentprogramsthatrepresentafoundationofbestpractices
andchallengesnewparadigms.
5.3Assessing/EvaluatingCandidatesapplyformalinquirystrategiesinassessingand
evaluatingprocessesandresourcesforlearningandperformance.(p.203)5.1Problem
Analysis
505:FinalEvaluationProject
ThepurposeofthisFinalEvaluationProjectistoprovideareport
ontheonlineinstructionalsupportprovidedtofacultyattheCollegeofSouthernIdaho.The
evaluationreportanditsfindingsaredesignedtoprovideinformationforcourseimprovementas
wellasfutureprogramming.
TheFinalEvaluationProjectofEDTECH505wastoevaluatetheCSIScaffolding
course.Theevaluationmethodologyusedforthisprojectwasthegoalbasedor,otherwise
knownasobjectiveattainmentmodel.And,theevaluationdesignisformativeinnatureasit
examinedtheprogramasitwascurrentlyinplaceatthetime.Throughthisevaluation
methodologyanddesign,theoutcomemeasuredtheeffectivenessoftheinstructionalprogram
withthetargetlearners.Asaresultofthisproject,itwasproventhatmorerobustinstitutional
resourcesmustbecommittedtofacultydevelopmentandsupportofonlinelearning.Thislesson

26

ofthisprojectisthatassessmentsandevaluationsshouldbeongoingtodetermineifadequate
andappropriateresourcesarebeingdedicatedtoachievestatedgoalsandenhancebusiness
operations.
5.4EthicsCandidatesconductresearchandpracticeusingacceptedprofessional(p.296)
andinstitutional(p.297)guidelinesandprocedures.
504:AnnotatedBibliography
Forthisproject,anAnnotatedBibliographythatexaminesthe
preliminaryfoundationofresearchthataddressesEducationalTechnologyTheoryinHigher
Education.Theresearchpresentedisfocusedonvariouseducationaltechnologydeliverymodels
andtheresearchbehindthem.
Thepurposeoftheannotatedbibliographyprojectwastoprovideapreliminary
foundationinresearch.MyspecificareaofinterestwastoresearchEducationalTechnology
TheoryinHigherEducation.Thebiggestdiscoveryformeduringthisprojectwasthatthe
researchatthetimedoesnotgenerallydelineatebetweenlevelsofeducation.Throughthe
processofconductingresearchandsynthesizing,onemustdemonstrateprofessionalbehavior
andstandardsaccordingtoacceptedprinciples.Idemonstratedprofessionalandethicalbehavior
withcarefulconsiderationmustbemadethattheworkofothersisproperlyannotated.

CONCLUSION
Inconclusion,thelearningsweremanyandthelessonswerechallenging!AsIworked
throughthisselectionofartifactsandreflectionmanytimes,Iwassurprisedatthelearning
opportunitiesthatIexperienced.Sincemyjourneyhadaminorsetbacktocompletion,Iwas
27

unclearandsomewhatfearfulofwhatwasaheadofmewiththeportfoliorequirement.Ibegan
towonderifIcouldactuallyrecallanyofmyworkandworriedaboutthequalityand
applicabilityoftheworkwithinnewstandards.Thefearquicklysubsided,but,theexcitement
andjoyofrevisitingmyaccomplishmentswasoverriding.
Asmentionedinmyreflectionvideo,IexperiencedwhatIdeemedwasfailureduringmy
experience.OnlylatertolearnthatitwasablessingindisguiseasnowthatIembarkon
completionofmyM.ETDegree,Ifullyappreciateallthatthisprogramhasofferedandthe
applicationthatIamalreadyexperiencinginmydailycareer.IambeyondthrilledtotakewhatI
havelearnedthroughthisprogramandputittopracticeattheCollegeofSouthernIdaho
WorkforceTrainingCenter.

28

REFERENCES
DavidsonShivers,G.V.,Rasmussen,K.L.(2006).WebbasedLearning:Design,
Implementation,andEvaluation.Columbus,OH:Pearson.
Dick,W.,Carey,L.,&Carey,J.O.(2009)
.Thesystematicdesignofinstruction.
UpperSaddle
River,N.J:Merrill/Pearson.
Marshall,J.M.(2002).Learningwithtechnology:Evidencethattechnologycan,anddoes,
supportlearning.SanDiego,CA:CableintheClassroom.
McKenzie,J.(2001),HowTeachersLearnTechnologyBest.TheEducationTechnologyJournal.
V10.,No.6
Ringstaff,C.,&Kelly,L.,(2002).TheLearningReturnonOurEducationalTechnology
Investment.RetrievedAugust12,2010from
http://www.wested.org/online_pubs/learning_return.pdf
Scriven,M.(1973).InDick&Carey.
InstructionalDesign:Principlesandapplications.
(2nd
Ed.),p.227.EnglewoodCliffs,NJ:EducationalTechnologyPublications.
Tollette,J.&Williams,R.(2006).
TheNonDesignersWebBook,thirdedition.
Berkeley,
California:PeachpitPress.

29

30