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ReflectionEDTC6020

ReflectionEDTC6020

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11/09/2013

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EDTC6020: Principles of Instructional Design Reflection

State the competency or standard that is appropriate for your degree and licensure area. This could be standards for 077 licensure or ISTE Advanced Standards for Technology Facilitators. When appropriate you may use standards from the Association for Educational Communication and Technology (AECT). Choose one or two standards that most representative of your artifact. The reflection should include discussion for each of the standards you’ve identified for the artifact. TF-VI.B Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. TF-IV.A Apply technology in assessing student learning of subject matter using a variety of assessment techniques. 1. Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. Describe requirements for your artifact. What was assigned and how did you complete the project. Only 100 to 150 words are needed for this section. Include theoretical base for what you did in the project. Include references to textbook authors, readings, and online resources discussed in your course. EDTC6020-Principles of Instructional Design was taught during Spring 2011 by Dr. Abbie Brown. The course focused on the systematic design of instruction. An emphasis was placed on the learner and task analysis of the design process. The final project for this course was to create an instructional design project in which the needs, learner, and task analysis were emphasized. The focus of my project was to create my first complete instructional design project using the basics of instructional design. In my project, I work with struggling fifth grade students to master geometry word problems dealing with the sum of interior angles. Our text, The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, 2nd edition by A. Brown and T. Green has been one of the most usable texts of my program. I love the way the text outlined instructional design through the application of ADDIE (Brown and Green). Through this text, I learned that the front-end analyses are perhaps the most important piece of a design project. Without the front-end analyses of the learner, task, and needs, the design and development of instruction will be pointless. Why teach something that doesn’t need teaching? Explain how your artifact is a good example of the objective, competency, or standard. Defend your evidence as if you were a lawyer defending the validity of evidence submitted for the trial. Include references to theory in Instructional Design and Technology. TF-VI.B (ISTE Standards) states that “Educational technologists apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.” I believe I met this standard in my project because the focus of the project was to enable the fifth graders struggling with geometry to grasp the concept of sum of interior angles. The technologies available were SmartRecorder as well as Smart Notebook. In the project, students record their
Alicia Ray

EDTC6020: Principles of Instructional Design Reflection

steps of working through the word problem, receive additional instruction, and then evaluate their own recording according to the new instruction. This can be extended to have students who have mastered the skill record themselves working through the problem, download it onto an iPod, and allow the students who struggle to watch other students complete the problems. Because TF-IV.A.1 (ISTE Standards) states that “Candidates model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques,” assessment was completed on smart recorder in this project. Students are not required to show their work, per say, but to describe their work verbally through smart recorder. This varies the assessment by using technology. Discuss how you might change the content, strategy, or design of the artifact. If you see no need for change, elaborate on the artifact is a good exemplar for the competency or standard. Upon reflection of my project for EDTC6020, I would have added an extension activity. Once those students master the subject area of sum of interior angles, they will need to continue forward. I am happy with the constant assessment. I feel that the student being able to hear himself or herself work out the problem allows them to really internalize their ability (or inability) to work through the problem. It helped them to see where they were messing up in the process and correct it through additional instruction. I would not change anything about the front-end analysis. I feel that I mastered the front-end analysis of this project. Discuss how the artifact is representative of future career goals and plans. My future goals and plans are represented in this project as this type of process is the same that I will take each time I am presented with a problem in my job as instructional technologist. I love that I will be able to take a small group of students and assist a teacher by giving ideas to help those students master a topic with which they are struggling. I will use the knowledge I gained in creation of front-end analysis to excel in future creation of instructional design projects. References Brown, A & Green, T. (2011). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, 2nd edition. Boston, MA: Allyn & Bacon.

Alicia Ray

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