This document, created to fulfill

requirements of the ETEC culminating eportfolio, contains a standards matrix

visually identifying which projects I am
using to demonstrate mastery of specific
standards and written descriptions that
detail how each standard is met by the
chosen project.

Evidence of
Standards
Achievement
ETEC Culminating Portfolio
University of Arkansas, Fayetteville

Shaun Anderson, Fall 2016

1
Projects/Products/Artifacts

ETEC Program Learning Outcomes

6223

6253

5243

IT
Blackboard CSI Design
Strategic Plan Course
Model

1.1 Creating: Create instructional materials and learning

environments using a systems approach.

1.2 Using: Select and use technological resources and processes to

support student learning.

1. Content Knowledge

1.3 Assessing/ Evaluating: Assess and evaluate the effective

integration of appropriate technologies and instructional materials.
1.4 Managing: Manage people, processes, physical infrastructures, and
financial resources to achieve predetermined goals.

2. Content Pedagogy

2.1 Creating: Apply content pedagogy to create appropriate

uses of processes and technologies to improve learning and
performance outcomes.
2.2 Using: Implement appropriate educational technologies
and processes based on appropriate content pedagogy.
2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate
the instruction and implementation of technologies and processes.

3.1 Creating: Create instructional design products based on

learning principles and research-based best practices.

3.5 Ethics: 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.
3.6 Diversity of Learners: Foster a learning community that empowers
learners with diverse backgrounds, characteristics, and abilities.

4. Professional Knowledge and Skills

4.1 Collaborative Practice: Collaborate with peers and subject

matter experts to analyze learners, develop and design instruction,
and evaluate its impact on learners.

4.4 Assessing/ Evaluating: Design and implement assessment and

evaluation plans that align with learning goals and instructional
activities.
4.5 Ethics: 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.

emphasize the diversity of our society.

4.2 Leadership: Lead peers in designing and implementing technologysupported learning.

4.3 Reflection on Practice

5373
Website

2.4 Managing: Manage processes and resources to provide

supportive learning communities, create flexible and diverse
learning environments, and demonstrate appropriate content
pedagogy.
2.5 Ethics: Design and select media, technology, and processes that

3.4 Managing: Establish mechanisms or plans for maintaining the

technology infrastructure to improve learning and performance.

5013
Research
paper

3.2 Using: Select appropriate processes and resources to provide

optimal conditions for learning based on principles, theories, and
effective practices.
3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect
data for informing decisions to improve instructional practice, learner
outcomes, and the learning environment.

5303

1.5 Ethics: Demonstrate contemporary professional ethics of the field per

AECT Code.

3. Learning Environments

Internet
Safety

The e-portfolio will act to fill this substandard.

5. Research

5.1 Theoretical Foundations: Demonstrate foundational knowledge

of the contribution of research to the past and current theory of
educational communications and technology.

5.2 Methods: Apply research methods to solve problems and enhance

practice.
5.3 Assessing/ Evaluating: Apply formal inquiry strategies in
assessing and evaluating processes and resources for learning and
performance.
5.4 Ethics: Conduct research and practice using accepted
professional and institutional guidelines and procedures.

AECT Standard 1 - Content Knowledge

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.

1.1 Creating - Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches.

Artifact: Blackboard Course, Elementary Algebra

A systems approach was used in the creation of the Elementary Blackboard
course in that instructional materials were created and arranged so that all pieces logically
worked together to most effectively meet predetermined learning objectives. Each and
every learning activity, whether it be a video, an interactive game, or a group project,
supports the overall course objectives so that the end product is an integrated system of
learning strategies which reinforce common goals. Additionally, the structured system is
made up of various elementsthe instructor, the learners, the course delivery system, the
course subject matter and content, and assessment strategieswhich all interact to
produce an effective and meaningful learning environment.
A systems approach focuses on first the learner and then course content, learning
experiences, effective media, and instructional strategies (Parankimalil, 2105). In
designing the Elementary Algebra Blackboard Course, the learner is first assessed
through I Can Learn diagnostic tools and then exposed to a variety of learning activities
based upon different learning styles. A specific example of an effective media selection
is the Pythagorean Theorem Slide Show in which students view each slide, taking notes
along the way. They then apply what they have learned by recording the four practice
problems given to them during the presentation and solving them following the steps they
reviewed in the presentation.

The system also relies upon various learning components and evaluation methods which
will be discussed later in this paper.

1.2-Using - Candidates demonstrate the ability to select and use technological

resources and processes to support student learning and to enhance their pedagogy.
Artifact: Blackboard Course, Elementary Algebra
The first decision in developing an online course is in choosing the Learning
Management System (LMS). Blackboard was used as the LMS for the Elementary
Algebra course because it provides numerous features that allow the instructor to
effectively and efficiently conduct the course at a distance. Blackboard supports student
learning because it can be used to deliver course materials to students; to communicate
with students; to hold synchronous and asynchronous discussions; to assess student
learning by means of quizzes, exams, graded assignments, and discussion responses; and
to post student grades. Engagement, collaboration, and interactivity are all elements of
well-designed online strategies in ones overall pedagogical approach. In particular, an
asynchronous process, the discussion board forum, was selected since participation in the
forum increases the amount of student engagement in classroom discussions as well as
the depth of what they contribute to the discussions. Below are two examples of how the
discussion board was used in the Elementary Algebra course:

Additionally, synchronous collaborative sessions were scheduled as another

means of supporting student learning through live classroom discussions.
Another effective tool I selected and implemented within the online Elementary
course is the I Can Learn mathematics platform which allowed for managing the lessons
so that they were customized to the individuals learning speeds. For each student, I was
able to control various lesson components, including teacher alerts, test completion time,
video playback capabilities, and access to learning support tools. All of these functions
support the pedagogical principle of respecting student diversity in learning rates and
abilities.
1.3-Assessing/Evaluating - Candidates demonstrate the ability to assess and
evaluate the effective integration of appropriate technologies and instructional
materials.
Artifact: CSI (Common Sense Instructional) Design Model
The CSI (Common Sense Instructional) Design Model is based on a combination of

elements from several different instructional design models. In this project, the designer
uses the CSI model to develop an Intermediate Algebra course for students at Phillips
Community College of the University of Arkansas (PCCUA). Built into the model is a
test and assess phase during which the designer determines if the technologies and
materials support the goals of the project and whether those goals were accomplished in an
effective manner. The evaluation phase is a systematic process that determines the
effectiveness of the instructional design and upholds that evaluation is an ongoing process
that happens during every phase of the process and consists of two parts:
1) the formative assessment (determines the effectiveness of each phase) and 2) the
summative assessment (determines the effectiveness of the project following
implementation). For the Intermediate Algebra course design, methods for formative

assessment of technologies and instructional materials include observations, question/answer

sessions, design team feedback, field trials, and focus groups. A summative assessment
occurs first for a pilot group, followed by necessary modifications. Once the modifications
have been made, summative assessments follow for the Intermediate Algebra class. These
assessments will use the following instruments to assist in collecting the data: observation,
surveys, questionnaires, interviews, and testing. The method used to gather the data is
detailed in a step-by-step process and carefully designed and executed to ensure accuracy and
validity.

1.4-Managing - Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.
Artifact: Phillips Community College of the University of Arkansas (PCCUA)
Information Technology (IT) Strategic Plan
The major project in ETEC 6223, Strategic Planning, was to facilitate the
development of a strategic plan for an entity or organization. I chose to work with the IT
team at PCCUA to devise a strategy, the purpose of which was to provide a roadmap for
the Information Technology (IT) Department for the development, implementation, and
delivery of services that support the strategic mission and goals set by Phillips
Community College of the University of Arkansas. This plan focused on the integration
of people, processes, and technology that would deliver the most value and benefits to the
institution by establishing more streamlined processes and by upgrading equipment and
systems as necessary and feasible. The ultimate goal of the plan was to develop a vision
that is consistent with the Colleges mission and goals, align technology initiatives with
institutional priorities, and disseminate knowledge about technology needs and
constraints.

The completion of the projects demonstrates my ability to effectively manage the

following:
1. PeopleActivities during which effective management of people are
demonstrated included visioning meetings, focus group interviews, nominal
group process meeting, informal interviews, and needs assessment session.
2. Physical InfrastructureThe formal needs assessment, which I developed,
determined that PCCUAs facilities and maintenance processes are more than
adequate to support any changes that the strategic plan might bring about.
Also, aspects of management of physical infrastructure are evident in
choosing ideal meeting locations, inventorying equipment, and planning for
classroom equipment arrangement.
3. Financial ResourcesIn managing financial resources, a two-year budget was
provided to guide the implementation of the plan from the financial
perspective.

1.5-Ethics - Candidates demonstrate the contemporary professional ethics of the field

as defined and developed by the Association for Educational Communications and
Technology.

Commitment to Individuals
Artifact: STEM Website
Throughout the STEM Website, accessibility issues were addressed for
individuals with vision and hearing impairments.
1. Captions for video filesDue to time constraints, captioning for two videos on
the site has not yet occurred. The website team is currently investigating the most
efficient method of captioning the videos.

2. Alt textAlt text for images is provided to the user which adequately describes
the content and function of the images within the web content.
3.

Color---We chose black text against a white background, providing enough

contrast so that the text can be easily read.

4. Heading tagsBecause assistive technologies, like screen readers, allow users to

navigate through a document by its heading structure, we used headings to form a
sensible structure independent from the rest of the document markup.
5. HyperlinksWe used helpful and descriptive text for hyperlinks in order to give
those using assistive technologies enough information to readily determine the
nature of the hyperlink.
6. TestingThe website has been tested to ensure that it is coded according to W3C
(W3C, n.d.) standards with both the HTML and CSS syntax validators.
Additionally, the pages were manually reviewed to confirm compliance with
accessibility standards.

Commitment to Society
Artifact: Internet Safety PowerPoint Presentation
A commitment to the well-being of society is demonstrated in the Internet
Safety PowerPoint presentation as it guides viewers toward the responsible use of the
internet and communication media for learning and social purposes addressing
cyberbullying, exposure to inappropriate materials, and internet predators. The
presentation also includes internet safety tips, statistics, and links to related tutorials.

Commitment to the Profession

Artifact: Research Paper

Professionally accepted guidelines and procedures were followed during the

research conducted for the Final Research Paper in ETEC 5013. Special regard was
given to protecting participants identities as evidenced by their identifying
themselves on the questionnaires by randomly chosen numbers.
(Code of professional ethics, n.d.)

AECT Standard 2 - Content Pedagogy

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.

2.1-Creating - Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.
Artifact: Blackboard Course, Elementary Algebra
The Blackboard Elementary Algebra course was developed recognizing the importance
of the principles of the currently recommended draft of mathematics teacher TPACK
standards and indicators (Niess, et al., 2009).

Teachers design and develop authentic learning environments and experiences

incorporating appropriate digital-age tools and resources to maximize
mathematical learning in contextThe online learning environment that I created
uses the Blackboard Learning Management System. The system incorporates
tools to engage, collaborate, grade, and track assignments. The tools for
engagement and collaboration allow the content to be delivered in contextually
relevant ways. Additionally, incorporation of the I Can Learn mathematics

software into the curriculum adds one more dimension to the relevance of content
delivery.

Teachers implement curriculum plans that include methods and strategies for
applying appropriate technologies to maximize student learning and creativity in
mathematicsThe Elementary Algebra curriculum takes advantage of videos,
blogs, wikis, collaborative sessions, and the I Can Learn platform to maximize
student learning using diverse strategies while fostering creativity through
individual and group projects.

Teachers apply technology to facilitate a variety of effective assessment and

evaluation strategies-- Those assessment tools include the I Can Learn software
programs built-in quizzes and cumulative exams, discussion forums, Wiki
activities, and journal reflections.

Teachers use technology to enhance their productivity and professional

practiceThe I Can Learn software includes the Classroom Explorer CMS, a
user-friendly classroom management system. It allows teachers to create
analytical reviews and practice tests, establish lesson orders, customize grading
scales, and modify lesson complexity levels to meet the students' academic needs.
The Classroom Explorer CMS also helps teachers by taking attendance, assigning
homework, grading tests, and monitoring and recording each student's progress
through the courseware (Classroom explorer, n.d.).
Students are able to connect mathematical principles to both theoretical and real-

world contexts through blogs, individual, group projects. Learning activities support
my instructional efforts to provide tasks that are engaging, creative, and meaningful
within a pedagogically sound environment.

Appropriate formative and summative assessments were selected, planned, and

10

implemented to inform instruction and improve performance outcomes by encouraging

reflection on proficiencies needed by all students. Those assessment tools include the I
Can Learn software programs built-in quizzes and cumulative exams, a discussion
forum, Wiki exercises, and gaming activities.

2.2-Using - Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.
Artifact: Blackboard Course, Elementary Algebra
Educational experts agree that strategies for improving the algebra achievement
of middle and high school students depend in fundamental ways on improving the
content and pedagogical knowledge of their teachers (Katz, 2007).
The National Center for Educational Achievement (NCEA, 2009) studied higher
performing schools in five states (California, Florida, Massachusetts, Michigan, and
Texas) and concluded that in terms of instructional strategies, higher performing middle
and high schools use instructional strategies to deliver mathematical content that include
classroom activities which:

have a high level of student engagement.

demand higher - order thinking.

follow an inquiry - based model of instruction including a

combination of cooperative learning, direct instruction and
labs.

connect to students prior knowledge to make meaningful

real - world applications.

integrate literacy activities into the courses

In following these principles, the Blackboard course incorporates proven mathematical

11

learning activities, including multiple instructional strategies and technological tools in

guiding students toward reaching specific learning goals. Through Wikis and
collaborative projects, students are provided the opportunity to read about, write about,
and talk about mathematics with their peers, demonstrating a high level of student
engagement, critical thinking, and literacy based activities. They are able to connect
mathematical principles to both theoretical and real-world contexts through blogs,
individual, group projects. Inquiry-based learning occurs as the students participate in a
combination of cooperative group projects, computer-assissted instruction, and instructorled direct instruction. These learning activities support my instructional efforts to
provide tasks that are engaging, creative, and meaningful.

12

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.
Artifact: CSI (Common Sense Instructional) Design Model
During the test and assess phase of the CSI Design model, the designer
determines if the goals of the project were accomplished in an effective manner. The
evaluation phase is a systematic process that determines the effectiveness of the
instructional design and upholds that evaluation is an ongoing process that happens
during every phase of the process and consists of two parts: 1) the formative assessment
(determines the effectiveness of each phase) and 2) the summative assessment
(determines the effectiveness of the project following implementation). Specifically,
within the Intermediate Algebra course design, methods for formative assessment include
observations, question/answer sessions, design team feedback, field trials, and focus
groups. A summative assessment occurs first for a pilot group, followed by necessary
modifications. Once the modifications have been made, summative assessments will
ensue for the Intermediate Algebra class. These assessments use various instruments to
assist in collecting the data including observation, surveys, questionnaires, interviews,
and testing. Because the assessment instruments allow for participation by both the
designer and the learners, they allow for reflection in assessing the effectiveness of the

13

technologies and processes.

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.
Artifacts: Blackboard Course, Elementary Algebra
Throughout the creation of the Blackboard Course, I organized course content and
managed processes and resources in an effort to maximize student learning through
various proven approaches, particularly those outlined by the NCEA (2009) and
referenced above in Section 2.2:
o Management of Processes to Provide Supportive Learning Communities(See
screen shots in Section 2.2) As evidence of using supportive learning
communities, the Pythagorean Theorem lesson involved the use of a discussion
forum in which students posted to the forums thread an incident about the life of
Pythagoras that the student found especially interesting. The student then
explained why that incident was interesting to him or her. Students had the
opportunity to view the posts of their classmates. Students also posted to a blog
and identified one way in which the Pythagorean Theorem could be used to solve
a real-life problem and then replied to at least one of their classmates posts,
commenting positively on that students use of the theorem. In the wiki
assignment, students were asked to work in groups to solve problems. The
instructor made that first posting to the wiki in the form of a word problem and,
via the wiki, the students worked in groups to solve the problem. Additionally,
the web conferencing application was used to allow students to attend a question

14

and answer session and class discussion surrounding issues related to the
Pythagorean Theorem.
o Management of Processes to Provide Flexible and Diverse Learning
EnvironmentsThe Blackboard course offers the learners flexibility in that they
could progress through the lesson order individually. Using the I Can Learn
software platform, I managed the lessons so that they were customized to the
individuals learning speed. For each individual, I was able to control various
lesson components, including teacher alerts, test completion time, video playback
capabilities, and access to learning support tools.
o Development and Demonstration of Appropriate Content PedagogyThe
Elementary Algebra Lesson Order, a portion of which is found in the course
schedule, demonstrates the development of appropriate sequencing of learning
experiences. Additionally, the course provides multiple and varied ways to
demonstrate knowledge and skill, including multiple choice and fill-in-the-blank
quizzes, daily notebook portfolio, wikis, blogs, and collaborative sessions.

2.5-Ethics - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
Artifact: CSI (Common Sense Instructional) Design Model, STEM Website
As educators, we must integrate a multicultural respect into our teaching-learning
processes in an attempt to ground our approach to education in the ideals of fairness and
equality for all students. The following items are representative of my deliberate attempt
to respect the diversity of learners:
o The CSI Design paper contains a section in which the learners are analyzed in
order to determine the experience and knowledge of the learners, the cultural

15

mix of the learners, and any physical handicaps of the learners. This section also
calls for the designer to take into consideration any cultural conventions that the
learners may bring with them and adjust the design accordingly.
o

TechnologyBased on this analysis, the designer determines the delivery

methods, choosing technology that appeals to and is most appropriate for the
cultural mix of the learners. Since the overwhelming majority of students at
PCCUA are low-performing students of color, the course designer chooses
technologies for the online course that are individualized to the students learning
levels, engaging, and at times collaborative. These activities include videos, selfpaced instructional videos, gaming, and collaborative activities (wikis, blogs, and
talk sessions).

ProcessesFollowing is a direct quote from the CSI design paper which

demonstrates that processes emphasizing the diversity of our society were relied
upon: Given the under-preparedness of the majority of the learners, the designer
will need to focus on ways to constantly engage the learners as he follows the CSI
Model for his design of the course. He should follow the process previously outlined
in Figure 1, again, bearing in mind that the process is flexible allowing him to
reconsider any element of the progression at any given point in time.

MediaThe homepage of the STEM website which I developed declares that

Not only are STEM occupations underemployed, but there is also a lack of
gender and ethnic diversity of students entering STEM educational programs and
career fields. My goal in developing the website was to bring an awareness to
our college and our community of the abounding opportunities that exist for
underrepresented students in the STEM disciplines and careers.

16

AECT Standard 3 Learning Environments

AECT Standard 3 (Learning Environments): Candidates facilitate learning by

creating, using, evaluating, and managing effective learning environments.

3.1-Creating - Candidates create instructional design elements based on learning

principles and research-based best practices.

Artifact: CSI (Common Sense Instructional) Design Model

For teachers to provide effective instruction, they must create a safe and
supportive environment which fosters productive teaching methods and valuable
learning experiences. Without such an environment, both instruction and learning are
compromised. According to Colvin and Lazar (1997), key variables include
effective curriculum planning, systemic assessment, effective strategies for
delivering instruction and classroom procedures for preventing and responding
to student problem behavior. Evidence that this standard has been met follows:
Instructional design elements were created within the CSI Design Model
which pulled from a variety of commonly accepted learning principles and researchbased best practices. The model originates from the perspective of cognitivism
which, according to Ertmer and Newby (n.d.) emphasizes making learning
meaningful and helping learners organize and relate new information to existing
knowledge in memory. The tenets of cognitivism were relied upon in the creation of
the Intermediate Algebra course which was organized in a manner that allows
learners to connect new material with prior knowledge in a meaningful way while
engaging learners throughout the process. The model proposes that the major
elements of the designer process should include:
1) determining the various learning experiences that individuals bring to the learning
situation which can impact learning.

17

2) determining the most effective manner in which to organize and structure new
information to tap the learners previously acquired knowledge, abilities, and
experiences.
3) arranging practice with feedback so that the new information is effectively and
efficiently assimilated and/or accommodated within the learners cognitive
structure.

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.
Artifact: Blackboard Course, Elementary Algebra, CSI (Common Sense
Instructional) Design Model
In developing the Blackboard Course, Elementary Algebra, I relied on the
Seven Principles for Good Practice in Undergraduate Education (Chickering &
Gamson, 1987) as follows:
1. Good Practice Encourages Contacts Between Students and FacultyThe
Wiki shown below is just one example of the instructors interaction with
students. Other means of communication include emails, collaboration
sessions, and assignment feedback.

18

2. Good Practice Develops Reciprocity and Cooperation Among StudentsThe

wiki illustrated above also fosters a sense of reciprocity and cooperation
among students as each student plays a part in solving the word problem.
3. Good Practice Uses Active Learning TechniquesThe blog assignment
below demonstrates the use of active learning techniques in that students are
asked to talk about what they are learning, reflect on it, and relate it to a real
life situation.

4. Good Practice Gives Prompt Feedback--The I Can Learn software is promotes

prompt feedback in two ways. First, the students receive immediate feedback
from the computer as they work through their homework and assignments.
Incorrect responses are identified, and verbal and visual cues are given that
provide the student information in how to correctly solve the problem. Secondly,
using the program frees up the instructor so that she can work with a student on a
one-on-one basis, giving that student immediate and personal attention without
interrupting the class.
5. Good Practice Emphasizes Time on TaskSince the course is accessed online,
students can review materials on their own schedules. Additionally, students are
able to access video presentations, study guides, and homework answers at their
convenience.

19

6. Good Practice Communicates High ExpectationsFor each assignment within the

Blackboard course, clear and exact information is given. Furthermore, the course
syllabus outlines the criteria for outstanding, average, and poor performance.
7. Good Practice Respects Diverse Talents and Ways of LearningNot all students
learn the same way. Therefore, students need to be exposed to learning
techniques that work for them. The Blackboard course offers a number of
different approaches in presenting material including videos, blogs, wikis,
animations, and graphs.
Reliance on theory in selecting appropriate processes and resources to
provide optimal conditions for learning is also demonstrated in the CSI Design Model
which originates from the perspective of cognitivism.

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.
Artifacts: Phillips Community College of the University of Arkansas (PCCUA)
Information Technology (IT) Strategic Plan, Blackboard Course, Elementary Algebra
The Evaluation Plan Implementation schedule below demonstrates
evaluation techniques which will be used for assessing the PCCUA IT departments
strategic plan procedures. The effectiveness of the IT departments processes and
policies, directly and indirectly, impact instructional practice, learner outcomes, and
the learning environment by ensuring that technological equipment and procedures
are in place to support effective teaching and learning strategies.

20

Assessment strategies to improve instructional practiceThe evaluation

form below is a portion of an overall course evaluation that focuses on
instructional issues. The form is analyzed to determine strength and
weaknesses of the instructor.

Assessment strategies to improve learner outcomesThe screenshot

below shows that in the Blackboard Elementary Algebra Course several
strategies were used to assess learner outcomes including ICL lesson

21

completion, individual projects, group projects, unit tests, and journal

posts. Additionally, during the live collaborate sessions interaction and
feedback was used to assess progress and understanding of concepts.

Assessment strategies to improve the learning environmentThe evaluation

form below is a portion of an overall course evaluation that focuses on the
learning environment of the course.

22

3.4-Managing - Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.
Artifact: Phillips Community College of the University of Arkansas (PCCUA)
Information Technology (IT) Strategic Plan
I managed the process in which PCCUAs Information Technology
Department developed a strategic plan to provide a roadmap allowing the
department to implement and deliver services that support the strategic mission and
goals of the institution. The purpose of the plan was to develop a vision that is
consistent with the Colleges mission and goals, align technology initiatives with
institutional priorities, and disseminate knowledge about technology needs and
constraints. Since the department has never had a structured plan in place to guide
decision-making, the strategic planning process benefited all involved. The visioning
team created the following vision statement for the department:
In supporting PCCUAs commitment to helping every student
succeed, the IT department envisions a college in which each
student and instructor will use communication and information
technologies to enhance the learning experience both inside and
outside the classroom.

We strive to support and integrate

technology which will address various learning styles and

learning rates, provide the methods to communicate globally,
and increase academic attainment in all areas.
In addition to creation of the vision statement the strategic planning committee
formulated the following action plan:
PCCUAs action plan focuses on the needs of the IT department and

23

technical needs within the classroom. The goal of the action plan is to
close the gaps between where we currently stand and where we need to
be. The major needs that have been identified include professional
development for instructors, technology training for students, and more
integration of technology within the classrooms. Addressing these
needs will serve to provide instructors with the tools necessary to bring
technology into their classrooms to deepen and enhance the learning
process. Integration of technology in the classrooms will also help
students acquire the skills they need to thrive in a highly
technologically-based society.
The table below shows mechanisms for maintaining the technology infrastructure to
improve learning and performance:

24

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.
Artifacts: Internet Safety PowerPoint Presentation, CSI (Common Sense
Instructional) Design Model
The CSI Design model final paper is founded on the goals of secondary
education which, according to Chickering and Ehrman (1996), states that education
encourages contact between students and faculty, develops reciprocity and
cooperation among students, encourages active learning, gives prompt feedback,
emphasizes time on task, communicates high expectations, and respects diverse
talents and ways of learning. The CSI Design model creates an environment in
which students will feel safe and also encourages the use of best practices.
Furthermore, proper citations were made, and credit was given to those whose ideas I
either pulled from or quoted.
In the Internet Safety PowerPoint Presentation, I addressed the topics
cyberbullying, exposure to inappropriate materials, and bullying all of which promote
emotional health and physical safety of our students. Additionally, within the
presentation, Fair Use expectations were met and images were obtained with CC
licenses, that promote open access allowing any user in the world to download, copy,
distribute, translate, reuse, adapt, and build on them free of charge. Some of the
graphic images were found in Microsofts online clip art gallery which is accessible
at no cost to anyone owning a copy of Microsoft Office Suite software.

25

The STEM website was tested for accessibility tested for 508 compliance
using Cryptzone Cynthia Says Portal. Additionally, content from outside sources is
used following applicable copyright and Fair Use Guidelines.

3.6-Diversity of Learners - Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.
Artifact: CSI (Common Sense Instructional) Design Model
First, within the CSI Design Model, the designer profiles the student
population to identify the learning characteristic of the population. After considering
the various characteristics, he designs the course to meet the needs of the target
population. The chart below demonstrates the process used to determine the impact
learner characteristics will have on the instructional design. In this particular
scenario, no students with special needs were identified, but this process affords the
designer the opportunity to identify and address those needs before delivery methods
are determined.

26

Recognizing that diversity among the profiled population exists, the

instructor still holds high expectations for all students and uses a variety of learning
activities which reflect the instructors dedication to providing equitable access for all
students so that they can excel academically and socially. Delivery methods for the
PCCUA group focus on extremely engaging activities that blend technology with
face-to-face instruction. The engaging activities should include group discussion,
cooperative learning strategies, role play and simulations, problem-solving activities,
the use of manipulatives, and inquiry-based activities.

AECT Standard 4 Professional Knowledge and Skills

AECT Standard 4 (Professional Knowledge and Skills): Candidates design,

develop, implement, and evaluate technology-rich learning environments within a
supportive community of practice.

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.
Artifact: CSI (Common Sense Instructional) Design Model,
Phillips Community College of the University of Arkansas (PCCUA) Information
Technology (IT) Strategic Plan
Analyzing LearnersDuring the development of the CSI Design Model, I relied on
the expertise of Lisbeth Justice in her web published document Learner/Context
Analysis (2003) to guide me in forming the template for my learner analysis grid.
The original template is found at

27

http://www.personal.kent.edu/~lkjusti1/objectivelyspeaking/learner_context_analysis.
htm . Following is a link to the CSI design models Learner Analysis.
o Developing and Designing InstructionAfter having developed the CSI
Design Model, I collaborated with a peer who analyzed the final paper and
offered suggestions for improving the model. I carefully considered the
feedback, and then decided what changes I believed were appropriate to make.
This collaborative process was extremely valuable in offering a fresh
perspective on the instruction design process I had developed.
o Evaluating Instruction To address the technological needs of PCCUA
students, the IT Department Strategic Plan calls for the implementation of a
Digital Learning Strategies course. The planning team collaborated to
propose the Digital Learning Strategies Course Evaluation form as an
appropriate assessment tool for the effectiveness of the course and instruction.

4.2-Leadership - Candidates lead their peers in designing and implementing

technology-supported learning.
Artifact: Phillips Community College of the University of Arkansas (PCCUA)
Information Technology (IT) Strategic Plan
PCCUAs IT Department Strategic Action Plan focuses on the needs of the IT
department and technical needs within the classroom. The goal of the action plan is
to close the gaps between where we currently stand and where we need to be. The
major needs that have been identified include professional development for
instructors, technology training for students, and more integration of technology
within the classrooms. Addressing these needs will serve to provide instructors with
the tools necessary for bringing technology into their classrooms to deepen and

28

enhance the learning process. Integration of technology in the classrooms will also
help students acquire the skills they need to thrive in a highly technologically-based
society. The table below outlines the priorities we identified and the actions which
will be taken to address those needs.
Questions Asked
What technologies
(equipment, software,
networks, etc.) and resources
are needed by instructors and
students to support academic
success?

What information technology

and processes are needed to
promote the integration of
information services to enable
students to access the
information when they need
it? Where they need it?

What information technology

personnel are needed to
enhance instructional efforts
to ensure student success?
What budgetary resources are
needed to enhance
instructional efforts to ensure
student success? (no
budgetary shortfalls were
identified)

Needs Prioritized
1. Instructors need professional development
in classroom technologyThe need for
professional development and training on
the use of learning technologies,
particularly for faculty, was the most
collectively mentioned issue in the focus
groups. Students want their faculty to be
as proficient as they are so that class time
can be used more efficiently. Training and
professional development would likely
increase the use of existing technologies
by faculty and increase the requests for
additional technologies.
2. Students need training in technology
similarly, students need indicated that
they need training for themselves so that
they are also able to take advantage of
available technologies.
3. Increased integration of technology within
the classroom. (To be addressed phase II)

Actions to be Taken
1. a. A training consult will be hired to
hold quarterly training sessions over
the two-year implementation period.
b. Instructors will join webinars
quarterly over the two-year
implementation period.
c. PCCUA will release two faculty
members at .25 FTE each semester
over the two-year implementation
period. These faculty members will
mentor and perform one-on-one
coaching of faculty members needing
support while integrating technology
into their classrooms.
2. PCCUA will add a digital strategies
course to the curriculum modeled after
Valencia Colleges Digital Learning
Strategies to be developed in Year 1
and implemented in Year 2.
3. Once the instructor training and
professional development occur,
classroom use of technology resources
should increase. The use of classroom
technology will be re-assessed at the
end of the two-year implementation.

1. Students need interactive technology to

improve convenience and collaboration
and learning spaces to accommodate
teamwork-- Focus group students
indicated a need for technology that will
allow them to interact with other students,
such as student chat rooms, open only to
students.
2. Students need technical help desks to
answer students questions and resolve
technical issues.

1. A chat room will be established for

student interaction. The availability of
the chatroom will be promoted via
email and bulletins. Additionally,
instructors will inform students of the
resources availability.
ChatRooms.org offers free chat rooms
2. A help desk will be established to
address student technical concerns.

1. Shifting of personnel duties will be

necessary to provide technological
support.
2. See the Budget Sheet for a detailed list.

1. IT personnel will rotate or take shifts to

man the help desk.

29

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.
Artifact: This e-portfolio will act to fill this substandard.

4.4-Assessing/Evaluating - Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.
Artifact: Blackboard Course, Elementary Algebra
The Blackboard Course, Elementary Algebra, includes a lesson on the
Pythagorean theorem that includes the following lesson objectives:
Upon completion of this lesson, students will:
o

describe interesting facts about the life of Pythagoras.

use the Pythagorean Theorem to find side lengths of right triangles.

use the Pythagorean Theorem to find areas of right triangles.

apply the Pythagorean Theorem to real life situations.

I designed and implemented several different assessment and evaluation techniques to

determine if the learning objectives had been met and to improve student learning
through effective and timely feedback. Additionally, these assessment tools will
allow the instructor to adjust teaching methods in order to improve student
understanding. As students engage in the following assessment activities, they should
learn from them as well:
o Interesting Facts About Pythagoras--4 points
o

Wiki--Pythagorean Theorem Word Problem--4 points

o Blog--Real Life Application of the Pythagorean Theorem--4 points

30

o Project--Pythagorean Theorem Project--20 Points

Following is a link to a detailed description of the Lesson Assessments.

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.
Artifacts: STEM Website, Phillips Community College of the University of Arkansas
(PCCUA) Information Technology (IT) Strategic Plan, CSI (Common Sense
Instructional) Design Model
o The website meets accessibility requirements taking into account users with
special needs, and respects requirements for copyright notices or
Creative Commons licenses.
o During the IT Department Strategic Plan visioning session which I facilitated,
the visioning team developed the following vision statement:
In supporting PCCUAs commitment to helping every student
succeed, the IT department envisions a college in which each
student and instructor will use will use communication and
information technologies to enhance the learning experience both
inside and outside the classroom. We strive to support and integrate
technology which will address various learning styles and learning
rates, provide the methods to communicate globally, and increase
academic attainment in all areas.
The last sentence of the statement demonstrates the intent to provide an
environment which respects the diversity of all learners.
o In the analysis phase of the CSI Design Model presented below, special

31

focus is given to designing instruction that respects the experience and

knowledge of the learners, the cultural mix of the learners, and any
physical handicaps of the learners.
Analyze LearnersFor design to be effective, the designer should
perform a thorough analysis of his audience by interviewing the
learners, interviewing the learners managers, conducting surveys,
or holding focus sessions. It is important to learn the number of
learners and the location (environment) of the learners, the
experience and knowledge of the learners, the cultural mix of the
learners, and any physical handicaps of the learners. In designing
for the PCCUA Intermediate Algebra, the designer should take into
consideration the under-preparedness of the group and any cultural
conventions that the learners may bring with them and adjust the
design accordingly.

AECT Standard 5 - Research

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and

apply methods of inquiry to enhance learning and improve performance.

5.1-Theoretical Foundations - Candidates demonstrate foundational knowledge of

the contribution of research to the past and current theory of educational
communications and technology.
Artifact: CSI (Common Sense Instructional) Design Model

32

The following excerpt from my paper outlining the Common Sense Instructional
Design (CSI Design) model demonstrates my knowledge of the contribution of
research to past and current theory of educational communications and technology:
The Common Sense Instructional Design (CSI Design) is a combination of
elements from several different instructional design models including the
ADDIE model, which was created at Florida State University, Dick and
Careys Systems Approach model, and Kemp, Morrison, and Rosss
Instructional Design Plan. Both the ADDIE model and the Systems model
are appealing because of their structured linear approach to the design
process. According to Kemp, Morrison, and Ross (2004), the oval shape of
the Kemp, Morrison, and Ross model represents that the design process is
cyclical and that different phases of the design process may be revisited at
any time. A designer, using this model has more freedom to adjust the
elements within the instructional process as needed. Since the elements of
the model are presented within an oval diagram, without interconnecting
lines and arrows, Brown and Green (2011) state that each component may
be addressed at any time while developing the instruction (p. 10). The CSI
Design Model attempts to combine ideas from both a linear approach and a
cyclical approach by integrating concepts from the more flexible approach of
the Kemp, Morrison, and Ross Instructional Design Plan.
Reliance on these researched-based theories and models in the creation of my
design model demonstrates my understanding of how research and scientific
processes result in the collective evolution of knowledge that is the basis for
proven and effective educational methods.

33

5.2-Method - Candidates apply research methodologies to solve problems and

enhance practice.
Artifact: Research Paper
In the 5013 Research Paper, I used quantitative data to answer questions
related the effects of religiosity and degree attainment on attitudes about and
participation in recreational sex. The research methods I used in this paper will be
equally as effective in studying topics concerning educational practices. Data for this
study were collected via a survey instrument developed by students of Educational
Statistics and Research Methods classes at the University of Arkansas, Fayetteville.
After the instrument was approved by the Institutional Review Board, students
collected the data through convenience sampling by asking students, friends, family,
or other acquaintances to complete the survey. The respondents voluntarily
completed the instrument, and responses were confidential and anonymous.
The data was analyzed using a number of statistical tests including an
independent t-test, the Shapiro-Wilk (1965) test of normality, Levenes (1960) F test,
and Cohens (1988) effect size. Results were reported and further explained in the
outcome summary and sections describing comparisons to prior literature, limitations
of the present study, and conclusion and future prospects.

5.3-Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing

and evaluating processes and resources for learning and performance.
Artifact: CSI (Common Sense Instructional) Design Model
During the test and assess phase of the CSI Design Model the designer
determines if the goals of the project were accomplished in an effective manner. The
evaluation phase is a systematic process that determines the effectiveness of the

34

instructional design and like the ADDIE model the CSI Model upholds that
evaluation is an ongoing process that happens during every phase of the process and
consists of two parts: 1) the formative assessment (determines the effectiveness of
each phase) and 2) the summative assessment (determines the effectiveness of the
project following implementation). For the Intermediate Algebra course design,
research- based methods for formative assessment will include observations,
question/answer sessions, design team feedback, field trials, and focus groups. These
assessments were specifically designed to allow the designers to reflect on how the
applied instructional processes and resources are meeting learning objectives and how
those process might be modified to respond to the perceived needs of the learners.
A summative assessment will occur first for a pilot group, followed by
necessary modifications. Once the modifications have been made, summative
assessments will ensue for the Intermediate Algebra class. These assessments will
again use various research-based instruments to assist in collecting the data including
observation, surveys, questionnaires, interviews, and testing. The method used to
gather the data will be detailed in a step-by-step process and will be carefully
designed and executed to ensure accuracy and validity.

5.4-Ethics Candidates conduct research and practice using accepted professional

and institutional guidelines and procedures.
Artifact: Research Paper
The survey instrument used to gather data from individuals received approval
from the Institutional Review Board (IRB), members having been appointed by the
Provost of the University of Arkansas at Fayetteville. University of Arkansas
research protocol includes the following:

35

Protocols for the use of human subjects in research and in-class

experiments, whether funded internally or externally, must be
approved by the IRB prior to the implementation of the human
subject protocol. IRB approval may be for one year (maximum) or
shorter intervals as determined by the IRB. Approval, denial or the
withholding of approval pending modification to the protocol is at
the sole discretion of the IRB. Violation of procedures and
approved protocols can result in the loss of funding by the
sponsoring agency or the University of Arkansas and may also be
interpreted as "scientific misconduct. (Office of the Provost, n.d.)
Additionally, the results of the survey were confidential and anonymous as
evidenced by the following excerpt from the research paper:
After the instrument was approved by the Institutional Review
Board, students collected the data through convenience sampling
by asking students, friends, family, or other acquaintances to
complete the survey. The respondents voluntarily completed the
instrument, and responses were confidential and anonymous.
The survey instrument contains the following statement in its introduction:
Completion of this survey is purely voluntary you may choose
whether or not to complete the survey. Please DO NOT put your
name, student id or social security number on this form. We want
the responses to be confidential and anonymous. Thank you for
taking the time to complete the survey!
These steps indicate that accepted professional and institutional guidelines and

36

procedures were followed in conducting research and respecting practices

associated with the research.

37

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