AECT Standards and Artifacts
In the following sections, I map chosen course projects with the AECT Standards and explain how each project demonstrates mastery of each standard. Each course project is linked within each standard.
Standard 1 Design
The AECT Standard 1 Design states that candidates will demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. In EDTECH 503, I completed the ID Project 2. In this project, I used the ADDIE Model of instruction as I felt it would be most useful to conduct a thorough analysis, design, development, implementation, and evaluation to allow me to go through the entire process. The concept of design models were foreign to me prior to the start of the this particular project. The ADDIE was one of the foundational models, and is still utilized by the military in instructional design. The model itself is a “useful as a framework for comparing and contrasting more formally and completely developed instructional design and development models” (Brown & Green, 2006, p. 12). The project was a design for several workshops conducted in that semester to teach faculty at our college the procedures on how to use Blackboard’s Grade Center. Smith and Ragan (2005) contend that problem solving skills results from the learner going through a set of steps to arrive at some sort of answer. The instructor ties in procedures and answers together to provide learners efficiency in dealing with circumstances and also explain the procedures involved.
I conducted several workshops in Fall 2009 using the procedures and instructional materials developed in this project. Faculty feedback showed positive results, and many faculty have been able to use the Blackboard Grade Center to assess and provide feedback for their students as a result of this project. I have since redesigned portions of the instructional procedures as a result of my Lesson Plan Redesign activity completed in EDTECH 504, which I discuss more Standard 3.1.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message. The Color and Depth Project that I developed in my EDTECH 506, Instructional Message Design course is an example of how I physically manipulated a message using both color and depth principles outlined in research. Lohr (2008) states that depth helps visually separate and draw and draw users attention to key words in a graphical element (p. 470). The color used in this graphic helps a learner psychologically associate common colors with learning principles. (p. 269) This project became part of my final project in this course on Word 2010 accessibility and has also been used in accessibility trainings where I work.
I never knew about all of the principles associated with graphic creation. Linda Lohr provides actionable principles in her book Creating Graphics for Learning and Performance that enable learners to process difficult concepts more efficiently. I often find myself using principles such as contrast, alignment, repetition, proximity, integration, hierarchy, selection, and even whitespace when searching for or creating graphics and learning materials for workshops or individual trainings I conduct for faculty and staff at work. This particular textbook is next to my desk at work and I use it as a reference.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. In EDTECH 502, the Internet for Educator’s course, I developed a WebQuest in collaboration with one of or online faculty at our college. Dodge (2011) defines a WebQuest as “an inquiry-oriented lesson format in which most or all of the information that learners work with comes from the web.” WebQuests have become a popular model spreading throughout the world. It provides a method to “make good use of the Internet while engaging students in the kinds of thinking that the 21st Century requires.” Thousands of WebQuests been developed and shared at http://webquest.org. This particular project was chosen because it is being used as the final “exam” in our online Introduction to Social Work course, and has gone through informal review and revision a few times based on feedback received from students. The students in this WebQuest for Social workers use portions of their book as well as research articles linked for them and go systematically through a process by which they build a collaborative presentation that is shared and discussed within the course.
In EDTECH 502, I completed the Virtual Field Trip project. Virtual field trips are strategies used in online or distance-based learning that use open web content to provide educational field trips to learners. In this project, I scoured the web using videos from You Tube, pictures from Flickr, source documents from Archive.org, Librovox books, podcasts, government websites, Google maps, and bring them together with a single website. This particular project is currently being used by our fully online California Geography instructor to allow students who cannot attend the field trip to Yosemite, the ability to have an alternate assignment to complete. We collaborated on the initial design to some degree, and have since added additional tabs to the field trip to enhance the learning experience for his online students. Many of the students in this online course enjoy this particular alternative to the course field trip, and other students that attend have even made positive comments about the use of multimedia in this course.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process. In EDTECH 503, I completed ID Project 1. In this project, I analyzed trainees’ sensory capabilities, cognitive and affective characteristics, motivations, believes, values, and specific prior knowledge. I used a Google form to survey and it is linked within this document. Smith and Ragan (2005) contend that the single most important factor when designing instruction is “to consider learner’s prior knowledge on a subject.” Through this project, I demonstrate my ability to determine the background of my learners and use this information to build an effective learning process. Doing so enabled me to build instructional objectives that met the needs of the learners in the training workshop and to determine whether I would use generative or supplantive strategies during the learning process.
In EDTECH 512, Online Course Design, I completed an Instructional and Motivational Strategies project for the learners in the online Blackboard course I designed for faculty at our college. While this project was never implemented at our college due to a change in direction, this project is an example of my ability to design instruction to meet learners needs. I learned to use effective online instructional strategies by communicating with learners, addressing motivational factors, and providing learning materials and assessments that meet the needs of learners. Where necessary, I provide an orientation and recall of previous knowledge to assist the learning process.
Standard 2 Development
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. In EDTECH 512, I completed the Planning for Design project. In this planning document, I created an effective way to convey information in print for end users. I used tables where necessary to organize information on the page. I used a Gantt chart to organize the timeline of instruction. I also used graphics to convey clustered objectives around central ideas. This is but one example of print materials that I have created within the program.
I have used various techniques of print technologies consistently, mostly informally when designing documentation and presentation materials for workshops I conduct at work. Many of the concepts I employ are consistent with ACE it with PAT concepts outlined in the Lohr (2008) textbook. Analyzing the learning goal, creating a graphic to support learning, and evaluating the graphic are all processes I now employ, as I create print and online documents. I do this using principles of learning, such as selection, organization and integration principles that are supported in research, I do this by using actions like contrast, alignment, repetition, and proximity. The MET program allowed me to learn about tools, like Fireworks, Word, and other graphics programs that allow me to design print documents more effectively.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages. The Center for Digital Storytelling promotes the use of individual stories and enables people to “share these stories in ways that enable learning, build community, and inspire justice.” In EDTECH 513, Multimedia, I created a Digital Story. I chose this project as it is a good example of my ability to deliver a story using auditory and visual information. The story itself inspires me and enables me to keep doing what I am doing each and every day. It is through these types of educational experiences that will allow me to think in creative ways. I am considering this type of project when I begin teaching online as a way for each of us to get to know each other during our first week introductions. I also have encouraged this practice in informal conversations with faculty at our college.
I used other skills I gained in this EDTECH 513 to design and develop an orientation to online learning as part of our district learning management system, Blackboard. These skills are demonstrated in my Screencast Project. These tutorial videos have been viewed over one thousand times by students at our college. Feedback is provided on our overall orientation in a suggestions area, where we have received positive comments about students enjoying the video instead of plain text and pictures. I used the guidelines I learned in the course when designing these videos and am planning on updating these videos when we change to our new learning management system in Spring of 2012.
In addition to the orientation videos, I also created our Academic Tracker Tutorial using principles of multimedia design. This tutorial helps students at our college to learn how to run and interpret a degree audit tool and guide them to developing an educational plan. I used graphics, words, and audio narration rather than text alone. I adhered to the redundancy principle, coherence principle, and personalization principles and found myself using multimedia principles ground in research as outlined by Clark and Mayer (2008). I segmented the instruction using the menu along the left side of the page, allowing learners to advance through the tutorial as they saw fit. I also used images and voice instead of text alone. I avoided redundancy in text and audio, except where needed on the closed captions. I used conversational style language as opposed to an academic tone. All of these principles are ground in research, and I effectively utilized these principles when designing this collaborative project. This tutorial is currently linked for students within our college portal website.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. In EDTECH 501, I completed an electronic Technology Use Plan Presentation. I was able to explain the importance of technology use plans using the Powerpoint and a microphone to record my voice. I used iSpring to convert the presentation to a flash video and make it accessible on the web. I used the web-based presentation to share with my Dean at our college and explain why we needed a Technology Use Plan for the distance education department.
In EDTECH 512, in the WBID Project, I demonstrate my ability to use multiple computer-based technologies to deliver my course materials including Word Press, PDF files, Box, screenshots of the online course, and a blog to demonstrate the coursework to my peers. I chose these two projects as they demonstrate my ability to utilize computer software, hardware, web-based tools, and electronic documents in organizing and delivering materials to other users. I also shared this website with my peers as an example of how we could transition to faculty training for our online and web-based courses. While we will not be using this particular design project at our college, I intend to propose a new plan for our new LMS when we begin to grow our distance education program in the future.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. The Final Project (Blackboard Browser) I created in EDTECH 511 is a great example of integrated technologies as it uses Flash, Adobe Captivate, You Tube Videos, graphics, text, and html and is all under the control of a computer.
In this project, students chose their path and would look at graphics to learn how to locate the type of operating system they were using. If the graphics were not enough, they could optionally watch a full video on how to locate the type of operating system they had. Eventually, they were asked to identify that operating system. After identifying their particular system, they were given customized feedback on the type of browser they needed to download. They were then offered video assistance with learning how to download the correct web-browser, and finally taken to a download page where they were linked to the correct web-browser for download and installation. An end of tutorial survey asked students to tell us what they thought of the tutorial using an Adobe Captivate Survey.
I chose this particular project as I have been able to use it in my profession. Currently, it is part of our learning management system orientation for students, and is often referenced by our Helpdesk for students that do not know which operating system and browser they have on their computer. It was created because students needed to have a specific operating system and browser to have a better experience when using Blackboard at our college. Approximately 500 students at our college have used this tutorial to get the correct browser and many of the students have given positive feedback about the tutorial.
Standard 3 Utilization
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.1 Media Utilization
Media utilization is the systematic use of resources for learning. In EDTECH 502, I created a Virtual Field Trip to Yosemite Valley. This particular field trip was created systematically in collaboration with our online California Geography instructor and utilized multiple resources including You Tube, Flickr, Librovox, Archive.org, governmental agency websites, open source podcasts, online brochures, and Google maps. This project demonstrates my knowledge and skills to use resources for learning by applying the concept of virtual field trips using the web as the basis for learning.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. In EDTECH 501, I completed Technology Justification Statement to communicate and plan our technology plan for distance education. I revamped the survey in collaboration with our video-conferencing manager in Spring of 2010. Due to staffing changes, the survey has not yet been deployed, but I plan on using this when the reorganization of our department is complete in the coming months. This statement demonstrates my ability to communicate the purpose of a technology plan in order to adopt the needed changes within our distance education program at our college.
In Fall of 2010, I was re-elected President of the EDTECH Graduate Student Association. During that time, I collaboratively developed the EDTECH GSA Faculty Presentation using Prezi. Members and other officers contributed to this presentation to communicate the needs of the newly created EDTECH Graduate Student Association to faculty. The presentation outlines goals, objectives, and current initiatives and uses puzzle pieces to metaphorically explain to faculty that we need their help in developing the online community. I presented this presentation to faculty in November of 2010 when I was invited to Boise State University EDTECH Department with other officers. This was a rewarding leadership experience I had while attending the MET program and demonstrates my ability to plan and communicate both individually and collaboratively with individuals located all throughout the world and convey their ideas collectively to another audience.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. While in EDTECH 504, I completed a Lesson Plan Activity. In this activity, I redesigned the instructional design project that I completed in EDTECH 503 on the Blackboard Grade Center. I chose this project as it demonstrates my ability to use instructional strategies, and also because I have used this particular project at my place of work.
Schunk (2008) advocates the use of the participant modeling technique where “initially, a teacher models a skill, provides, support, and gradually reduces aid as learners develop the skill.” (p. 247) In this project, I used this theory and redesigned a workshop to match this strategy. Originally, the workshop was designed to demonstrate a procedure to our faculty and have them complete the task. In this activity, I had faculty watch videos and develop their grade book electronically while I walked around and helped them. I have also used this concept with more advanced faculty where I have them watch the videos before coming into our lab to develop their grade book.
I have implemented this specific lesson plan activity twice last semester when I trained small groups of instructors to use the Grade Center. Many of them have found this useful as they know where to go when they need to learn procedural knowledge and are not coming back our faculty development lab for additional assistance.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. In EDTECH 502, I created a list of resources on Accessibility and a Netiquette guidelines website.
The Accessibility Hotlinks web page is a good example of my mastery of this particular standard. I use this web page for faculty wanting to learn more about accessibility and have plans to revise this and incorporate this as part of our websites at our college. It outlines legal mandates in Section 508 of the Rehabilitation Act and other California regulations. It was also the impetus at our college for our Dean to send me to numerous trainings to ensure our online courses were in compliance.
To do this, I attended several regional workshops on accessibility as part of my current position at work as an educational technology specialist. I attended an the 25th Annual International Technolgy & Persons with Disabilities Conference in Spring of 2010 where I developed additional skills on accessibility of documents, the web, Sharepoint, and other specific tools to enhance my ability to support faculty. I have also been a change agent in terms of accessibility in my workplace where I’ve conducted workshops on document accessibility and Blackboard accessibility. I have also sought out grant opportunities to assist with funding accessible course content, and now regularly use the Distance Education Captioning and Transcription Grant at our college where we have saved thousands of direct and indirect costs of funding these mandates.
I have taken the Accessibility Hotlinks project to yet another level as demonstrated in the Accessibility Survey I created in EDTECH 505. I chose this particular project because the survey was built based on the policies and regulations handed down to California Community Colleges around the state in the form of the 2010 Distance Education Accessibility Guidelines. I used this particular survey to gauge faculty knowledge of this particular state-wide regulation at our college about their level of knowledge and their perception on the new guidelines. I wrote my final evaluation report for EDTECH 505 based on the responses received from this particular survey. The survey demonstrates master of this standard because it impacts the “use of Instructional Technology” as indicated in the language set forth in this standard.
I also selected the Netiquette assignment from EDTECH 502. The netiquette assignment is a set of guidelines for etiquette while participating in online classes, and is currently embedded within our Blackboard Student Orientation at our college and was designed to teach students the importance of being polite and respectful while participating in online discussions. This demonstrates mastery of this standard because it is a policy that our students must adhere to when taking online classes at our college, and students are held to these standards at all times.
Standard 4 Management
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
In EDTECH 505, my Final Evaluation Report demonstrates my ability to monitor instructional design and development projects at our college. I evaluated faculty with a survey to determine their level of knowledge, perception, and opinions of accessibility guidelines. I plan to use the results of this survey to assist faculty with learning more about the requirements and where to go for support. I have also set up a process by which most instructors can to make complex media used in their online courses compliant with Section 508 of the Rehabilitation Act. There are currently no costs or impact directly to our college staff outside of the distance education department. I chose this particular project as the evaluation impacts the way instructional content is designed in our online classes at our college in that we are supporting full accessibility of online course materials.
In EDTECH 512, my Implementation Plan demonstrates my ability to plan out the control of the online course I designed as my project in the class. While many aspects of this implementation plan were not completed in a real world setting, the framework is there for the future. It gives me a framework with assisting faculty for carrying out how they will conduct communications, assessments, lessons, and other course content with their students. It also provides a necessary model for the faculty to think about as they implement their online courses.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and services. During EDTECH 506, Instructional Message Design, I planned my final Integration Project using different web-based resources, support systems, and services. The project was a tutorial on web accessibility on creating more accessible documents using Word 2010. I have yet to make the final changes to this project as our college has not yet updated to Office 2010, but the project will be revised and provided as a resource for faculty to allow them to become more familiar with making more effective documents. When creating this project, I used free open resources including You Tube, Microsoft Office Help documentation (support system), Voki (support services), Voicethread (support system and service), and custom made graphics to create the project, allow for interactivity of participants, and to teach prospective students the procedures to use to enhance the accessibility of documents created for the web.
4.3 Delivery System Management
Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.
In EDTECH 596, Independent Study, the EDTECH GSA Moodle Site (video) demonstrates the ability to guide learners through the GSA site in an effort to gain an understanding and control the way in which business was conducted. I first planned the site, then used this video to help others understand how it is organized. In that regard, it is a combination of Moodle and Camtasia Studio that was employed to teach students (the instructional information) to members of the GSA (the learners).
I was interviewed by the EDTECH Department Chair, Dr. Lisa Dawley. In the EDTECH GSA Interview (recorded presentation), I was invited to answer questions about the way the GSA was organized in an effort to help learners in the class learn about the GSA and connect that knowledge with personal learning networks. This interview demonstrates my ability to manage a delivery system (the GSA Moodle site) and helping to plan and control future activities within the GSA as well as explain the method by which the materials in the site were organized to help other students learn about the GSA.
4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
In EDTECH 596, Independent Study, as President of the EDTECH Graduate Student Association, I collaboratively built the EDTECH GSA Website using WordPress. The website involved planning the pages and information that the GSA wanted to share with other members and with students that had not yet jointed the GSA. Officers were provided with editing access to allow them to post information about events and update information directly related to tasks and goals they were in charge of completing. Information was processed to this site from the Project Sharing Database (the learning resources) on Moodle using RSS feeds. Google calendar events also displayed on this website using an RSS xml editor. Events were added to the Google calendar from within individual officer Broncomail Google App accounts and that information would display in other places, including the EDTECH GSA website and Moodle. In addition, videos, pictures, and virtual campus tours were posted to this site in order to allow the EDTECH community the ability to learn more about the GSA activities, which included learning resources. This project demonstrates mastery of this standard as stated.
Standard 5 Evaluation
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. In EDTECH 512, I completed a Problem and Learner Analysis project as part of the final course project. In this project, I gathered information about our faculty using a survey to look at their education levels, technology skills, motivations, abilities, and prior knowledge and used that information to strategize the instructional elements, create a task, objective, and assessment table, and also created a flowchart to determine entry-level skills.
These exercises enabled me to make decisions about instructional materials, communication strategies, and allowed me to think through motivational strategies. When I begin to teach online in the future, this is an approach I will take at the beginning of the course (even on an informal level) to determine what I might need to do to motivate students and wisely choose instructional materials.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
In EDTECH 502, I completed the WebQuest Rubic assignment. It was this particular assignment where I created criteria by which students would be assessed based on the project they complete in the course. Each particular criteria contains a set of specified skills that will receive a specific score. This approach to measuring learner mastery of content enables instructors to take a more objective approach at choosing an appropriate score. This particular rubric was chosen as it is the same scoring rubric used by our online instructor for the final course project in the Introduction to Social Work course taught at our college. In addition, I have assisted faculty with creating rubrics to grade online assignments using Word, Turnitin, and tools within our district learning management system. I learned the necessary skills to do so after completing this project.
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.
In EDTECH 505, I completed the Evaluator’s Project Description (EPD). In this assignment, I gathered information on the evaluation, including the questions for the evaluation, objectives, activities to observe, data sources, and much more information as a basis for the further development of the evaluation itself. Boulmetis and Dutwin (2005) state that the the evaluator’s project description “reveals a programs goals and objectives, allows you to know and record the activities that are planned, and reveals the measurement tools that are in place. (p. 58)” In other words, it is a formative evaluation in of itself in that it provides a basis for further development prior to the actual implementation of the evaluation. This project helped me to understand the theory behind conducting evaluations and the importance of having a formative evaluation description in place. I also learned that formative evaluation can be ongoing as opposed to only at the beginning stages.
In EDTECH 505, I also completed an Evaluation Presentation. The presentation was created after reading the entire Boulemtis and Dutwin textbook and was a summative evaluation of my understanding of the materials in the book. This project also acted as a summative evaluation for my final evaluation project in the course as it allowed me to collect information about different data models and evaluation models in an effort to make decisions about which models I would use in my final evaluation project. Not only does it demonstrate real implementation of summative evaluation, but it also is a practical example of how summative evaluation can take many forms.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.
As a result of EDTECH 596, I was re-elected as the EDTECH Graduate Student Association President in Fall of 2010. During that semester, I traveled to Boise to give a presentation and discuss strategies with the EDTECH Department. Members and officers of the GSA collaboratively put together the EDTECH GSA Faculty Presentation using Prezi, a web-based non-linear presentation tool. I used this as the basis of a collaborative presentation to EDTECH faculty. Our goal was to make long-range plans for the newly formed Graduate Student Association to ensure the community was successful in the future. As the “manager” of the GSA, I was able to facilitate collaboration with other officers and strategically plan the formation of this presentation. After the presentation, we had a meeting with faculty where we made decisions on how the organization would move forward.
In addition, the members of the GSA, along with officers, created the EDTECH GSA Website complete with a calendar feed, announcements, and information about the student association. We branded this site and put information about opportunities for other students. We created this to have a foundation to pass the site off to future officers, have the ability to have multiple administrators edit the site, and also to allow social networking and polling of students both within and outside of the organization. The website was created over the course of two years as a collaborative effort and provides ample information for future students to know what the original founding members did to conduct business.
Finally, the EDTECH GSA Constitution Fall 2010 became the approved governing documents for the EDTECH Graduate Student Association during the second year. This document was re-written with the help of fellow members and officers to strengthen the original constitution written in Fall of 2009. It was the basis of obtaining BSU approval to maintain the status of a University Recognized Student Organization. It also guided members and other officers through how the GSA conducted business.
These three projects demonstrate my ability to make long range plans. As a result of this presentation and the leadership I provided for two years, the EDTECH GSA has remained a Boise State University Recognized Student Association. The community has also sustained itself with the recent election of new officers in Fall 2011.
In conclusion, the artifacts previously described demonstrate the variety and depth of my experience within the EDTECH Program at Boise State University. They consist of multimedia, websites, projects, reports, surveys, and synthesis papers. In addition to these artifacts, I have taken time to import a learning log (see home page) that I kept as I completed course-related activities throughout the program. All of these artifacts cohesively demonstrate my growth in the field of educational technology.
At first, I saw very little value in reflective learning, but as I progressed into more difficult coursework and problems I encounter at work, I find myself reviewing many artifacts I created during my time in the EDTECH Program, and the blogging practice has proven useful over time. I intend to continue blogging as I learn new concepts and solve problems. I also intend to continue my pursuit of technology skills using Lynda.com and other open educational resources I learned through this program.
The scholarly literature I reviewed during the coursework was also enriching and enlightening. I have gained interest in the community of practice theory and intend to continue pursuing this concept as I progress professionally in this field. Overall, I have gained a solid knowledge-base with which I can move forward and advance within the educational technology field.
Brown, A., & Green, T.D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. Upper Saddle River, NJ: Prentice Hall.
Boulmetis, J., & P. Dutwin. (2005). The ABCs of evaluation: Timeless techniques for program and project managers. San Francisco, CA: John Wiley & Sons, Inc.
Dodge, B. (2007). Home. Retrieved October 27, 2011, from WebQuest.org: http://webquest.org/
Lohr, L. (2008). Creating Graphics for Learning and Performance. Columbus: Pearson.
Schunk, D. H. (2008). Constructivist theory. In Learning theories: An educational perspective (5th ed). Upper Saddle River, NJ: Pearson
Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons