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of
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Projects/Products/Artifacts
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2. Content Pedagogy
3. Learning Environments
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CSI
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Design Internet
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paper
Model
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.
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
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.
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.
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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.
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.
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designer and the learners, they allow for reflection in assessing the effectiveness of the
technologies and processes.
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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
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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
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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.
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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
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.
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The table below shows mechanisms for maintaining the technology infrastructure to
improve learning and performance:
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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.
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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.
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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
1.
What technologies
(equipment, software,
networks, etc.) and resources
are needed by instructors and
students to support academic
success?
2.
3.
1.
2.
Needs Prioritized
Actions to be Taken
Instructors need professional development 1. a. A training consult will be hired to
in classroom technologyThe need for
hold quarterly training sessions over
professional development and training on
the two-year implementation period.
the use of learning technologies,
particularly for faculty, was the most
b. Instructors will join webinars
collectively mentioned issue in the focus
quarterly over the two-year
groups. Students want their faculty to be
implementation period.
as proficient as they are so that class time
c. PCCUA will release two faculty
can be used more efficiently. Training and
members at .25 FTE each semester
professional development would likely
over the two-year implementation
increase the use of existing technologies
period. These faculty members will
by faculty and increase the requests for
mentor and perform one-on-one
additional technologies.
coaching of faculty members needing
Students need training in technology
support while integrating technology
similarly, students need indicated that
into their classrooms.
they need training for themselves so that
2. PCCUA will add a digital strategies
they are also able to take advantage of
course to the curriculum modeled after
available technologies.
Valencia Colleges Digital Learning
Increased integration of technology within
Strategies to be developed in Year 1
the classroom. (To be addressed phase II)
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.
Students need interactive technology to
1.
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.
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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.
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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.
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The respondents
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These steps indicate that accepted professional and institutional guidelines and
procedures were followed in conducting research and respecting practices
associated with the research.
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