Plans and designs effective learning environments and experiences supported by technology
Artifact: EDCI 569 Paper Prototype Assignment
Artifact: EDCI 569 Digital Prototype Assignment

For EDCI 56900, I partnered to create a paper and digital prototype for a new hire training (WINE’d Up New Hire Training) which included an online instructional module with assessments and evaluations. We began by each conducting an initial analysis, and then jointly created the learning objectives and criteria. Next, we divided the learning objectives and developed the assessment items for each and the respective training content. The design included a prototype plan and action sheet for the implementation of the instructional module into digital form. The paper prototype was constructed as an instructive interpretation for the delivery of the module. This explained the knowledge checks and activities that would be assimilated into the module.

The digital prototype consisted of the electronic implementation of the components of the paper prototype. During the creation of the course, we had the opportunity to use a pilot version of Canvas (via Purdue IT). Within the Canvas sandbox, we created the full working eLearning modules. We designed the modules in a way that it would be accessible and useable for any learners with the appropriate entry skills. As part of the project, we used a formative evaluation process utilizing several individual evaluators. After the evaluation process, we applied the feedback gathered from the individuals to address the needs of the diverse target population more effectively. In most cases, the changes included rewording for better understanding and fixing typos. This whole process incorporated all sub-competencies for applying computer-based technologies and media to the solution of instructional problems. The entire project was an extremely beneficial exercise to practice designing the best artifact possible.

Applies technology to facilitate a variety of effective assessment and evaluation strategies
Artifact: EDCI 577 Strategic Assessment and Evaluation
For EDCI 577, I was required to research and plan an evaluation strategy for an intervention called the “Knowledge Boost Online Training: Instructional Product and Evaluation Plan. I created a summative evaluation plan and the necessary assessment tools for the evaluation. This was accompanied by a design proposal and rationale for my choices and recommendations. For this project, I performed a needs assessment for the Knowledge Boost which is a system that provides training content to users via a paid subscription-based service. In this particular situation, the primary objective of the evaluation was to measure the effectiveness of the training courses, and the overall training platform in order to ensure 100% of Knowledge Boost learners can successfully use the tool to improve customer retention and satisfaction. In order to properly evaluate, I provided the following:

  • Executive Summary
  • Evaluation Goals and Scope
  • Evaluation Process
  • Data Collection and Analysis
  • Evaluation Project Plan and Timeline
  • Sample Evaluation Instruments

The whole process and project was planned and designed using effective learning environments and experiences supported by the technology of Knowledge Boost. In addition, I applied the use of the Knowledge Boost technology to facilitate a variety of effective assessment and evaluation strategies.

Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice

As I stated in my original definition, educational technology is “the practical use of educational science to facilitate learning experiences”. As such, I really enjoyed learning about new technologies, tools and ways to use them to create engaging learning experiences.  During this program, I have explored new software and been exposed to many resources and hope to continue to learn how to use all of them. However, through these projects, I have come to fully understand the importance of designing for diverse learners, copyright issues, plagiarism, digital divide, and accessibility needs. Working with corporations and legal firms, I have had to consider many legal and ethical issues over the years. I have an advantage over others who have had no exposure or practice in these fields. This experience has created an awareness and sensitivity to privacy and securities issues associated with technology.

I am very much an advocate of technology for instructional design and being technologically relevant. So, when it comes to learning and education, I am very adamant about technology not being used for the sake of technology but for the needs of the audience and the best tool for the job. This means that we must keep an open mind and understand that the proper tool for the job could be anything from an iPad, a job aid or participating socially in a community of practice! Therefore, a good LDT professional or instructional designer will understand the social, ethical, legal, and human issues surrounding the use of technology and how to apply it appropriately.

Applications of technology in practice: Competency 7 and 8 are the best examples to demonstrate my understanding of identifying issues and presenting solutions surrounding the use of technology (which is why I would lead with them).  Prior to this program, I had not formally analyzed situations and scenarios like we learned to do in this program.  Not to say that I didn’t understand how to do a needs assessment, identify goals and objectives properly but I did not know how to fully conduct this from start to finish considering all potential issues. Achieving and mastering a systematic pathway to assess and design instruction is incredibly valuable for LDT professionals (such as myself) and instructional designers.