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Communicates effectively in oral and written formats
Artifact: EDCI 577 (Strategic Assessment and Evaluation) – Jet Blue Evaluation Proposal

The Jet Blue Evaluation Proposal project in EDCI 577 (Strategic Assessment and Evaluation) was written in the form of a business letter to the Training Manager of Jet Blue University. The proposal included evaluation recommendations based on the company’s training program. To satisfy the request of the CEO, the proposed evaluation framework described the process and methods that will be used to identify the program’s strengths and weaknesses, as well as its return on investment (ROI). The evaluation recommendations were based on the Kirkpatrick Model, but other research was used as well. The proposal illustrates my ability to communicate effectively in written formats.

As a 15+ year professional, I am very proficient in writing, conference calls and orally presenting strategic recommendations to my leadership team. The Jet Blue Evaluation Proposal project was an example of my competency in this area that will be a life-long skill I will continue to use.

Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy
Artifact: EDCI 672 Advance Design – Paul Lindsey Case Facilitation

In EDCI 67200, we analyzed case studies which featured different instructional design problems. My case analysis and facilitation of the Paul Lindsey case illustrated my competency of communicating knowledge through activities that integrate content and pedagogy. The facilitation was comprised of developing objectives and discussion questions for the case, creating a performance analysis feedback form to identify learning criteria, and to facilitate a class discussion with questions we collaboratively created. As a group of four, we had to demonstrate communication and collaboration skills through identifying the preliminary facilitation needs as the discussion leaders. In addition, we had to communicate verbally and in written formats during the preliminary work. We assigned roles and duties to each group member to ensure we responded to the class’s posts and dialogues. We identified appropriate solutions related to the case study and provided further prompts for deeper analysis of the issues presented. Although the topics were mostly relevant to the issues, in some cases we had to redirect the dialogues towards the issues directly related to the case study. This allowed me to practice the principles I learned rather than as a passive declaration of what I believe to be an appropriate solution to the issues.

While these artifacts demonstrate the criteria for the competency of communicating content to integrate pedagogy, EDCI 672 was only my fourth class in the program – taken even before EDCI 531. This meant that I was not yet familiar with the different models of instructional design, or even widely known best practices for writing learning objectives, or analyzing case studies.  In particular, I struggled with the expectations of the case study analyses. After learning the importance of being succinct with instructional materials, I began to be able to figure out who everyone was, and what their roles were in the project/situation being described. This allowed me to start to target and identify the different perspectives that each player as represented below

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Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners
Artifact:  EDCI 569 Introduction to eLearning – Project and Final Paper

The final criteria for this competency, the “ability to adapt instruction and assessment techniques to the needs of diverse learners,” is clearly demonstrated with my final project from EDCI 569. The final project detailed and rationalized the choices made in regards to instruction and assessment techniques.  In EDCI 569 Introduction to eLearning, I had the opportunity to create a complete eLearning course which included instructions and assessments for new hires for a wine bar (WINE’d UP New Hire Training).  Assessments were was adapted to include all learners by leveraging guidance, filtering by experience, and providing options for completion of assessment activities.

The instruction techniques were adapted to include a variety of assessments with a detailed course navigation in order to address different levels of experience with online learning and technology. Similarly, the course material was presented through the use of both videos and readings, many times resulting in some redundancy and overlap, with the intent to appeal to different learning styles.  Also, the self-paced format of the course was deemed necessary in this case, due to the differences in social situations.

In addition to instruction techniques, the assessment methods were also adapted to the needs of diverse learners.  For example, although there is no requirement of prior knowledge for the course, the introduction module was designed to help the learner assess prior knowledge and learning expectations in a non-threatening way, while helping to create a positive learning environment by taking into consideration demographic and social differences as well as any special needs.  In addition, many of the assessment instruments are free-form feedback types, allowing diverse learners of various backgrounds to demonstrate their learning from their own perspectives and within their own contexts.  Besides the discussions, the food pairing assignment was designed with diversity in mind.  This allowed the learner to demonstrate the ability to apply the concepts learned from within their own filters, which can be shaped by demographics, socioeconomic status, special needs, and other diversity factors.

WINE'd Up Training Demo

WINE’d Up Training Demo