A link to the pdf is here.
The journey throughout this learning experience has been extraordinary. I began this degree in the Fall of 2012. By that point in my career, I had been teaching both math and technology for over a decade. I was completely self- taught in the technological arena. While I found this to be a fun and challenging task, I determined that getting a degree in Educational Technology would enhance what I have already learned.
The courses in this program made me realize I had a lot to learn! I found that so much of the coursework I utilized right away in the courses I teach. I currently teach Web Design, Multimedia and Intro to Programming as well as several math courses. I love what I do. This degree has been so beneficial in opening my eyes to new possibilities and new courses I could possibly offer.
I chose two to three artifacts below for each standard. A description of the artifact, the technology and pedagogical principles used as well as the justification for the artifact chosen is given under each standard. This process was quite enlightening. I plan on using this e-portfolio idea (with rationale paper and reflection video) for my technology students as they conclude each course they take with me.
I thank the professors at Boise State for their enthusiasm and expertise of their subject matter. The program and the professors have challenged me to look at technology in a different and better way.
STANDARD 1 DESIGN:
Candidates 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.
The two artifacts that best represent the mastery of the Instructional Systems Design standard are the ID Final Project and the Intro to Programming Online Course.
While teaching at Mead High School, I recognized a need to offer a course for teachers to help them design their own websites. My final project for EDTECH 503 was the construction of this course. The course has several modules constructed to help the students learn the Canvas system. By the end of the course, students will have created an effective website to use in their classroom.
In Larson and Lockee (2014), the authors discuss the ADDIE model — analyzing, designing, developing, implementing and evaluation as the suggested methodology for developing instruction. The audience, MHS teachers, was surveyed to determine if a need really did exist. The course was designed and developed based on the information I received from the survey. I decided to use a basic LMS, Canvas, as the platform for the teachers to use in designing their websites. A very structured lesson plan was developed, along with instructor’s guide, to ensure that different people could teach the course. Kirkpatrick’s Evaluation Model was utilized to evaluate the course. A survey was given in each of the four phases – reaction, learning, behavior, and results, to determine if student learning was effective. Also, a subject expert reviewed the course and gave me very useful feedback. This process provided a structured means to ensure the course was effective and consistently reviewed.
The artifact that best represents my knowledge of the instructional design process is the final project for EDTECH 503. When I first began this course, I truly believed I had a clear understanding of the instructional process. The development of the ID project made me realize that I really did not. I offered the Canvas course as a workshop for twelve teachers in the summer of 2014. Overall, I received very positive feedback from the course and all but one of the teachers is using Canvas as his or her website platform today. The survey feedback I received will form revision of some components to ensure even better instruction next summer.
EDTECH 512 asked us to analyze the online learning process. As students change, education must change to adapt to the new needs of this generation. I developed an Intro to Programming online course to fill the growing needs of our school population. Our school has grown immensely and we have run out of space. Hence, an online option for a course is a possible solution. To create this course, I used Canvas for the infrastructure and QuickTime to create the screencast videos.
This project reflects my knowledge of the instructional design process as well. I used the ADDIE model to develop this course. The main difference was the course was completely online. The process of surveying the users, designing a course with the users in mind, and having a subject expert critique the product helped create a well thought out and applicable course.
As with the ID Final Project, this artifact has been utilized in my school. A computer club used the course to build their knowledge of Python last semester.
1.2 Message Design: Message design involves planning for the manipulation of the physical form of the message.
The mastery of this standard is best reflected in the Trigonometry Lesson. Created as the final project for EDTECH 506 Graphical Design, this artifact utilized all of the design concepts I learned to produce an effective lesson teaching students how to graph a trigonometric function. I used HTML5 and CSS3 to create the website and Photoshop for the graphics.
The design of the message must be clear to ensure that the message itself is portrayed in an effective way. In EDTECH 506 I looked at the graphical design process and how easily images could represent the wrong concept. This project forced me to look at the images I used in my lessons to help convey my message. Did they enhance the lesson or were they distracting?
I utilized several Multimedia concepts to purposefully communicate the lesson. The title of the front page in the shape of a trigonometric function was constructed to give a representative element to the image (Lohr, 2008). The images used in the lesson were designed to describe the lesson with few words. Another image in the lesson was one depicting the step-by-step process for graphing a trig function. The tabular structure of the graphic showed the organization process for the concept. Also a gradient of colors were used to show the hierarchal nature of the steps. The design of the website itself was minimalistic in its use of color and font styles to give a cohesive style and to declutter (Niederst, 2009). This course really forced me to reflect on the purpose of the images and text I use in my lessons. I use the CARP — contrast, alignment, repetition, and proximity, graphical design principles in all of my designs now!
1.3 Instructional Strategies: Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
The mastery of the Instructional Strategies standard is best reflected in two assignments from EDTECH 502 and they are the Web Quest and the Jigsaw Activity.
The purpose of the assignment was to create a WebQuest to use in our classroom as well as practicing and utilizing the HTML5 and CSS3 skills we learned in the course. I used HTML5 and CSS3 to create the WebQuest itself. Many of the images created for the website were designed using Photoshop.
The sequencing of activities in a lesson plan helps structure the learning for students. In the WebQuest I created for EDTECH 502, the learners were directed through five steps to learn how to create a WebQuest. The first page of the WebQuest explained the objectives and the process of the lesson. The first step was introduction. The students are given information about the lesson — in this case the history of the WebQuest. Secondly, the task was broken up into steps and described for the user. The third step is to actually complete the process. Next, the student will evaluate how well he did on the process by looking at a rubric assessing his work. Lastly, a reflection is necessary to determine the level of understanding.
This artifact displays my understanding of the sequential process of learning. By going through the five step process detailed on the website, the user was given the opportunity to go through the steps of Bloom’s Taxonomy from knowledge to synthesis.
This artifact was created for EDTECH 502. The purpose of this assignment was to practice our HTM 5 and CSS3 skills by creating a jigsaw activity to use in our own classroom. I used HTML5 and CSS3 to create the Jigsaw activity itself. Many of the images created for the website were designed using Photoshop.
In this activity, the students are broken up into four groups, each with the responsibility of becoming the “experts” at a particular method for solving a system of equations. After the group members for the topic feel confident about their knowledge of their given topic, they are asked to break up into new groups and teach the others in the group their topic.
Both of these artifacts display the importance of progressing through a sequence of steps to ensure the highest level of understanding possible. The artifacts used scaffolding to present the material to build connections to prior knowledge as well as building new knowledge. I used this website in my Algebra 1 course last semester. It enhanced the student-centered concept of learning. By the end, the majority of the students were able to teach the other students at least one method to solve a system of equations. Students teaching students is so valuable. Being able to explain concepts to others and answer questions gives students confidence of having a solid understanding of the material.
1.4 Learner Characteristics: Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.
This artifact that best reflects the importance of understanding a learner’s characteristics in preparing a lesson is the Digital Inequality Project. We were broken up into groups and we worked remotely to develop a PowerPoint presentation to convey our findings. We used Google Hangout for group discussions before creating a slideshow using Google Presentation.
This project opened my eyes to how different the educational experience can be in different areas of the country or even just in different households. Access to the Internet gives us the opportunity to see the world from a static location. Working with individuals from across North America to complete this project allowed me to hear firsthand accounts of what the educational systems are like in Iowa, Washington, Tennessee, and Canada. We, as a group, analyzed data from Tennessee regarding the availability of technology. Rural Tennessee students were definitely at a disadvantage. The inability of students to access the Internet limits their access to information. If I were a teacher in Tennessee, it would definitely impact the lessons I created. I would incorporate technology use often to ensure they too are given an opportunity to access information and possibly a more global perspective. This project made me think about the students I have in my class and how their experience or lack thereof with technology might impact.
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.
This standard is reflected in my work in the Copyright Scavenger Hunt from EDTECH 502. Although this is a web-based assignment, it utilizes several types of media to inform the audience of its message. The students gather information about copyright rules through their journey to find the treasure. HTML5 and CSS3 were used to create the treasure hunt. Sound effects were used to make the hunt feel authentic. Students are asked to download a printable PDF file to document their findings. This artifact shows that both web-based materials and printable materials can work well together to enhance the learning experience.
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 two artifacts that best represent my mastery of the Audiovisual Technologies standard are the Screencast Tutorial Project and the Digital Storytelling assignment.
I designed a screencast tutorial that allows students to view and review an audio and visual presentation of Using a Shape Tween in Animation. I used Jing to create the screencast tutorial. The tutorial itself uses Flash to design the shape tween.
Throughout EDTECH 513, we discussed principles that have supported the cognitive theory of multimedia. The cognitive theory states that all multimedia used (graphics, sound and text) must support the way that individuals learn. We have discussed the concept that we have two different sensory learning channels. The multimedia used must not overwhelm either channel (auditory or visual) as that will inhibit learning. These concepts were applied in the creation of my screencast tutorial in the following ways. I really tried to minimize the use of text within my tutorial. The goal was to use the images and my narration to fully explain the process. This would avoid overloading the senses. The Coherence Principle was applied by avoided extraneous sound, text and graphics to create a seamless learning experience (Clark & Mayer, 2008).
This artifact was created for EDTECH 513. I created a Digital Story to tell the story of my journey into teaching. I used iMovie to put the static images together and Garageband to create the initial music for the video. The finished product was uploaded to Vimeo to share with others and to embed on my blog.
In this assignment, we were asked to create a digital story in order to explore different tools for digital storytelling. This assignment displays the story in both an audio and visual way to enhance the story. I will certainly use digital storytelling in my classroom as it allows students to express themselves in a creative manner and offers an opportunity for a different type of assessment.
I am applying this learning professionally as I overhaul my school website. Part of my website is an About Me page that describes my teaching experience and me. To kill two birds with one stone, I decided to create a digital story about my journey into teaching to put on my website. I plan to add on to my story as I progress through the school year.
2.3 Computer-Based Technologies: Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
One of the projects that reflect mastery of this standard is the Netiquette Website. This assignment utilized new HTML5 and CSS3 techniques as well as present information about the rules of proper Netiquette. I used HTML5 and CSS3 to create the website.
In this assignment we were asked to research and determine rules that we considered to be the top guidelines for proper Netiquette in the classroom. I decided to create a website that I would actually use in my classroom on the first day of class to ensure the students understood the classroom technology rules.
The layout of the website was such that the guidelines were displayed in a clear, concise manner. A summary box was created for users to quickly view the concepts of the website. This summary was enclosed in a color-coordinated box to catch the user’s eye. The learner description was displayed as well. The font styles of the text were chosen to enhance readability. The titles used a more decorative font style to catch the attention of the user. This assignment shows that a rather mundane topic can be made more engaging by utilizing computer based technologies.
This artifact was created for EDTECH 511. We were asked to create an animation that taught the user some topic. I chose to make an Algebra 2 review activity using the animation techniques I learned in class. I used Flash to design the animated review activity and Dreamweaver to house the final Flash product. The narration used to describe the pages when the link is clicked was created with Voice Candy. The videos were created using Educreations.
This project was developed from a series of activities throughout the course. The goal of the Flash page was to have an eye-catching animation to engage the user. I made a little character from shapes in Flash. The character help up a sign saying “Go Mavs.” Initially, the character and the text were animated. I felt that was distracting for the user, so I decided to eliminate that component based on my knowledge of the Coherence Principle. The Coherence Principle was applied by avoided extraneous sound, text and graphics to create a seamless learning experience (Clark & Mayer, 2008). When the menu links were clicked, the user was asked if they wanted to take a quiz or review the material. If the user needed to review the material, videos that I created using Educreations were given to provide further instruction. When the user felt his or her knowledge was complete, they could take a quiz.
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 artifact that best reflects the Integrated Technologies standard is the Virtual Field Trip. I created a Virtual Field Trip for my boys’ tennis team. The players were transported to the four Grand Slams of tennis through research, descriptive images, video, and audio narration. I used several pieces of technology to create this website. Garageband was used to create the audio for the introduction to the website. The website itself was created using HTML5 and CSS3.
The project was created using the ideas I learned in Multimedia. I didn’t know the names of the theories at the time, but when I took the Multimedia course it justified my design and layout ideas. I designed the introductory page of the website with an image and little text. The narration described the procedures required for the activity. The limited text minimized overloading the sensory channels.
When the user clicked on one of the Grand Slam buttons, they were provided with instructions. A visual representation of the slam was given to transport the student to the event itself. I chose one of the most memorable matches in each of the tournament to give a historical view of the tournament. Links were provided to research the tournament themselves and find information to answer questions. The goal of this website is to provide and audio and visual representation of tournaments that are far away. In my Web Design course, students were asked to do the same assignment. They loved it, as they were able to visit areas of the world they might never see in person.
This artifact was created for EDTECH 502. I designed an E-Learning Activity that asked the users to use their mobile device to complete the lesson. This activity explored finding Math in Nature. The website itself was created using HTML5 and CSS3. A form was created from jotform.com that allows the student to be in the field, so to speak, and still be able to upload photos and text to the instructor. The user was asked to use a mobile device to take photos of the three geometrical concepts in nature. The videos provided an audio and visual representation of the topic.
This assignment was the first one that we discussed the idea of a responsive layout. The responsive layout allows mobile users the ability to view the website in a more organized and compressed manner. All of the websites I create myself and in my Web Design course we create with a responsive layout as the use of mobile devices increases.
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.
The artifact that best reflects the use of different media sources is the Virtual Field Trip. I created a Virtual Field Trip for my boys’ tennis team. The players were transported to the four Grand Slams of tennis through research, descriptive images, video, and a narration of the website. I used several pieces of technology to create this website. Garageband was used to create the audio for the introduction to the website. The website itself was created using HTML5 and CSS3.
This project utilized many forms of media to create a comprehensive activity. The project used web development, narration, videos, slideshows, and web links to provide the user with information. Providing the user with different forms of media will enhance the instructional experience. By the end of the unit, the goal is to provide the student with a visual and audio representation of each Grand Slam. The website is structured in such a way to lead the user throughout the instructional process.
When used it an organized and effective way, multiple forms of media can be used to differentiate learning for multiple types of learners. For the audio learners, a narration and video are provided. For the visual learners, text instructions and the video are provided.
3.2 Diffusion of Innovation: Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.
The artifact that best reflects mastery of the Diffusion of Innovation standard is the Digital Inequality Video. For the assignment, we were broken up into groups and we worked remotely to develop a presentation to convey our findings. We used Google Hangout to discuss our project. We also used Google Presentation to create our presentation.
This assignment asked us to create a hypothetical task force to research the issue of Digital Inequality. We chose to research the issue as it pertained to the state of Tennessee. This project used remote communication via Google Chat to discuss, research and decide on our best possible option for reform in the Tennessee area. We discussed the pros and cons of each option and how we could financially afford each option. Collaboration with others across North America opened my eyes to the different educational struggles in other regions of the country. The collaboration allowed us as a group to research in a much more effective way.
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.
The artifact that best reflects this standard is the Walled Gardens and Global Activity. A narrated presentation was created to discuss the pros and cons of walled gardens and to discuss the possibility of using Skype to collaborate with other schools. Walled gardens restrict the internet access for students. This activity was created using PowerPoint and narrated using VoiceThread.
The project was developed for two reasons. First, I created the project for my EDTECH course. Secondly, we as a school were going 1 to 1 in the near future and we had been discussing the challenges of managing technology within the classroom. I was scheduled to present information to the faculty for our next meeting on the pros and cons of using technology in our classrooms. I adapted my presentation for this course to deliver to my colleagues. This is just one example of my implementation of instruction from the projects developed for the program almost instantaneously. I have used almost half of the projects I have designed for my classes in my own classroom. The presentation I created for the workshop was discussed and we added on our own pros and cons as a group. It also led to a need for further discussion and research to ensure that the technology we are getting will be used in such a way that it really enhances classroom instruction.
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.
The artifact that best reflects the mastery of the Policies and Regulations standard is the Copyright Scavenger Hunt Website. This website was designed as a treasure hunt to help students discover copyright, public domain, and fair use rules. This website was created using HTML5 and CSS3. The sound effects for the treasure and the pirate were found using Creative Commons.
By the end of the trip, the goal was that the students would have a solid foundation to explain the rules for copyrights, public domain and fair use. . The students traveled throughout the treasure hunt and explored given websites to understand the concepts. This was an engaging way to develop an understanding of the all-important rules of regarding use of Instructional Technology.
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.
The artifact that best utilizes the Project Management standard is the ID Project in EDTECH 503. A course was created to teach teachers how to use Canvas (LMS) that could be replicated. The course has several modules constructed to help the students learn the Canvas system. By the end of the course, students will have created an effective website to use in their classroom.
This project involved the ADDIE process, which includes the analysis, design, development, implementation and evaluation of a course. This process ensures that proper planning is involved in the development of the instruction. The evaluation component of the course design also makes sure that the course is monitored on a regular basis to ensure that effective instruction is continuing. A final survey is given to the students to help make any adjustments to the curriculum and activities. This assignment really emphasizes the importance of the development of the course in a structured way. Deadlines were produced to ensure that one step was completed at a time.
4.2 Resource Management: Resource management involves planning, monitoring, and controlling resource support systems and services.
The artifact that best reflects mastery of the Resource Management standard is the School Evaluation. This project analyzed the use of technology within our own schools. We created a report to display our findings. This artifact used basic word processing to present the report. It was uploaded to Scribd to embed the document on my blog.
In this project, the levels of technology use in my school were analyzed. We were asked to measure benchmarks to quantify that analysis. The benchmarks we were asked to measure were: administrative, curricular, support, connectivity and innovation. In my school I found there to be quite a few resources available to us, but little training is provided.
This project spearheaded a technology committee to be developed at our school. Since that time, a similar analysis has been done to see our progress. Overall, I have found the further training we designed for the staff has propelled more use of the technology. Our technology committee meets once a month to ensure that continual improvement and monitoring is done.
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.
The artifact that best displays mastery of the Delivery System Management standard is the creation of the Intro to Programming Online Course. As students change, education must change to adapt to the new needs of this generation. I developed an Intro to Programming online course to fill the growing needs of our school population. Erie High School has grown immensely and we have run out of space. Hence, an online option for a course is a possible solution. To create this course, I used Canvas for the infrastructure and QuickTime to create the screencast videos.
This project allowed me to really step out of my comfort zone to develop a delivery management system I was not accustomed to — online. The design of an online course has some similarities to a traditional course, but has many differences as well. An online course has to have a very organized structure and sequence of instruction. The instructional designer also has to consider a way to provide extra help either as an instructional video or a chat room. He also has to have a means to monitor student use of the online course to ensure they are checking in periodically.
I chose to use Canvas to deliver my online course. This LMS provided all of the resource components I felt were needed to provide appropriate resources. The site is also responsive, which allows students to access the information on a mobile device seamlessly.
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.
The artifact that best represents mastery of the Information Management standard was the Learning Log Assignment. This artifact was created for the introductory course in our EDTECH program. We developed a learning log to house all of assignments. I used WordPress to design my learning log and Photoshop to create images used within the blog,
The learning log has been a great tool to organize all of my projects/assignments in one location. Using WordPress as a learning log allowed me to upload all of my assignments to a post on my page. The blog format also gave me the ability to reflect on the assignment to discuss what I have learned. This project tracked my progress throughout my degree. It has been enlightening to go back through my blog now to see all of my work. I can definitely see my progress. I used the same layout for my E-Portfolio, as I liked the design for my learning log. I took some of the course pages off of my menu, but they are certainly available upon request. All of my technology students have created their own blogs as well. My hope is that they will each have a professional looking document they can give to colleges or employers to show their bodies of work.
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.
The artifacts that best reflects use of the Problem Analysis standard are the School Evaluation and the Flipped Classroom Analysis.
This project analyzed the use of technology within our own schools. We created a report to display our findings. This artifact used basic word processing to present the report. It was uploaded to Scribd to embed the document on my blog.
When the project first started and the analysis of my schools technological use was assessed, I was unsure of the outcome. I would have determined that very few individuals were using technology effectively and that our resources were scarce. My take on the nature of the problem in my school was actually incorrect. Through the research and interview process, I was able to pinpoint the source of the problem. The issue was not attitudinal as I originally thought. There were many individuals in our school who wanted to use technology, but resources for training and implementation were not given. This discovery led to a series of workshops made available to teachers, which in turn has increased effective use of technology in our classrooms.
This artifact was created for EDTECH 504. We were asked to look at trends in education and analyze a particular technological innovation. I decided to explore the idea of implementing a flipped classroom. Research and information gathering was done online.
The development of this project started with the need to solve a problem. The problem that was determined in our school is that the classroom was still relatively teacher centered. Thus, the analysis of the flipped classroom became the topic for this project. Research was done exploring the pros and cons of implementing such a classroom. It was determined that the flipped classroom models the constructivist learning theory. The model forces students to take ownership of their own learning and allow collaboration in class to deepen understanding.
5.2 Criterion-Referenced Measurement: Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.
The artifact that best reflects mastery of Criterion-Referenced Measurement is the WebQuest. The purpose of the assignment was to create a WebQuest to use in our classroom as well as practicing and utilizing the HTML5 and CSS3 skills we learned in the course. I used HTML5 and CSS3 to create the WebQuest itself. Many of the images created for the website were designed using Photoshop.
This project asked the user to go through a web exploration to help instruct the student create his or her own WebQuest. The WebQuest led the student through the instructional process: introducing the project, breaking up the task into components, going through the steps, and evaluating your own project. The rubric given for the evaluation process allows the student to self-grade their own project based on the given requirements. If they found they have not mastered a concept, the student can redo that portion to ensure they have complete understanding.
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.
The artifact that best reflects mastery of Formative and Summative Evaluation is the development of the Intro to Programming Online Course. As students change, education must change to adapt to the new needs of this generation. I developed an Intro to Programming online course to fill the growing needs of our school population. Our school has grown immensely and we have run out of space. Hence, an online option for a course is a possible solution. To create this course, I used Canvas for the infrastructure and QuickTime to create the screencast videos.
In creating this online course, the curriculum was designed for weekly formative assessment and summative assessment every unit. The purpose of the formative assessment is to monitor student learning to ensure that effective learning is taking place. The formative assessment has a lower point value associated with it. The summative assessment has been established as a unit test. The formative assessments for this online course are the weekly programs for the course. The summative assessments are the projects created at the end of each unit.
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.
The artifact that best reflects mastery of Program Evaluation is Program Evaluation Report. A program was created for Mead High School in 2012 to help teachers design their own website using WordPress. This report analyzed the effectiveness of the program. This report was developed using basic word-processing and Survey Monkey to create the surveys.
The objectives of the program were to increase communication and to reduce teacher workload in the long term. The teachers involved in the initial training and the students in their respective classes were surveyed to determine if the objectives of the program had been met. This project allowed me to wear the hat of the evaluator. As an evaluator, I determined that the program was effective but teachers needed to update their websites more frequently. Also, giving students some sort of WebQuest in the beginning of the school year to explore the teacher site would support them in using the website. A long-term plan was devised to increase the number of workshops presented to reach the long-term goal of all teachers using websites at Mead High School.
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction. Jossey-Bass/Pfeiffer: San Francisco, CA
Hill, A., Arford, T., Lubitow, A., & Smollin, L. (2012). I’m ambivalent about it: The dilemmas of PowerPoint. Teaching Sociology, 40 (3), 242-256.
Larson, M., & Lockee, B. (2014). Streamlined ID: A Practical Guide to Instructional Design. New York: Routledge.
Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Moreno, R., & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92, No. 1,117-125.
Niederst, R. J. (2001). Learning web design: A beginner’s guide to HTML, graphics, and
beyond. Beijing: O’Reilly.