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Below, you will find information regarding the Association for Educational Communications and Technology (AECT) Standards (Association for Educational Communications and Technology, 2012). These are the standards that are addressed through the Learning Design and Technologies master’s program at the University of South Carolina.

Candidates demonstrate the knowledge necessary to create use, assess, and manage theoretical and practical applications of educational technologies and processes (AECT, 2012).

Performance Indicators:

• Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)
• Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. (p. 141)
  
• Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
  
• Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
  
• Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. (p. 284)
  

The purpose of this website is to teach learners about different dance styles.

The purpose of this e-learning module is to teach learners about the various instructional design models.

AECT Standards

Context and Conditions-

This E-Learning Module was completed in EDET 703: Design and Development Tools II during my second semester of the program in the Fall of 2022. This e-learning module was created through Articulate Rise 360. For this artifact, I brought my knowledge of content and content design to the project.

Scope-

The purpose of this project was to create a self-paced e-learning module. The module had to follow the 3CS framework while teaching our learners about the different dance styles. We then had to assess our learners at the end of the module to analyze how they understood the content.

Role-

This artifact was a group project. Myself and a classmate worked together to complete the project. We split the tasks and responsibilities of the project. We meet via Blackboard to collaborate to discuss the project. We used Google Docs and Canva to create shared documents we both could access. After creating and finalizing the information for our e-learning module, we then used Articulate Rise 360 to create our final product.

Instructional Design-

This module follows the MRK (Morisson, Ross, Kemp) Instructional Design Model (Morrison et al., 2013). This model focuses on creating, planning, and revision phases. This model was beneficial to follow because it allows for flexibility in the designing and revision phases. When creating the e-learning model we were able to focus on the instructional design and instructional objectives. These helped guide us in creating our e-learning module. At the end, we spent time in the revision phase to complete any revisions needed to make our instruction strong.

Related Performance Indicators-

This artifact represents ACET Standard 1- Content Knowledge (Association for Educational Communication and Technology, 2012). This standard addresses the knowledge of creating, using, and assessing educational technologies and processes. For this project, we had to develop an e-learning module following the 3cs model. The 3cs stand for challenge, choice, and consequence and is a scenario-based learning. With the 3cs in mind, we created an e-learning module that taught our learners about different dance styles through various scenarios.

Reflection-

This project was my first time creating an e-learning module. We elected to use Articulate Rise 360 due to its ability to let you collaborate. This website host was user-friendly and allowed for different sections of the module to be completed, since it was a self-paced course. I found that creating an e-learning module took thought on how you will reach the various needs of your learners. We had to think about different ways people learn and how engaging, and visually appealing our final product was. This e-learning module helped me in other classes when we had to create an e-learning product again.

AECT Standards

Context and Conditions-

This E-Learning Module was completed in EDET 793: Advanced Instructional Design and Development during the Spring 2024 semester, my last semester in the Learning Design and Technologies Master Program. This e-learning module was created through Articulate Rise 360. For this artifact, I brought my content knowledge and understanding of the creation of an e-learning module.

Scope-

The purpose of this project was to create a self-paced e-learning module. The goal of the module was to teach learners about the different instructional design models, that are most commonly used (MRK, ADDIE, and ASSURE).

Role-

This artifact was created individually. My classmates and professor did provide feedback through the various stages of creating the e-learning module.

Instructional Design-

This module follows the MRK (Morisson, Ross, Kemp) Instructional Design Model (2013). This model focuses on the creating, planning, and revision phases. This model was beneficial to follow because it allows for flexibility in the designing and revision phases. When creating the e-learning model I could focus on the instructional design and objectives. These helped guide me in creating the e-learning module. After creating the module, I spent time in the revision phase. During this time, I applied feedback from SME (subject matter expert) and peer reviewers to ensure my module was effective in teaching about different types of instructional design.

Related Performance Indicators-

This artifact represents ACET Standard 1- Content Knowledge (Association for Educational Communication and Technology, 2012). This standard addresses the knowledge of creating, using, and assessing educational technologies and processes. For this specific project, I had to create an e-learning module. I demonstrated the creating indicator by creating an e-learning module that involved a variety of learning approaches. I also demonstrated the assessing/evaluating indicators. I had classmates and my professor assess the quality and effectiveness of my e-learning module.

Reflection-

This was the last e-learning module I will create for my master’s in Learning Design and Technologies. From the beginning of the program, I can tell how far I have come in creating and developing e-learning modules. I am more comfortable using Articulate Rise 360 and adding multimedia elements to my product. I was able to create objectives that were easy to separate into sections and create assessment items that aligned. I also spent time creating my own graphic through Canva which enhanced the visual appeal of the module. I was able to apply knowledge from my courses to the product to add different elements and ensure information was being shared in an interesting way.

AECT Standards

Standard 2

Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy (AECT, 2012).

Performance Indicators:

• Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)
  
• Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)
  
• Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice. (p. 116-117)
  

The purpose of this assignment was to create a Formative Evaluation Plan about an instructional module

The purpose of this assignment was to create a Summative Evaluation Plan about a real life scenario

AECT Standards

Context and Conditions-

This Formative Evaluation Plan was created in EDET 722: Instructional Design and Assessment during the Summer 2022 semester. This was my first time creating a Formative Evaluation Plan. Before creating the Formative Evaluation Plan, a Needs Assessment, Performance Objectives, Assessment Items, Learner Analysis, Goal Analysis, Task Analysis, and Contextual Analysis had to be completed. An Instructional Strategy Plan and PowerPoint prototypes were completed before starting the Formative Evaluation Plan.

Following the completion of the above steps, the Formative evaluation could be completed. This evaluation includes the purpose, audience, issues, resources, evidence, analysis, data gathering, reporting, and evaluation schedule. The purpose section explained why the formative evaluation was being conducted. The audience section described who the learning product was created for. The issues section addresses the objectives that are based on linear results. The resources section describes who (ex. Subject Matter Expert), and what (Instructional PowerPoint) is needed to complete the evaluation. The evidence section describes the data points that will be collected. The analysis section, data gathering section, and evaluation schedule all explain when and how data should be collected and analyzed.

Scope-

The purpose of this project was to create a Formative Evaluation Plan and develop different instruments to use for data collection.

Role-

This was an individual project, meaning I was the instructional designer developer. The course professor reviewed my work and provided feedback and suggestions.

Instructional Design-

This artifact follows the MRK (Morrison, Ross, Kemp) instructional design model (Morrison et al.,2013). This product hits several of the nine key aspects of the MRK model. The product includes objectives, evaluation instruments, and instructional strategies. The evaluation also allows feedback and revisions before the product is shared with learners.

Related Performance Indicators-

The Formative Evaluation plan addresses ACET Standard 2- Content Pedagogy (Association for Educational Communication and Technology, 2012). This evaluation plan required thought about the instructional design plan that was being implemented and the effectiveness of the plan. The first indicator in the standard addresses creating appropriate applications, the second indicator focuses on using appropriate educational technology, and the third indicator focuses on analyzing/evaluating learning and instruction. In this project, I demonstrated the first indicator by creating evaluation tools, and instructional strategies. I demonstrated the second indicator by using educational technology to teach the content. Lastly, I addressed the third indicator by creating evaluation forms to be completed regarding the product.

Reflection-

This project was the first time I had created a formative evaluation plan. To create the formative evaluation plan, I developed a learning unit around concrete multiplication, something that I currently teach in my classroom. I had to spend time thinking about how to effectively teach the standards while still aligning them all to the objectives I had created. As you scroll through the evaluation plan, you can see how my knowledge has grown since this project was completed through the duration of that course. I referenced this formative evaluation plan when completing the Tina Sears Case Study since this evaluation plan was in-depth and detailed.

AECT Standards

Standard 2

Context and Conditions-

This case study evaluation plan was created in EDET 793: Advanced Instructional Design and Development during the Spring 2024 semester, my last semester in the Learning Design and Technologies Master Program. My classmates and I read the evaluation plan and then divided ourselves into groups to complete the Summative Evaluation Plan. This plan addressed the concerns of the Stakeholders in the Anderson County School District, regarding the integration of tablet computers into the classrooms (Grant et al., 2021). The evaluation plan provides an introduction that gives an overview of the sections and a background that allows the reader to gain additional knowledge about the topic. The plan contains information about the purpose, audience, and stakeholders. The evaluation plan addresses decisions that are made because of the evaluation. This section includes questions and the methods and procedures used for data collection. Further into the evaluation the instruments used to collect data will be explained. After the plan explains how the data will be analyzed. At the end of the evaluation, the limitations, logistics, timeline, and budget are discussed.

To complete this project, our group created an outline of what needs to be included in our evaluation plan. From there, we split up various tasks. We met two times to discuss the plan and provide feedback on sections. We all made comments on the document to ask questions or provide revisions. We each read through the evaluation plan one final time correcting any last-minute details before submitting.

Scope-

The purpose of this project was to apply the knowledge gained throughout other coursework on how to evaluate a real-world scenario as an instructional designer. For this evaluation, I had to evaluate someone else’s instructional design.

Role-

This Case Study Evaluation was a group project. For our group, I wrote the introduction and background sections. I created the teacher observation forms and wrote all the information regarding that form. I created the design and layout of the document. Lastly, with the help of my group, I completed the budget and the data collection tables.

Instructional Design:

The Case Study demonstrates both the ADDIE and MRK instructional design models. The ADDIE Model was followed because the case was analyzed before moving into the design and development phases (Kurt 2018). The MRK model was followed when we developed and implemented multiple data collection tools throughout with evidence to support the tools. Collecting multiple data points is an important part of the MRK model (Morrison et al.,2013).

Related Performance Indicators-

The Tina Sears Case Study Evaluation plan addresses ACET Standard 2- Content Pedagogy (Association for Educational Communication and Technology, 2012). This evaluation plan required thought about the instructional design plan that was being implemented and the effectiveness of the plan. The first indicator in the standard addresses creating appropriate applications, the second indicator focuses on using appropriate educational technology, and the third indicator focuses on analyzing/evaluating learning and instruction. In our project, we demonstrated the first indicator by creating evaluation tools. We showing the third indicator as we analyzed the implementation of tablets in the Anderson County School District.

Reflection-

This project allowed me to create another Evaluation Plan, this was my second evaluation plan. This evaluation differed from the first one I completed because I was evaluating someone else’s instruction. For our group, the most difficult section was creating questions that we felt adequately addressed all concerns of the stakeholders. We knew that these questions served as a driving force for the remainder of the evaluation. These questions required us to plan our evaluation tools around the same questions to ensure we were collecting appropriate data to support our plan.

My favorite aspect of this project was working with a group. Our group had a collaborative document that we all contributed to. This document allowed us to give feedback and recommendations throughout. I felt that working with the group gave me more confidence in creating an evaluation model.

AECT Standards

Standard 2

Standard 3

Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments. (AECT, 2012).

Performance Indicators:

• Creating - Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)
  
• Using - Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. (pp. 8-9, 122, 168-169, 246)
  
• Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6, 53)
  
• Managing - Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. (p. 190, 234, 238)
  
• Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3, 246)
  
• Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)
  

The purpose of this project was to create various multimedia products about a topic.

The purpose of this assignment was to find different applications to help a variety of learners.

AECT Standards

Context and Conditions-

This Integrated MultiMedia project was completed in EDET 603: Design and Development Tools during my first semester of the program in the Summer of 2022. This course included a vodcast, podcast, website, marketing poster, and cover art. The podcast, vodcast, marketing poster, and cover art were created through Canvas. The website was created using Weebly. I brought my Canva knowledge to create the podcast and vodcast using graphic design software for this project.

Scope-

The purpose of this project was to provide instructional design students with an opportunity to create a variety of multimedia products using different software. This was my first time creating both a vodcast and a podcast.

Role-

This artifact was a group project. Myself and an art teacher worked together to complete the project. We split the tasks and responsibilities of the project. I was responsible for creating the podcast and the vodcast. We then spent time providing feedback to each other's work to make changes that would improve the overall quality of our products.

Instructional Design-

This artifact fits with the MRK (Morrison, Ross, Kemp) instructional design model (Morrison et al.,2013). This product hits several of the nine key aspects of the MRK model. The product includes objectives, evaluation instruments, and instructional strategies. The evaluation also allows for feedback and revisions to be made before the product is shared with learners.

Related Performance Indicators-

The Integrated MultiMedia project addresses ACET Standard 3- Learning Environments(Association for Educational Communication and Technology, 2012). This standard addresses how learners create, use, evaluate, and manage learning environments. This project specifically addresses the creation and ethics indicators of this standard. My partner and I had to create various multimedia components to teach our target audience (Elementary classroom teachers) about STEAM. While creating our products we had to ensure we were not breaking any copyright laws with the use of music and graphics which addresses the ethics portion of the standard.

Reflection-

Before this project, I had limited experience and knowledge of creating multimedia projects beyond graphics. This project challenged me since I was responsible for creating a vodcast and a podcast. These multimedia forms were challenging for me at first as navigated finding a program that was the easiest for me to use. From exploring different resources for creating podcasts and vodcasts, I found that Canva was the easiest for me to use. I have used Canva often but not the video and voice overlay features. Using this platform, made it easier for me to create the graphics to go along with my resources. This project also allowed me to collaborate with peers to create a product using various multimedia tools.

Creating this product gave me experience with multimedia tools that I have been able to use throughout the Learning Design and Technologies Masters Program. I have been able to apply these tools, and my knowledge of Canva to help me build other multimedia projects.

AECT Standards

Standard 3

Context and Conditions-

This Assistive Technologies project was completed in EDET 735: Technological Applications for Diverse Learners during my third semester of the program in the Spring of 2023. This project explained 5 different apps, software, or extensions that can help remove barriers to learning. The goal of the project was to find ways to increase learning for all learners.

Scope-

The purpose of this project was to create a list of software, apps, or extensions that can remove barriers to learning that some learners will face. This project broke down how easy to use the technology is, the overall cost, and how it was presented.

Role-

This was an individual project that was completed as part of my coursework.

Instructional Design-

This artifact fits with the ASSURE instructional design model. The ASSURE model is addressed because this project states different materials that can be used when creating e-learning modules or activities for diverse learners (Kurt 2018).

Related Performance Indicators-

The Assistive Technologies project addresses ACET Standard 3- Learning Environments(Association for Educational Communication and Technology, 2012). This standard addresses how learners create, use, evaluate, and manage learning environments. This project specifically addresses the managing and diversity of learners of this standard. I provided different technology options that will help keep a strong technology infrastructure. I addressed the diversity of learners because different technologies were suggested and can be chosen based on the needs of the learners.

Reflection-

This project made me realize that not all learners can use basic technology. Many students need access to technology that can help them improve their learning based on their own needs. I have referred back to my chart and classmates' charts to see what technology I can use to help my students. This chart is not only a great resource for diverse learners but also allows me to become familiar with these resources.

AECT Standards

Standard 3

Standard 4

Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice (AECT, 2012).

Performance Indicators:

• Collaborative Practice - Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
  
• Leadership - Candidates lead their peers in designing and implementing technology-supported learning.
  
• Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
  
• Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
  
• Ethics - Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
  

The purpose of this prototype was to create a PowerPoint to teach concrete multiplication.

The purpose of the treatment document is to provide guidance when creating an e-learning module.

AECT Standards

Standard 4

Context and Conditions-

This Treatment Document was created in EDET 703: Design and Development Tools II during my second semester of the program in the Fall of 2022. This was the beginning stage of creating the e-learning module about Dance Styles.

Scope-

The purpose of this project was to create a treatment document that includes a style guide, assessment items, performance objectives, and a storyboard.

Role-

This was a group project that was created with a fellow peer. We completed the project using a shared Canva Document. We split responsibilities 50/50 while still reviewing and editing each other's contributions.

Instructional Design-

This module follows the Smith and Ragan Instructional Design Model (2005). This focuses on creating an introduction to gain the learner’s attention and to provide an overview of the course. The second phase focuses on creating the body. The body involves recalling prior knowledge, continuing to engage the learner, and processing information. The third phase is the conclusion. The conclusion focuses on summarizing the material taught. The final phase is the assessment. The assessment focuses on assessing the learning. I found the Smith and Ragan Instructional Design Model easy to follow while creating this treatment document that was turned into our e-learning module.

Related Performance Indicators-

The Treatment Document addresses ACET Standard 4- Professional Knowledge and Skills (Association for Educational Communication and Technology, 2012). This standard addresses learner collaboration, leadership, reflection on practice, assessing/evaluating, and ethics. During this project, I collaborated with a peer to create a treatment document that would guide us in creating our e-learning product. I then addressed the evaluation/assessment section of the standard creating assessment items that would test student learning based on the learning objectives that were created.

Reflection-

This Treatment document was a group project that I created during my second semester of the program. This was my first time creating a treatment document so it was beneficial to have a partner to work with. We were able to share our thoughts and ideas to ensure we were on our way to creating a strong module. The most difficult part for me in creating the Treatment document was the storyboard section. I struggled to understand how the storyboard was supposed to turn out in relation to the e-learning product. Luckily my partner was able to help guide me through the storyboard aspect which has helped me create other storyboards throughout my coursework.

AECT Standards

Standard 4

Standard 5

Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance (AECT, 2012).

Performance Indicators:

• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (p. 242)
  
• Method - Candidates apply research methodologies to solve problems and enhance practice. (p. 243)
  
• Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. (p. 203)
  
• Ethics - Candidates conduct research and practice using accepted professional and institutional guidelines and procedures. (p. 296-7)
  

The purpose of this reflection was to analyze a research article.

The purpose of this assignment was to explain the different types of validity that can be present when researching.

AECT Standards

Context and Conditions-

This Final Reflection was written in EDET 705: The Learning Experience in the Spring of 2023. This was in my third semester of the Learning Design and Technologies Master’s Program.

To write the reflection, I had to find an article that showed qualitative research. I then had to explain the different aspects found throughout the research article based on the course modules we completed each week. Afterward, I rated the article's quality, explained its strengths and weaknesses, and explained improvements that I would make to the article.

Scope-

The purpose of this project was to analyze a research article. This allowed me to understand areas of strength and weaknesses when conducting research and how to identify when research is credible.

Role-

This was an individual writing assignment. I was able to share my research article with peers to gain feedback on whether the article appropriately addressed the assignment.

Instructional Design:

This reflection follows the MRK instructional design model. Morrison, Ross, and Kemp was followed because this reflection included content sequencing, and designing of the message (Morrison et al.,2013).

Related Performance Indicators-

The Final Reflection addresses ACET Standard 5- Research (Association for Educational Communication and Technology, 2012). This standard addresses the exploration, evaluation, synthesis, and methods that enhance student learning and performance. The Final Reflection addresses the ethics and assessing/evaluating indicators of the standard. The ethics portion was addressed because the research article was addressed professionally. The assessing/evaluating indicator was addressed when the process of conducting the research and the resources were all analyzed to gain more insight into the research study.

Reflection-

This Final Reflection was the last part of my EDET 705 course. This course focused on the different types of research and how the research applies to instructional design. Going into this course, I knew little about qualitative and quantitative research. As the course progressed my knowledge grew, at the end of the course we had to find a qualitative research article and analyze the article. This paper specifically, showed me the importance of understanding the different research methods and how they can change the course of research. I was able to understand why analyzing research is important and how all research can still be improved upon.

AECT Standards

Standard 5

Context and Conditions-

This Type of Validity project was completed in EDRM 700: Introduction to Research in Education in the Fall of 2022. This was in my second semester of the Learning Design and Technologies Master’s Program.

To create this project, I had to research the three types of validity External Validity, Internal Validity, and Instrument Validity. Validity needs to be considered when discussing research. Validity can affect research differently based on which type is impacted.

Scope-

The purpose of this project was to describe the 3 types of validity and explain how validity can affect research. Scenarios were provided to show how the different validity types work and how they impact the research.

Role-

This was an individual assignment. I was able to research the 3 types of validity and then create a graphic to share my learning of the various types.

Instructional Design:

This reflection follows the MRK instructional design model. Morrison, Ross, and Kemp was followed because this reflection included content sequencing, and designing of the message (Morrison et al.,2013).

Related Performance Indicators-

The Final Reflection addresses ACET Standard 5- Research (Association for Educational Communication and Technology, 2012). This standard addresses the exploration, evaluation, synthesis, and methods that enhance student learning and performance. The Validity Project addresses the Theoretical Foundations and Ethics indicators of the standard. The ethics portion was addressed because the research was displayed in an appropriate graphic. The Theoretical Foundations indicator was addressed when the three types of validity were explained with examples showing knowledge of research.

Reflection-

This Validity Project was part of my EDRM 300 course that addressed different parts of education research. Before this course, I had never heard of validity or knew how it could impact different research. From completing this project and through the rest of the course I now understand that you must consider validity when conducting research or even simply reading a research article. Validity can quickly diminish the credibility of research when certain things (ex. Generalizations of groups) are not considered.

AECT Standards

Program Reflection

Summary-

Throughout my portfolio, you will find artifacts that have been developed throughout the length of the program. These artifacts demonstrate my knowledge of the standards and skills I have acquired through the program.

Self Reflection-

I have demonstrated an understanding of all Association for Educational Communications and Technology (AECT) Standards. Throughout the projects, I have learned how to create, use, and manage educational technology applications demonstrated in both of my e-learning courses, Dance Styles and The ASSURE Model. My Formative Evaluation Plan and Tina Sear's Case Study both show that I can effectively implement educational technology and processes. The Integrated Multi-Media Project and the Assistive Technologies Project both show that I have created, used, and managed digital learning environments. The Instructional Design Prototype and the Treatment Document both demonstrate my understanding of designing, developing, and implementing a learning environment that includes technology. Lastly, my Final Reflection and Types of Validity assignments show my ability to analyze, evaluate, and apply methods of inquiry. Through my course work, I have gained an understanding of several different instructional design models like MRK, ASSURE, and ADDIE. I have learned how to implement each model and how each model functions. I have been able to create both e-learning modules and courses that allow me to design meaningful and effective learning using the skills I have acquired.

Reflection-

As I have gone through the program, I have learned how to collect and analyze data. Through this process, I have had to learn how to explain and present the data collected using tables and words. Before this program, that was one of my weaker areas. As I progressed through the program my confidence and work related to data collection have significantly improved and I now feel confident in my ability to analyze and explain data.

Another thing I have learned is how to use a variety of Multimedia elements in my instructional design. I now understand how to ensure all multimedia elements enhance my instructions and serve a purpose for my learners. All videos, graphics, or photos have to relate to the instruction and enhance learning.

During the program, I have had the chance to use a variety of LMSs. I have now identified which ones I prefer to use, and feel most comfortable using. I have learned how to evaluate instructional programs including my own programs and others. This has helped me understand how valuable feedback is when creating instructional products. I have been exposed to a wide variety of online resources that are amazing to use with diverse learners, several of the tools I have started using in my own classroom. Lastly, this program has taught me the importance of time management and balance. I have had to learn how to balance my teaching job, coursework, and my personal life.

DATE: TBD

LOCATION: EBES PD ROOM

TIME: 10:30 AM

This professional presentation was created to share with classroom assistants and other staff members at my school. While creating the presentation, I focused on selecting resources that I have personally used in my classroom and resources that I see high student engagement with. I added 15 minutes of work time after sharing the resources to provide work time with the resources. My goal with adding work time is to ensure they are exploring the resources but it also allows me to answer any questions or assist in learning how to use the websites.

Resources:

Resume & Portfolio

ADDIE Model

Kemp Model

AECT Standards 2012

Learning Design and Technologies M.Ed. - University of South Carolina

References

Association for Educational Communications and Technology. (2012, July 16). AECT standards, 2012 version. aect.org. Retrieved March 28, 2024, from https://www.aect.org/docs/AECTstandards2012.pdf

Grant, M, M., Lowther, D, L., & Ross, S. M. (2021) Case study #7: Tina Sears: Evaluating the impact of a K 12 tablet computer program. [Course materials]. Blackboard Retrieved from https://blackboard.sc.edu/

Kurt, S. (2018, December 16). ADDIE model: Instructional design. Educational Technology. Retrieved April 1, 2024, from https://educationaltechnology.net/the-addie-model-instructional-design/

Kurt, S. (2016, February 14). ASSURE: Instructional Design Model - Educational Technology. Educational Technology. https://educationaltechnology.net/assure-instructional-design-model/

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Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective

instruction (7th ed.). Wiley.

Smith, P. L., & Ragan, T. J. (2005). Instructional Design (Third ed.). Hoboken, NJ: John Wiley & Sons, Inc.

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