Objective 1: Demonstrates understanding of various theories and concepts that inform the practice of instructional design and learning technologies (ID<).
1.1 Connects relevant and appropriate theory to design practices.
1.2 Explains clearly, substantively, and appropriately connections between theory and practice.
How I meet this objective:
In my coursework, I've learned a lot of new theories and vocabulary. Since I did not have any undergraduate coursework in education or educational theory, I started from scratch. Starting with the first semester in the program, Principles of Instructional Technology (500) had me reading classic and current articles about the theory of IT. While preparing for this final Jury, I re-read many of these articles. I was amazed to find how much of the once confusing information I had absorbed! Some of the articles that stick with me are the ones by Clark and Kozma where the debate between media and method was introduced. In my final project, I lean heavily on both sides of the argument to a more middle ground: Media in of itself does not affect learning , but rather how the instructional designer uses the media to facilitate the learning process. Reiser introduced me to Knowledge Management theory. Many articles were about how the theory of Constructivism can be applied to IT while, on my own, I learned about Knowles’ theory of Andragogy. Andragogy has been a cornerstone of my practice as all of my students are adult learners. Also in the first semester, Instructional Systems Design taught me some basics that all good teachers should know including Blooms Taxonomy and Bandura’s social learning theory.
So how did I use all of that information that was quickly dumped into my brain? Andragogy was utilized during most of the classes offered in this program. From the beginning, I was given choices about my own learning. My instructors role-modeled the desired behaviors they wanted me to learn: facilitation rather than instruction; two way collaboration and communication. I collaborated with students via real time chat and discussion boards– sometimes they answered my questions and other times I offered my insight into their questions. During my first design project, I utilized Bloom’s Taxonomy to evaluate learning objectives. I continue to use Bloom’s Taxonomy to evaluate my own assessment tools for classroom use. Andragogy, Bloom, and the importance of role modeling all were demonstrated in a recent preceptor training workshop. All of these concepts are also found as key elements in my final project.
Objective 2: Employs appropriate models for design and development of instruction, learning environments, and/or human performance improvement interventions.
2.1 Establishes a clear problem and/or opportunity and justifies the design and development of materials and/or processes as an appropriate strategy to solve the problem or take advantage of the opportunity.
2.2 Justifies and defends design decisions based on established models and/or project-based contextual factors that dictate the need to not follow a prescribed model.
My first Design Document was completed for Instructional Systems Design. The model used is the ISD model. This model is a great, comprehensive resource for a wide range of projects. It is used as the format for my final project as well as the simulation project I did for IT 592-2. I enjoy using this model over the others as it is easy to understand as the steps walk the designer through essential steps of the process. I’m sure as I get more projects under my belt, I will not need the security that this model offers. A companion piece was done during the simulation project for Research Methods (EFPR501). The combination of the ISD model for project development along with a literature search and research proposal were well suited to create a strong end product.
Not every project needs such extensive background development before execution. The Garrett model was used during Interactive Learning Environments (IT580) to develop a web based interaction for the St. Louis Zoo. This model was appropriate because of the interactive and multi-layered nature of the project. I developed my own version of Garrett for this class and called it the DOME: Describe, Organize, Make, Evaluate. I also utilized one of his suggested tools, personas, for this project.
A third type of design model I used during my coursework was for the development of very simple, just-in-time job aids. The Performance Improvement course (IT520) was full of these types of activities. There were multiple takes on the ISD model including Learning Objects and a Job Aid for a developing a job aid. I used these pared down, quick versions to develop a brochure for Methods of Data collection and then used one of those methods to design a very simple job aid for my own personal use.
I also used a tried and true “natural” model of instructional design for a Web Design (IT486) course assignment: simply observation of a skill with subsequent hands-on practice under a skilled instructor.
Finally, when in my EFPR 520: Analysis of Educational Issues Course, I found practical applications of Dewey's philosophy in health professions edcuation. What I didn't know at the time was that I would be learning more and more about active learning and constructivism in future courses which blend quite naturally with Dewey's belief in valuation, activity, and flexiblity of classroom planning. Since Dewey wrote this work in 1916, media had not yet infiltrated the classroom. however, the basic philosophy transitions well to todays technological environment. Learners are still learners after all.
3.1 Uses a broad range of media and other tools effectively and appropriately to create interactive learning environments and/or compose, develop, and revise materials to promote efficiency in human performance or learning.
How I meet this objective:
This was exciting yet frustrating but also quite challenging and rewarding. I love new technology but find learning about tools on my own without a support system to be overwhelmingly frustrating at times. This frustration is clearly documented in my IT486 blog.
A major tool that I have learned to navigate is Dreamweaver. This version of my portfolio is at least the third reincarnation. I utilized many principles of good web design as learned in IT486 and kept it quite simple and hopefully readable and easy to navigate. The link is to a tool demo that I produced for IT592-1 about using links in Dreamweaver.
Additional tools were added during my journey throughout the program. Microsoft Office is a standby as you can tell from the various artifacts using Word, PowerPoint, and Publisher. Since Publisher is not a widely supported format, Adobe Acrobat was used to convert these files into a more universal pdf version. A simple video editing tool was used for my instructional project in IT486.
Along with my purchase of Dreamweaver came the Adobe Creative Suite 3. I have not utilized the full capabilities of this package but have used Photoshop during IT486 and Adobe LifeCycle Designer for work needs.
Second Life was utilized in IT510 and I became quite interested in the possibilities. I will detail the project in Objective Five but this definitely qualifies as a learning tool. While I was not able to expand this interest into a formal project in subsequent coursework, the time I spent there will be a valuable learning experience. If more of my students were technologically savvy, I would love to use this format for an interactive patient case study presentation.
Open Project was utilized in IT530 as a way to effectively manage multiple deadlines.
Two networking sites were used in IT 580 and 592-3: Ning and Huddle. Both of these sites are fantastic for communication amongst groups (both real time chat and discussion boards), file sharing, and project development. I have wanted to use these tools for my clinical site preceptors but these sites have been classified as “social” networking and are behind the firewall at many clinical sites.
Since I was unable to use my first two choices, a group has been set up for me in Angel, my learning management system (LMS). I did not have a clue what a LMS was at the beginning of this program yet it is now a fundamental building block of my final project. This group function is not yet active among all participants but the scaffolding is in place.
And finally, the Internet was a terrific tool. Without it, I would not have been able to complete the program as efficiently as I have. The Internet was utilized for both a wide-open, interactive textbook at times (especially IT520) and communication medium all of the time.Objective 4: Demonstrates critical, reflective, and metacognitive thinking.
4.1 Reflects on their own design processes by discussing how they will use “lessons learned” in their future design endeavors.
4.2 Analyzes how the processes used in creating various artifacts has contributed to their own development as an ID< professional.
4.3 Connects design decisions and other professional practices within the ID< program to their own emerging philosophy surrounding issues in the field.
How I meet this objective:
This portfolio assignment is the epitome of a reflective assignment. At this point, having completed the program, I find I have learned much more looking back than I thought I was learning while in the midst of individual courses. It has both educated me and inspired me to learn about and implement best practices in education. I recently attended a faculty workshop by another SIUE professor, Dr. Eder. He talked about many concepts that I have learned in this program and tied them to current struggles in the classroom. I will continue to appreciate and implement educational opportunities for the remainder of my career. Dr. Eder’s idea of “authentic assessment” and classroom assessment techniques became an ah-ha moment and are parts of my final project.
As reviewed in Objective 1, while learning about educational theory, it became evident that constructivism was a natural fit for my own learning style. At the beginning of the program, I did not have a teaching style or philosophy. Since becoming aware of all of the research behind teaching methods, that position has changed dramatically. I instantly became aware of my own metacognition and was paying attention to methods I naturally used. This became a discussion board topic during IT500. Gravitating towards a small group format for previous teaching assignments, I am having a difficult time transitioning to lecture based courses in my new role. With my eyes opened during all of my courses, but especially IT540, the “talking head” approach became intolerable. Blending Andragogy and Constructivism, I believe that minimizing straight, mind-numbing lecture is important and implementing frequent student to student collaboration, providing hands-on practice, and connecting real-life relevance to classroom topics is essential.
During my first semester in IT500, I was given an assignment to provide final exam questions from the reading assignments and key points papers. The final exam forced me to draw conclusions between educational theory and examples from my professional life. One example of a question from that exam that is now imbedded in my practice is that I now fully appreciate the digital divide and make accommodations for students without high speed in home access. Another example is my response to the virtual learning communities question. There was so much I had yet to explore and have now fully explained in Objective Two.
The blog written during IT520 demonstrates my ability to take in information, process, and apply to real life situations. This assignment was simply to Google some key phrases and take in and interpret what I learned. Just the act of writing my reflections was an effective learning activity. It was a beautifully simple assignment yet quite rich in learning opportunities. I have implemented this strategy in several ways with my students. One example is when they have a physician interaction. Not only do they have to work up the courage to talk to the doctor and intelligently conduct a two way communication session, they have to then write about the interaction and what they learned. They then go back to the doctor for a quick signature and possibly another verbal interaction of the learning experience. I am pondering how to tailor the web search assignment for future class assignments.
The book prospectus assigned in IT530 is a similar example of how the process of the assignment contained all of the learning that needed to occur. The research, reading, reflection and execution was wrapped up in one neat little package. It was actually a much richer assignment than meets the eye. By requesting me to only write the table of contents and an introductory chapter, I felt that it was a manageable assignment up front. Little did I know that by organizing a table of contents, I was really doing the background knowledge research for the entire book. Bloom’s taxonomy was well utilized for this assignment as I not only gained knowledge, understanding, and application of the subject matter but also used the higher order thinking skills of analysis, synthesis, and evaluation.
Another assignment, this time for IT520, my knowledge of concepts of current trends in repurposing training materials was combined with another goal of showing that I could effectively communicate within a business writing context. This project was challenging to include both correct and concice information in a format typically used in the business world. I learned that lengthy written reports were impractible for this project and chose to use a simple and visual format.
My final artifact for this objective also was deceptively simple. Also for IT520, I was asked to design a feasibility study on the Certification in Performance Technology credential. In the process of this study, I had to learn what a CPT was, compare that with other industry standards, evaluate the marketability of the credential, and recommend whether SIUE human resources should require this credential of its staff. At first, I went off on a tangent and missed the goal of the assignment. I was given effective feedback and a chance to revise the assignment. When revised to meet the project goals, I learned more than I had ever knew there was to know about CPT and was even considering it for my own future needs.
Objective 5: Demonstrates professionalism and effective collaboration.
5.1 Contributes productively to group-based design projects by showing a willingness to listen to other’s ideas and by extending professional courtesy and respect to others.
5.2 Demonstrates a contribution to the knowledge and success of individual classmates and/or professors as well as the success of the SIUE ID< learning community.
5.3 Articulates a plan for their own continual professional development.
Every course that I encountered in the IDLT program incorporated some level of professional collaboration and group work. Some courses utilized discussion boards, and others had specific partners with which to work.
I consistently demonstrated a positive attitude and willingness to work hard within the group. I checked my email and Blackboard frequently. On some projects, I was the group leader. In others, I was in a supportive role. There are many, many discussion board posts to support this on Blackboard, Huddle, Ning, and Second Life. I also participated in live discussions via live classroom setting, real time chat, or even one telephone based conference call. I became close with a fellow student and we shared many, many emails back and forth supporting each other during this program.
One of my earliest group projects was the Virtual Trade Show. A request for proposal was delivered and my group began working on the design and business plans for holding a trade show in the Second Life environment. I worked with Lance and Rami on this team. The three of us worked past obstacles and came up with a terrific and innovative proposal. Although this was the first semester for each of us, we had a great time and pulled the report together in a timely and organized fashion. We utilized the tools available as we were geographically separated for all but the first day of the project. Lance was in Missouri, Rami was on the east coast visiting family, and I was in central Illinois. Despite the distance, the virtual environment allowed us to collaborate as if we were physically together.
Consistently, discussion boards were very important in my learning. The distance learning class was a unique experience as we had only four students registered. In order for each of us to get a rich learning experience, the onus was on each of us to participate more than we normally would. I think I counted several hundred posts between the four of us over the course of the semester. We took responsibility for posting original content as well as commenting on all of the other student’s posts. I believe the requirement was to analyze two other students’ posts however, we consistently critiqued all three so as not to leave anyone out and to improve the learning experience.
A favorite collaboration was the IT580 projects. This was one high powered, fast paced course! Since I took Interactive Learning Environments later in my time at SIUE, I was the “experienced” student that knew the ropes and knew Wayne and his expectations. I experienced a very different type of group dynamic than I had in the past. I was with unfamiliar students rather than my usual cohort. In these groups, I tried to hang back a bit and be supportive to the other learners rather than take a strong lead role. I was also able to offer constructive suggestions when cohorts became confused with the technology.
At times, faculty requested feedback on processes in order to improve the program for future students. I participated in this process when asked and hope that my input was valuable. I was also asked during many courses to evaluate the work of a peer. During both types of input, I showed that I could respect the work of others and evaluate against personal and professional standards.
During all of the group interactions, I showed the utmost respect for other students. I enjoyed collaboration and differences in learning styles. I currently utilize the same types of student to student interactions in my classrooms as has been role modeled for me. One example is from the spring semester when I assigned students to do a concept map on ventilation concepts. They were comforted by the fact that they could work in groups; I was comforted by the fact that they would learn MORE during this collaboration than while working independently.
In the future, I will continue developing as a professional by attending workshops. Early this summer I attended the Faculty Summer Institute on distance learning and a workshop, previously mentioned, on Authentic Assessement techniques. I continue to read a variety of journals that were introduced during this program and have found others that pertain specifically to respiratory therapy education. On a daily basis, I implement activities in my classroom that were role modeled during this program and have the ability to evaluate new technologies for impact on student learning rather than simply for the wow factor. I have found this program quite inspiring and, as a direct result, will continue my education in the field by beginning work on an Ed.D in Instructional Technology.
Page last updated Sept. 5, 2009
© 2009 Gina M Mason
Southern Illinois University Edwardsville
