Plans and designs effective learning environments and experiences supported by technology
The example I chose for demonstrating an active learning experience supported by technology is a web-based presentation for EDCI 51300 Foundations of Learning Design and Technology based on the foresight and innovative thinking of Robert M. Diamond. I created this artifact using the new Microsoft Office suite known as Sway (www.sway.com), a program that allows a novice to create a web-based presentation by just adding text and media objects. Sway does the majority of the design layout and color coordination. Overall, I would rate the tool as excellent.
My presentation was about a learning-centered instructional development model referred to as The Diamond Model (1989). During his tenure at Syracuse University, Dr. Diamond used a mythology that focused on a two-phased systematic orientation for designing instruction in higher education. It is important to note Dr. Diamond’s unique approach. He encouraged the designer to work within a team of specialists with the express purpose of improving the design process. And to be sensitive political and social issues on campus and within academic departments as means for securing stakeholder’s buy-ins, details not as relevant in the late 1980s as it is in today’s working environment.
Applies technology to facilitate a variety of effective assessment and evaluation strategies
For demonstrating the application of technology to facilitate a variety of effective assessment and evaluation strategies, I selected an artifact dealing with a feasibility analysis for using Keller’s ARCS Motivational Design Process with the ADDIE process. In the Navy training organization, the foundation of the instructional systems design is built on the principles of a highly-refined version of the ADDIE Model. One of the planning segments used during ADDIE is titled the Evaluation Assessment Plan (EAP) which serves as the blueprint for the structuring the implementation of three types evaluations: formative, summative, and operational. From these reviews and assessments, an instructional designer can make the necessary adjustments for achieving the best instructional product. The addition of ARCS serves as a problem-solving tool to gain a better understanding of the basis of creating a robust evaluation instrument that instructional designers can use to improve the overall learning design (Keller, 1987). Personally, I believe the work of John Keller is a genius within the instructional design field and look forward to mastering his methods in future projects.
Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice
The importance of addressing social, ethical, legal, and human issues within the instructional design field is most relevant today because advances in educational technology consistently challenges the stakeholders to enforce ever changing standards addressing the potential for misuse of technology (Quinn, 2003). The first thought that comes to my mind when discussing ethical and legal issues concerning technology is the required "Statement of Program Commitment" along with Plagiarism Certificate acknowledging Purdue’s Academic Honesty Policy. Obviously, these types of administrative actions are elements of a proactive plan to address the concerns about being an honorable digital citizen. According to David M. Quinn (2003), things change so rapidly that it is hard for executives, policy makers, and the supporting judicial system to address technology-related issues like privacy, copyright, or plagiarism. So, it is in the best interest for school leaders to establish internal measures to protect their organizations. The International Society for Technology in Education (ISTE) is an organization dedicated to the task of developing social, ethical, legal, and human standards of conduct and informing professionals how to apply principles in practice (ISTE website, 2016). The following examples were detailed:
* model and teach legal and ethical practice related to technology use
* facilitate equitable access to technology resources for all
* identify and use technology resources that affirm diversity
* promote safe and healthy use of technology resources
* apply technology resources to enable and empower learner with diverse backgrounds, characteristics, and abilities
In hindsight, the Iris Daniel’s case study contained multicultural social aspects and human issues that warranted a better learning analysis for developing the ideal instruction to meet the needs of the stakeholders. Within the case, hundreds of engineering and product design specialists working both in America and Europe were going to be impacted by the design decisions being made by a working group suffering from language barriers and process disagreements. The concepts of Universal Design for Learning (UDL) might have been employed to solve some of these social obstacles and human issues. Based on the definition provided by National Center on Universal Design (2012), UDC is a framework for a contemporary educational practice providing flexible methods for presenting material and learner expectations. UDL seeks to reduce instructional barriers by providing students with appropriate accommodations that support and challenge high achievement expectations for all students including those with disabilities and limited English speaking skills.
References:
2016 ISTE Standards Students ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education), iste.org. All rights reserved. Retrieved from: http://www.iste.org/standards/standards/for-students-2016.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10. http://doi.org/10.1002/pfi.4160260802.
National Center on Universal Design, (2012). How Has UDL Been Defined? Retrieved from http://www.udlcenter.org/aboutudl/udldefined
Quinn, D. (2003). Legal issues in educational technology: Implications for school leaders. Educational Administration Quarterly, Vol. 39, No. 2, 187-207. Retrieved from http://eaq.sagepub.com/cgi/content/abstract/39/2/187.
