Content Pedagogy

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

Kuhlmann's 3 C’s Project 

Context & conditions 

This artifact is titled 3 C’s project. This was a group project where the team was tasked with creating a lesson using Kuhlmann’s 3C model (Shank, 2012). The team created a Bitmoji classroom as the setting for the scenario. In the lesson, the learners were tasked with going through a scenario where they are transitioning to different activities, and they are supposed to decide which is the best choice of how to move around for three different situations. The project was created in Google Slides. The characters were Bitmoji people. The classroom was created from images saved specifically to create online classrooms. The lesson works as a responsive lesson. The learners get feedback on whether or not they chose the correct answer. If they choose correctly, they are able to move to the next situation.  

For this artifact, I suggested we use Google Slides because I have experience building responsive lessons with Google Slides. I also have experience building online classrooms which is another suggestion I made because I knew I could create something easily. This was the second group project I worked on, and I was able to create a truly functional team with my group members.  

Scope 

This artifact was created to display Kuhlmann’s 3 C model. This lesson can be used for students who are learning how to transition around the classroom properly. As a former kindergarten teacher, I know how important modeling and explicitly teaching skills like how to use the classroom is key to the functionality of a classroom.  

Role 

For this project, I worked in a group to create a lesson on transitioning around the classroom. The other team members and I each took one situation to narrate for the lesson. I also put the lesson together. I created the classroom scene, placed props, uploaded the BitMoji characters, and created the transitions to make the lesson responsive.  

Instructional Design 

This artifact was developed using a storyboard, style guide, site map and wireframe that were created during the design phase. These elements were included in the treatment document for the artifact. The treatment document is linked here. The design and development phases were closely aligned for this artifact and were completely almost simultaneously.  

Designing the instructional strategies of a product is often considered the creative part of the process (Morrison et al, 2013, pg. 16). This artifact used Kuhlmann’s 3C model as the instructional strategy. This model uses Challenges, Choices and Consequences to teach the content. This was appropriate for this product because it was similar to how learners would interact with situations in real life.  

Related performance indicator(s)  

AECT Standard 2: Content Pedagogy  

• Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.  

• 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. 

• Managing - Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.  

• Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. 

Reflection 

Working in a group can be challenging, but it is enjoyable when you find like-minded colleagues who you know you can count on. This was my experience with this project. When I realized there was a group project, I went looking for who was in class with me. I recognized one name from a group project in an earlier class and this person and I worked very well together and had a very similar work style. We had another person join our group and, in the end, the three of us worked together perfectly. We all communicated very well with each other and were able to meet all deadlines set. That is one thing that can be tricky with online courses but shouldn’t stop an instructor from implementing group projects.  

This project is fairly well put together. When completing this project, my team members and I were also completing another group project at the same time and were a little confused with the expectations. This was a struggle we all had to overcome by using good communication and interpersonal skills. We had to communicate with each other and the professor to talk through our confusion and sometimes frustration. We had to work together and critique in a helpful way to ensure everyone had their voices and ideas heard.