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Professional Knowledge and Skills
Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Context & conditions
Context & conditions
This artifact is an Integrated Multimedia Project. This was a group project where the team was tasked with creating a podcast, vodcast and website about any topic. My team created a podcast named “Where’s My Beaches?!” about beaches in South Carolina The podcast was about the history of Myrtle Beach, Charleston and Hilton Head Island. The vodcast was about the three beaches and what to do there. The website housed the podcast and vodcast as well as information about the authors, the logo, the flyer, and resources. The website was created on Weebly. The “Where’s My Beaches?!” website is linked here. The vodcast is uploaded onto YouTube. The vodcast is linked on the website as well as linked here. The podcast is an audio file that is linked on the website under “Episode 1.”
When creating this artifact, I came up with the idea for the focus of the podcast due to the shared interest among the team members. When designing the logo, I used my experience with Canva to create the most attractive looking logo I could. I did not have any experience recording audio files, putting together a video or building a website. Some of these tasks my team members completed, but I did have to problem solve and find a program I could record audio files with and edit them.
Scope
Scope
This project was created to garner experience with different types of multimedia. This artifact includes many different types of multimedia that were used such as the vodcast, the podcast, the flyer, logo and website. This topic was chosen as it was a common area of interest of all three group members. This topic is also very easy to build off of and gave us many different directions we could take the project.
Logo for "Where's My Beaches?!"
"Where's My Beaches?!" Website
"Where's My Beaches?!" Website
Role
Role
This artifact is taken from a group project. For this project, my duties were voice recording the scripts for both the podcast and the vodcast, creating the logo for our website, and writing the content for both scripts on Hilton Head Island. I also edited my section under the “About Us” tab and contributed my resources under the “Resources” tab.
Instructional Design
Instructional Design
For this project, the two “D”’s of the ADDIE model were specifically used. The ADDIE model is an extremely adaptable model that can be used for many different purposes (Vulpen, n.d.). The scripts first were outlined then written using the information from the outline. The scripts then were put through the development process. This includes timing the scripts being voiced aloud, editing the scripts to fit the time constraints, and recording all sections of the podcast and vodcast scripts.
The MRK model includes a step for designing the message. This part of the model is part of the development process. The process for designing the message includes using techniques like changing the structure of a sentence to enhance the message’s readability (Morrison, Ross, Kalman, & Kemp, 2013, p. 16). This is similar to the process I went through when editing the scripts to be read aloud. I edited the scripts to only include the most important information and to sound more like a script and less like a report.
Related performance indicator(s)
Related performance indicator(s)
AECT Standard 4: Content Pedagogy
AECT Standard 4: Content Pedagogy
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.
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
Reflection
Reflection
Working with a group can sometimes be a struggle. This was one of my biggest take-aways from completing this artifact. It can be a demanding task when you feel like you are putting in more work than another group member, but that also improves your communication skills. After this project was complete, I did find one person I enjoyed working with and sought to work with her in future projects since I knew we had similar work styles. In a work setting, you won’t get along with everyone, but you can always find at least one person to work well with.
This project was the first time I used multimedia to produce something. For this project, the multimedia included a podcast that is only audio, a vodcast that is recorded audio put over visuals to create a video, a logo and flyer to promote the podcast, and a website with buttons, an embedded video, multiple tabs and an overall design theme. The experience made me very appreciative to work with a team to complete the number of tasks it took to create all of the individual pieces.
Overall, I think the project is well done. If I knew then what I know now, I would organize the website a little differently. To make sure the website it well organized and accessible, I would change the tabs at the top as well as how the podcast and vodcast are embedded. As the audio recorded, I did learn that using a microphone really does affect the sound in a positive way. I struggled to get some of the clips to be loud enough, so using a microphone is a way to make the project seem more professional.
LTRS103_Syllabus.docxContext & conditions
Context & conditions
This artifact is part of the LTRS course I created in EDET 755. This artifact is the syllabus for the course. This artifact was organized according to a template on Microsoft Word. This document is an essential document when creating an online course. The syllabus includes sections such as instructor information, course information, course materials, learning environment and activities, grading, course policies, course objectives, and a course outline and schedule.
For this artifact, I did have to use my knowledge of lesson planning to help fill in parts of the syllabus like the course calendar. I have no prior experience with authoring an entire syllabus, although I have had experience writing course descriptions, explaining grading policies, and other aspects like that which are included in the syllabus.
Scope
Scope
This artifact was created to go along with the eLearning unit LTRS 103 that I created. This artifact was created as a handout for students and families and is linked in the LTRS course. This artifact lays out all the details of the LTRS 103 course including communication with the teacher, a grading policy, course description, materials, and more. This is a beginning document that online courses should have.
Role
Role
As the sole instructional designer for the LTRS course, I also wrote the syllabus. I used a template to create the syllabus. I used the syllabus to design how the course would be laid out with due dates and how grades would be calculated.
Instructional Design
Instructional Design
This artifact was directly part of the design and development phases. The syllabus is guided by the design of the eLearning course. The design phase must start before the syllabus can be completed, but the development phase cannot end without the syllabus being complete. This is due to the information that is included in the syllabus such as the outline of the course, the course schedule and the grading policy.
This artifact is related to the learning objectives and content sequencing phases in the MRK model. Sequencing is an essential step in the design process because effective sequencing ensures efficient learning (Morrison et al, 2013, p. 122). The outline of the course as well as the course schedule reflect effective sequencing of content.
Related performance indicator(s)
Related performance indicator(s)
AECT Standard 4: Professional Knowledge and Skills
AECT Standard 4: Professional Knowledge and Skills
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.
Reflection
Reflection
This artifact took me a surprisingly long time to complete. It is quite a lengthy document and the information in it needs to be very thorough, such as the grading policy. This seems to be a common theme that I have learned throughout my time in the program. Designing and developing products and documents takes longer than anticipated. There are things that you must do to complete these tasks that you might not think of before experiencing them including formatting the document, learning the software or platform, rereading to check for grammar and spelling errors and thinking through all aspects that need to be included. Each step has little steps inside of it, so I have learned to give myself plenty of time when designing and developing.
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