Competency 3: Communicate Knowledge
- Communicates effectively in oral and written formats
My 57200 group project "Web Literacy Workshop" demonstrates mastery of communication. The document is organized, labeled with appropriate headings and uses specific, descriptive language. Though the document itself is obviously written, the overall project also required effective face-to-face communication with students. Concepts were summarized and supported with age-appropriate examples. Additionally, the EDCI 56800 Animoto tutorial also shows the coupling of effective written and oral communication. I created this short tutorial to walk users through the tool. I verbally discuss the tool while utilizing a video screen capture enabling users to see me click my way through Animoto. The tutorial also includes descriptions of potential education applications. This workshop project and Animoto tutorial demonstrate my ability communicate as an instructional designer.
- Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy.
My 57200 group project is an extensive document that communicates a thorough application of instructional design to analyze, design, develop, implement and evaluate an instructional unit. The Design Analysis Charts with Main Instructional Goals, Terminal Objectives and Parallel Test Items demonstrates “design and delivery of teaching/learning activities that integrate content and pedagogy.” Objectives such as “students will accurately determine the reliability of data obtained from an internet search whenever performed” are broken down into subordinate skills and correlated to performance objectives indicating application of instructional design. Pedagogy is expressed In Content Presentation and Learner Participation. Accessing prior knowledge, instructor modeling, scaffolded learning activities (Investigating Sources worksheet) and project-based assessments are described.
- Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners.
Through the Goal Analysis, the middle-school aged learner characteristics are described, the context (such as resources) is considered and subordinate and entry skills (such as utilizing a web browser and search engine) are identified. As a project member, one of my individual contributions was to create the PowerPoint slide show used during instruction. Early revisions were made based on verbal feedback from my colleagues and students. One of my team members also gathered feedback from colleagues and students to inform further revisions. Diverse learners are considered in providing information through numerous formats: text, media and oral. The credible sources rubric will provide continual support for students needing an aid as they evaluate potential resources, but may be internalized by more proficient students.
- Additional evidence
The additional piece of evidence that demonstrates mastery in the competency: Communicates Knowledge is my 56900 Reflection on Introduction to Media E-Course. Through it I reflect on a more comprehensive instructional product for teaching students about online learning. While the 57200 project focused on a short workshop on source credibility, the Media E-course explored many online learning issues through a 8-week media course hosted in the asynchronous course management program My Big Campus. In the reflection I describe my experiences as the instructor in designing, implementing, analyzing and modifying the course. Demonstration of oral communication is more clear in this artifact as I relate my experiences with students. For example, I discuss the disadvantage of creating announcements before the class begins (making the class communication feel flat and impersonal). I explained that creating the weekly announcements was more effective when done as the class progresses in order to be more responsive to class events and interactions. Though a shorter document than the 57200, it reflect growth as an instructional designer in that it reflects that I have internalized a lot of the explicit steps taken in 57200. Synthesis and application are more evident and the style of instruction is more student-centered. In the 57200 Web Literacy Workshop students were more carefully guided with very specific instructions and assessment answers. In the Media E-course students were guided but given more opportunities to express themselves and customize their learning through class discussions, small projects and peer evaluation.
Overall the projects together demonstrate mastery of all three components of the competency and show professional growth as an instructional designer.
EDCI 56800 Animoto Tutorial
EDCI 57200 Web Literacy Workshop Portfolio
EDCI 56900 Reflection on Introduction to Media
My 57200 group project "Web Literacy Workshop" demonstrates mastery of communication. The document is organized, labeled with appropriate headings and uses specific, descriptive language. Though the document itself is obviously written, the overall project also required effective face-to-face communication with students. Concepts were summarized and supported with age-appropriate examples. Additionally, the EDCI 56800 Animoto tutorial also shows the coupling of effective written and oral communication. I created this short tutorial to walk users through the tool. I verbally discuss the tool while utilizing a video screen capture enabling users to see me click my way through Animoto. The tutorial also includes descriptions of potential education applications. This workshop project and Animoto tutorial demonstrate my ability communicate as an instructional designer.
- Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy.
My 57200 group project is an extensive document that communicates a thorough application of instructional design to analyze, design, develop, implement and evaluate an instructional unit. The Design Analysis Charts with Main Instructional Goals, Terminal Objectives and Parallel Test Items demonstrates “design and delivery of teaching/learning activities that integrate content and pedagogy.” Objectives such as “students will accurately determine the reliability of data obtained from an internet search whenever performed” are broken down into subordinate skills and correlated to performance objectives indicating application of instructional design. Pedagogy is expressed In Content Presentation and Learner Participation. Accessing prior knowledge, instructor modeling, scaffolded learning activities (Investigating Sources worksheet) and project-based assessments are described.
- Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners.
Through the Goal Analysis, the middle-school aged learner characteristics are described, the context (such as resources) is considered and subordinate and entry skills (such as utilizing a web browser and search engine) are identified. As a project member, one of my individual contributions was to create the PowerPoint slide show used during instruction. Early revisions were made based on verbal feedback from my colleagues and students. One of my team members also gathered feedback from colleagues and students to inform further revisions. Diverse learners are considered in providing information through numerous formats: text, media and oral. The credible sources rubric will provide continual support for students needing an aid as they evaluate potential resources, but may be internalized by more proficient students.
- Additional evidence
The additional piece of evidence that demonstrates mastery in the competency: Communicates Knowledge is my 56900 Reflection on Introduction to Media E-Course. Through it I reflect on a more comprehensive instructional product for teaching students about online learning. While the 57200 project focused on a short workshop on source credibility, the Media E-course explored many online learning issues through a 8-week media course hosted in the asynchronous course management program My Big Campus. In the reflection I describe my experiences as the instructor in designing, implementing, analyzing and modifying the course. Demonstration of oral communication is more clear in this artifact as I relate my experiences with students. For example, I discuss the disadvantage of creating announcements before the class begins (making the class communication feel flat and impersonal). I explained that creating the weekly announcements was more effective when done as the class progresses in order to be more responsive to class events and interactions. Though a shorter document than the 57200, it reflect growth as an instructional designer in that it reflects that I have internalized a lot of the explicit steps taken in 57200. Synthesis and application are more evident and the style of instruction is more student-centered. In the 57200 Web Literacy Workshop students were more carefully guided with very specific instructions and assessment answers. In the Media E-course students were guided but given more opportunities to express themselves and customize their learning through class discussions, small projects and peer evaluation.
Overall the projects together demonstrate mastery of all three components of the competency and show professional growth as an instructional designer.
EDCI 56800 Animoto Tutorial
EDCI 57200 Web Literacy Workshop Portfolio
EDCI 56900 Reflection on Introduction to Media