Competency 4: Think Critically and Reflectively
- Develops a personal vision of inclusive educational practice.
- Describes the relationship between Educational Technology and the broader field of Education.
- Critically evaluates theory and practice.
My 53100 project: Blended Learning Theories in Blended Learning Environments reflects my personal vision in that it allows for more student-centered learning, increases opportunities for collaboration, efficiently differentiates instruction by offering various resources to students needing additional support or more advanced rigor and provides timely feedback important to students and their teachers. This paper, including 25 sources, considers multiple studies and reports and “describes the relationship between Educational Technology and the broader field of education. It particularly focuses on how behaviorism learning activities can be enhanced and constructivist learning is more possible with online tools that enable students exploration, collaboration and publication to a larger audience. I state, “Students can complete certain skills in a clearly defined and reinforced environment guided by behaviorism and then extend into the more problem-based, ill-defined, cognitively challenging areas of learning guided by constructivism.” In this paper, I also expose problems such as a lack of adequate instructional training, heavy reliance on text, increased cognitive load on learners and lack of temporal boundaries. In doing so, I "critically evaluate theory and practice."
When coupled with my 51300 paper: The Evolving Role of the U.S. Teacher and Learner in a Technological World growth as an instructional designer is evident. The 51300 also incorporate multiple sources and explores problems and theories. It provides a foundation for expressing my "personal vision of inclusive educational practice," but works more effectively when combined with my 53100 paper on blended learning. A comparative review of these two papers shows my growth as an instructional designer. The 51300 paper is less specific in terms of instructional solutions and makes less use of instructional design theory. Support is more often statistics about educational performance or job data. Technology is explored in terms of the evolution of available tools and user expectations. It clearly takes on the challenge of "describ[ing] the relationship between Educational Technology and the broader field of Education," ideas that are later fleshed out in the 53100 paper.
EDCI 53100 Incorporating Learning Theories in Blended Learning Environments
EDCI 51300 The Evolving Role of the U.S. Teacher and Learner in a Technological World
- Describes the relationship between Educational Technology and the broader field of Education.
- Critically evaluates theory and practice.
My 53100 project: Blended Learning Theories in Blended Learning Environments reflects my personal vision in that it allows for more student-centered learning, increases opportunities for collaboration, efficiently differentiates instruction by offering various resources to students needing additional support or more advanced rigor and provides timely feedback important to students and their teachers. This paper, including 25 sources, considers multiple studies and reports and “describes the relationship between Educational Technology and the broader field of education. It particularly focuses on how behaviorism learning activities can be enhanced and constructivist learning is more possible with online tools that enable students exploration, collaboration and publication to a larger audience. I state, “Students can complete certain skills in a clearly defined and reinforced environment guided by behaviorism and then extend into the more problem-based, ill-defined, cognitively challenging areas of learning guided by constructivism.” In this paper, I also expose problems such as a lack of adequate instructional training, heavy reliance on text, increased cognitive load on learners and lack of temporal boundaries. In doing so, I "critically evaluate theory and practice."
When coupled with my 51300 paper: The Evolving Role of the U.S. Teacher and Learner in a Technological World growth as an instructional designer is evident. The 51300 also incorporate multiple sources and explores problems and theories. It provides a foundation for expressing my "personal vision of inclusive educational practice," but works more effectively when combined with my 53100 paper on blended learning. A comparative review of these two papers shows my growth as an instructional designer. The 51300 paper is less specific in terms of instructional solutions and makes less use of instructional design theory. Support is more often statistics about educational performance or job data. Technology is explored in terms of the evolution of available tools and user expectations. It clearly takes on the challenge of "describ[ing] the relationship between Educational Technology and the broader field of Education," ideas that are later fleshed out in the 53100 paper.
EDCI 53100 Incorporating Learning Theories in Blended Learning Environments
EDCI 51300 The Evolving Role of the U.S. Teacher and Learner in a Technological World