Welcome to my official workspace for Boise State’s Educational Technology (EdTech) Master’s program. I intend to use this space to collect artifacts related to my learning, reflect on said learning, and showcase the culmination of my learning. I consider it a work in progress to display my progress. Many thanks for coming along with me on my journey toward EdTech enlightenment!
The second webquest I created for EDTECH503 delved into the topics of content analysis (defining and refining instructional goals into knowledge, sub skills, and/or tasks that make up the substance of the learning experience) and Bloom’s Taxonomy (a framework for categorizing educational goals). Key points I covered in the presentation were:
- Key elements that should be included when writing objectives. Examples of well-written objectives provided.
- How objectives apply to instructional design projects.
- Task sequence, its importance, and how it relates to ADDIE.
- Why an instructional designer would use Bloom’s taxonomy. Examples provided.
I used Piktochart to create an informative slide presentation, which can be viewed here.
My latest EDTECH503 assignment, the first of four upcoming webquests, challenged me to create a presentation for instructors from the perspective of an experienced instructional designer. What was the topic? ADDIE: An iterative instructional systems design model used extensively in instructional design.
To learn more about ADDIE and view my Powtoon presentation, click here
As my first assignment in EDTECH503 (Instructional Design), I was asked to research actual instructional design positions, synthesize the key elements / commonalities I identified between jobs, and then devise my own fictitious position description based on my newfound knowledge. Following this synthesis, I reflected upon my role as a classroom teacher versus that of an instructional designer. I outlined how the positions are different as well as how their responsibilities overlap. I then clarified specifics in my job and how they relate to that of a designer. Finally, I posted links to four actual instructional design jobs I researched, adding a few comments to each position detailing why each was interesting, informative or relevant to me.
*Note: For the purpose of saving space, I single-spaced the fictitious position description (located on the first two pages of the assignment) as well as the brief comments I included with links to the four ID jobs I researched online (located on the final page of the assignment).
Click here to read more.
Without a doubt, EDTECH513 has given me the hands-on tech experience I’ve been craving in my graduate studies at Boise State. The sheer amount of technology tools I was not only exposed to, but also challenged to create with, was highly beneficial in terms of building my technological skill set.
As the final class reflection, I was asked to think about ways in which I could enhance teaching and learning in my brick-and-mortar classroom through integrating e-learning opportunities into the curriculum. As a world language teacher (German), I immediately saw the benefit of using video editing software, such as Camtasia, to create language-based videos for my students. Though many German teaching tutorials already exist on YouTube, I find that nothing is tailored to the level I need it for my curriculum. Camtasia will be the means to change that for me, which will benefit my students with relevant material they can reference at their convenience as they deepen their understanding of the German language.
You can read more about this e-learning strategy here.
For my final project in EdTech 513, I created a screencast using Camtasia to demonstrate my knowledge and understanding of a faded worked example. The purpose of this assignment was to create a narrated demonstration of the faded worked example concept, applying multimedia principles throughout the presentation. This assignment not only expanded my knowledge of a worked example (and how to apply fading to one), but challenged me to devise an example applicable to my area of expertise: German. This was the most time-consuming part, because showing how to do anything in German requires a bit of background knowledge, which I went over rather quickly in the presentation in order to get to my main point. Sorry for any confusion – German grammar is known to be a beast! Thankfully, I’ve monkeyed with Camtasia before, so getting to use it for this assignment was a fun review. Working with closed captioning was also tedious – particularly given the amount of technical words and German I used – but the value it adds to the video is well worth the time and effort.
To complete this project, I chose a PowerPoint I typically use to teach the Akkusativ case (the accusative case) in German II, and I expanded it to include a set of 5 worked examples, each one fading in terms of how many of the steps I completed versus what I asked of the learners. The final example required the learners to call upon the information they’d stored in their long-term memories to fill in all of the blanks. For the sake of the viewers, I did include answers after all the examples to ensure contextual comprehension (though it’s German, so who knows!). If I were using the PPT in class (which I plan to do!), I would follow the same procedure, but also provide a follow-up worksheet with practice problems for the learners to complete on their own.
To view the screencast I created about my faded worked example, please click here.
**Note: To be able to properly view the closed-captioning, once in YouTube, click on the settings icon (the gear icon to the right of the CC icon), then “Subtitles/CC”, then “Options” in the upper right, then “Background Color”. Choose a color other than white, and the captions will show up.**
This week, I created a static multimedia presentation in Google Slides regarding Chapter 11 in our book “E-learning and the science of instruction, 2nd edition”. This chapter focused on the concept of worked examples, why to use them to promote deeper learning, the five principles that guide them, and three guidelines that promote far transfer.
To create this presentation, I used the segmenting principle to break down the concepts of the chapter into smaller parts in order to present them in a more understandable/clear manner. I also used other multimedia learning principles, such as the coherence principle (the slides are kept pretty simple), contiguity principle (graphics are near correlating text), and the multimedia principle (words + graphics rather than just words alone) to create this set of slides. I learned whilst making the slides that it’s difficult to keep them simple in the face of so much information. I’m thankful we were able to include speaker notes to ensure the presentation still included the content we learned in this chapter.
If I had more time, I’d aim to incorporate audio into the presentation, so I could present the typed-out words as speech rather than merely on-screen text (modality and redundancy principles), and perhaps personalize the presentation a bit more via a conversational tone and/or an on-screen coach that would aid in narrating the text (personalization principle).
You can view my presentation here.
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd edition. Pfeiffer: San Francisco, CA.