Académique Documents
Professionnel Documents
Culture Documents
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Projects/Products/Artifacts
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IT
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Course
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CSI
Infographi Internet Resear Website
Design
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PowerPoint paper
5. Research
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2. Content Pedagogy
3. Learning Environments
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The e-portfolio will act to fill this substandard.
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AECT Standard 1 - Content Knowledge
AECT Standard 1 (Content Knowledge): Candidates demonstrate the
reviewed in the presentation. The system also relies upon various learning components
and evaluation methods which will be discussed later in this paper.
extremely useful for this purpose. The Women in Golf infographic supports student
learning by instilling skills for decoding the language of imagery.
elements from several different instructional design models. In this project, the designer
uses the CSI model to develop an Intermediate Algebra course for students at Phillips
Community College of the University of Arkansas (PCCUA). Built into the model is a
test and assess phase during which the designer determines if the goals of the project were
accomplished in an effective manner. The evaluation phase is a systematic process that
determines the effectiveness of the instructional design and upholds that evaluation is an
ongoing process that happens during every phase of the process and consists of two parts, the
formative assessment (determines effectiveness of each phase) and the summative assessment
(determines effectiveness of the project following implementation). For the Intermediate
Algebra course design, methods for formative assessment include observations,
question/answer sessions, design team feedback, field trials, and focus groups. A summative
assessment occurs first for a pilot group, followed by necessary modifications. Once the
modifications have been made, summative assessments follow for the Intermediate Algebra
class. These assessments will use the following instruments to assist in collecting the data:
observation, surveys, questionnaires, interviews, and testing. The method used to gather the
data is detailed in a step-by-step process and carefully designed and executed to ensure
accuracy and validity.
support any changes that the strategic plan might bring about. Also, aspects of
management of physical infrastructure are evident in choosing ideal meeting
locations, inventorying equipment, and planning for classroom equipment
arrangement.
3. Financial ResourcesIn managing financial resources, a two-year budget was
provided to guide the implementation of the plan from the financial
perspective.
Commitment to Individuals
Artifact: STEM Website
Throughout the STEM Website, assessment issues were addressed for
individuals with vision and hearing impairments.
1. Captions for video filesDue to time constraints, captioning for two videos on
the site. The website team is currently investigating the most efficient method of
captioning the videos.
2. Alt textAlt text for images is provided to the user which adequately describes
the content and function of the images within the web content.
3.
5. HyperlinksWe used helpful and descriptive text for hyperlinks in order to give
those using assistive technologies enough information to readily determine the
nature of the hyperlink.
6. TestingThe website has been tested to ensure that it is coded according to W3C
(W3C, n.d.) standards with both the HTML and CSS syntax validators.
Additionally, the pages were manually reviewed to confirm compliance with
accessibility standards.
Commitment to Society
Artifact: Internet Safety PowerPoint Presentation
The Internet Safety PowerPoint presentation guides viewers toward the
responsible use of the internet and communication media for learning and social
purposes addressing cyberbullying, exposure to inappropriate materials, and internet
predators. The presentation also includes internet safety tips, statistics, and links to
related tutorials.
Teachers implement curriculum plans that include methods and strategies for
applying appropriate technologies to maximize student learning and creativity in
mathematicsThe Elementary Algebra curriculum takes advantage of videos,
blogs, wikis, collaborative sessions, and the I Can Learn platform to maximize
world contexts through blogs, individual, group projects. Learning activities support
my instructional efforts to provide tasks that are engaging, creative, and meaningful
within a pedagogically sound environment.
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Integrate literacy activities into the courses including content based reading strategies and academic vocabulary development
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and talk about mathematics with their peers. They are able to connect mathematical
principles to both theoretical and real-world contexts through blogs, individual, group
projects. These learning activities support my instructional efforts to provide tasks that
are engaging, creative, and meaningful.
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could progress through the lesson order individually. Using the I Can Learn
software platform, I managed the lessons so that they were customized to the
individuals learning speed. For each individual, I was able to control various
lesson components, including teacher alerts, test completion time, video playback
capabilities, and access to learning support tools.
o Development and Demonstration Appropriate Content PedagogyThe
Elementary Algebra Lesson Order demonstrate appropriate sequencing of learning
experiences. Additionally, the course provides multiple and varied ways to
demonstrate knowledge and skill, including multiple choice and fill-in-the-blank
quizzes, daily notebook portfolio, wikis, blogs, and collaborative sessions.
2.5-Ethics - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
Artifact: CSI (Common Sense Instructional) Design Model
As educators, we must integrate a multicultural respect into our teaching-learning
processes in an attempt to ground our approach to education in the ideals of fairness and
equality for all students. The following items are representative of my deliberate attempt
to respect the diversity of learners:
o The CSI Design paper contains a section in which the learners are analyzed in
order to determine the experience and knowledge of the learners, the cultural
mix of the learners, and any physical handicaps of the learners. This section also
calls for the designer to take into consideration any cultural conventions that the
learners may bring with them and adjust the design accordingly.
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Based on this analysis, the designer determines the delivery methods, choosing
process, media, and technology that appeal to and are most appropriate for the
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The homepage of the STEM website which I developed declares that Not only
are STEM occupations underemployed, but there is also a lack of gender and
ethnic diversity of students entering STEM educational programs and career
fields. My goal in developing the website was to bring an awareness to our
college and our community of the abounding opportunities that exist for
underrepresented students in the STEM disciplines and careers.
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for preventing and responding to student problem behavior (Colvin & Lazar, 1997).
Evidence that this standard has been met follows:
Instructional design elements were created within the CSI Design Model
which pulled from a variety of commonly accepted learning principles and researchbased best practices. The model originates from the perspective of cognitivism
which, according to Ertmer and Newby (n.d.) emphasizes making learning
meaningful and helping learners organize and relate new information to existing
knowledge in memory. The tenets of cognitivism were relied upon in the creation of
the Intermediate Algebra course which was organized in a manner that allows learners
to connect new material with prior knowledge in a meaningful way while engaging
learners throughout the process. The model proposes that the major elements of the
designer process should include:
1) determining the various learning experiences that individuals bring to the learning
situation which can impact learning.
2) determining the most effective manner in which to organize and structure new
information to tap the learners previously acquired knowledge, abilities, and
experiences.
3) arranging practice with feedback so that the new information is effectively and
efficiently assimilated and/or accommodated within the learners cognitive
structure.
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also help students acquire the skills they need to thrive in a highly
technologically-based society.
The table below shows mechanisms for maintaining the technology infrastructure to
improve learning and performance:
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The CSI Design model final paper is founded on the goals of secondary
education which, according to Chickering and Ehrman (1996), states that education
encourages contact between students and faculty, develops reciprocity and
cooperation among students, encourages active learning, gives prompt feedback,
emphasizes time on task, communicates high expectations, and respects diverse
talents and ways of learning. This is an environment in which students will feel safe
and also encourages the use of best practices. Furthermore, proper citations were
made, and credit was given to those whose ideas I either pulled from or quoted.
In the Internet Safety PowerPoint, I addressed the topics cyberbullying,
exposure to inappropriate materials, and bullying all of which promote emotional
health and physical safety of our students. Additionally, within the presentation, Fair
Use expectations were met and images were obtained with CC licenses, that promote
open access allowing any user in the world to download, copy, distribute, translate,
reuse, adapt, and build on them free of charge. Some of the graphic images were
obtained from Microsofts online clip art gallery which is freely available to anyone
owning a copy of Microsoft Office Suite software.
The STEM website was tested for accessibility tested for 508 compliance
using Cryptzone Cynthia Says Portal. Additionally, content from outside sources is
used following applicable copyright and Fair Use Guidelines.
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considering the various characteristics, he designs the course to meet the needs of the
target population. The chart below demonstrates the process used to determine the
impact learner characteristics will have on the instructional design. In this particular
scenario, no students with special needs were identified, but this process affords the
designer the opportunity to identify and address those needs before delivery methods
are determined.
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students so that they can excel academically and socially. Delivery methods for the
PCCUA group focus on extremely engaging activities that blend technology with
face-to-face instruction. The engaging activities should include group discussion,
cooperative learning strategies, role play and simulations, problem-solving activities,
the use of manipulatives, and inquiry-based activities.
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feedback, and then decided what changes I believed were appropriate to make.
This collaborative process was extremely valuable in offering a fresh
perspective on the instruction design process I had developed.
o Evaluating Instruction To address the technological needs of PCCUA
students, the IT Department Strategic Plan calls for the implementation of a
Digital Learning Strategies course. The planning team collaborated to
propose the Digital Learning Strategies Course Evaluation form as an
appropriate assessment tool for the effectiveness of the course and instruction.
within the IT department and technical needs within the classroom. The goal of the
action plan is to close the gaps between where we currently stand and where we need
to be. The major needs that have been identified include professional development
for instructors, technology training for students, and more integration of technology
within the classrooms. Addressing these needs will serve to provide instructors with
the tools necessary to bring technology into their classrooms in order to deepen and
enhance the learning process. Integration of technology in the classrooms will also
help students acquire the skills they need to thrive in a highly technologically-based
society. The table below outlines the priorities we identified and the actions which
will be taken to address those needs.
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Q
u
e
st
i
o
n
s
A
s
k
e
d
1.
What technologies (equipment,
software, networks, etc.) and
resources are needed by
instructors and students to
support academic success?
2.
3.
Needs Prioritized
Actions to be Taken
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What information
technology and processes are
needed to promote the
integration of information
services to enable students to
access the information when
they need it? Where they
need it?
1.
1.
2.
2.
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applicable cultural context during all aspects of their work and with respect for the
diversity of learners in each setting.
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and any cultural conventions that the learners may bring with them
and adjust the design accordingly.
The following excerpt from my paper outlining the Common Sense Instructional
Design (CSI Design) model demonstrates my knowledge of research to theory of
educational communications and technology:
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related the effects of religiosity and degree attainment on attitudes about and
participation in recreational sex. The research methods I used in this paper will be
equally as effective in studying topics concerning educational practices. Data for this
study were collected via a survey instrument developed by students of Educational
Statistics and Research Methods classes at the University of Arkansas, Fayetteville.
After the instrument was approved by the Institutional Review Board, students
collected the data through convenience sampling by asking students, friends, family,
or other acquaintances to complete the survey. The respondents voluntarily
completed the instrument, and responses were confidential and anonymous.
independent t-test, the Shapiro-Wilk (1965) test of normality, Levenes (1960) F test,
and Cohens (1988) effect size. Results were reported and further explained in the
outcome summary and sections describing comparisons to prior literature, limitations
of the present study, and conclusion and future prospects.
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approval from the Institutional Review Board, members having been appointed by the
Provost of the University of Arkansas at Fayetteville. University of Arkansas
research protocol includes the following:
Protocols for the use of human subjects in research and in-class
The respondents
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References
Brown, A., & Green, T. (2011). The discipline of instructional design. In The Essentials
of Instructional Design (2nd ed., p. 10). Boston, MA: Allyn and Bacon.
Chickering, A., & Ehrman, Z. (1996.). Implementing the seven principles: Technology as
lever. Retrieved from http://www.tltgroup.org/programs/seven.html
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
undergraduate education. AAHE bulletin, 3, 7.
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Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for
success. Sopris West.
Gretter, S. (2015, November 10). Using infographics for teaching and learning. Retrieved
from http://commons.grd.msu.edu/index.php/2015/11/using-infographics-for-teachingand-learning/
I can learn education systems - Computer based math with proven results. (n.d.).
Retrieved from http://www.icanlearn.com/
Kemp, J. E., Morrison, G. R., & Ross, S. V. (2004). Designing effective instruction, (4th
Ed.). New York: John Wiley & Sons
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&ots=GchVjztJ0P&sig=WaEscBOwQMtn7ztluXkzRS8SVag#v=onepage&q
&f=false
National Center for Educational Achievement. (2009). Core practices in math and
science: An investigation of consistently higher performing schools in five states. Austin,
TX: National Center for Educational Achievement
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C.,
Browning, C., zgn-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK
standards and development model. Contemporary Issues in Technology and Teacher
Education [Online serial], 9(1). Retrieved from http://www.citejournal.org/volume9/issue-1-09/mathematics/mathematics-teacher-tpack-standards-and-development-model
Office of the Provost and Vice Chancellor for Academic Affairs. (n.d.). Retrieved from
http://provost.uark.edu/committees/irb.php
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