Artifact Reflection

1.What was the context (the course, purpose, situation, etc.) in which this artifact was created?

 Emerging Instructional Technologies was taught by Dr. Leigh Zeitz during the summer of 2008. The purpose of this course was to examine current instructional technologies and integrate these technologies with hands-on experiences. Many of the applications and skills learned during this course were directly applicable to both classroom and online learning environments. As part of the course, we worked collaboratively in groups to develop a specific learning application using some of the technologies introduced. For our part, our group chose to create a Ning network for use in a classroom and school setting. We also used other tools to provide learning content for our network. These included podcasts, videos, screencasts, blogs, and articles. The purpose these artifacts was to help introduce the use of social media as an educational tool. Using Ning, the network we created was both safe and secure, knowing this would be used in a K-12 educational setting.

 

2. What outcome(s) (ECIT standards) were you to demonstrate in creating it? For each outcome, describe how the artifact addresses the indicators within the standard.

 

Design

1.1.a Apply a variety of instructional systems design models.

During the on-campus portion of this course, our group created a Ning network for the high school where one of our cohorts was employed as a teacher. In addition, we created content that could be used to introduce the value of social media to the high school teaching faculty. The media created included two videos about introducing the value of emerging instructional technologies and how they contrast with old-school methods of teaching, and a podcast about Ning and social networking.

 

1.1.c Identify learning theories from which each model is derived and the consequent implications.

We identified the audience in which our project would be deployed, and created learning objectives that could be used within a professional development setting to train high school faculty on the use of social media in the classroom and Ning specifically. We sought to employ a variety of instructional channels to accomplish our learning objectives.

 

1.1.2.a Create a plan for a topic of a content area to demonstrate application of the principles of macro-level design.

Our team used Google Docs to create a collaborative working document that allowed us each to contribute to the overall instructional design plan for our project.

 

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

In creating the media for our project, our group used computers, video camera, microphone, audio editing software, video editing software, a cell phone, iPod, web browsers and the Internet.

 

1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the development of instructional messages specific to the learning task.

In developing our project, we relied on the input of each group member to contribute to the learning process with consideration for how our audience would respond to the instructional material on the use of a Ning network. We considered visual literacy when developing the content for our project in order to maximize the learning value of each object.

 

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

We included several instructional strategies when developing media for our learning project. These included visual, audio, and hands-on.

 

Development

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

Our group created a database using Google Docs, which answered questions presented during the analysis phase of the project.

 

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

Our group relied on Google Docs during the initial development phase of the project. This allowed each member to contribute to the overall design and planning of the instructional elements through a collaborative medium. During the media creation phase, we used digital cameras, video cameras, microphones, and audio recorders to capture photo images, videos, and audio. A combination of Mac OS-based and PC-based software was used. It was important to maintain cross-platform compatibility throughout the development and implementation phases of the project.

 

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

One of the requirements for our project was the use of instructional video. In determining the best format to employ in the delivery of the video content, we determined it was essential that we use a format with broad cross-platform support with an easy-to-understand user interface. We determined that flash video delivered via YouTube met these standards. The learning content of the videos needed to introduce users to Ning and offer simple reasons why Ning can serve as a valuable tool in an educational setting.

 

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

We used various technological tools to develop instructional products. During the creation of these tools, we considered learning and psychological theories.

 

2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.

This project was created entirely within a digital environment. Computer-based technologies employed included the creation of video, audio, and visual instructional materials. The group was careful to follow all copyright standards and laws for the use of media in an educational setting. Finally, all group members contributed to the creation and development of the instructional materials.

 

2.3.2 Design, produce, and use digital information with computer-based technologies.

The team used information gained about emerging technologies to create two videos, a podcast interview, and a Ning website.

 

2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer-based instructional materials.

A digital video camera was used to record the raw video, and a microphone and digital recorder were used to record the audio for podcasts. The videos and audios were edited using Sony Vegas and Adobe Audition. Some group members had more experience working with digital media and provided on-the-spot training for other group members new to digital media. All group members contributed to the creation of the final media.

 

2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.

Our project was available to any users with access to a computer and Internet connection.

 

2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products. 

We used Firefox, Google Docs, Ning, and the Internet the to develop our project.

 

2.4.5 Develop effective Web pages with appropriate links using various technological tools (e.g., print technologies, imaging technologies, and video). 

Using Ning as a platform, we developed a basic network with links, videos, and podcasts along with our user profiles with photos. We also had to developed individual blogs with links, videos, images and daily reflections.

 

Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

The purpose of our project was to introduce Ning as a viable technology for use in an educational setting. As a result, we wanted to not only introduce Ning as a platform to faculty not familiar with Ning, but reinforce the value of using technology to enhance their learning environment and improve overall learning. It was important to use Ning as the primary delivery tool so that users would not only interact with the learning objects we created, but do so within a Ning network.

 

3.1.2 Use educational communications and instructional technology (ECIT) resources in a variety of learning contexts.

We used video, podcasting and a website to communicate the use of Ning in an educational setting.

 

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

Our Ning network was supplemented with videos and podcasts.

 

3.4.2 Identify and apply policies which incorporate professional ethics within practice.

In presenting Ning to educators, we emphasized the importance of maintaining professional standards and practices in all uses of educational technology, including the use of a Ning network.

 

3.4.3 Identify and apply copyright and fair use guidelines within practice.

In creating the video and audio content for our project, we ensured our use was in full compliance with existing copyright laws and guidelines.

 

3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies.

The project looks at the utilization, application, and integration of Ning networks in an educational setting.

 

3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.

By employing common consumer technologies (e.g. Flash & YouTube), we ensured the content delivery of our project would be user friendly.

 

Management

4.0.1 Demonstrate leadership attributes with individuals and groups (e.g., interpersonal skills, group dynamics, team building).

Our group functioned well as a team, with each member providing leadership within various areas of responsibility. There was good communication skills demonstrated by all group members

 

4.1.1 Apply project management techniques in various learning and training contexts.

Our group divided the project into small subsections in order to provide maximum contribution from each team member. We also identified a project manager who helped to ensure each piece of the project was completed on time.

 

Evaluation

5.1.1 Identify and apply problem analysis skills in appropriate educational communications and instructional technology (ECIT) contexts.

Our project was completed during a one-week modular course. While we had significant time per day to work on the project, we were held to the time constraints of one week. As a result, it was important for our group to stay focused on the end result and to resolve issues or areas of conflict that arose. We were able to accomplish all of our instructional objectives and complete the project on time.

 

5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts.

The use of social media within a K-12 educational setting was not common practice (in 2008). This project examined the use of social media as an instructional tool while referencing a variety of ECIT contexts.

 

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts.

As a class project, we received continuous feedback from the instructor as well as from fellow classmates. A summative evaluation was provided by Dr. Zeitz at the completion of the project.

 

3. What problem(s) did you encounter in creating this artifact? What did you learn from encountering this problem, and how can you apply this in your current or future professional life?

We were trying to push the envelope and use emerging technologies within an educational setting. At the time of this class (Summer 2008), the use of social media and technologies like Ning as still relatively new and untested within a K-12 environment. Moreover, when deploying new technologies, there is always the concern of gaining broad adoption by a school’s faculty. In the development of our project, we tried to overcome these concerns by creating a learning environment that was fun and informal. From a technical perspective, we did not run into any major problems. Whenever you operate within a cross-platform environment, there will be a few barriers to overcome, but we were able to overcome these barriers through some simple troubleshooting. I intend to use Ning as a development platform for a future learning project in an effort to create more engagement over static blogs and user forums.

 

4. What does this work show about you and your capabilities? 

I finished this class with great confidence in my overall technical abilities. I would describe myself as an early adopter of new technology, and as a result, I both enjoyed and grew during this class. It is very exciting to see how various educators are using cutting-edge solutions to enhance their teaching and deliver instruction in a new, engaging way. Learning how to employ these technologies in my own instructional settings will (hopefully) add to my effectiveness as a teacher.

 

5. What did completing this work teach you about yourself within the field of instructional technology?

Thanks to Dr. Zeitz, I came away from this class experience with a greater sense of professional expertise in the area of instructional technology. Dr. Zeitz stressed how completing this degree program will place us as a voice of authority within domain of teaching. Emerging Instructional Technologies proved to be a good foundational class for the master of arts degree and as an introduction to the technical development aspects of instructional technology.

 

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Artifacts