Final : Rationale Paper 10-31-15

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Rationale Paper for a Master of Educational Technology Boise State UniversityFall 2015

Text of Final : Rationale Paper 10-31-15

  • Rationale Paper for a Master of Educational Technology Boise State University

    Dianne Johnson-Wojnicki

    EPIC Training and Support Specialist

    Edward-Elmhurst Health

    Lisle, Illinois

    Fall 2015

  • Rationale Paper for a Master of Educational Technology

    September 19, 2015 Page 1

    Introduction

    The Master of Educational Technology program at Boise State University is a

    comprehensive curriculum where I have learned to balance aspects of the theoretical underpinning

    of education, instructional design methodologies, and the technological skills to develop engaging

    student-centered leaning experiences. This Rationale paper is designed to provide the evidence

    to substantiate a Mastery of Educational Technology as defined by the Association of Educational

    Communications and Technology Standards. This paper contains many of the Artifacts created

    during my coursework in the M. E. T. program each aligned with the AECT Standard and Indicator

    mastered.

    Standard 1 - Content Knowledge

    Candidates demonstrate the knowledge necessary to create, use, assess, and manage

    theoretical and practical applications of educational technologies and processes.

    Indicator 1: Creating

    Candidates demonstrate the ability to create instructional materials and learning environments

    using a variety of systems approaches. (p. 81)

    EdTech 502: Plain HTML 502 page

    According to Molenda and Boling (2008) there are no processes or resources to use or

    manage unless someone first creates them (p. 81). My ability to create, use, assess and manage

    instructional material and learning environments began with the creation of this simple HTML page.

    While its appearance may seem insignificant, the expertise to construct and implement content is

    considerable. Without the ability to generate this simple page none of the more robust artifacts

    located within my portfolio would ever have been possible. This artifact illustrates the mastery of

    creating subject matter, i.e. content for the purpose of knowledge transfer.

  • Rationale Paper for a Master of Educational Technology

    Page 2

    The paradigm has shifted several times this century in terms of educational technology.

    Today the world is wired. Taking advantage of Web 2.0 tools and beyond will enable me as

    facilitator and trainer to better engage learners. Armed with these skills, I am prepared to create

    learning experiences that have the features of interconnectedness, immediacy, interactivity,

    communication and community. It is these features that keep business competitive and the people

    they employ desirable in the workforce. (Solomon & Schrum, 2007)

    Indicator 2: Using

    Candidates demonstrate the ability to select and use technological resources and processes to

    support student learning and to enhance their pedagogy. (p. 141)

    EdTech 502 - m-Learning Activity (mobile learning)

    Molenda (2008) states the whole point of creating technological resources and instructional

    material is that they are used by the learner. The proficiency to create the simple HTML page

    gave me the ability to produce a mobile learning experience whereby the learner can take the

    learning activity on a bicycle architectural tour in the city of Chicago. This resource can be easily

    modified to support similar learning experiences in any city using any mode of transportation. This

    particular resource has vast pedagogical implications, providing a means of incorporating content

    knowledge into a curriculum in an integrated fashion to enhance the overall educational purpose.

    This artifact illustrates the mastery to select and use appropriate technological resources to

    facilitate enriching learning experiences.

    I can see various opportunities to use this type of mobile application in my current capacity

    as a technical training and support specialist. Enabling a learner to go where the educational

    opportunity exists in order to relay real-time information about their experiences holds endless

    possibilities.

    Indicator 3: Assessing/Evaluating

  • Rationale Paper for a Master of Educational Technology

    September 19, 2015 Page 3

    Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate

    technologies and instructional materials.

    EdTech 503 Evaluation Plan

    In order to provide effective transfer of content knowledge, it is imperative to evaluate and

    assess the degree to which the solution fits the problem. This artifact is an evaluation plan devised

    for the formative review process of my Instruction Design final project entitled Making a Special

    Occasion Boutonniere and Corsage. According to (Smith & Ragan, 2005) even though the

    evaluation appears to take place late in the creation process, indicators are being gathered to

    substantiate that the instruction was successful. The formative assessment and review covered

    several of the key components of effective evaluations; one-to-one evaluation of learning

    materials, small group evaluation of the overall process, field trial for overall efficacy, and subject

    matter expert review.

    During the first phase of evaluation, one-to-one is critical to ascertain any blatant

    inconsistencies or difficulties with the instructional content. The second phase, small group

    evaluation, is concerned with the level of efficacy the instructional material has with a varied

    learner base. The final phase of learner supported evaluation and assessment is the field trial. It

    is at this phase in the evaluation that it is determined if the instruction can be implemented as

    designed. Once the learner centric evaluations are complete and all revisions have been

    implemented, it is time to involve a Subject Matter Expert. The instructor guide, all instructional

    materials, as well as summative assessments, would be provided to the SME for thorough review.

    The SME feedback would be carefully evaluated in order to incorporate any final modification to

    the instructional material.

    Conducting an authentic formative review was a new experience in my world of course

    development. I have developed many high priority high stakes courses during my tenure as a

  • Rationale Paper for a Master of Educational Technology

    Page 4

    technical course developer, but not until I participated in EdTech 503 had I ever evaluated and

    assessed whether or not the solution fit the problem. The only evaluation or assessment I had

    formally experienced was did our product hit the market before the competitors. This is because

    the first course on the market would capture the market.

    Unfortunately, what appears to be excellent as a concept does not always work well when

    placed in a classroom environment (Morrison, Ross, & Kemp, 2007). It is said that hindsight is 20-

    20. If valuable knowledge gained from conducting a formative review during the development

    process is utilized properly, hindsight could become obsolete. This artifact illustrates the mastery

    of assessment and content evaluation, instructional materials and the efficacy of knowledge

    transfer.

    Indicator 4: Managing

    Candidates demonstrate the ability to effectively manage people, processes, physical

    infrastructures, and financial resources to achieve predetermined goals. (p. 178)

    EdTech 506 Facilitators Page: Unit of Instruction

    According to Donaldson, Smaldino, and Pearson (2008) effective management and

    leadership are the keys to the practice of an educational technologist (p. 190), they describe a

    technologist as someone who solves real-world problems by working with others. The artifact I

    selected to indicate a mastery of the management of people, processes, physical infrastructures

    and financial resources is the Facilitator Page from the Unit of Instruction created in EdTech 506.

    This unit of instruction was developed for an Art Awareness facilitation to be administered in

    seventh grade classrooms. These facilitators are not teachers but parent volunteers. They are

    selected from a pool of individuals who share an interest in Art. As facilitators they do not

    necessarily have any prior teaching or facilitating experience.

  • Rationale Paper for a Master of Educational Technology

    September 19, 2015 Page 5

    This artifact provides ample information for an Art Awareness facilitator to comprehend the

    structure and goals of the sessions. The document describes the learners, the equipment and

    resources required for successful delivery of the learning experience including all introductory

    procedures. It provides a comprehensive list of the materials provided to successfully transfer the

    content knowledge to learners. The assessment process and evaluation criteria are outlined in

    terms of the informality of the event due to the enrichment nature of the instruction.

    I have actually incorporated similar documents in my current capacity as technical training

    and support specialist. When a new set of training materials are developed, it is imperative that

    similar documentation accompany the material to enable any of the team members to successfully

    deliver the training w