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Jayne Crawford
While completing the Master of Educational Technology program for the past two
years, I have been teaching English at Ajou University in the city of Suwon, South Korea.
The classes I teach range from low intermediate English, combining all four skills: reading,
writing, speaking, and listening, to more in-depth, advanced classes of writing and
mine as well, studying how to implement it into the classroom, thus incorporating it into
the field of education, opens up many new career possibilities for me. Before coming to
Korea in 2004, I taught elementary and junior high students; however, after teaching adults
for the past four years, I feel that is where my strength lies. I feel more comfortable in front
Throughout the M.E.T. program, many projects have required the development of
classes. The feedback given by my students was invaluable, aiding in yet further
improvements. I will highlight and connect the relevant assignments to the necessary
explain the assignment, and share my thoughts about it, especially if I did get the
using the steps of analyzing, designing, developing, implementing, and evaluation (the
ADDIE model). A suitable example to present is the Instructional Design Project (EdTech 503),
as I followed the ADDIE steps to develop a system of instruction for a conversational English
course. The overall process was very valuable, because I realized as a teacher, I often rush
over the needs assessment of my students while not spending enough time analyzing and
discussing with them their expectations from the class. After I developed and implemented
the survey, I had a much clearer picture of the students‟ overall needs, which allowed me to
plan my instruction for the program more efficiently. Although I would rarely spend as
much time analyzing the breakdown of the steps in each of my lessons, I did realize each
1.2 Message Design – To demonstrate an artifact which focuses on the physical form of
the message, the Integration Principle assignment (EdTech 506) would apply. It integrates
the gestalt principle, in which the whole is greater than the sum of its parts. Lohr (2007)
explains that the five gestalt principles (closure, contiguity, similarity, proximity, and
experience) “describe how the mind works to generate understanding, when presented with
information”. She stresses that designers must “not only help learners see the underlying
message, but also provide clear access to critical supportive information as well” (p. 187).
For this class, I developed a symbol to represent the concept of earn, which in Korea is used
only when talking about earning money. I wanted students to understand the idea of
earning and working hard for their grades, versus me giving them their grades. Another
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creating hierarchy is “the act of creating a series of cues or signs to direct the eye towards
certain information in a certain order” (p. 123). I used a hamburger, a popular food world-
wide, to represent a paragraph and used cues such as similar colors, bold typeface, and lines
paragraph, as in the hamburger, has a beginning, middle, and end. For both of these
projects, I received peer feedback on the appearance and content. I then adjusted and
1.3 Instructional Strategies - There were many projects in EdTech 502 that focused on
developing a sequence of events and activities within a lesson. A great example for this
subdomain is the Virtual Fieldtrip, which allows students to follow certain steps while
learning about a topic. I created The 7 Wonder’s of the World online fieldtrip. Within each
webpage are links to various media (audio, visual, text). I supplied a variety of multimedia
resources to capture the learner‟s attention, which is vital in any type of instruction.
Another very popular, authentic activity using sequencing of events is the WebQuest model.
Co-developer Tom March defines a real WebQuest as “a scaffolded learning structure that
uses links to essential resources on the World Wide Web and an authentic task to motivate
understanding“ (March, 2005). I created this WebQuest entitled Where to Study English,
because it is an authentic learning activity for Korean students. As many students spend a
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semester studying English overseas, this activity guides them in their quest to make a well-
informed choice.
1.4 Learner Characteristics – In point with this subdomain is the Learner Context
Analysis assignment (EdTech 503), which allowed me to analyze my learners‟ experience and
motivation level in order to plan effective instructional strategies. The survey that I
developed posed questions about their English background in middle and high school, other
experiences with the language such as private tutoring or English academies, and their
overall motivation to learn it. After giving and analyzing the results of the survey, it gave
2.1 Print Technologies - The first wiki I contributed to was the Online Publication
written in EdTech 504, and the chapter I wrote was entitled Learning Theories that Encompass
Distance Education. This artifact exemplifies this subdomain because I was able to explore
the use of print technologies as a way to produce or deliver materials through mechanical
and/or photographic printing processes. I have not yet used a Wiki in my classes, but I see
many valuable advantages that would allow my advanced writing class to write with reason
and purpose. It is an excellent method to showcase learners‟ research and writing skills, as
program apply the principles of visual and media literacy. An artifact addressing this
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subdomain is the Rich Media Tutorial (EdTech 522), which was my first audiovisual tutorial
that I created using Camtasia Studio. I chose the website Slidestory.com which allows users
to upload picture files and then record voice on each slide. I integrated this tool into my
Composition 2 class, an essay writing class, where students chose photos that related to
their writing, then read their paragraphs from their essay onto the site. It was a
students, who also practiced their speaking along with their writing skills. The Slideshow
Project: Part 1, Part 2, and Part 3 (EdTech 522), was another project where I developed a
narrated slideshow that instructed learners how to write an academic paragraph using the
three main steps of the writing process. Feedback from my students about my previous
online tutorial taught me that recording my face in the video tutorial was more engaging for
them. This coincides with the personalization principle, which Clark and Mayer (2008) state
“the activation of social presence, in turn, encourages the learner to engage in deeper
cognitive processing during learning, leading to a better learning outcome” (p. 176). The
students felt more connected to me, as if they were in my classroom rather than watching
the video.
(EdTech 513) in which I created a slideshow with pictures and graphics while applying the
The challenge for instructional designers is to apply design principles in ways that
reduce extraneous processing (such as scanning between captions and the graphic),
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and graphic), and foster generative processing (such as mentally organizing and
This project specified no use of audio; however, it was suggested to put extra spoken text in
the speaker notes section of the presentation. By avoiding redundant text, learners can
focus on the main idea of each slide without overloading their visual channels, and later
read the speaker notes for further information. An additional computer-based technology
that uses digital information is blogs. Many classes in the EdTech program gave me the
opportunity to experience this, such as Blogger (EdTech 571). Learners are in control of
what content, images, links to web pages, or other media they add to their blogs. It is a
place for sharing opinions and thoughts about a particular subject, and also gives other
bloggers the opportunity to add their comments and opinions, creating an interactive
format. Students are not pressured to give an answer „on the spot‟, but rather they can truly
2.4 Integrated Technologies - One common forum to produce and deliver materials,
Virtual Learning Environment (VLE) such as Moodle or Blackboard. I have experienced these
Moodle Course (EdTech 512), in which I designed a five-lesson course for an intermediate
writing class. Students were exposed to many video and text links that provided
information about different kinds of essays. They then applied their knowledge, in a variety
of ways, by writing reflections, creating presentations and activities, and finally writing the
essay. The Blackboard Course (EdTech 522) was another project where I integrated a variety
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of hyperlinks and multimedia instructional materials to create a lesson for a peer. After
conferencing with a chosen classmate, I researched and developed a series of steps on how
to use Prezi, a web-based presentation tool that allows users to create dynamic
presentations. It was very interesting and helpful to learn about, and use, both of these
3.1 Media Utilization – Several projects from EdTech 502 are suitable artifacts for this
subdomain because they encompass the systematic use of resources for online learning. I
digital resources to engage learners. The Concept Map allows learners to see a graphic
representation can make learners less prone to disorientation, making it easier for learners
to understand the hierarchical structure of the course topics and their interrelationships”
(Chang, Sung, & Chiou, 2002, p. 338). By combining concept maps with the Web
content, allowing learners to hyperlink to text, pictures, animations, sounds, and other
the decision-making process. They are provided with instructions to guide their learning, a
list of multimedia resources to research, and an evaluation rubric which outlines the details
for assessment.
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3.2 Diffusion of Innovations – This subdomain states the need for learning
communities to adopt and diffuse innovations. An artifact reflecting this is the Digital
Divide Memo (EdTech 571), where I wrote a memo to a fictitious school board that explained
the definition of the digital divide and stressed the importance of technology in students‟
lives. I provided suggestions on how to close the digital divide, and then sited links to
organizations that could support the needs of the families so students would have access to
representations for this subdomain, are the Rich Media Tutorial and the Slideshow Project:
Part 1, Part 2, and Part 3, both developed in EdTech 522. This subdomain focuses on using
instructional materials in real settings, which I have done within my classes at Ajou
University. The first tutorial I created, using Camtasia Studio, explains how to use
Slidestory.com, which allows users to upload picture files and add voice narration to each
slide. I applied this idea to my advanced writing class because I wanted students to have a
way to showcase their final versions of their essays. In the final version, when students
have submitted their essays to me for grading and editing, I make necessary grammar,
spelling, and content corrections. After students edit and perfect their essays, they transfer
each paragraph into PowerPoint, including relevant and meaningful graphics. They then
convert each slide to a jpeg format and upload them onto Slidestory.com. The final step is
narrating the essays onto each slide. The second video tutorial I created in this class was a
three part tutorial, walking beginning writers through the steps of writing a simple,
academic paragraph. Paragraph writing is a requirement for all freshman students at Ajou
University, so many of my colleagues have now incorporated my tutorials into their classes.
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3.4 Policies and Regulations - In the new age of technology comes the importance of
creating guidelines and rules for internet users to follow and become familiar with.
Illustrating this subdomain is the Netiquette Lesson (EdTech 502). I researched the term
“netiquette” and explained the areas that would be applicable to my adult learners. I
highlighted the key points so they would hopefully remember and apply these safe practices
while using the internet. Another common policy violation that occurs quite often, because
of the availability of online resources, is plagiarism. The Plagiarism Scavenger Hunt (EdTech
502) provides students with information on the topic, and walks them through a set of
controlling resources is the Evaluation Proposal (EdTech 505). This was a fictitious proposal
detailing the method of evaluation, a task schedule of events with a timeline, and a budget
of the overall cost of the evaluation project. This assignment required a lot of estimating
and speculating, which is a useful skill to practice when dealing with large development
projects.
focus for this subdomain, and the Technology Use Plan (EdTech 571) definitely employs these
by following the steps of assessing the technology needs of a school, developing a vision
statement and goals for a long-term technology plan, and explaining the process of
develop a method to organize and distribute your instructional materials. Three suitable
examples for this subdomain are the Analysis Component, the Design Component, and the
Development Component (EdTech 512). They are all steps of the planning process for the
Moodle course I developed for a writing class (Composition 2). The analysis stage examined
the logistics of the course, the students, the purpose of teaching the course, and any
prerequisites required. The design portion listed the learning objectives and clustered them
into a visual map or diagram. The following phase, the development, involved following
4.4 Information Management – A perfect fit for this subdomain, which involves
planning and controlling the storage and transfer of information in order to provide
resources for learning, is my Ning Blog (EdTech 522). Blogs have become popular social
interaction tools that have gained popularity in education, especially online learning. As
explained by Dawley (2007), blogs can “provide new ways of offering pedagogies that put
students at the center of learning process, instead of the teacher or content. As students
own their blog, their thoughts, comments, and links are information constructed by them”
(p. 211). In my Ning Blog, I shared my thoughts about specified readings, read my fellow
classmates entries, and expressed my comments and opinions. I prefer sharing my opinions
in my own time in this asynchronous learning environment, because I don‟t feel pressured
to come up with an opinion on the spot. I can read information, reflect on it, and then share
it when I am prepared. A second artifact for this subdomain is the information management
system at Ajou University called AIMS2. Here I regularly post documents that I use in class,
such as syllabi, class notes, homework assignments, as well as other resources I feel are
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useful to the students. It has definitely increased the ease of transferring important
5.1 Problem Analysis - An appropriate artifact for this subdomain is Course Analysis
(EdTech 512) because I collected, analyzed, and interpreted data to modify and improve
which includes knowledge about the students, the purpose of the course, a set of applicable
standards, a timeline, and the type of course (online, face-to-face, or hybrid). This analysis
will help to create a successful, meaningful learning environment for the students.
measurement provides information to learners and describes the knowledge and skills they
assessment, list the performance tasks and criteria, and clearly outline (in a rubric) the
expected outcomes for a descriptive and narrative essay. As a result, students are informed
and understand the standards they need to achieve in order to succeed. Another project to
highlight for this subdomain is the WebQuest Rubric (EdTech 502). It clearly describes the
areas that will be evaluated on their WebQuest: quality of description, writing mechanics,
presentation design elements, content, and teamwork. By introducing and explaining this
rubric to students at the beginning of the project, they know what is expected and what
5.3 Formative and Summative Evaluation – Part of the final project in EdTech 503
involved preparing a Formative Evaluation Plan as a way to judge the worth of the program,
subdomain because the main goal of a formative evaluation involves “gathering data from
members of the target population about the use and effectiveness of materials and using
that information to make the materials even more effective (Dick, Carey, & Carey, 2007, p.
278). Throughout my classes, I have begun focusing more on this type of evaluation, and as
a result, I have seen great value and success within my programs and from the students. A
different type of evaluation is summative evaluation which judges the worth of a program
upon completion, as opposed to formative evaluation which occurs throughout the course.
An artifact that connects well to this subdomain is the Summative Moodle Survey (EdTech
512). Learners receive a Google Docs survey, upon completion of the Moodle course,
allowing me to gather detailed information to improve upon the overall course design, the
instructor. A final example of summative evaluation is the Website Evaluation (EdTech 502)
assignment. The task was to examine three websites and pick one that was the hoax. There
were specific guidelines that I used as a baseline to make my decision. This proved
5.4 Long Range Planning – A paper I wrote for EdTech 504, Learning Theories that
exemplifies this subdomain because while researching many prominent learning theories, I
highlighted and summarized the ones which research proved are best suited to distant
education. I hope one day to teach online, yet even in my current teaching position, I can
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incorporate multimedia instruction while relying on the theories that have proven most
effective.
Overall, I believe that the projects and assignments I have developed during the
course of the M.E.T. program at Boise State University strongly reflect the AECT standards.
With guidance from my supportive professors, suggestions and ideas from my remarkable
peers, and given my personal desire to upgrade my skills and enhance my knowledge of
instruction with technology, I have truly been able to produce high-quality, relevant work.
Furthermore, I look forward to the ever-changing future of technology and welcome the
References
Chang, K., Sung, Y., & Chiou, S. (2002). Use of hierarchical hyper concept map in web-based
from
http://baywood.metapress.com/openurl.asp?genre=article&id=doi:10.2190/MTUR-
9BJQ-FE33-QM0A
Clark, R. C. & Mayer, R. E. ( 2008). e-Learning and the science of instruction: Proven guidelines for
consumers and designers of multimedia learning (2nd ed.). San Francisco, CA: Pfieffer.
Dawley, L. (2007). The tools for successful online teaching. Hershey, PA: IGI Publishing.
Dick, W., Carey, L., & Carey, J. O. (2007). The systematic design of instruction (6th ed.). Boston,
MA: Pearson.
Lohr, L. ( 2007). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.).
March, T. (2003). The Learning power of webquests. Educational Leadership, 61(4). Retrieved
http://www.personal.psu.edu/cll212/aed322/Learning_power.pdf
Mayer, R., & Johnson, C. (2008). Revising the redundancy principle in multimedia
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