AECT Standard 3 (Learning Environments)

Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

Indicators

  • Candidates create instructional design products based on learning principles and research-based best practices.

  • Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

  • Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.

  • Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.

  • Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.

  • Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.

ARTIFACTS

S.3.1 Creating

Candidates create instructional design products based on learning principles and research-based practices.

Summary:

The Spring 2024 offering of the EME6208: Interactive Media course emphasized a practical approach to media development. I learned to apply visual design principles that influence how learners view and interact with instructional media. We explored practical aspects of media development, applying visual design and usability principles to instructional projects. I created various instructional media, including graphics, a tutorial, a video, and a website, focusing on enhancing users' experiences and effectively conveying educational content.

This artifact is a instructional video that explains the Multimedia principle. I utilized evidence based information to explore and explain the Multimedia Principle and how it works.

Competencies and Skills for Instructional Designers:

  • Select instructional media

    • identify instructional media options that address training needs

  • Recommend instructional strategies

    • Discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the curricular objectives

  • Develop training program materials

    • Write scripts that include; introductions, body, transitions, and summary in conversational, active voice to match comprehension level of target audience

    • Consistent use of tense, grammar, terminology that is interesting and varied

    • Understand video production/postproduction procedures

S.3.2 Using

Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

Summary:

The Fall 2021 offering of the EME6055: Current Trends in Instructional Technology course introduced the field of instructional technology (IT), covering its history, foundational theories and models, and current practices. Through readings, seminar participation, and individual projects, I studied emerging technologies and their applications in workplace training.

This artifact examines how mixed reality (MR) simulation can be integrated into orientation programs for new nurses to address the critical nursing shortage and improve retention. It discusses how MR technology, such as holographic simulations, enhances the learning experience for novice nurses by providing realistic, hands-on training in a supportive environment. The paper also outlines potential benefits, including increased competence, confidence, and job satisfaction for new nurses, along with the challenges of implementing MR technology in nursing education.

Competencies and Skills for Instructional Designers:

  • Assess Relevant Characteristics of the target audience

    • Select the target audience characteristics that are appropriate for assessment

    • Develop a target audience profile

  • Assess the relevant characteristics of the setting

    • Identify relevant resources, constraints, and context of the development and delivery environments

    • Identify how the courseware will be used in the curriculum

    • Evaluate how the setting characteristics may impact proposed instructional approaches

    • State rationale for the selection of the resources and constraints of the development and delivery environments chosen

  • Perform job, task, and/or content analysis

    • Identify appropriate source documentation to support analysis

  • Recommend instructional strategies

    • Discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the curricular objectives

    • Describe and provide a rationale for the selection of an instructional approach

S.3.4 Managing

Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.

Summary:

The Spring 2024 offering of the EME6208: Interactive Media course emphasized a practical approach to media development. I learned to apply visual design principles that influence how learners view and interact with instructional media.

For this artifact I evaluated the usability of the Life Support Program SharePoint site page. This process helped me to establish a method for maintaining the site as I would be able to retest the usability in specified timeframes to ensure that it continued to be a relevant instructional tool. Through the usability testing process I was able to discover strategies to enhance learner engagement. Upon conclusion of this testing, I developed recommendations for usability enhancement.

Competencies and Skills for Instructional Designers:

  • Perform a needs assessment/analysis

  • Develop a needs assessment/analysis plan and instrument

  • Conduct a needs assessment/analysis and collect data

  • Identify discrepancies based on analysis of data collection

  • Recommend options that solve the discrepancies

  • Assess Relevant Characteristics of the target audience

    • Select the target audience characteristics that are appropriate for assessment

  • Assess the relevant characteristics of the setting

    • Identify relevant resources, constraints, and context of the development and delivery environments

  • Perform job, task, and/or content analysis

    • Analyze the characteristics of a job, task, or body of knowledge

    • Identify appropriate source documentation to support analysis

    • Comprehend technical content in terms of the entire course content and individual lessons

  • Select instructional media

    • Identify instructional media options that address training needs

  • Evaluate instruction, program, and process

    • Develop a formative/summative evaluation plan and conduct the formative/summative evaluation

    • Generate specifications for revisions based on feedback collected during evaluation

  • Recommend instructional strategies

    • Describe and provide a rationale for the selection of an instructional approach