AECT Standard 4 (Professional Knowledge & Skills)
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Indicators
-
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
-
Candidates lead their peers in designing and implementing technology supported learning.
-
Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology supported instruction and learning to enhance their professional growth.
-
Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
-
Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
ARTIFACTS
S.4.1 Collaborative Practice
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
Summary:
During the Fall 2024 offering of the EME6613: Development of Technology-Based Instruction course the students were tasked with developing a technology-based course. In this course, I engaged in hands-on projects focused on designing rich-media e-learning applications for a client. Working in a collaborative environment, I applied instructional design principles to develop a prototype that addresses learners' needs.
In collaboration with my partner and the input from the subject matter expert, I created a detailed proposal, including a learner needs analysis, goals and objectives, and instructional strategies based on theoretical frameworks, while outlining content structure, development, and evaluation plans.
Competencies and Skills for Instructional Designers:
Perform a needs assessment/analysis
Conduct a needs assessment/analysis and collect data
Plan and monitor training projects
Develop a project management plan
Assess the 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
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
Identify prerequisite knowledge and skills for tasks, subtasks, and knowledge
Write criterion-referenced, performance-based objectives
State an objective in performance terms that reflect the intent of instruction
Sequence the objectives to reflect the curriculum design
Select instructional media
Identify instructional media options that address training needs
Describe characteristics of instructional media
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
Design instructional materials that are appropriate to the ability level of the learners
S.4.3 Reflection on Practice
Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology supported instruction and learning to enhance their professional growth.
Summary:
The Summer 2023 offering of the EME6419: Motivational Design course examined key principles for designing learner motivation within technology-enhanced learning settings. In this class we explored diverse motivational design concepts, such as interest, self-efficacy, motivation regulation, motivational design models, and methods for measuring motivation. Additionally, I actively participated in the motivational design process by analyzing learners, learning tasks, and the broader learning environment.
This artifact is a final research proposal that uses motivational theories such as the ARCS model, Maslow's Hierarchy of Needs, Expectancy Theory, and Self-Determination Theory. For this assignment I chose to analyze the design of the Adult Critical Care Specialty RN Fellowship Workshop and reflect on the effectiveness of the design. This process enhanced my professional growth as I was able to reflect on the course design and reinfuse the course with technology supported instruction to enhance learning.
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
Evaluate how the setting characteristics may impact proposed instructional approaches
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
Identify prerequisite knowledge and skills for tasks, subtasks, and knowledge
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
Design instructional materials that are appropriate to the ability level of the learners
S.4.4 Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
Summary:
During the Fall 2024 offering of the EME6613: Development of Technology-Based Instruction course the students were tasked with developing a technology-based course. In this course, I engaged in hands-on projects focused on designing rich-media e-learning applications for a client. Working in a collaborative environment, I applied instructional design principles to develop a prototype that addresses learners' needs.
For this artifact, my partner and I evaluated the efficacy of our ECMO Foundational course during our alpha testing phase to ensure that the course aligned with the learning goals. My partner and I worked together to create the course evaluation tool. The ECMO Foundational course was completed by a relevant learning audience (identified in the artifact) and then the course was evaluated with the survey tool. Once the results were collected, my partner and I were able to make valuable enhancements to the instructional activities to ensure that they aligned with the learning goals.
Competencies and Skills for Instructional Designers:
Perform a needs assessment/analysis
Conduct a needs assessment/analysis and collect data
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
Evaluate how the setting characteristics may impact proposed instructional approaches
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
Identify prerequisite knowledge and skills for tasks, subtasks, and knowledge
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
Design instructional materials that are appropriate to the ability level of the learners