AECT Standard 2 (Content Pedagogy)

Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

Indicators

  • Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.

  • Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.

  • Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.

  • Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.

  • Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

ARTIFACTS

S.2.1 Creating

Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.

Summary:

During the Fall 2022 offering of the EDF6284: Problems in Instructional Design for Computers course I participated in a group activity as an Instructional Design Agency for an identified client. As a group, we developed an Instructional Design Proposal to provide resolution for a problem that the client had.

This artifact showcases the course outlines and flowcharts that we created as a group to improve learning and performance outcomes. You can see the flowcharts that illustrate the application of content pedagogy and processes to improve learning and performance. My role in the group was to assist in creating the outlines and flowcharts of the lessons for the learners.

Competencies and Skills for Instructional Designers:

  • 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

    • Describe characteristics of instructional media

    • Recommend instructional media that provides utility and probability across and within each unit of instruction

  • Develop training program materials

    • Develop flowcharts to identify learning events at the frame specific level using standardized symbology

  • Recommend instructional strategies

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

S.2.2 Using

Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.

Summary:

The Fall 2024 offering of the EME6613: Development of Technology-Based Instruction course focused on developing rich-media e-learning applications through real-world, problem-based projects for a client. I worked collaboratively to design a course that met learners' needs, applying established instructional design principles.

This artifact is an e-learning Module that my partner and I designed and developed while implementing educational technologies based on appropriate content pedagogy. The ECMO Foundational Course Module 1 is a course that will be completed as part of the onboarding process for new ECMO Specialist team members. Module 1 lessons focus on establishing a fundamental understanding of the science of ECMO in general.

Competencies and Skills for Instructional Designers:

  • Write criterion-referenced, performance-based objectives

    • State objectives 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

    • Evaluate candidate training system hardware and software capabilities and limitations

  • Develop training program materials

    • Develop media materials that are linked to and within the hardware/software constraints, are consistent across and between lessons, and clearly communicate information

    • Select and construct appropriate interactions and user control techniques

    • 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

    • Use a variety of authoring and/or software applications packages

    • Develop audiovisual display designs that include: screen layouts and human-machine interfaces

    • Develop course support materials and documentation

S.2.3 Assessing/Evaluating

Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.

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 project I evaluated an existing course for its instructional methods to determine the adequacy of learning. This experience allowed me to recommend techniques that are grounded in reflective practice.

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