MELISSA CHILDERS
Competencies
Competency One Synthesize Knowledge
I chose to use my final paper from EDCI 531/ Learning Theory and Instructional Design to demonstrate how I have met this competency. The paper is an extension on Ertmer and Newby’s 1993 article comparing critical features of three predominant learning theories: behaviorism, constructivism, and constructivism. It is structured around a flow diagram that directs the reader to an effective application of each of the three dominant learning theories, given their response to a series of questions related to task complexity and learner dynamics.
Demonstrates ability to read and understand educational literature related to Educational Technology
I have a background in human development and learning both as part of my coursework at the University of Missouri undergraduate psychology program and in my work as a teacher. So I had a firm understanding of the application of behavioral and cognitive learning theories, and of the benefits of each within a given situation. I came to the Ertmer and Newby article with a shallower understanding of the application of constructive learning. I reviewed the available literature to get a perspective on how constructivism relates to problem complexity and the characteristics of learners. Drawing relationships between problem-solving research and evaluations of multimedia authoring instruction I concluded that, "When the (learning) problem is ill-defined, then instruction using the principles of constructive learning theory is necessary." I have revisited this in later projects, as I have worked to address ill-defined and social learning problems. Providing constructed learning events has helped my students to better meet their objectives, and I have observed greater generalization of skills in my learners.
Demonstrates ability to describe fundamental theories of human learning
In the development of the flow chart that forms the structure of the paper, it was important to describe the dominant ideas underlying each theory of learning. It was also important to analyze how those ideas relate to the solution of a learning problem. For this paper I focused on the three dominant theories of learning that were addressed in the work by Ertmer and Newby and how they relate to two key elements of design: audience knowledge and task complexity. Further analysis on how other theories and additional questions could be expanded on.
Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems
In this final paper I used information available concerning the application of learning theory and an understanding of learner needs, in relation to current knowledge and task complexity, to address the problem of theory application. There is an inclination to relate personally to one theory of learning over another, but in order to meet the needs of all learners under a variety of conditions it is important to match the need with effective strategies. Applying the appropriate learning theory to the learning problem will help to guide those strategies.
The Directed Application of Learning Theories for Educators
Competency Two Create Knowledge
To address this competency I chose my individual paper from EDCI 513/ Foundations of Learning Design and Technology. In the paper I reviewed the current research on the use of games as an effective instructional strategy across domains for learners with special needs. Current research was viewed through the perspective of both the Individuals with Disabilities Act (IDEA) and the No Child Left Behind Act. During the literature review, I evaluated commonalities in research design relating to sample size and discussed concerns with reliability in the conclusion.
Demonstrates ability to describe common research methods in Educational Technology
In the literature review on the use of games to increase skill ability across multiple domains for learners with special needs; research methods, results, and conclusions were evaluated for reliability. In order to view games as an effective strategy, it is necessary that the results are consistent across participants with a small margin for error.
Demonstrates ability to read and evaluate Educational Technology research
In order to address the purpose of the paper, it was necessary to read and evaluate studies on the use of games to increase skill improvement. I made an effort to search out studies that included a variety of special needs as well as multiple domains. Games created to effect the skill improvement in the areas of gross motor ability, social skills, cognitive skills, and adaptive abilities were reviewed. The literature review also covered a range of ages without specific reference to developmental level. Results were evaluated based on percentage of improvement after the game-based intervention was complete. During my research I noted the small sample size that the research results relied upon. I researched this issue further and noted, "This calls the reliability of this body of research into question toward the goal of developing best practices." Through further reading, I found potential solutions to this reliability concern.
Applies research findings to the solution of common problems in Educational Technology
The application of research-based effective strategies in instructional design is important. Under the treatment of the No Child Left Behind Act it is prescribed. Through my work on this paper I recognized and followed up on reliability concerns in researched best practices for learners with special needs. I learned that many special needs advocates have addressed this topic as well. Suggestions for overcoming these challenges in order to improve practice are addressed in the conclusion; this includes greater connection between the classroom and intervention research.
The Role of Games in Skill Development
Competency Three Communicate Knowledge
In order to demonstrate my ability to communicate knowledge to others, I chose the group project from EDCI 572/ Learning Systems Design. For this project I worked with two of my classmates to develop a one hour course for university students. Our project, titled Tornado Preparedness for Incoming University Students, required us to work together to design the brief course and develop instructional materials. Good communication is at the heart of all learning, and I continue to build upon my strong verbal and written communication skills.
Communicates effectively in oral and written formats
During the development of this semester long project our group met both synchronously and asynchronously using Google Docs and Google Connect. It was important that we used our online meeting time effectively as we were working across three time zones. We were able to review our progress and provide feedback in order to develop a quality end product. For the final portion of the group project, I was in charge of developing the Instructor’s Manual for the course. It was important that directions were clearly written and relevant notes were included. Prior to the final submission of the project, the manual and course materials were given to a small sample audience and instructor to verify clarity and identify any revisions that needed to be made. During the formative evaluation the manual and relevant materials were found to be clear and easy to follow. During the development my classmates and I communicated effectively, resulting in a successful collaboration.
Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy
As part of the Tornado Preparedness for Incoming University Students course it was necessary to design activities that were engaging and demonstrated direct practical implications. Given the age and background of the audience it was determined that methods aligned with social learning theory would increase engagement. In response, course objectives were approached by having students actively involved in accessing available resources via the internet and working collaboratively to solve problems.
Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners
During the learner analysis, I identified that “Learners are extremely heterogeneous; coming from different countries and regions, with a mix of ethnicity and gender.” This was a situation unique to the university as many international students would be included in the incoming freshman class. These needs were addressed in the instruction by utilizing media that would be familiar across backgrounds, including internet websites that could be easily translated. In addition by working in small groups to accomplish tasks, students would be able to work at their own pace within the format of the course and support one another. A variety of assessments were used, including observational assessments and performance assessments, to meet the needs of all learners.
Tornado Preparedness for University Students
Competency Four Think Critically and Reflectively
Learning design is a cyclical process that requires the practitioner to think analytically and constantly reflect on the practice of teaching in order to grow. Throughout the program I have had several opportunities to reflect and think critically on my own work, and others. I selected two artifacts to address the breadth of this competency. The first comes from EDCI 531/ Learning Theory and Design and is a case study on the thinking process behind the development of a constructed learning experience. The second comes from EDCI 672/ Case Studies in Instructional Design and is the redevelopment of my personal definition of Instructional Design and Technology.
Develops a personal vision of inclusive educational practice
I have worked with a great diversity of learners in my career as a teacher. The past five years working with the special needs population has certainly played a role in crafting my view of inclusion and designing learning opportunities to benefit all learners. In the case study attached, I had to step out of the familiar realm of behavior and cognitive-based learning design to approach a constructed learning experience. In answering the learning problem, which ultimately became a service project for the students involved, I had to ask myself “how can collaboration assist students in developing the ability to measure?” and “how can young students be made autonomous to engage in active problem solving?” Through the development of this project and others I have expanded my view of inclusion to not only the abilities of my learners, but the design of the instruction itself to best meet the goals presented. This enables me to continue to address learning problems effectively. As I gain more experience, I aim to refine my critical thinking skills.
Describes the relationship between Educational Technology and the broader field of Education
To address this aspect of the competency, I look back on my definition of Learning Design and Technology itself. I have revisited this definition periodically through my coursework as my perspective on the field has changed. Once a narrow view of the use of media to benefit learning, I now see it as the craft of learning design. Where the broader field of education focuses on information delivery in a mechanical sense, Learning Design and Technology is a method of addressing instructional problems where, “solutions created within the environment of instructional design are built upon a foundation of researched, systematic design methods and knowledge of the technological tools available to optimize learning within a given context.”
Critically evaluates theory and practice
Throughout my coursework I have built upon the foundations of learning theories and applied them to practice. Those foundations were first laid in EDCI 531 through the application of learning theories to practice by critically thinking through case studies. I completed three case studies in all, and the attached situated cognition case study was by far the most challenging. I had an understanding of diverse learning theories, but had to evaluate in what manner knowledge construction would best meet the instructional goals of the project. Through the critical thinking questions I posed in my case study development, I was able to arrive at situated learning to meet my learners’ needs. This activity supported my future projects and my current work in analyzing the learning problem presented to me and relating appropriate instructional approaches.
Personal Definition of Learning Design and Technology
Competency Five Engage in Professional Development
It has always been my opinion that in order to be a professional, you must be involved in continual growth. In order to address this competency I have selected two artifacts. The first is a reflection on my development of instructional design expertise written at the conclusion of EDCI 672/ Case Studies in Instructional Design. The second is a discussion thread collected from EDCI 660/ Seminar in Educational Technology that outlines my program of inquiry. The reflection on my development shows my skill progression through the analysis of several instructional design case studies, and how I use reflection to identify areas for future development. My program of inquiry outlines how my previous experience is directing my current professional development.
In my first year of teaching I struggled as I was transplanted from the regular education classroom to the field of special education. I reached out to professional organizations, which offered up-to-date publications where I became informed of current research and practices. Through the Council for Exceptional Children I educated myself on best practices, and developed the program that I run in my classroom today. My program, incorporating best practices and continual assessment, has been effective in guiding students to goal achievement. In addition, I have attended workshops that led me to further investigation of assistive technology that supported my students’ growth. As a result I have graduated several students that are effectively communicating using low-tech picture communication systems and dynamic augmented communication devices.
Now as I expand into the field of Instructional Design I am reminded that I note these same immediate goals in my program of inquiry; join a professional organization specific to LDT, become more familiar with media development software to present and design learning materials, and gain experience presenting instruction to adult learners.
Reflection on Developing Expertise
Competency Six Participate Actively in the Profession
I stated early in the program that, "my passion is in... quality instructional practices for different learners." Part of knowing and communicating those practices is being an active member in the learning community.
In my current position I am an active participant in the Council for Exceptional Children, through this affiliation I became informed on the recommended practices in my field. This led to my role as a mentor to new teachers at our school, as I have experience tackling complicated issues and am able to direct new teachers to available resources that will guide their development as professionals. As I embark on a new path in my career, I am looking toward the AERA (American Educational Research Association) to provide a supportive role. I also participate in online communities of LDT professionals and aspiring designers, including the Purdue Association of Learning Design and Technology on LinkedIn. I look to those communities to provide me with current events and innovations in the field.
While many of these skills I have developed as a classroom teacher support my new career interests, I will look toward the AERA to inform me on practices related to secondary and continuing education. Toward this goal I have also volunteered to be part of a state advisory council on teacher certification requirements.
I include a discussion thread from EDCI 513/ Foundations of Learning Design and Technology to further illustrate my future career goals. Ultimately I hope to use my talents for, "review(ing) available research and imagine(ing) it into practical implementation" (p. 1, paragraph 2). I have also included a screen shot of the members' page from the LinkedIn professional group.
LinkedIn/ Purdue Association of Learning Design and Technology
Competency Seven Apply Instructional Design Principles
The application of design principles to a learning problem has been at the root of my growth through this program. While elements of this competency have been part of my thought process as I created instruction for my students in the past, the depth of my analysis and reflection has developed considerably. To demonstrate my work within this competency I have selected two artifacts. The first from EDCI 577: Strategic Assessment and Evaluation. It is a two level evaluation of an online professional development resource for educators working in special education. The second comes from EDCI 660: Learning Design and Technology Seminar. It is a service learning project created for young learners.
Identifies and analyzes learning and performance problems
In the development of the service learning project, Loaves of Love, I was challenged with developing a program that would incorporate the benefits of service learning for the target demographic. Once identified, I needed to learn what understanding of service and community the students currently held. I discovered that for the classroom I was working with, “the majority of students … did not have a prior knowledge of nursing homes or the role they serve in the community” and that “the key vocabulary, “community” and “service” were largely unknown as well.” It was necessary to design instruction to build a framework for understanding these concepts before we could proceed. I then developed an appropriate strategy for meeting the instructional objectives.
Design, plans, and develops instructional interventions using appropriate strategies and techniques
The service learning project was a one week unit, and I collaborated with the classroom teacher to deliver and enlist parent support for the students’ participation. Students developed a sense of measurement aligned with their content standards, and used those skills to bake bread for a local nursing home. In addition we increased student understanding of key service concepts. “Lessons were designed with consideration for instructional theory, and the interests of the students.” Specifically, after consulting with a local baker, constructive learning activities were designed to develop student’s measurement skills that would be important to their active and successful participation in the baking process. “Student(s) motivation was built in through novelty and pulling in materials that would peak student interest.”
Develops an evaluation plan for a project based on stated goals and recognized standards
The service learning project was evaluated “based on student feedback on the key outcomes of interest level and their affective response to "providing service." To further demonstrate my ability to formally assess instruction I have included my two level evaluation plan for the edWeb professional development online service provider. In this case, I was required to take a deeper look at evaluating the effectiveness of the service provider’s products in terms of user reaction and how effectively objectives were met. This included developing the assessment tools and making a plan to analyze outcomes.
I have used lessons learned from past projects to inform my decision making on current projects through my development in the program. I look to future experiences to further develop expertise in educational technology.
Service Learning in Early Childhood
Competency Eight Apply Computer-based Technologies & Media to the Solution of Instructional Problems
Current technologies enable learners to develop skills and gather information that might have been previously inaccessible. The ability of an educator to develop and manage these resources increases their effectiveness as educators to meet learners’ needs. To address this competency I chose two artifacts. The first is a digital prototype of an eLearning module developed for EDCI 569/ Introduction to eLearning. The second is a discussion thread from EDCI 566/ Educational Application of Hypermedia. Both of these artifacts demonstrate my development of this competency.
Plans and designs effective learning environments and experiences supported by technology
Prior to the end of the 2013 school year, the Early Childhood Education Center adopted a new behavior support system. The program was developed partially over the summer by a small committee, who attended state-sponsored workshops during the summer months. I developed an eLearning module to educate the staff of the foundation for the positive behavior support program and used videos to demonstrate some of the key interventions used for addressing negative behavior in the classroom as part of the new initiative. By developing an eLearning module, staff could educate themselves on the positive behavior program in their own time over the summer break. This allowed the staff to begin the school year with a solid background, and left professional development time to discussion and implementation. The program was housed through a utility on Facebook which was readily accessible to the entire faculty and staff.
Applies technology to facilitate a variety of effective assessment and evaluation strategies
During development of the eLearning module, Hitting the Target, analysis was completed to assess learner entry skills and preferences through surveys and interviews. The learning context was also evaluated to develop a module that would be most successful at meeting the needs of the organization. Within the module faculty and staff were assessed and received guiding feedback on knowledge gained through question-response, as well as their analysis of given scenarios. The learners using this module also provide feedback at the end of the course to guide improvement, and identify technical concerns. This gave me valuable data to pass on to school administrators that guided professional development planning once school resumed.
Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice
After reading Kozma and Clark’s debate on media in Educational Application of Hypermedia, the discussion that followed illuminated a lot of my personal opinions on the use of media in the classroom. I was also able to debate with others that viewed media slightly differently. In my perspective, “without instruction based solidly in learning theory, media would not effect learning.” Some debate with my classmates further pushed me to see media as I apply it in learning as “part of the environment in which we learn.” In the end media is sometimes the tool you need, and sometimes it is not. Analysis of learners and objectives will guide that answer. When applied, considerations for learner accessibility and fair use should be managed. While technology has brought a great many benefits to learners, it should not be applied to a learning problem without consideration of all issues.
Digital Prototype of Hitting the Target: Aiming for Positive Behavior