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Shelly Richardson

Library Assistant II, Kansas State University Libraries

Fall 2015

INTRODUCTION

This Rationale Paper represents a collection of artifacts I have completed for the Master

of Educational Technology (MET) program at Boise State University. Each artifact has been

aligned with the professional standards established by the Association for Educational

Communications and Technology (AECT).

STANDARD 1: CONTENT KNOWLEDGE

Creating - Candidates demonstrate the ability to create instructional materials and

learning environments using a variety of systems approaches. (p. 81) 522 Moodle Online Lesson

This artifact was created for EDTECH 422, Online Teaching for Adult Learners. The

culminating activity for this class was to create one lesson of an online class using the Moodle

learning management system. The lesson I chose to create was a continuation into the practical

application of visual literacy instruction for students at our university and/or classes visiting our

library. Therefore, this lesson could be offered exclusively in an online learning environment, or

in a hybrid classroom setting with an in-person component. The application of visual literacy

contained in this instructional lesson pertains to the use of images in creative works with special

consideration to copyright usage.

In designing this online lesson, I created objectives based on the desired learning

outcomes as Ko and Rossen (2010) suggest. This entails aligning what students should be able

to demonstrate with all aspects of the lesson including activities, and assessments. I also took

into consideration Ko and Rossen’s (2011) research on structuring a course: It should include

instructor-generated content, discussions or interactions for small groups, student generated

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content, a research component and an assessment activities. Each of these structural

components is included in the visual literacy online lesson.

In the hybrid application of this lesson, students would present their activity research to

the group at large, having work together in small groups. In the online setting of this lesson, this

would be accomplished in the discussion board areas. In both settings, this presentation of their

research would allow for the development of cognitive presence, an action of sharing multiple

perspectives that would allow for a community of inquiry. Stavredes (2011) points out that this

use of critical thinking in a group setting is a learning strategy that allows for new knowledge to

be created, a Constructivist approach to learning. Stravredes goes on to connect Constructivism

to problem-based learning, providing a real-world understanding of the learning content and

helping “learners understand the complexity of problems and develop learners’ cognitive

processes.” (Kindle Location 2631-2632) As learning visual literacy and developing copyright

awareness are tools designers will continue to use and develop throughout their professional

careers, these learning strategies are appropriate applications for this online lesson.

In completing this Moodle online lesson for adult learners, I became intimately familiar

with the design and structure involved in developing and online course. There is much thought,

preparation and strategy involved in creating course components and content, aligning each

with learning objectives and creating formative and summative assessment tools based on

those objectives. Completing this lesson instilled a desire to create an entire course (not just

one lesson) and I proceeded to enroll in EDTECH 523, Advanced Online Teaching Methods, in

order to fulfill that desire.

Using - Candidates demonstrate the ability to select and use technological resources and

processes to support student learning and to enhance their pedagogy. (p. 141) 501 Video Conferencing Software Analysis

This artifact is a Learning Log entry for the class EDTECH 501, Introduction to

Educational Technology. In this blog entry, I discuss the use of video conferencing in education

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and present a comparative analysis of the available platforms. Affordability and accessibility

have made video conferencing an integral part of classroom learning, particularly in higher

education and professional development.

Student learning and pedagogy enhancement may be supported through a variety of

methods with the use of video conferencing technologies. For example, tutoring services or

virtual faculty office hours can easily be arranged, utilizing screen sharing to answer students’

questions. Classroom sessions can be delivered in real-time, through blended learning

classrooms, by offering workshops or by having students work in small groups in or outside

designated class time. Many video conferencing platforms offer different collaborative options

that include things like chat, screen sharing and document sharing between both students and

faculty. In their research, Candarli and Yuskel (2012) point out that these real-time learning

interactions have the potential to increase learner motivation and improve classroom

communication skills.

For my comparative analysis of video conferencing platforms, I created a rubric to

display the results of my research. Of the vast number of systems available, I narrowed the field

to options that would be best in small online learning environments, catering to the needs of a

diverse learner population. Important criteria to consider when selecting a video conferencing

system are total number of participants allowed, streaming performance, collaborative options,

mobile friendliness and affordability. In the years since I conducted this analysis, video

conferencing technologies have evolved greatly demonstrating to me, the importance of

choosing affordability and functionality in your system of choice.

Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the

effective integration of appropriate technologies and instructional materials. 505 Response to RFP

This artifact was completed for EDTECH 505, Evaluation for Educational Technologists.

For this project, I crafted an evaluation proposal in response to a Request for Proposals by the

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fictional company, Far West Laboratory (FWL). FWL required an evaluation of their training

program, including the use of technologies and instructional materials for training.

In developing an evaluation plan, there are a number of procedural steps that must be

followed. To begin with, an Evaluator’s Program Description must be completed, including the

purpose, structure and development. Boulmetis and Dutwin (2011) repeatedly stress the

importance of meeting with stakeholders to define the goals and purpose of a program. Once

the goals have been established, objectives can be created through close alignment with the

goals. Tools to measure these objectives may then be established. As this response to RFP

outlines broad steps in the evaluation process, the evaluation method cannot be defined until

the previously listed steps are completed.

Completing this evaluation proposal allowed me to experience the process of

assembling the outline of tasks based on a case study. It included all the components we were

to use in our own program evaluation, including a budget, which I found the most difficult section

to complete. Considering each step in the evaluation process and putting it to paper helped me

understand how I would apply these structural components in my own project

Managing - Candidates demonstrate the ability to effectively manage people, processes,

physical infrastructures, and financial resources to achieve predetermined goals. (p. 178) 501 School Evaluation Summary

This artifact was created for EDTECH 501, Introduction to Educational Technology. It

consists of an informal evaluation of the technology infrastructure, staffing, resources and

services available at Kansas State University. This formative evaluation is presented in two

parts: a Maturity Model Benchmark Survey rubric and a narrative summary of the survey results.

Through an in depth analysis of our university structure based on the Technology Use

Plan Primer developed by Sibley & Kimball (1997), I was able to discern strengths and

weaknesses that our organization could focus on in the future. The research conducted for this

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survey was difficult to discern as our university is large and much of the training, services and

funding available is compartmentalized by college and individual departments.

As an educational entity, I concluded that we are fortunate to have numerous methods

and opportunities for information sharing and the support of our administration to have great

success. We have the have a goals-based structure of technology use and management

included throughout much of the university’s visionary plan, K-State 2025 (Kansas State

University, 2011). The aim of this university-wide campaign is to become a leading research

university; technology support and development will play a major role in reaching that goal.

Though as many organizations experience, we are constantly seeking adequate funding, time

and staffing to maintain and further the system wide master plan. Moving forward, I will have a

better understanding of our user needs and the gap between our goals and achievements.

Ethics - Candidates demonstrate the contemporary professional ethics of the field as

defined and developed by the Association for Educational Communications and

Technology. (p. 284) 505 IRB Training and Survey Development

This artifact was a professional requirement created as part of my program evaluation

for EDTECH 505, Evaluation for Educational Technologists. After choosing the program I was to

evaluate for our semester long project, library administration informed me of the requirement to

complete the Institutional Review Board (IRB) training and application process. When

conducting research that involves human subjects, the IRB process ensures that research

processes are ethically conducted. This professional program oversight is federally mandated

and aligns with the AECT professional ethics standards (AECT, 2007) protecting the individuals’

safety and health.

Initially, the IRB online training modules must be completed before moving forward with

the application. This involves a set of modules reviewing the rights of individuals in the research

process, the history of research with humans and the best practices that should be followed to

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protect the rights of all involved. Secondly, I needed to create the online survey that our users

would complete as part of my evaluation. This task was completed with the collaborative

assistance of the library Assessment Coordinator and the Writer/Editor of the library’s

Communication Department and we submitted the survey to the library Dean and administration

for approval. Thirdly, I completed the extensive IRB application online, including the proposed

survey in my application. Once submitted, it was a number of weeks before I received the

approval to move forward with my evaluation research.

This entire process was entirely new to me and was a valuable learning experience. Not

only did I gain an understanding on how research ethics are taught and preserved on our

campus, I also gained insight on the administrative processes in conducting an evaluation

process within my professional organization. Most importantly, I learned to plan ahead, to be

flexible in adjusting my timeline, and to be thorough in ensuring all requirements have been met.

STANDARD 2: CONTENT PEDAGOGY

Creating - Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes. (p. 1) 522 Rich Media Tutorial

I created this artifact for EDTECH 522, Online Teaching for Adult Learners. In this class,

we explored theories of learning as they relate to adult learners and took our first foray into

creating learning environments with a learning management system (Moodle). The purpose of

creating this rich media tutorial was to create a tutorial that other online teachers would find

beneficial in their practice and to familiarize ourselves with media creation software.

I chose to create media tutorial demonstrating the use of Qualtrics survey software as

this was the tool I used for my own project evaluation and knew firsthand its usefulness to

educators. In addition to recording myself in this tutorial and developing instructor presence, I

also used Camtasia to demonstrate on-screen processes of survey creation. Stravredes (2011)

points out that instructor presence is essential in creating a community of inquiry and

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encouraging interaction. Like a good coach, an instructor should understand their student

needs, be present and able to offer support and encouragement to their students.

In this project, I learned the value of preparation before creating online content. By

outlining my objectives and connecting them to the needs of my learning audience, organizing

my presentation process in a logical manner, and having a distinct beginning, middle and end of

my presentation, I believe I was able to create a useful educational tool for educators and adult

learners.

Using - Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy. (p. 141) 513 Contiguity Principle Powerpoint

This artifact was created as a blog post for EDTECH 513, Multimedia. In this course, we

studied the principles of multimedia development and applied them directly through the creation

of content that could be used for instruction in our own classrooms or teaching environments.

I employed the Contiguity Principle in the creation of a PowerPoint presentation that

instructs students on the use of digital scanning equipment in our library. This instructional

presentation is intentionally succinct, uses visuals that are descriptive of the actions in the

instruction and uses text on-screen only when necessary. The characteristics of this

presentation all demonstrates the use of the Contiguity Principle as described by Clark and

Meyer (2011).

The study and employment of the Contiguity Principle for instructional materials in my

learning environment reaffirms basic design principles I have learned in my graphic and web

design education. Keeping imagery simple and demonstrative, limiting verbiage to essential

information and intentionally making the overall instruction succinct benefits both the learner

and the instructor. When an instructional session is slowly paced and to the point, it allows the

learner time to process the material and leaves room for the question and answer session that I

always encourage after providing this instruction.

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Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the

adequacy of learning and evaluates the instruction and implementation of educational

technologies and processes (p. 116-117) grounded in reflective practice. 503 Context and Content Analysis

This artifact was created for EDTECH 503, Instructional Design. For this analysis

project, I evaluated the adequacy and functionality of an educational technology tool created by

K-State Libraries, the Assignment Planner webpage. Through this reflective study of the

performance and learning contexts, stakeholder expectations and available resources, I outlined

steps for improving the current tool.

The library created the Assignment Planner webpage to guide students along the

journey of conducting a research project. It incorporates a timeline with various checkpoints

along the way such as selecting your topic, evaluating resources, and writing a thesis

statement. My suggestion for improvement is to adapt the Assignment Planner webpage into a

mobile application utilizing the power of the mobile platform to better connect the learner and

their instructor. Most of our university participates in the traditional Instructivist pedagogical

approach where students and faculty engage in a practice-based environment, their skills and

knowledge of the course content is assessed based on previously stated goals (Larson and

Lockee, 2014). Throughout this process of Instructivist learning, students go through various

stages of learning autonomy, experiencing a healthy trial and error process of exploration.

During tenuous points of this process, through the reminder and checkpoint system, the

Assignment Planner mobile app can point them in the right direction should they need

assistance from a librarian, the writing center, the tutoring center or their professor.

In the reflective process of analyzing the context and content of the Assignment Planner

app, I began to understand how breaking down the factors of technology design implementation

could assist in making an abstract idea a realistic endeavor.

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Managing - 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. (p. 175-193) 523 Synchronous Final Presentation

This artifact was created for EDTECH 523, Advanced Online Teaching Methods. The

focus of this course was to create an entire online course using a learning management system.

As our university uses the Canvas LMS, this is what I used to create my course, the K-State

Libraries Twitter Team Professional Development Forum.

In creating this professional development course, I particularly focused on incorporating

aspects of community building and resource sharing to improve the performance of our Twitter

Team. This flexible learning environment employs resources and processes that cater to a

student centered, constructivist method of learning. The evaluation plan includes both student

assessment and program evaluation tools for the program to evolve based on the diverse

learner needs.

As a final project for EDTECH 523, we made synchronous presentations of our projects

to our class. This live presentation was to demonstrate our online course, reflect on the design

process, and feature our accomplishments and deliverables. In preparing for this presentation to

my own learning community (the participants of EDTECH 523), I had to learn how to use the

Adobe Connect video conferencing platform, create a succinct PowerPoint presentation

summarizing key points of design process and practice my presentation for timeliness.

As I prepared and delivered my presentation and received feedback from my classmates

and professor, I considered the fact that not only am I a teacher and a designer, I am also a

student. Not only are these roles interchangeable, they can occur simultaneously. Palloff and

Pratt (2007) assert that learner-centered online teaching creates self-awareness in the learning

process and through developing an understanding of our strengths and weaknesses, we learn

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how to learn. In synchronously presenting my designed online learning community course to the

members of my current online class, I better understand how we learn to learn.

Ethics - Candidates design and select media, technology, and processes that emphasize

the diversity of our society as a multicultural community. (p. 296) 534 Final App Design Project

This artifact was created for EDTECH 534, Mobile App Design for Teaching and

Learning. In the culminating activity for this class, I used open source software to create a

mobile application to promote sculptural artwork on our university campus to the general public.

This project demonstrates the implementation of educational technology to educate a diverse

population about works of art in our community.

This Android mobile app is a virtual tour of the sculptural works on our university

campus, most of which have no visible information attributing the creator, year of neither

creation nor materials used to create the works. The design of the application is simple and

straight forward, encouraging interaction from users from any age group or background. The

main page is a grid of nine sculptural images leading the user to more information about the

sculpture including the title, year produced, materials used and the artist who created it.

Additional information about the history and location of artwork are available from the second

screen.

I found this course quite challenging but was excited to learn the programming that

happens behind the creation of a mobile application. Additionally, much of my learning in this

class happened collaboratively as we used open source software and received feedback and

advice from our peers on each project. It was simultaneously a humbling and empowering

learning experience for me.

STANDARD 3: LEARNING ENVIRONMENTS

Creating - Candidates create instructional design products based on learning principles

and research-based best practices. (pp. 8, 243-245, 246) 502 Virtual Field Trip

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This artifact was created for EDTECH 502, Internet for Educators. The purpose of this

assignment was to create an online-guided tour of a virtual destination. I chose to create a tour

of Presidential Libraries, the intended audience for this tour being educators.

We were asked to create a total of five interconnected pages, an activity for learners to

accomplish, a navigation menu, and to integrate images and media while adhering to copyright

and terms of use. The accomplishment of these tasks, particularly adhering to copyright laws

while creating a media rich web-based learning environment is consistent with research-based

best practices. The navigation of my virtual tour site employed the design principle of repetition

(Williams and Tollett, 2006), keeping the images, colors, icons and link locations consistent

throughout the design. This helps to manage learner expectations, making the experience of

moving through the pages fluid and logical.

I separated the main page focus into three areas: the history of Presidential Libraries,

the use of primary source materials in classrooms and the National Archives YouTube channel.

Of the 13 Presidential Libraries, I created tours for four of them, linking each library in a

navigation bar across the top of the page. For each library page, I engage the learner audience

with a virtual tour activity; questions about the featured library that are pertinent to teaching. The

answer key page lists the answers and links to the pages where the questions originated.

In creating this site, I learned much more about Presidential Libraries and web design

principles that aid learning. For instance, many of the primary source materials available online

through these libraries has no copyright and reside in the public domain. I was also pleasantly

surprised to find the Presidential Libraries offer teacher lesson plans on their sites and most

have YouTube channels, featuring many of their memorable speeches.

Using - Candidates make professionally sound decisions in selecting appropriate

processes and resources to provide optimal conditions for learning (pp. 122, 169) based

on principles, theories, and effective practices. (pp. 8-9, 168-169, 246) 513 Worked Example Screencast

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This artifact was created for EDTECH 513, Multimedia. For my worked example project,

I chose to create an instructional screencast demonstrating the use of one of our library

databases. Demonstrating the use of this particular database is something I do in person with

library patrons a few times a semester. It would be a valuable tool to offer this tutorial on our

library website.

In creating this tutorial, I incorporated a number of worked example principles. I first

created an outline of the steps followed in conducting a database search, segmenting each into

short chunks of the screencast recording separated by a transitional pause. By dividing this

search process into logical steps and using the segmenting principle, the content presented

should be more manageable for the learner and not overwhelming in complexity. (Clark &

Mayer, 2011) This controlled pacing should aid learner processing.

I also employed worked example principle number four by incorporating multimedia

principles to my screencast instruction. By creating voice-over audio for my instruction, I used

the modality principle in which research has shown cognitive processing is aided by audio and

graphics rather than text and graphics. (Clark & Mayer, 2011) I tried to keep my audio pacing

slow so that the learners could follow along, conducting their own database search with me.

Segmenting material into short chunks, controlling the pacing and adding voice over

audio are all learning principles that will aid learner processing and provide an optimal learning

environment. In completing this project, I have come to know that strategies that present content

in an uncomplicated, straight forward manner can enable learners to more easily connect with

information and better retain what they have learned.

Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect

data for informing decisions to improve instructional practice, learner outcomes, and the

learning environment. (pp. 5-6) 523 Evaluation Plan

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This artifact was created for EDTECH 523, Advanced Online Teaching Methods. For this

course, I created an online learning professional development forum using the Canvas learning

management system. The intended participants of this forum are members of the K-State

Libraries Twitter Team. In order to measure learner outcomes and to continually improve the

effectiveness of the learning environment, formative and summative student assessments were

incorporated in the structure of the course and an evaluation plan was created.

In creating the assessment and evaluation strategies for this learning environment, I

referred to the Boulmetis and Dutwin (2011) methods of evaluation and chose the goals-based

method of measurement. The goals-based method of evaluation measures participant

knowledge and experience in reference to the goals or objectives of a program. The learner

assessment components in this course take the form of surveys that measure their knowledge

of the Twitter program learning objectives. The evaluation rubric is also administered to the

participants to grade the effectiveness of the course design in developing community through

course components such as the introduction, learning outcomes, student assessment tools,

learner interactions, course technology and usability.

This was my first attempt at developing a rubric and it took a few revisions to get it right.

I am familiar with developing student learning assessment tools based on objectives but in

creating an evaluation plan, I learned more about creating evaluation tools for online course

design. In this iterative process of creating an evaluation plan and the accompanying rubric, I

found the feedback of my instructor and peers quite valuable.

Managing - Candidates establish mechanisms (p. 190) for maintaining the technology

infrastructure (p. 234) to improve learning and performance. (p. 238) 501 Technology Use Planning

This artifact is a Learning Log entry for EDTECH 501, Introduction to Educational

Technology and focuses on the process of developing a technology use plan. In understanding

the scope of technology use plan, I referred to the example put forth by the U.S. Department of

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Education (2010). Their National Educational Technology plan enumerates five components to

address: Learning, Assessment, Teaching, Infrastructure and Productivity.

For this artifact, I discussed the prospect of developing a technology use plan for the

College of Architecture, Planning and Design at Kansas State University where I serve on the

Technology Committee. Developing such a plan for this college would allow us to inventory our

educational technology, the maintenance and performance of these technology tools, budgeting

and financial obligations of the college, and how we might anticipate the future technology

needs of our faculty and students.

In his article Developing Effective Technology Plans (2012), See asks the question,

“What can we do right now?” The immediacy of this point made me consider that planning too

far in advance can be a detriment to all involved. See also points out the importance of

incorporating a vision of what you want your learners to be able to do into your technology plan.

In my experience on the Technology Committee and having experienced the technology

implementation process at a large university, I have learned that there can be a gap between

what we think technology integration will do and how we actually use it. In the time since I wrote

this journal entry, my colleagues and I have begun the process of developing a technology use

plan. In an interdepartmental effort, we have been charged with creating a plan and presenting it

to the dean of our college. With the knowledge I have learning from creating this artifact, I

understand how to structure the plan and will stress the importance of research and assessment

in developing our plan.

Ethics - Candidates foster a learning environment in which ethics guide practice that

promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and

appropriate open access to resources. (p. 3) 502 Copyright Scavenger Hunt

This artifact was created for EDTECH 502, Internet for Educators. The Copyright

Scavenger Hunt is a guided research activity designed to aid the learner through the basic steps

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in understanding copyright and fair use. This activity is accomplished by reviewing a number of

selected online resources incorporated in a web page I designed using Dreamweaver software.

In my current work environment, I aid students and faculty with their research needs

including the acquisition of images. Encouraging patrons to consider copyright and fair use

laws, advising them on locating images they can legally use and how they may use them is a

frequent occurrence. Understanding the ethical nature of acquiring, incorporating and

manipulating images in their design work and research endeavors is a professional best

practice they will employ for their entire careers.

When designing this Copyright Scavenger Hunt resource web page, I tailored the

resources to those I use most frequently with my library patrons. Creative Commons is always a

great place to start learning about licensing use and locating images, and our own university

copyright office provides useful information on fair use and copyright basics. Previous to this

project, I was vaguely aware of the different Creative Commons licenses available but after

studying the information to display on this web page, I became pleasantly surprised to learn the

variety of uses to protect owners or to openly offer material to others for collaboration or

manipulation.

Diversity of Learners - Candidates foster a learning community that empowers learners

with diverse backgrounds, characteristics, and abilities. (p. 10) 501 Digital Inequality

This artifact is a Learning Log post created for EDTECH 501, Introduction to Educational

Technology. In this blog post, I discuss the digital divide and present research on this topic in

relation to challenges learners face in my current professional learning environment in higher

education. Addressing digital inequality issues within your learning community can provide

learners of all backgrounds an equal opportunity to access information.

According the Horizon Report: Higher Education Edition (2013), mobile device

ownership and their use for accessing information online will permeate our learning

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environments in the very near future. As mobile devices become more affordable and access to

wifi networks become prevalent, providing our student body access to learning materials on

their mobile devices is paramount. In this post, I propose that a mobile app should be created to

allow students access to our homegrown learning management system. Not addressing this

issue would put our students and faculty at a disadvantage in comparison with other

universities, creating our own digital inequality.

From researching and composing this blog post, I considered technology expectations

from the student perspective. We bear the responsibility of anticipating the learning needs of our

future university students, many of which will come to campus expecting mobile accessibility to

learning materials. Coincidentally, our university recently chose to discontinue our homegrown

learning management system, employing Canvas as our LMS that, coincidentally, offer a mobile

app for students to connect to their online classes.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Collaborative Practice - Candidates collaborate with their peers and subject matter

experts to analyze learners, develop and design instruction, and evaluate its impact on

learners. 505 Evaluation Report

This artifact was created for EDTECH 505, Evaluation for Educational Technologists.

This was a semester long project to evaluate the educational objectives of a program currently

in use in our workplace. I chose to evaluate the impact and effectiveness of the educational

objectives of the K-State Libraries Twitter Program.

This evaluation project would not have been possible without the collaborative efforts of

stakeholders: library administration, Twitter Team Leader and library Writer/Editor Sarah Hoyt,

and the Director of Library Planning and Assessment, Laurel Littrell. In developing and

deploying the survey for this evaluation, I worked closely with subject matter experts Sarah and

Laurel to align what we wanted to know about the program objectives with appropriate survey

methods. Laurel also offered her assessment expertise in analyzing the results of the data

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collected in this evaluation. Sarah and I discussed the conclusions of my final evaluation report

and how they could be used to develop and improve the Twitter program’s impact on our

learners.

This was an unusual course in that we learned about the evaluation process while we

were conducting our evaluation. I had no experience being an evaluator and quickly learned the

importance of staying unbiased (Boulmetis and Dutwin, 2011) while conducting an evaluation. In

order for the evaluation report to be perceived as professional and ethical, evaluators must

maintain neutrality in their demeanor and technique.

After meeting with stakeholders, identifying program objectives and developing the

evaluation survey with subject matter experts, I completed the Institutional Review Board (IRB)

training and application process. Once my IRB application was approved, we deployed the

survey to our Twitter followers on three separate occasions. The measurable results of the

survey were compiled and analyzed and I proceeded to create the evaluation report. The report

components include: summary, statement of purpose, background (program context),

description of evaluation, results listing, discussion of results and conclusions and

recommendations. Authors Boulmetis and Dutwin say that "Some evaluators feel that they

should not make recommendations at all but merely report evaluation data to decision makers.

Others feel the opposite." (p.197) I chose to not include recommendations in my report, feeling

that it could potentially compromise the neutrality I had maintained throughout the evaluation

process.

Understanding the role of the evaluator has been an ongoing process for me, especially

since we were evaluating programs/projects within our workplace. It was difficult to be, and stay,

objective when you are immersed and invested in the environment where the evaluation is

taking place. The most important thing I learned from this project is that I really enjoy the

evaluation process, particularly developing, deploying and analyzing the survey results. Finding

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out what our learners know, how they feel about our program, to understand what we are doing

well and how we might improve what we do was enlightening, exciting and gratifying.

Leadership - Candidates lead their peers in designing and implementing technology-

supported learning. 523 Resource Sharing Presentation

This artifact was created as a professional courtesy to inform my peers of the results of

the K-State Libraries Twitter Program Evaluation results, of the program objectives that were

created and of the next step in the process, to create a Twitter Team Professional Development

Forum for my EDTECH 523 class.

Once the Twitter Program evaluation results were compiled into a final report and

submitted to the stakeholders, many of my co-workers encouraged me to share the research

document and results with others in our organization. The first person to do so was our Twitter

Team leader who believed that the rest of the team would benefit from knowing the results and

we could garner feedback from them to use in moving forward with program improvements.

Rather than distributing a word document, I created a simple presentation of this

information is in the form of a Prezi. In it, I review the evaluation process from start to finish

including the development of program objectives, creation of the user survey and a summary of

the relevant results. As I had been the evaluator and the leader for this Twitter evaluation

project, completing the cycle of information and sharing the results of our collaborative efforts

with my peers was a logical, satisfying step in the evaluation process. From this experience I

have learned to connect project results with peer feedback, and to use those to set new goals

moving forward.

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. 522 Reflections

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This artifact is a series of blog posts created for EDTECH 522, Online Teaching for Adult

Learners. My learning reflections blog articulates my experience in the process of creating an

online learning environment for adult learners. For each phase of our project, from initial design

concept to the development of instructional content and completion of the final product, the blog

represents the transition I experienced in a hands-on instructional design project.

I was endlessly fascinated in this class to learn not only the specific needs and

behaviors of adult learners but also to gain my first experience creating an online learning

environment with a learning management system (Moodle). This series of reflections collected

in this artifact are also an exploration of myself as an adult learner, relating to the research

presented in this course. In one of our textbooks for this course, Ko and Rossen point out the

importance of student generated content as “students learn by doing, add diverse perspectives

and approaches, learn by sharing and collaborating and interest is sparked by choice of format.”

(Ko and Rossen, 2010, p.270). The act of journaling, of reflecting on what I have learned and

sharing it with others, aids in my own learning process.

Assessing/Evaluating - Candidates design and implement assessment and evaluation

plans that align with learning goals and instructional activities. 502 Webquest

This artifact was created for EDTECH 502, Internet for Educators. The webquest

assignment is an inquiry-based lesson that integrates internet resources. In its entirety, this

lesson includes a total of seven linked webpages that guide the learner through each step

including the start, introduction, task, process, evaluation, conclusion, and teacher pages.

Included on the teacher page are the purpose, rationale, learner description, prerequisites,

instructional objectives, standards met, subject matter description, and assessment tools.

Using Dreamweaver software, I designed this lesson on digital storytelling to engage

learners, challenging them to use the higher order thinking skills in the top levels Bloom’s

Taxonomy (Forehand, 2005): analysis, synthesis, and evaluation. Students work in groups for

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this lesson, completing the instructional activities with include research gathering and creating a

short digital story relating their viewpoint in relation to the research. Groups then present their

findings to the class and have the opportunity to participate in anonymous peer assessment

based on the evaluation rubric.

This was my first effort in creating a comprehensive online lesson that included

instructional goals, learning activities, assessment tools and a lesson plan. In creating a set of

pages that were meant to lead the learner through their task, I found that organization and

careful planning were necessary tools. Creating a web structure that flowed well, was legible

and logical and allowed easy navigation was as equally important as double and triple checking

that the textual content was correct.

Ethics - 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. 503 Final Instructional Design Project

This artifact was complete for EDTECH 503, Instructional Design. The purpose of this

project was to plan and design a comprehensive instructional design proposal within a realistic

context. I chose to create a proposal to focusing visual literacy instruction for design students at

our university.

The rationale for creating this proposal was based in demonstrating and instilling ethical

academic practices within the research setting of our library and promoting those ethics to the

diverse learners of our college. The branch library of which I am employed is housed within The

College of Architecture, Planning and Design. Students in our college graduate from a 5-year

Master’s Degree program, publishing a thesis report during their final semester. Their Master’s

report includes a bibliography, properly citing the images used in their work. During my time

working with design students, I became aware of the inconsistent nature of the visual literacy

instructional our students were receiving. To assist students in developing practical,

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professional visual literacy skills and employing the ethical and appropriate use of images in

their design work, I created this instructional design proposal. It is based on components of the

Association of College and Research Libraries' Visual Literacy Competency Standards for

Higher Education (2011).

The components of this proposal are a reflection paper, topic overview, goals and

objectives, analyses, instructional content, delivery, assessment and a formative evaluation

plan. The instructional strategy I chose is based on the Constructivist pedagogical approach.

incorporating higher order thinking skills by fostering an environment of peer discussion

regarding image use and interpretation, building on their established knowledge and practical,

real-world use of image-based resources. By focusing on “authentic experiences that involve

learners in activities carried out in the real world” (Larson & Lockee, 2014. p.78), learners will

develop visual literacy skills that will affect their long-term professional success.

Throughout the design and development process of this instruction, I repeatedly

imagined what the instruction would look like, how it would function and who would be involved.

This project required us to document the design process, an iterative activity that taught me how

to visualize the instructional operation and how the different parts would work together,

supporting one another.

STANDARD 5: RESEARCH

Theoretical Foundations - Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications

and technology. (p. 242) 504 Final Synthesis Paper

This artifact was created for EDTECH 504, Theoretical Foundations of Educational

Technology. It is the culminating activity for the course in which I address the educational needs

of students in higher education, the benefits of gamification attributes in learning environments

and their connection to Constructivist Learning Theory. The research presented in this paper is

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an analysis of the traditional teaching methods in a university setting and the current direction

educational communications may be heading.

After enumerating a number of different characteristics of gamification, I align those

principles with Constructivist Learning Theory. In describing Constructivism, Larson and Lockee

(2014) attest that “learning occurs because personal knowledge is constructed by an active and

self-regulated learner who solves problems by deriving meaning from experience and the

context in which that experience takes place.” In a game-based learning environment, students

may participate in collaboratively, engage in problem solving, develop critical thinking skills and

have the opportunity to construct meaning from these learning experiences. In this paper, I

continue to develop connections between learner engagement and the use of gaming principles

in educational environments. I conclude by asserting that there is a need to adapt the traditional

pedagogy, incorporating game-based learning principles. This action will allow students to

develop problem-solving skills, have collaborative learning experiences and the potential for

increased engagement with instructional content.

Creating this research project and my experiences in EDTECH 504 in general, has given

me the ability to consider learning theory and educational in both an abstract and practical way.

Being able to situate emerging technologies within learning theory families will be useful in the

future as I will be able to use theoretical structure to improve learning environments.

Method - Candidates apply research methodologies to solve problems and enhance

practice. (p. 243) 523 Canvas LMS Design Implementation

This artifact was created for EDTECH 523, Advanced Online Teaching Methods. The

focus of this course was to create an entire online course using a learning management system

(LMS). As our university uses the Canvas LMS, this is what I used to create my course, the K-

State Libraries Twitter Team Professional Development Forum.

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The impetus for creating this online forum for the Twitter Team was to follow up on the

Twitter Program Evaluation I had conducted the previous semester. For EDTECH 505,

Evaluation for Educational Technologists, I evaluated the impact and effectiveness of the K-

State Libraries Twitter Program educational objectives. Previous to this evaluation, the library

Twitter team functioned without knowledge of these learning objectives in the dissemination of

information through our Twitter feed. Progressing with the improvement of the Twitter Program

based on the evaluation results and research is a natural progression of methodology.

The purpose of creating this professional development forum was to create awareness

of the Twitter program objectives among members of the K-State Libraries Twitter Team and to

develop a sense of community among team members through participation in this online

learning experience. Achieving these objectives would enhance our professional communication

practices both internally and externally, and resolve consistency issues within the program.

In exploring options for the creation of this professional development course creation, I

particularly focused on incorporating aspects of community building and resource sharing to

improve the performance of our Twitter Team. These two aspects are accomplished through

discussion forums presented as a fun part of the learning process as we learn about each other

as team members and share the resources that we use to create Twitter content for the library.

The discussion forums should be contemplative, encouraging participation and exploration of

shared knowledge. Palloff and Pratt (2007) stress the importance of connectedness and

presence (showing up) in online community building activities, being accepting of mistakes and

encouraging all ideas in order to develop trust with one another.

Throughout the development of this online course, I considered the presentation and

organization of the components from the learner perspective. I began to better understand the

value of participation and learner contributions to the class and attempted to keep the tone

casual and fun. In this way, I hoped to provide a learning space where student would feel

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comfortable and more willing to contribute and explore. Through this design and implementation

process, I was learning how to learn by creating ways in which others may do so.

Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance. (p. 203) 551 Final Grant Proposal

This artifact was the culminating activity for EDTECH 551, Technical and Grant Writing.

The creation of this grant proposal was initiated to fulfill a need for educational technology

resources to enhance learner collaboration skills and to improve the library as a learning

environment.

This semester long project was crafted through a modular process, each component

building on the previously completed one. The final proposal contains the following sections:

needs assessment, goals and objectives, budget and evaluation. The needs assessment of this

proposal outlines how adding an Interactive White Board (IWB) to the library study area would

fulfill instructional needs like the development of professional-level presentation skills, student

interactivity and real-time collaboration, and improved pedagogy. Providing an improved group

learning environment is reaffirmed in the goals and objectives of the proposal. Descriptions of

the objectives show projected measurable learner growth including shared learning and creative

growth which are stated goals in the mission statement of the College of Architecture, Planning,

and Design (2013). Measuring these objectives will be conducted formatively (observational use

statistics and feedback survey results) and summatively (annual review of cumulative datasets).

In this course I learned the importance of peer reviewing in the writing process, how to

stay objective and how to analyze a learning environment in or to identify and assess a

technical need. Being able to articulate that need and justify funding it will be a useful tool in my

professional career.

Ethics - Candidates conduct research and practice using accepted professional (p. 296)

and institutional (p. 297) guidelines and procedures. 523 Canvas LMS Project Proposal

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This artifact was created for EDTECH 523, Advanced Online Teaching Methods. The

focus of this course was to create an entire online course using a learning management system.

As our university uses the Canvas LMS, this is what I used to create my course, the K-State

Libraries Twitter Team Professional Development Forum.

The impetus for creating this online forum for the Twitter Team was to follow up on the

Twitter Program Evaluation I had conducted the previous semester. For EDTECH 505,

Evaluation for Educational Technologists, I evaluated the impact and effectiveness of the K-

State Libraries Twitter Program educational objectives. Previous to this evaluation, the library

Twitter team functioned without knowledge of these learning objectives in the dissemination of

information through our Twitter feed. Progressing with the improvement of the Twitter Program

based on the evaluation results and research seemed like a natural progression of

methodology.

The purpose of creating this professional development forum was to create awareness

of the Twitter program objectives among members of the K-State Libraries Twitter Team and to

develop a sense of community among team members through participation in this online

learning experience. In adhering to administrative protocol and following professional guidelines

and procedures that were necessary, I created this project plan proposal, presented it to the

leader of the K-State Libraries Twitter Team and received enthusiastic permission to proceed

with the plan.

The project plan proposal outlines the goals and intended outcomes of the program, the

tools to be used, the timeline, and the components to be included in the course including:

community building, collaboration, multimedia development, evaluation, resources and

synchronous meetings. As in most projects, many unanticipated aspects presented themselves,

giving me an opportunity to learn from these experiences. The original timeline of my proposal

was adapted to accommodate unknown variables along the way. For example, when sharing

my Canvas class link with my peers and professor for the first time, we learned that the

26

interactive components of the class weren’t functioning because of the proprietary nature of the

system, required and K-State specific log on. I had to meet with the IT department and LMS

specialists on my campus to receive a work around, explaining my needs and use of the guest

access log on for my class. This added significant time to the design process to work through

these issues and in future, I will allot time for discrepancies, especially when learning a new

system or software.

CONCLUSION

My experience with MET program at Boise State University has given me a great

foundation of learning experiences to build upon and I allowed the freedom to choose from a

wide variety of electives to tailor my education. In this way I was able to challenge myself and

push the boundaries of what I thought was possible; I found new interests, skills and directions

because of those choices. I learned how to use different learning management platforms to

create online learning environments and to conduct a semester long program evaluation. I

eagerly embarked upon the design and implementation of mobile learning experiences and to

consider what the future of education might look like. I’m prepared and excited for the changes

and challenges to come. This Master’s program has given me a fearlessness of the unknown

because we learned to master new tools, techniques and strategies each semester. I look

forward to applying what I have learned to design online learning experiences, give people

greater access to information and opportunities to achieve success in new and different ways.

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