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8/12/2019 Harrelson Rationale Paper
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Rationale Paper for Graduate Portfolio
Sherri Harrelson
Boise State University
April 7, 2014
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Introduction
Prior to beginning the graduate program at Boise State University , I saw myself as just a
teacher. Although teaching is an exceedingly important job, I did not view it as cutting edge, and
I was probably one of the least tech savvy people I knew. Fortunately, completing the Master in
Educational Technology program has served to open my eyes. Not only do I now see that
teachers can be cutting edge and innovative, we should be. It is the job of the teacher to prepare
students for the future, and the future is technology. In addition to preparing students for future
roles, we must also seek out new and innovative tools that can make our jobs more efficient in
the process.
I am proud to say that I have gained many technical skills and created things that I never thought
possible. In fact, I have developed such a love of animation, game design, and app development
that I am strongly considering pursuing a second bachelor degree, most likely in computer
science. In the immediate future, I plan to seek a new profession in instructional design or course
development. Over the course of the graduate program, I began to see that I was limiting myself
professionally. I now feel that I have a wide array of new skills that can serve to open doors to
more rewarding experiences. As such, this paper is designed to describe the artifacts created over
the course of my graduate studies that document and reflect my growth in these skills.
In addition to documenting my personal and professional growth, these artifacts are also
designed to demonstrate competencies in the AECT standards required for graduation. In order
to facilitate coherence and organization, this paper will be broken down by individual standard
with sub-standards and related artifacts following. An explanation of the design of each artifact,
along with justification regarding how the artifact meets the requirements of the particular
standard will be provided.
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Rationale
Standard 1: Design
Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies,
and learner characteristics.
1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of
analyzing, designing, developing, implementing, and evaluating instruction.
For this sub-standard, I selected two artifacts that represent my understanding of the ISD
process, as well as my ability to actually apply the process to a particular instructional need.
The first artifact, created in IPT 536, provides an overview of the Dick and Carey model of
instructional design. This artifact was designed in conjunction with a fellow graduate student
using a combination of Google Docs and bubbl.us. Using these particular tools provided an
opportunity for us to collaborate on the content, layout, and design, in addition to debating
our individual interpretations of the respective model. The result is a usable tool that outlines
how to analyze, develop, and evaluate instruction, which has proven invaluable in
completing other academic work. Ultimately, this project gave me the opportunity to develop
a tool for future development, as well as the opportunity to gain great insight into designing
and conducting training using the ISD process through collaboration with a fellow student.
The second artifact, developed in Ed Tech 503, is an instructional design project that I
completed for a sea turtle rescue facility located in Georgia. This artifact was created through
the utilization and implementation of all of the components of the ISD process. I began by
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conducting both learner and task analyses, which gave me a deeper understanding of the
necessity of front-end analysis. I also developed an appreciation of establishing objectives
and correlating assessments in order to keep projects aligned with the specific need. In
addition, I was required to consider the concept of motivation, which led to the understanding
of the importance of attention and relevancy in ensuring the efficacy of instructional
strategies and materials. Finally, this project helped me to see the need for subject matter
expert reviews because there were a few components of my project that needed additional
development and revision prior to implementation.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
To identify my competence with this sub-standard, I selected the proposal I developed for a
multimedia project, designed in Ed Tech 511, with the purpose of teaching young learners
counting skills. In recognition of Gestalt theory, it became clear that each component would
need to coalesce into a unified whole in order to ensure efficacy, and thus became necessary
to consider navigation, instructions, and design of the individual pieces that would ultimately
become the game and housing site (Lohr, 2008). To meet this necessity, I first considered the
need for repetition in the components used on each page to facilitate ease of navigation and
decrease cognitive load in the game interaction (Lohr, 2008). By implementing the principles
of CARP in repeating the layout on each page, I was able to create a simple and coherent
game structure. Furthermore, the repetition of colors, text, and font size contribute to an
organized and user-friendly game site. Finally, including the ability to click on apples and
drag them to the number line allows interactive opportunities for users to build understanding
through alignment.
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1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities
within a lesson.
The two artifacts I selected to represent my competence in this area include a summary of
principles for effective online teaching , created in Ed Tech 523, and a synthesis paper on
using educational technology to bridge systems theory and connectivism, written in Ed Tech
504. The first artifact was selected primarily because it offers insight into the types of
instructional strategies that are relevant to online learners. These strategies include tips for
fostering a sense of community, incorporating techniques for active learning, and suggestions
for increasing communication. Utilizing these techniques serves to establish an inter-
connected community of learners, which assists in reducing feelings of isolation and
encouraging greater participation (Palloff & Pratt, 2007). These instructional strategies are
exceedingly important for ensuring that online students feel connected to the learning
environment, while also providing an opportunity for students to practice application of skills
and problem solving through collaboration.
The second artifact provides information on designing collaborative, connectivist-based
learning environments. It includes documentation indicating the importance of
communication and collaboration between learners and instructors, while also encouraging
the use of web-based resources to foster this type of collaboration. Some of the
recommended strategies for fostering this type of instruction include the use of message
boards, chat features, and social media, as well as blogs, online learning communities, and
professional learning networks for corporate environments. According to Palloff and Pratt
(2005), use of these strategies can lead to the development of critical thinking skills while
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also serving to inspire the transformative learning that is necessary for personal and
professional growth.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner's experiential background that impact
the effectiveness of a learning process.
In order to demonstrate competency in this sub-standard, I selected an interview tool for
gaining information on students backgrounds and needs that I developed in Ed Tech 523 and
a website that I designed in Ed Tech 502 related to web accessibility. In designing the first
artifact, I realized that obtaining information on online students could be relatively difficult
given the lack of physical day-to-day interaction. I also felt that it would be important to gain
informat ion about parents backgrounds and skills since t hey would be assisting students
with both learning and technology based tasks. Therefore, I designed this interview tool to
obtain data on such aspects as learning goals, background, motivation, and needs. In
reflecting on this artifact, I would like to add a few additional questions for the students to
answer, including questions about their feelings in learning online, as well as concerns or
fears they might have.
The web accessibility site was influential for me not only in recognizing that online students
have many special needs as well, but also in understanding how some people can have
difficulty accessing online information. This influenced my understanding of Section 508compliance, as well as the need for universal design to help assist all members of society in
accessing the wealth of knowledge currently available on the internet. The research required
in developing this website also encouraged me to think about how I interact with my students
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and other members of the community with regards to expectations and considerations. While
teachers should have high expectations for all students, it is also necessary to realize that
some students may need additional accommodations, even in accessing online materials, to
meet those expectations.
Standard 2: Development
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials
and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies
Print technologies are ways to produce or deliver materials, such as books and static visual
materials, primarily through mechanical or photographic printing processes.
To demonstrate my competence in developing print materials, I chose to display th e user
guide that I created for a game developed in Ed Tech 511. This guide demonstrates my
ability to convey information in an orderly and easy-to-follow format through the use of
printed materials. In addition, I have demonstrated my ability to create organized, coherent,
and professional looking documents. Perhaps more importantly, this artifact demonstrates my
ability to use a combination of type and graphics to convey important information, which in
this case includes a learner description, objectives, technical requirements, and how to use
the program. This information is imperative for others who are planning to use the game to
help students learn new skills. By providing this printed guide, I can help offset potential
problems that users could experience in attempting to run the program.
In creating this artifact, I was forced to consider the alternative perspectives of potential users
of my program. This helped me to develop skills in perception and recognizing that material
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for others must sometimes be broken down in a method that does not make assumptions
about prior knowledge. For instance, I needed to use screenshots with arrows and identifiers
to demonstrate navigational data because I could not assume that users would intuitively
understand how to run the program. I also found it necessary to incorporate additional images
with text to demonstrate the randomization of game elements in order to give potential adult
users insight into how the program could be effective for their learners. Ultimately I was able
to see that print materials, although often text heavy, can benefit greatly from the use of more
visuals and limited, although more focused, textual components.
2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using mechanical
devices or electronic machines to present auditory and visual messages.
For this sub-standard, I chose to demonstrate my understanding of audiovisual principles
through the inclusion of lab videos for online students that I created in Ed Tech 521 and a
Moodle tutorial video that I prepared in Ed Tech 512. The lab videos were developed for
students completing an online lesson in photosynthesis. These videos were designed to
demonstrate principles that would help to deepen their understanding of the photosynthesis
process, including methods of extracting chlorophyll from plants, as well as demonstrating
the release of oxygen over time. Although I do feel that these videos were important to the
learning process, if I were to revise them I would strive to improve the image quality through
the use of different recording devices and editing software.
As my second artifact, I chose a tutorial video that I created for learners completing an online
professional development course that I created in Moodle. I designed this video for students
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who were new to online learning in the Moodle platform in order to give them basic
navigational information, along with methods of using discussion boards to post assignments,
links, and images. Due to the nature of my learners, many of whom had never completed an
online course, I chose to provide the tutorial in a screencast so that they could see exactly
what would be on their own screens, while also hearing a description of what I was doing and
why. I felt that this would be much more effective than providing printed instructions and
would go a long way toward decreasing learner frustrations while improving learner
outcomes.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-
based resources.
The artifacts I chose to represent this sub-standard include a Prezi presentation , created in Ed
Tech 505, and a virtual scavenger hunt website that I developed in Ed Tech 502. The Prezi
was designed to convey preliminary information on a program that I planned to evaluate. I
chose Prezi as the medium for this assignment because it was easy for others, including my
professor, principal, and other stakeholders, to view online. Unlike power point, I did not
have to share or email files, and viewers could easily comment, ask questions, or make
recommendations directly through the Prezi site. This directly demonstrates the use of
computer-based technologies because the Prezi application is only available through the use
of a computer.
The second artifact I chose is a website that I designed to teach students about plagiarism
through a video, links, and a scavenger hunt activity. This site incorporates a variety of
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computer-based technologies, including the internet and an attached word document. While I
do feel that this site is beneficial in teaching students about plagiarism, primarily because of
the many computer-based technologies used, I also feel that there are a few things that could
be done differently to make them more effective. For instance, the word doc could be housed
online as a Google doc so that students without the software could still access the document,
and the navigation could be improved with regards to the answer key link. Overall, I feel that
this topic is best suited to this particular medium because it maintains relevance and can
reach a much wider audience than a lecture or printed handout.
2.4 Integrated Technologies
Integrated technologies are ways to produce and deliver materials which encompass several
forms of media under the control of a computer.
To demonstrate my competence in this area, I selected a blog post containing a voki that I
created in Ed Tech 505. I selected this artifact because it incorporates a variety of computer-
based technologies including blog posting, audio-visual technologies through the use of voki,
and text in the form of a transcript and comments. This allows for multiple technologies to be
incorporated in order to fully involve the user while more effectively conveying information.
It also demonstrates my abilities to effectively and efficiently combine multiple technologies
into a unified whole. Finally, this artifact demonstrates my skill in using a variety of web-
based resources for the purposes of sending a message to a specific audience.
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Standard 3: Utilization
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources
for learning by applying principles and theories of media utilization, diffusion, implementation,
and policy-making.
3.1 Media Utilization
Media utilization is the systematic use of resources for learning.
In order to demonstrate my competence in this sub-standard, I selected a game that I
developed in Ed Tech 511 using flash, as well as a website that I developed in Ed Tech 502
using the webquest approach. I selected the game to serve as an artifact because it
demonstrates my abilities to utilize web design, flash, and action script to create resources for
learning. By using these resources, I was able to develop a game that allows young learners
to gain skills in using one-to-one correspondence in counting, as well as number line use.
Furthermore, by systematically analyzing and implementing particular resources, while
maintaining my learners as my focus, I was able to better align the outcome with their needs.
While I do provide textual feedback for correct and incorrect answers in my game, I would
also like to go back and add audio feedback in order to better meet the needs of the target
audience, as well as to utilize best practices in game design.
The second artifact, which is a virtual webquest, was developed with the intention of having
other teachers utilize the resources housed within the site. Preparing a container siteallowed me to gather resources that could assist students in building knowledge, while also
providing a lesson outline for other teachers to be able to use the provided resources.
Including a task description, outlining the process, and incorporating evaluation strategies, as
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well as providing links to external sites with relevant information, can free teachers to focus
more on modifications for individual students. Not only is this indicative of my ability to
systematically use resources for learning, it is also evidence of my ability to systematically
share those resources so that others can benefit.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the
purpose of gaining adoption.
For this sub-standard, the artifact I selected to demonstrate my success is a communication
plan designed for working with online students that was created in Ed Tech 523. This plan is
designed to encourage communication in online students by having them adopt specific
strategies in using discussion boards to share ideas and provide feedback. In order to
facilitate use of the discussion board, I included such strategies as a list briefly describing the
things students should and shouldnt do during discussions , as well as an example response
to an icebreaker. This is especially important for encouraging adoption in students who are
unaccustomed to the online learning environment. Finally, I included a rubric to demonstrate
how important the use of the discussion board is to the class, along with information on how
students are graded on their posts.
3.3 Implementation and Institutionalization
Implementation is using instructional materials or strategies in real (not simulated) settings.Institutionalization is the continuing, routine use of the instructional innovation in the
structure and culture of an organization.
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The artifact that I selected to represent this sub-standard is a website that I developed in Ed
Tech 502 on Ancient Mesopotamia , which was used by homeschooled students conducting
research into the topic. This site is designed to be used as supplementary material when
providing instruction on ancient cultures by providing basic information along with links to
interactive sites with relevant materials. Although many homeschooled families that I worked
with did not choose to incorporate a strong technology based approach to instruction, those
that used the site found that it was organized and contributed to their students understanding
of the topic. Furthermore, many homeschooling parents admitted that they would be much
more willing to incorporate websites that were free to use and organized around specifictopics, as this site is. In order to encourage further implementation by this population, it
could be useful to provide a database of sites organized in this manner.
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates) that affect the
diffusion and use of Instructional Technology.
To address my competence in this sub-standard, I selected a website that I designed in Ed
Tech 502 with the purpose of teaching students about plagiarism . While students are often
accus tomed to downloading free music or copying material from internet sources when
conducting research, they often do not realize that in doing so they could be breaking
copyright laws. This site is designed to change this misconception by educating students
about plagiarism and copyright through the use of multimedia and a web-based scavenger
hunt. By introducing students to these concepts early on and increasing awareness of the
negative impacts, plagiarism and internet piracy could be substantially reduced.
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Standard 4: Management
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and
supervise instructional technology by applying principles of project, resource, delivery system,
and information management.
4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and
development projects.
The artifact that I selected as representative of this sub-standard is the instructional design
project completed in Ed Tech 503. This design project, which was completed for a sea turtle
rescue facility with the purpose of enabling them to better meet the needs of elementary
homeschooled students, required a great deal of planning and time management, as well as
instructional design techniques. In completing this project, I developed key skills in
balancing multiple projects and personal needs, while also setting and achieving mini-goals
in order to ensure time efficient completion. I found that it became necessary to build in
buffers of time, especially for portions of the project that were dependent on feedback from
others in order to compensate for potential delays in responses. I also found it necessary to
monitor expenses because I needed to occasionally make the 3-hour trip to meet with staff
members, and I also needed to be prepared to ensure I had everything I needed for
collaboration.
In addition to time and financial considerations, I also found collaboration to be an important
component of the project management process. Not only did I find myself emailing, calling,
and visiting members of the sea turtle facility, I found it necessary to maintain contact with
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learners and their parents. By involving all stakeholders, I was able to ensure that the project
met multiple needs, including those of learners, their parents, and the facility.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support
systems and services.
To demonstrate competence in this area, I selected two artifacts including an assignment
completed in Ed Tech 501 designed to address digital inequality , as well as my response to a
simulated request for proposals to complete an evaluation of a training program which was
completed in Ed Tech 505. The first artifact illustrates my ability to collaborate with others
for the purpose of administering financial resources in order to provide increased
opportunities in accessing technology for a specific community. Completing this project
involved planning for physical access, including purchasing hardware and determining where
that hardware would be housed, methods of monitoring usage through the provision of tech
support, and additional education for users on methods of operating components and utilizing
technology based resources. This required an in depth consideration of constraints, as well as
compromise on behalf of those on the task force, in order to best provide resources and
ensure that those resources could be adequately maintained.
The second artifact demonstrates my ability to plan an evaluation with consideration to
financial requirements and personnel necessary to complete the assignment. While previously I had not considered the necessity of maintaining a budget for such an
undertaking, nor had I considered the need for including other professionals, this assignment
made it blatantly clear that controlling for resources is an imperative component in program
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4.4 Information Management
Information management involves planning, monitoring, and controlling the storage, transfer,
or processing of information in order to provide resources for learning.
To demonstrate competence in this sub-standard, I selected the jigsaw and virtual field trip
sites developed in Ed Tech 502. The jigsaw activity involved storing materials on my
computer and uploading them through an FTP connection to the host server. In addition, the
site houses many links, as well as background on the jigsaw approach in order to transfer
knowledge to teachers who may use the provided resources within the site. This provides an
opportunity for teachers to incorporate collaborative experiences in the classroom by
providing them with an alternative resource model for learning. Furthermore, the site must be
monitored regularly to ensure links are up-to-date and continue to provide relevant
information for learners.
The virtual field trip also demonstrates my ability to plan, monitor, and control the provision
of information through the housing of relevant links, periodically monitoring those links, and
also providing relevant questions and answers about each section of the field trip to assist
learners in processing information obtained through the provided resources. Additionally, the
inclusion of a map on the main page allows learners to obtain information regarding actual
location of many of the field trip sites, which is necessary for making connections to real-life
information. As previously mentioned, external resources must be regularly monitored to
ensure that information is still relevant and that links remain accessible to students. Finally,
providing information in the form of pictures, videos, and text allows the information to be
consumed by a larger audience than text or graphics alone, thereby meeting the needs of a
wider array of learners.
http://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/start.htmlhttp://edtech2.boisestate.edu/sherriharrelson/502/jigsaw.html8/12/2019 Harrelson Rationale Paper
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Standard 5: Evaluation
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of
instruction and learning by applying principles of problem analysis, criterion-referenced
measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the problem by using
information-gathering and decision-making strategies.
The artifacts that I chose to demonstrate my skills in this sub-standard include the analysis
that was conducted prior to the development of a professional course for teachers in Ed Tech
512 and a Prezi, developed in Ed Tech 505, addressing the gap analysis that I completed
prior to evaluating a training program. The first artifact demonstrates my skills in
determining the nature of the problem, which in this case was the inability of a particular set
of teachers to utilize free and low-cost web-based tools in their instruction as was expected
by the administration, as well as symptoms, causes, and possible solutions to the problem.
Furthermore, conducting contextual, learner, and task analyses allowed me to see the
problem from an alternate perspective while also developing a plan of remediation. This
served as a necessary and beneficial component in planning for the development of an online
course designed to address this problem and also demonstrated how critical front-end
analysis is in determining appropriate solutions and identifying underlying sources of
discontinuity.
The second artifact demonstrates my abilities in conducting and defining results of gap
analyses, while also presenting outcomes in a cohesive and organized manner for
http://edtech2.boisestate.edu/sherriharrelson/analysis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/analysis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/analysis.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/gap.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/gap.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/gap.htmlhttp://edtech2.boisestate.edu/sherriharrelson/analysis.html8/12/2019 Harrelson Rationale Paper
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stakeholders. Though gathering information and making decisions regarding next steps are
critical in conducting problem analyses, the ability to share that information with key
collaborators is often just as critical. Conducting a problem analysis is typically not a linear
process, as additional information is often realized over the course of the design,
development, and implementation phases of production. This means that sharing results in
the initial stages of instructional design can be integral in heading off potential problems
through the collaboration and discussion with other developers, stakeholders, evaluators, and
users of the ultimate product.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of
pre-specified content.
To address my competence in this sub-standard, I selected rubrics from two different
scenarios. The first , completed in Ed Tech 502, is a rubric designed to address evaluation of
students conducting a webquest style lesson on space. This rubric addresses several
components of the lesson, including team interactions, topic research, written work, and
completion of a project. By incorporating a variety of assignments and evaluations, I was
able to include several components of Blooms taxonomy, including knowledge,
comprehension, and synthesis through research and project-based components (Chyung,
2008). Not only does this process convey important information to students on how they will
be assessed, which is considered a critical component of providing learning guidance based
on Gagnes Nine Events of Instruction, it also provides a reference for them to conduct self-
assessments prior to turning in materials (UF Center for Instructional Technology and
Training, 2014). Furthermore, since this lesson is designed to be used by other teachers, the
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inclusion of a rubric provides ready-made and adaptable assessment opportunities which can
save teachers valuable time normally spent on developing assessments on their own.
The second artifact is a list of rubrics, created in Ed Tech 512, which I designed to gauge
learning in a professional development course for fellow educators. This set of rubrics
incorporates assessment of a variety of instructional components, including understanding,
applying, analyzing, and creating; however, these were designed to address evaluation of
adult learners (Chyung, 2008). This serves to illustrate the importance of providing
assessment information in order to facilitate learning in all types of students, as opposed to
only the k-12 sect. In addition, this demonstrates that regardless of the type of course (e.g.
educational, job training, professional development, etc.) inclusion of assessment information
is important to aid students in the learning process (UF Center for Instructional Technology
and Training, 2014).
5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using this information
as a basis for further development. Summative evaluation involves gathering information on
adequacy and using this information to make decisions about utilization.
The artifact that I selected to demonstrate my competence in conducting formative
evaluations is a tool developed in collaboration with another graduate student in IPT 536 that
addresses performance analysis, potential for improving performance, and measuring the
validity of implementing a performance improvement plan. This tool is designed as a
formative evaluation to be used in the analysis phase of planning because it is designed to
help practitioners determine whether a behavior is worth modifying, particularly when
http://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/performance.htmlhttp://edtech2.boisestate.edu/sherriharrelson/portfolio/rubrics.html8/12/2019 Harrelson Rationale Paper
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For the purposes of this sub-standard, I selected an evaluation that I completed in Ed Tech
505, which was conducted on professional development training offered to teachers at a
school with a 1:1 netbook to student ratio in grades 3-5. Although this evaluation was
primarily designed to determine needs and associated outcomes in the present, I also included
important information in addressing problems related to efficacy of the training, as well as
potential future problems as the school and county continue to introduce new tools,
techniques, and services that teachers will be required to use. In completing this evaluation, I
found that teachers were often left out of the planning process. They were rarely, if ever,
surveyed or interviewed to determine their technology or training needs, or their feelings ofconfidence in using tools and techniques that training had been provided on. This
demonstrated a lack of inclusion of an important sect of stakeholders. Because teachers are
the actual individuals expected to utilize and rely on the provided tools, I found it imperative
to gain their feedback in conducting the evaluation.
What I found was that teachers did not feel confident in flipping lessons, which was a
primary topic of the training, and in many cases did not know how to provide access to
videos for students without internet at home. They expressed frustration and a sense of being
overwhelmed in being expected to perform a task that many did not feel they could complete
either efficiently or effectively. As such, I recommended that the administration provide
further training on the current techniques of flipping lessons, as well as opportunities to
practice and receive feedback among their peers. Furthermore, I recommended that teachers
be surveyed periodically over the next several years in order to gain additional insight into
their actual needs with regards to training on new developments and to limit fiscal waste in
providing tools that will go unused due to lack of ability.
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Conclusion
The completion of these artifacts has provided me with knowledge and insight into all stages of
the instructional design process. Conducting analyses has demonstrated my abilities to analyze
situations, tasks, and learners, while sharing that information has identified proven skills in
collaboration. The designing and developing of materials, training, and learning opportunities
based on those analyses have demonstrated my ability to assimilate information and use
technology based tools to meet specific needs. Finally, completing evaluations and sharing those
results has demonstrated my ability to determine efficacy, include stakeholders, and share
necessary information for the purposes of advancement and growth. Furthermore, conducting
analyses on instructional projects that I created and implemented has given me the opportunity to
reflect on my skills as a practitioner, as well as an understanding of the necessity of this
reflection in future projects as a means of revising materials in order to better meet the needs of
others.
Resources
Chyung, S. Y. (2008). Foundations of instructional and performance technology. Amherst, MA:HRD Press, Inc.
Gilbert, T. F. (2007). Human competence: Engineering worthy performance (Tribute ed.). SanFrancisco: Pfeiffer.
Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy.Upper Saddle River, NJ: Pearson Education, Inc.
Palloff, R. M. & Pratt, K. (2005). Collaborating online: Learning together in community . SanFrancisco, CA: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies forthe virtual classroom (2nd edition). San Francisco, CA: Jossey-Bass.
University of Florida Center for Instructional Technology and Training. (2014). Gagnes 9events of instruction . Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ .
http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/