AECT STANDARD 3

This artifact was created in Microsoft word In the spring semester of 2021. When creating this artifact, I learned knowledge and skills about making the document accessible for diverse populations—using the accessibility tab in Microsoft Word to make sure that the records are correct. This lesson plan aimed to inform the learners about the Olympic event Shot Put. I've been throwing shotput for the last 12 years, which led me to create a lesson plan about one of my passions to enlighten individuals who do not know what it is. This was one of the first lessons in the 735 class to create a lesson plan for a diverse population. My role in producing the lesson plan was the instructional designer, developer, and subject matter expert. In the beginning, I made sure to pick a topic that is a passion for me and educate people on the subject, which led me to select the event that brought me to the University of South Carolina, the Shot Put. It was an individual project, and I contributed by creating an accessible document with descriptions of the event and step-by-step instructions on how to throw a shot.

The lesson plan reflects Morrison, Ross, and Kemp Model and the ADDIE model. In the Morrison, Ross, and Kemp model, the first thing that demonstrates the lesson plan is task analysis. This was an essential part of creating the lesson plan because it involved understanding the goals. Another element that the MRK model reflects is "the efficient ordering of content in such a way as to help the learner achieve the objectives efficiently and effectively" (Morrison, Ross & Kemp, 2013). In the lesson plan, I organized it for the learner to get a background of the event and the history, then after a detailed description on how to throw a shot put. The formative evaluation was the feedback after giving the lesson plan to individuals who did not know the event after could adjust the lesson plan to cover the needs of the students.

In the ADDIE model first step is analyzing, which reviews the performance goals of the lesson plan. "Focusing on the target audience and developing a program that matches the level of the students learning." (Kurt, 2018). In this case of the lesson plan, individuals who don't know about the Olympic sport shot put. The next step that reflects the ADDIE model is the development section. This section was prevalent in creating and testing the learning objectives in the lesson plan. In this case, it was educating an individual who doesn't know anything about a Shot Put and after will gain knowledge to understand.

The lesson plan reflects the use of AECT Standard 3 (Learning Environments). After reviewing the document, the evaluation part of the lesson plan was sent to the learner to see how much information the Individuals retained. This information was received, and feedback was given to modify and change the lesson plan if needed. Another indicator was the diversity of learners, Making sure that diverse populations could understand and learn what the lesson plan goal is. This was prevalent in the document setup, and the accessibility check was performed to ensure that it was satisfied.

This project was my first time creating documents accessible for a diverse population of individuals. Following the outlines and using the systems on Microsoft Word are some things that I learned with this project. This was my first experience, and now I have a job where I make documents accessible every day. Looking back at it now, I could've done a better job with the design aspect and adding images to show the learners what exactly I was describing. Right now, with my growth in the program, I would have added a couple of other things to make the design better, but the document passed the checks and had everything needed to get the job done.

References:

Kurt, S. (2018, December 16). Addie Model: Instructional design. Educational Technology. Retrieved February 10, 2022, from https://educationaltechnology.net/the-addie-model-instructional-design/

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

The artifact I selected was called the Rapid e-learning tool for the class EDET 703 design and development tools ll. The class was during the spring semester of 2021. It was my second-semester taking courses, so I understood what the goals were in the assignment. The knowledge I brought to this artifact was the use of ASSURE Model and the website articulate that I previously used in another class. The artifact's purpose was to teach the learners about rapid prototyping by creating a rapid learning tool. This project was completed for a class, and it was one of the first projects assigned. This artifact was the first introduction to online tools to benefit learners. After this assignment, we branched out to other devices and websites created to help the students. My role in the production was to get the information needed to provide adequate information on the subject matter and put it into a lesson plan for the students. The first step was getting information from subject matter experts with scholarly articles and credible sources. Finding a rapid e-learning tool to promote the data was the last step.

The progressions assignment reflects both the ADDIE model and the Morrison, Ross & Kemp model. The ADDIE model demonstrates the creation of my e rapid learning tool. I created mine about rapid prototyping and used the first step of the ADDIE model. The first step is an analysis which is the "Goal-Setting Stage." (Kurt, 2018) This includes creating an outline informing an audience that wouldn't know about what it is and listing the goals, benefits, and disadvantages of rapid prototyping. Another section it reflects is the design portion. This goes into focusing on the objectives and developing information on covering its goals.

In the Morrison, Ross, and Kemp model, the instructional objectives section "The instructional objectives specify exactly what the learner must master" (Morrison, Ross, Kemp, 2013) Information was presented, and the goals were specifically listed for the learner to get an understanding of what is to come. In the interactive course, the learners are going to go through the information then get tested afterward. Another reflection on the MRK model is the evaluation process. "Evaluation instruments are what the designer creates to assess the learners and determine if, and to what degree, they have mastered the material." (Kurt, 2018) After the learner reviews the information, they take a quiz to see how much information they have retained. A formative evaluation will be provided to see what could be done to adjust or be added to make the most out of the rapid e-learning tool.

The AECT 3 performance and standards indicators reflect the rapid e-learning tool. The assessing/Evaluating portion is the different examples and multiple assessment strategies to collect data. Created an interactive rapid e-learning tool to improve learners' outcomes and educate them on the information presented. Another standard indicator that reflects the device is the managing portion of the AECT standards. "Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance." (Januszewski, 2008) In my artifact, I created the tool inarticulate, an infrastructure made to improve the learner's understanding of rapid prototyping. The interactive artifact presents information that will lead to learning and performance benefits.

After reviewing the artifact and going over the lesson I made, how much growth has been made over the last year is prevalent. During this project, I have learned how important it is to pick an excellent rapid learning tool and how many different tools there are. They are great auditions in pairing with great information presented. Another thing that I found is that even if selecting a good tool if the knowledge is not thorough, it will reflect. Reflecting on my project, I would have done a couple of things differently in presenting more references and adding a bit more on the design aspect. Still, overall the project was efficient in teaching the learner on rapid prototyping.

References

Januszewski, A., Molenda, M., & Harris, P. (Eds.). (2008). Educational technology: A definition with commentary (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kurt, S. (2018, December 16). Addie Model: Instructional design. Educational Technology. Retrieved February 10, 2022, from https://educationaltechnology.net/the-addie-model-instructional-design/

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing Effective Instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

This artifact was created in the EDET 722 class in the fall of 2020, one of my first classes in the master's program. This prototype instructional unit was created in Mircosoft PowerPoint, and it was the first instructional interactive unit I have ever made. I brought the knowledge of the topic but was new to creating the design. The artifact's purpose was one of the last steps to the full-length semester project. This created the interactive instructional unit for the formative evaluation plan due at the end of the semester. In producing the artifact, I was the instructional designer and developer. I created everything with feedback and an interactive instructional unit to help the learner understand the topic. The topic was about the keys to successful coaching; I've been a coach and an athlete for some years now, and I used the books and prior knowledge to create the lesson plan.

The prototype instructional unit reflects both the MRK model and the ADDIE model. The ADDIE model demonstrates the analyst section, which is the first step of the model. The focus is the target audience which in the instructional unit would be people that would want to be better coaches. That would be the people using the team to benefit their coaching skills. "The focus will be on topics and lessons that students have yet to explore and learn." (Januszewski, 2008) Developing objectives and interactive questions of information will help the young coaches or individuals who want to become a coach.

The MRK model reflects the development of the instruction section. "At this point that the designer focuses on what will make the instruction appealing to the learner." (Morrison, Ross, and Kemp, 2013) In the instructional unit, the PowerPoint goal was to make an interactive and more appealing lesson to the learner. Keeping the learner engaged and finishing the whole lesson plan was the priority—the need for the learner to be guided more clearly through the unit. The message design is helping the young/hungry coaches with information that will benefit them.

The prototype instructional unit reflects AECT 3 standards and performance indicators. "Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments." (Januszewski,2008) This aligns with the goals for the prototype instructional unit with creating, using, evaluating effective learning environments. The Assessing/evaluating section presents information and develops practice questions into the module to teach the learner. Make sure that the information is present in multiple ways for the learner to understand and grapes the information presented. Another section was assessing/evaluating sections which in the module was once when you first started with a pre-test then after to track the progress.

What I learned in creating this artifact was how to create an instructional unit—developing interactive slides with design and keeping the learner engaged. Looking back at this assignment shows how much I have grown in not only the design aspect of the documents but just knowing the material. After watching countless youtube clips and reviewing articles, I have gained the knowledge that I have used for later instructional units. I would tell my past self to work on the design and make the prototype more eye-pleasing. This artifact reflects a beginner instructional designer starting and understanding the material but lacking the reps of a tremendous instructional unit.

References

Januszewski, A., Molenda, M., & Harris, P. (Eds.). (2008). Educational technology: A definition with commentary (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kurt, S. (2018, December 16). Addie Model: Instructional design. Educational Technology. Retrieved February 10, 2022, from https://educationaltechnology.net/the-addie-model-instructional-design/

Morrison, G.R., Ross, S.M., Kalman, H.K.,& Kemp, J.E. (2013). Designing Effective Instruction,

Seventh Edition. Hoboken, NJ: Wiley.