Artifacts Year 1
EDIT 6100: Introduction to Instructional Technology
(Fall 2014, Dr. Greg Clinton)
This introductory course highlighted the historical perspectives, current practices, and future directions of instructional technology. Much of the course involved smaller activities centered around specific topics, including ADDIE, IT leaders, and emerging technology innovations. However, the final product was more summative to encompass how the knowledge of the past and current trends shaped our understanding of the field. For my final product I created a narrated video, shown to the right, that describes the history, including changes and continuities, of the field and definitions of instructional technology.
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EDIT 6400: Emerging Approaches in Teaching, Learning, and Technology
(Fall 2014, Dr. Mike Orey)
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This course covered theoretical and research foundations on pedagogy, with an emphasis on the way technological environments can be designed to support these areas. Pedagogical topics included behaviorism, constructivism, cognitive apprenticeships, problem-based learning, project-based learning, iSearch, and Adult Learning.
As part of this course, small groups of three students were asked to make a video presentation to highlight the main ideas and take-aways from a chapter in "How People Learn" by Bransford, Brown, and Cocking (2000). My group, the Lady Dawgs (members: Cheryl Stanga, Megan Bracewell, and Rachelle Acitelli), presented on Chapter 7 - Effective Teaching Examples: History, Mathematics, and Science. This video is shown to the left (top video). Additionally, the groups were tasked with creating an addition to the University of Georgia EPLTT (Emerging Perspectives on Learning, Teaching, and Technology) e-book. The Lady Dawgs added a video explanation of an experiential learning lesson example. Though experiential learning is often focused on adult learning, this lesson involved middle schoolers and the topic of the Bubonic Plague; the lesson is published here. The video explaining the lesson example is show to the left (bottom video). |
EDIT 6170: Introduction to Instructional Design
(Spring 2015, Dr. Greg Clinton)
This course introduced the systems approach to instructional design, as created by Dick, Carey, & Carey. This course began with instructional design activities completed by an individual and culminated with an instructional design project completed by a team. I worked as the project manager on a team with Stephen Bridges, Ben Hall, and Chris Nylund; our team name was the Mega Powers.
This team project aimed to practice instructional design skills in an authentic project for adult learners. The team conducted a needs assessment, learner analysis, course/unit/lesson design, and implementation of a sample lesson. The Mega Powers designed, developed, and implemented a lesson on how to customize charts in Google Spreadsheets. The learners were a small group of faculty at the Galloway School. The project website can be found here. To the right is a video used in the final class to present a short summary of the experience. |
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EDIT 6190: Design and Development Tools I
(Spring 2015, Dr. Mike Orey)
This course focused on mastering a collection of tools used in the design and development of eLearning. As part of this course, I maintained a journal with reflections on readings and my project development, and completed a final independent project utilizing Articulate Storyline and Audacity on a topic of our choice (since the focus was on tools rather than instruction).
My final product was a three part module on wedding planning, including dresses, flowers, and desserts. To the right is a picture of one of the menu screens. My eLearning project, titled "Going to the Chapel", was presented at the spring IDD@UGA showcase and can be found here. |
EDIT 6500: Video Production in Education
(Maymester 2015, Dr. Ike Choi)
This course was a hands-on experience in the design, production, and use of digital video for use in professional training and education. We began by making small videos to demonstrate limited skills in simple action, shot composition, audio, and lighting.
To demonstrate mastery the final products included both a two minute public service announcement video and a five minute instructional video. My public service announcement video, shown below left, focuses on drinking water instead of soda. My instructional video, shown below right, teaches the speech and speaker order in policy debate with style influence of Bill Nye the Science Guy.
To demonstrate mastery the final products included both a two minute public service announcement video and a five minute instructional video. My public service announcement video, shown below left, focuses on drinking water instead of soda. My instructional video, shown below right, teaches the speech and speaker order in policy debate with style influence of Bill Nye the Science Guy.
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EDIT 6190: Design and Development Tools II
(Summer 2015, Dr. Lloyd Rieber)
This course continued the work of Design and Development Tools I by requiring students to put advanced skills into practice to independently create an instructional e-module on the topic of choosing. We were required to use two types of e-Learning design technologies; I chose Articulate Storyline and VideoScribe. During the process I kept a design journal, found here.
I designed an e-Learning module for use in my curriculum for introductory high school students on the basic concepts and vocabulary terms in policy debate. Within the Storyline module I included short YouTube videos (including one created in EDIT 6500 shown above), content instruction designed with VideoScribe, and interactive mastery-based assessments for each lesson unit. The module was exported as SCORM and embedded in the learning management system for student access. To the right are photos of the welcome page and of a lesson content page from the e-Learning module, which can be found here. |