Artifacts Year 2
EDIT 6200: Learning Environments Design I
(Fall 2015, Dr. Mike Orey)
Utilizing design and development of eLearning skills from year one, this course focused on making an eLearning module for a specific environment (context), an implementation with learners, and an evaluation of the effectiveness of learning. I created a choose-your-own path module on the topic of implementing educational accommodations for dyslexic students. The module was slated to be used by the client and subject-matter-expert, the Director of Learning Services, as an exit-ticket following direct instruction. During this course I maintained a website with all project documentation, found here. To the right is a picture from a scenario from the eLearning module which can be found here.
EDIT 7550: Project Management in Instructional Technology
(Fall 2015, Dr. Greg Clinton)
This course focused on principles of program management with an emphasis on skills used when managing eLearning and technology projects. After completing a few individual activities, a small group spent the second half of the semester creating a technology-based project for a client utilizing documentation and procedures of project management. My group, the Mega Powers (members: Cheryl Despathy, Ben Hall, and Chris Nylund), created a how-to web page on removing account flags and holds in Athena (the student information system for UGA) for the Director of UGA Gwinnett. We provided a scope document, work breakdown schedule (shown in the picture to the left), communication protocol, and an assessment and evaluation strategy. The video produced for the web page can be found here. For this project I served as the lead editor.
EDIT 6210: Learning Environments Design II
(Spring 2016, Dr. Greg Clinton)
This hands-on course provided opportunities to apply practical skills and experiences developed in Learning Environments Design I in the design, development, implementation, and evaluation of a collaboratively crafted product. My group, the Mega Powers (members: Cheryl Despathy, Stephen Bridges, Chris Nylund, Ben Hall, and Jessica McCrea), created a learning module for faculty at the Galloway School on making effective videos with students. This module was embedded into Canvas, which is Galloway's learning management system. The team began by conducting a thorough needs analysis, preparing instructional objectives, storyboarding the planned design, developing and designing the module, and ended with a formative evaluation of the learning tool with a small group of test learners. For this project the team worked with a real world client, Peter Emmons, who serves as the Director of Learning at the Galloway School. For this project I served as the project manager. We maintained a website of all project and team documentation, which can be found here. The learning module (samples shown in the presentation document to the left) can be found here.
EDIT 7350: eLearning Assessment and Evaluation
(Spring 2016, Dr. Greg Clinton)
This course focused on the importance of evaluation in eLearning with an emphasis on planning, conducting, analyzing, and reporting a systematic evaluation of learner outcomes. This course began with a deep investigation into the various paradigms and models for evaluation, with a specific focus on the Four Level Kirkpatrick Model. Then, using a real world client and eLearning module, my team - the Mega Powers (members: Cheryl Despathy, Stephen Bridges, Ben Hall, and Chris Nylund) - conducted an effectiveness, impact, and maintenance evaluation with documented analysis and recommendations documented. The client was the University of Georgia (UGA) Office of Online Learning and the eLearning module was the Online Learning Fellows, in which UGA faculty were taught to create and design their own online courses. For this project I served as the lead investigator.
EDIT 7520: Designing & Teaching Online Courses (Distance Learning)
(Summer 2016, Dr. Mike Orey)
For this course students established instructional strategies and independently developed course delivered through a LMS. Topics included establishing teacher presence, facilitating discussions, assessment strategies, and use of web 2.0 tools. I developed a blended (part online, part face-to-face) course on an introduction to policy debate, utilizing the China foreign policy resolution as a content area. The course included discussion boards, files and resources, assignments with online submissions, e-rubrics, and an embedded SCORM module. A video pitch of the course is shown to the left.
ERSH 6200: Research Methods in Education
(Summer 2016, Dr. Katherine Raczynski)
This course focused on the major approaches to quantitative educational research, including causal-comparative and descriptive studies, variables and hypotheses, sampling, validity, reliability, and explanation of statistics. Throughout the course I developed a hypothetical quantitative study to investigate the effect of competitive policy debate classes/teams on reading comprehension improvements. The study was causal-comparative and sampled nearly 750 fictional students. Results of the hypothetical study were formulated into a formal quantitative report with a literature review, methodology, results, and a discussion.