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Rediscovering A Passion for Education:

Reflections On Projects and Assignments

Ryan B. Shelton

Boise State University

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Educational Technology Program Final Thoughts

Introduction to Ryan Shelton, Qualified Mental Retardation Professional. I am currently

working in an Intermediate Care Facility for the Mentally Retarded (ICF-MR). I perform many

different functions within the company. One of my most rewarding roles is designing programs

to teach individuals with developmental disabilities to become independent in the skills they

need to care for themselves. I also fill the role of the Corporate Trainer. In this capacity, I train

both professional and direct care staff members to work with and train individuals with

Developmental Disabilities. In addition to these duties, I am the network administrator for the

company. I have the responsibility of maintaining and updating over 20 computers and also

maintaining the network. With these responsibilities, I also train our employees in the use of

software and in computer processes. I have worked for this organization for over 17 years.

Over the past 10 years I have seen a big change in the workforce. As I have adapted my

teaching styles to accommodate some of these changes, I have found that simply covering the

material and then having the employees recite the material back to me no longer works. I have

found myself seeking new ways to improve how I structure instruction and present the necessary

information. Changes in the economy and specifically, changes in the Medicaid reimbursement

system my company relies on have also inspired me to seek out opportunities to improve my

own employability. I have also felt the need for personal growth and so I began my journey in

the Masters in Education Technology Program at Boise State University. This paper is a

rationale of what I have learned and a reflective journey through my growth and the changes in

my understanding of how we learn, and how I can help facilitate learning for others through the

use of technology.
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As I near the completion of a Master’s Degree in Educational Technology I have had

many opportunities to contemplate what I have learned. I have wondered if my knowledge and

experience have adequately prepared me. Has the new knowledge I have gained given me the

direction to truly understand and use education technology in a personal and professional manner

that will promote and encourage learning? As I have learned about educational technology, I

have also learned about the national standards. The national standards used by Boise State

University’s Department of Educational to evaluate a student’s mastery of knowledge are the

standards set forth by the Association for Educational Communications and Technology

(AECT). The AECT uses five standards. One purpose of this paper is to illustrate how my

educational experiences have helped me gain knowledge and skills in Educational Technology.

Another purpose is to show effective application of the knowledge and skills I have gained.

The five standards of the AECT are: Design, Development, Utilization, Management and

Evaluation. Each of the standards has four individual sub standards. The first standard is

Design.

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.

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Instructional Systems Design (ISD) is an organized procedure that includes the steps of

analyzing, designing, developing, implementing, and evaluating instruction.” (AECT

Standards)

This standard refers to the use of the instructional design models such as ADDIE

Analyze, Design, Development, Develop, Implement, and Evaluate (Brown & Green, 2006 ) or

Dick, Carey & Carey’s (2005) Dick and Carey System Approach Model for Designing

Instruction. These models provide guidelines to aid in the process of creating effective

instruction by utilizing evaluation throughout the creation of instruction. These models also

assist the instructor in creating instruction that is effective and instruction that can also be tested

so that by the end of the creative process the amount of revision needed to improve the

instruction is greatly reduced.

In addition, the models serve to enhance the instructional experience as the instruction is

adapted to the learners’ needs. Throughout my career I have had a great deal of experience in

evaluating client behaviors using single subject design models. It has been a pleasant experience

to learn more about techniques for examining learning and instruction throughout the entire

process and not just performing evaluation at the end of the process. I have learned about

designing instruction by analyzing educational settings and the needs of the individuals involved.

In my coursework, I have been able to demonstrate my understanding of these concepts

in several assignments. The first experience occurred during my 503 Instructional Design course

when we were asked to create a complete instruction. I chose to create instruction on how to

prepare to travel safely in a foreign country. One of the first steps in creating this instruction
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involved the use of a front end analysis that examined the material being presented, and the

individuals who would be taking this type of instruction. I then created a goal analysis and used

a flow chart to create goals and objectives for the instruction. This assignment encouraged the

design of meaningful instruction that used formative and summative evaluation techniques. The

following artifact is an example of the application of these skills. 503 Artifact 1:

edtech2.boisestate.edu/sheltonr/592/503.idp.Shelton.pdf

The second artifact was created in the 512 Online Course Design course. In this course I

created coursework that was designed to teach caregivers how to work with individuals with

developmental disabilities. The course used the free Learning Management System (LMS)

www.edu20.org. During the development of this project we used the Web Based Instructional

Design Model (WBI) discussed by Davis-Shivers & Rasmussen (2006) to create the online

instruction. This is slightly different from ADDIE in that the instructional design categories are

applied in a slightly different order. The order of the stages in this approach is: Analysis,

Evaluation, Planning, Concurrent Design, Implementation, and Summative Evaluation

(Davidson-Shivers and Rasmussen, 2006).

Creating this artifact gave me valuable experience in designing materials and evaluating

the educational environment and the individuals who are being taught. I really enjoyed building

instruction that involved collecting feedback from individuals. I was impressed with the final

product I created in this assignment. I also liked the idea that when I was ready to use this

instruction, I had tested some of this material and knew it was effective. The following is a link
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to the website that shows the process of designing this instruction: 512 Artifact 1:

edtech2.boisestate.edu/sheltonr/512/512.html

1.2 Message Design

Message design involves planning for the manipulation of the physical form of the message.

(AECT Standards)

Message design can include the physical structure of a message but it also includes visual

components of a message. During my experiences in the EDTECH program we learned about

graphics and their use in instruction. I see graphics as strong support and method for creating

good message designs. I selected two artifacts from EDTECH 506 a course in Instructional

Message Design. I learned about creating instruction that used visuals to support text as a means

of facilitating more effective transfer of information.

One way of doing this is through the use of visuals in content with text to provide

memory support for the fact (Clark & Lyons, 2004. p. 267). To enhance factual information for

my training, I created a factual visual that I believed created memory support for new employees.

In this visual I attempted to help caregivers understand the importance of teaching good oral

hygiene to their clients. I chose an image that I believed captured the learners’ attention but also

one that would inspire change for them as well as for their clients. In one of my Artifacts I

demonstrated my ability to use message design. In the Artifact from this course I stated:

“The fact visual used several research based guidelines including placing a representation
visual that would be in a real life context that illustrated a concrete fact (Clark and Lyons,
2004, p.269). The visual used a picture of a person’s mouth with significantly poor oral
hygiene. The visual also used the idea of having the fact linked to a visual through the use
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of a rollover. The visual focused on three specific facts about poor oral hygiene.
Although several reviewers of this visual did not like the actual visual, it is very effective
in helping the learner understand what can happen with poor oral hygiene.” (R. Shelton,
2010 p. 8 reflective paper 506 Artifact 1
(edtech2.boisestate.edu/sheltonr/506/finalpaper.506.shelton.pdf)
506 Artifact 2: edtech2.boisestate.edu/sheltonr/506/visualizefact/visualizingfact.htm

Another concept that was taught in the curriculum was the use of visuals in problem-

centered learning as a way of displaying job environments that assist in learning principles in far-

transfer task (Clark & Lyons, p.306). In the visuals I created for this assignment, I was able to

demonstrate the use of Problem-Centered Learning by creating several tasks to assist in a project

that taught the principle of Normalization. In the reflective principle paper for this visual I said

the following:

“The principle visual edtech2.boisestate.edu/sheltonr/506/principles/principles.htm was

created for this instruction to help create a decisive question for the learner to explore principles
learned in the training. This visual used several research based guidelines as stated by the
authors. The visual used a representative visual that gave a realistic work problem. The visual
also used graphics that were included to reduce cognitive overload. The second guideline used
with this visual was engaging the learner in building mental models. This was done by using a
visual that created a cause and effect scenario. The two visual used in the conclusion lesson
shared the same visuals of an individual with Down Syndrome. These visuals show the learners
using an image that is very similar to the type of situation they might be placed in. The graphic
was later used to create a problem center activity.” (R. Shelton 2010 Reflective paper 506
Artifact 1 (edtech2.boisestate.edu/sheltonr/506/finalpaper.506.shelton.pdf)
506 Artifact 3: edtech2.boisestate.edu/sheltonr/506/principles/principles.htm

Both of these visuals are examples of how I used the visuals to improve the message. In my own

learning experiences, I have found that I retain the information more easily when the message is

presented in more than one way. I have appreciated learning more about the concept of memory
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load as this increased my awareness of the concept and continues to help in examining how I

present a message so I can have several avenues to reach the learner.

1.3 Instructional Strategies

Instructional strategies are specifications for selecting and sequencing events and activities

within a lesson. (AECT Standards)

Some of the instructional strategies I have learned about in the program include:

webquests, projects, scavenger hunts, discussions, lectures, and field trips. One of the strategies

that has impressed me and changed the way I present information is the strategy of using schema

or memory models. This is where one presents information by creating a memory model up

front to help facilitate learning that helps individuals recall information from the long term

memory. I learned about using this in my 503Instructional Design course. In this course, we

learned about designing events and activities and incorporating them into our instruction. I

believe an artifact I created in the course demonstrates my ability to design events and activities

in an organized lesson. The artifact I created was an instructional plan to teach about preparing

to travel safely in a foreign country. In developing this lesson, I was required to use different

instructional strategies to support the learners. 503 Artifact 2:

edtech2.boisestate.edu/sheltonr/592/Ryan.idpparts10.pdf

In my 502 course The Internet for Educators I created an artifact that illustrated the

concept of selecting and sequencing events for an instruction through the creation of a Webquest.

The webquest was designed to use events and activities to teach people working with individuals

with developmental disabilities to be proactive in dealing with the client’s behaviors. This
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example is contained in 502 Artifact 1: edtech2.boisestate.edu/sheltonr/502/webquest.html I

have become completely sold on the use of this idea in instructional design. Even when my

instruction is almost exclusively done with lecture, I have seen the benefit of offering the learner

some kind of event or project to take part in the learning. The recall of the information improves

as learners are able to participate more actively as opposed to instruction where they just listen

and then try to recall the information later.

1.4 Learner Characteristics

Learner characteristics are those facets of the learner’s experiential background that

impact the effectiveness of a learning process . (AECT Standards)

Two of the models that emphasize understanding the learner are Dick and Carey’s

System Approach Model for Designing Instruction. (2005 p. 1) & Keller’s ARCS Motivation.

These models gave me insight in understanding the importance of getting to know our learner so

we can enhance their ability to learn. As the instructor or teacher, we need to do all we can to

facilitate and motivate the learner. We do own a piece of the responsibility to inspire a desire to

learn within the individuals we teach. We can do this by getting to know them. Learning can be

inhibited or prevented when we offer new knowledge without creating a foundation or when we

focus on areas that learners have difficulties in. Models which encourage understanding can help

in setting up successful learning situations in our instructional designs.

There were two very distinct artifacts that I created during my graduate work that I

believe demonstrate my knowledge of how to evaluate and use learner characteristics to improve

my instruction. It was mentioned earlier how essential a front end analysis can be. It is essential
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that an instructor is familiar with at least a few characteristics of the learner. What works for

some learners may not work for others. In my current employment situation I work with

caregivers who teach individuals with developmental disabilities. An Artifact that illustrates

how to evaluate the learners was an online course I created for my 512 Online Course Design

Course. In the process of creating this artifact, I explored how to discover characteristics of the

caregivers I was going to teach. I had to look at their motivations and their ability to learn. One

of the key things I learned during this “learner assessment” was that the job often required more

effort or cost response than a new employee was motivated to give. The level of motivation did

not always rise to meet those requirements or expectations. This assessment showed me that

motivation was going to be one of the areas I needed to pay attention to as I created the

instruction. This is illustrated in 512 Artifact 2:

edtech2.boisestate.edu/sheltonr/512/learneranalysis.html

Another artifact created during my educational experience that demonstrated the ability

to assess learner characteristics came from another part of the project completed in my 503

Instructional Design Course. In this artifact, I had to evaluate the potential of individuals who

might take a course about foreign travel. Unlike the previous artifact, this took more planning to

design because I was not familiar with the students that would be taking the course. The learner

analysis followed Dick and Carey’s Approach Model for Designing Instruction. The analysis

looked at entry behavior, prior knowledge of topic, attitudes toward content, and potential

delivery system, academic motivation, educational ability level, general learning preference,

attitudes toward the organization giving the instruction, and group characteristics. 503 Artifact
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3: edtech2.boisestate.edu/sheltonr/592/503%20IDP-LCA-shelton.pdf Both of these assignments

gave me some solid knowledge and experience in creating instruction that reaches the learner.

Standard 2 —Development

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional

materials and experiences using print, audiovisual, computer-based, and integrated

technologies. (AECT Standards)

This was another concept where the idea that each individual has their own way of

learning was emphasized. To expand on this, I have learned that relying on one form of Media

whether it is text, graphics, or audio may not adequately enhance the instructor’s ability to

maintain the learner’s attention. Managing this can become very crucial in providing effective

instruction. Flooding the learner by overusing certain types of instructional material can also

create problems with memory load. Clark & Lyons (2004 p.57) referred to this as the overload

of either Visual Spatial or Phonological. When we use several types of media we can reduce

memory load. My experience at Boise State University has presented me with many different

ways to create scaffolding on which I can encourage further development of instruction using

technology.

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. (AECT

Standards)
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In my 504 Class Theoretical Foundations of Educational Technology, we were given the

opportunity to research a learning theory. I chose to research Situated Cognition. Situated

Cognition is a theory of instruction that suggests that learning is a natural event; social context

and culture are part of learning. (504 Artifact 1

edtech2.boisestate.edu/sheltonr/592/finalpaper504.pdf ) Part of the assignment that I feel

demonstrated the use of Print Technologies was the assignment to create a bibliography of

resources that assisted me in finding information about Situated Learning so I could write a

paper. In creating this bibliography, I had to do a significant amount of information gathering

and research. After I gathered the information, I had to consolidate and organize it in a useful

way so that I could manage the information and share it with others. 504 Artifact 2:

edtech2.boisestate.edu/sheltonr/592/bibliography.pdf

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. (AECT Standards)

In my 506 Instructional Message Design course I created an artifact that could be used to

prompt learning a process. I believe this artifact demonstrates the use of visual and audio

content to assist in promoting learning. The following artifact details the process caregivers need

to follow to prompt independence for an individual with disabilities. The visual takes a learner

through a process of exploring whether or not the person is being seen in a positive manner. The

visual uses both audio and a trans-formalization graphic which was created using Adobe

Fireworks. This visual follows several psychological guidelines (Clark & Lyon 2004 pg 293-
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295) that include using audio to present text and breaking systems into components prior to

teaching the whole parts. The artifact exhibits several visuals that breakdown the process and

then use audio to support the steps of the process. 506 Artifact 3:

edtech2.boisestate.edu/sheltonr/506/process/process.html

2.3 Computer-Based Technologies

Computer-based technologies are ways to produce or deliver materials using

microprocessor-based resources. (AECT Standards)

In my 503 Instructional Design course I created a computer based presentation using

Microsoft PowerPoint for an overview for an orientation lesson. I feel this artifact demonstrates

my ability to use computer-based technologies to improve and deliver materials. In the artifact I

created an introductory presentation for The Safe Foreign Travel course. In this presentation I

used a computer-based software program to explore using visuals and text to improve

instruction. This presentation allowed more people to view the information as well as a provided

another avenue to capture the learners’ attention. 503 Artifact 4:

edtech2.boisestate.edu/sheltonr/592/503_IDPMEDIA-SPR2009.pdf)

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. (AECT Standards)

In my 533 YouTube for Educators course I feel I was able to demonstrate the use of

visuals, audio, and video that I created, organized, and uploaded to YouTube as an instruction.
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The instruction used many different technologies including Microsoft Power Point to deliver the

instruction. I also used JingPro to record the instruction in a video format and Adobe Premiere

Elements to edit the presentation. The instruction helped teach 2nd and 3rd Graders how to make

priorities and good decisions. The video gives an example of my ability to present instruction

using both media and graphics that were created using formative feedback. 533 Artifact 1:

www.youtube.com/watch?v=z2CbS2UdRuY

Another example that demonstrates my understanding of this standard and my ability to

integrate technology was created in the 501 Introduction to Educational Technology course. In

this course I created an artifact using the Website http://wetpaint.com. On this site I used

computer resources to develop a website about the responsible use of technology. The webpage

utilized several technologies such as Widget’s. This technology created a small program on a

website that can do things like: administer polls or post calculators or other useful items to a

website. This artifact can be found at: http://technologywithwisdom.wetpaint.com

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.” (AECT Standards)

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I deeply appreciate the emphasis the program placed on using the theories and applying

methods and techniques within the instruction. When I reflect on my early experiences in

exploring a degree in education, I do not recall this being the emphasis at all. Many of the ideals

and learning models are not new to me however, my experience with them was mostly in text

books and not applications. In exploring the practical application of these concepts and theories,

many new applications became apparent for my work setting. Much of it was sink or swim.

This program has effectively prepared me to understand as well as use what I have learned. With

this increased knowledge of the benefits of using these concepts and ideas in instruction, I can no

longer use the old methods and ideas alone. For me, there is no other way to teach as effectively.

3.1 Media Utilization

Media utilization is the systematic use of resources for learning. (AECT Standards)

Utilizing media in instruction can be challenging. Yes, we all like forms of media.

However when used incorrectly media can distract the learner from the message. Media is an

effective way of capturing attention and can also assist in creating memory models. There are

times when the wrong media can actually confuse the learner. Media that does not support

learning theories can distract or over whelm a learner. An example of a less than optimal use of

media would be using only an audio presentation to teach flying. The audio presentation alone

will not give a person the ability to fly. Using too much of one form of media like only reading a

text book can also limit the learner’s ability to comprehend.

One of the courses where I learned a great deal about using media was my 541 Course

Integrating Technology. During my coursework I was required to research and discover media
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that I could use to improve instruction. The following link is to a website which contains the

information I was able to find. The website includes references to software, online tools, games,

and assistive technologies. 541 Artifact 1: edtech2.boisestate.edu/sheltonr/541/541class.html

I believe the best example of my ability to demonstrate media utilization can be found in

the artifact from the 503 Instructional Design course. In this artifact, I demonstrate how I use

instructional design principles that utilize media as motivational strategies. Each media was

selected to create the most impact on helping the learner understand and apply the information in

the instruction. The instruction includes an assessment that specifically shows the process of

creating motivation using media and other tools to help the learner. In this plan I demonstrated

the use of video, PowerPoint presentation, and an online web search that assisted the learner in

understanding through discovering different safety components of traveling in a foreign country.

The media was used to capture and then maintain their attention throughout the instruction.

503 Artifact 2 edtech2.boisestate.edu/sheltonr/592/Ryan.idp_parts_10.pdf

3.2 Diffusion of Innovations

Diffusion of innovations is the process of communicating through planned strategies for the

purpose of gaining adoption. (AECT Standards)

I believe learning is only the first step in obtaining knowledge. I believe the mastery of

knowledge comes when we are able to give what we have learned to someone else. Computers

are wonderful tools but only if they are used effectively. To use technology effectively requires

knowledge. My experience working with individuals who struggle with technology has lead me

to believe that the struggle often comes from the fear the learners may have about how much
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effort it will take to learn the technology. Theories such as Bloom’s Taxonomy suggest that to

be effective, learning must focus on three areas: cognitive, affective, and psychomotor. This

means planning strategies should include these kind approaches to help the learner to truly gain

adoption.

During my experience in the 501 Introduction to Educational Technology course we were

asked to create a synthesis paper about how education tends to lag behind technology. The paper

demonstrates my understanding that just because new innovations are there, they are often

ignored and educators tended to fall behind in using the innovations. The artifact reflects that in

spite of this tendency some change has come to keep up with innovations. 501 Artifact 2:

edtech2.boisestate.edu/sheltonr/592/501.shelton.synthesis.paper.pdf

During the 504 Theoretical Foundations of Educational Technology course I completed

an artifact by creating a reflection paper that showed my personal change in understanding

learning theories. The paper also included excerpts from blogs of my experience throughout the

semester. This is an example of the diffusion of innovation within my own personal educational

experiences. These experiences and others have clearly influenced how I have changed my

teaching style and the innovations that I have incorporated into my planning and instruction

such as; the use of more video and instructional visuals. 504 Artifact 1:

edtech2.boisestate.edu/sheltonr/592/Edtech504reflectionpaper.pdf

3.3 Implementation and Institutionalization

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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. (AECT Standards)

One of the learning theories that truly stood out to me was Situated Cognition or Situated

Learning. This is the idea that learning must be done in an environment that is as close to the

true setting as possible because learning is tied to real life events, social activities, and

community settings. An artifact that I created that illustrated the application of this theory was a

synthesis paper about Situated Cognition. In the paper I demonstrated my understanding of the

theories and illustrated how instruction needs to be authentic and incorporated into real life

situations. In the paper I expressed how important I feel this idea is when I stated:

“…we must understand that when we complete our learning experiences through any
method other than true situated learning, we risk bringing gaps of knowledge into our
lives, communities, and professions. (R. Shelton 2009 finalpaper504.pdf page 13)”

504 Artifact 1: edtech2.boisestate.edu/sheltonr/592/finalpaper504.pdf

Another Artifact was created in the 542 Technology-Supported Project-Based Learning

course. In this course we were asked to create instruction based on the concept of project based

learning. In the training I created, I chose to develop an instruction for incoming professionals in

my current work setting. Previously at my work, I had seen several professionals leave

employment with us after less than a year. This was very frustrating to me because as a

professional, it usually takes about a year for them to get a good understanding of the job. For

the course I created a project based instruction that I thought could be used to improve the

outcome of training. The course focused on developing assignments that didn’t just review their
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duties but also gave them opportunities to be more creative and use more psychomotor

instruction. I believe this artifact demonstrates my ability to use real life instruction as well as

integrate the instructional materials into an organizational culture. 542 Artifact 1:

edtech2.boisestate.edu/sheltonr/592/542.projectbasedprofessionalassignment.pdf

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. (AECT Standards)

One of the things I feel is an essential part of being a good educator is understanding

laws, procedures, and policies. In theory, these laws, procedures, and policies are designed to

protect and create fair environments. If we as teachers do not promote and role model the

adherence to rules and regulations we set up failure in the systems we work in. These principles

and ideals can also be applied in the use of technology. I believe I clearly demonstrated my

understanding of this concept in the following artifacts.

In the 502 Internet for Education course I created an artifact that encouraged the use of

common standards in educational technology. The first artifact demonstrates my understanding

of Netiquette for online communication. This artifact gives a golden rule about the kinds of

expectations that one should have and some “rules” to follow when using the internet. 502

Artifact 2: edtech2.boisestate.edu/sheltonr/502/Netiquette.html

Another artifact I created was a webpage assignment that was designed to help others

understand copyright laws. The assignment used a scavenger hunt to help the learner understand

copyright laws. The artifact took the learner through resources and gave them meaningful
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discovery questions. This assignment is an example of my ability to understand laws and then

design instruction in a manner that helps others understand laws and regulations. 502 Artifact 3:

edtech2.boisestate.edu/sheltonr/502/scavenger.html

In reflecting on this Standard, I was reminded of another artifact I created in the 501

Introduction to Educational Technology class. I created a webpage called

technologywithwisdom.wetpaint.com/ that was designed to stimulate understanding of the

importance of managing technology in the best interests of our next generation. This webpage

really focused on: Information Overload, Technology Censorship, and Cyberbullying. This

artifact demonstrates my understanding of the need for policies and procedure standards in

educational technology. 501 Artifact 1: technologywithwisdom.wetpaint.com/

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. (AECT Standards)

Like the standard of utilization I believe that as a student I have been given the

opportunity to plan, organize, and manage my own projects which has been a very effective way

of preparing me. Many of the projects used during my experience have been used to improve

work related tasks. Having the opportunity to create authentic projects has truly prepared me to

manage instruction in real life situations.

4.1 Project Management

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Project management involves planning, monitoring, and controlling instructional design

and development projects. . (AECT Standards)

A truly valuable course I took during my experience was the 505 Evaluation for

Educational Technologists course. This was a very resourceful course that taught how to

evaluate instruction. The course gave me experience in evaluating real world instruction. One

of the artifacts created in this course was an assignment that asked us to evaluate a new training

in a company. The assignment gave me valuable experience in developing an evaluation

process. I had to plan and develop how I would accomplish this. The assignment also allowed

me to understand and consider time management and creating a budget for a project. I feel this

artifact demonstrates my understanding of how I can develop and create evaluations for projects

as well as for instruction. 505 Artifact 1:

edtech2.boisestate.edu/sheltonr/592/505.evaluationproposal.shelton.pdf

4.2 Resource Management

Resource management involves planning, monitoring, and controlling resource support

systems and services. (AECT Standards)

In the same 505 Evaluation for Educational Technologist Course we were asked to create

another artifact. We were asked to create an instruction that we would then evaluate. I chose to

create an instruction about teaching preventative maintenance for computer safety. This was
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selected due to concerns brought out by my current employer. The project included planning and

creating an online course. The course had to be designed to be simple enough that individuals

with limited computer skills could utilize the instruction. The project also included monitoring

cost and the creation of an evaluation that would indicate if the instruction was successful. This

was done by the use of pre test and a post test. The course instruction also included projects that

demonstrated how to perform the necessary tasks to keep a computer functioning. I feel this

artifact demonstrates my ability to plan, to manage resources, and to monitor the learner’s

comprehension of materials presented. 505 Artifact 2:

edtech2.boisestate.edu/sheltonr/592/programevaluation.shelton.505.pdf

4.3 Delivery System Management

Delivery system management involves planning, monitoring and controlling ‘the method by

which distribution of instructional materials is organized’ . . . [It is] a combination of

medium and method of usage that is employed to present instructional information to a

learner. (AECT Standards)

Another artifact that shows my understanding of the standard of Delivery System

Management was created in my 533 YouTube for Educators Course. During the course I created

an instructional video using YouTube. The instruction was designed to teach 2nd and 3rd graders

about priorities and decisions. This video required the use of many different delivery systems

and materials. The creation of this artifact involved the use of a web camera and a PowerPoint

presentation. It also required of the use of the video capture software Jing Pro. This was used to

capture the PowerPoint presentation so it could be utilized in the video. This was then taken in
Running Head: REDISCOVERING A PASSION FOR EDUCATION 23

to Adobe Premiere Elements to combine and edit the material to create a quality video that could

be uploaded to YouTube. I believe this artifact is an excellent example of my ability to use

many different processes including planning to produce effective instruction for a learner.

533 Artifact 1: www.youtube.com/watch?v=ML99kRICamc

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. (AECT

Standards)

Throughout my coursework we were asked to use informational management skills from

creating a webpage with Adobe Dreamweaver to using Learning Management Systems such as

Moodles. One project that I worked on in the 512 Online Course Design was designing an

online course. Reflecting on the artifact that I completed for this course, I chose to complete a

training for distant learners so that employees who couldn’t complete the training due to issues

such as childcare or school could still complete the training. For this course, I chose to use a free

Learning Management System (LMS). The free LMS I to use is called ed2o.org. It is free for

education and minimal fee for business. The process of development and planning the course

work can be seen at edtech2.boisestate.edu/sheltonr/512/512.html. Each component of this

artifact used skills such as the WBI mentioned earlier in this paper. The coursework was

developed by creating a front end analysis that included assessing the individuals would take the

training. As part of the formative evaluation I used Peer Review and other Subject Matter

Experts (SME) to gain insight into what should be included.

Running Head: REDISCOVERING A PASSION FOR EDUCATION 24

The creation of this training required me to understand and use the LMS. Managing a

LMS requires the knowledge of being able upload and present data. I believe this artifact clearly

demonstrated Informational Management that used many different forms of media including

video, audio, graphics and text. The course focused on many different activities that looked at

the psychomotor, affective, and cognitive realms of learning the information. 512 Artifact 3:

www.youtube.com/watch?v=zb5MKfn4SfI

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. (AECT

Standards)

With a background in the behavioral sciences I have always appreciated research and evaluation.

Throughout my experiences in the program, I have been especially surprised and excited about

the use of evaluation. I have come to love the use of Formative Evaluation in planning my

instruction. My experience has shown me that with this added effort, instruction can be much

more successful. I appreciated the knowledge I have gained as I have been able to apply

evaluation methods as a part of creating instruction. I have especially appreciated the use of

front end analysis rather than simple summative evaluation. Practicing this has taught me

another way of being more effective as well as efficient in creating instruction. I have

appreciated gaining a better understanding of the use of criterion reference (what a person is able
Running Head: REDISCOVERING A PASSION FOR EDUCATION 25

to do) and norm reference (comparing to others) evaluation with instruction and have enjoyed

learning to apply these principles.

5.1 Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by using

information-gathering and decision-making strategies. (AECT Standards)

I was given the opportunity to truly show my ability to demonstrate my skills in problem

analysis in the 512 Online Teaching Design course. During the creation of this instruction I

selected an issue that was affecting my current work environment. This training was an attempt

to give employees other ways of completing coursework at their own convenience. The

development of this instruction was a clear example of my ability to take a problem, gather

information and assess what is needed, and then make a decision based on that assessment. This

process required me to gather data, and interpret the data to make decisions. The following

artifact demonstrates this: 512 Artifact 3:

edtech2.boisestate.edu/sheltonr/512/problemanalysis.htm

5.2 Criterion-Referenced Measurement

Criterion-referenced measurement involves techniques for determining learner mastery of

pre-specified content. (AECT Standards)

A specific way to use criterion-referenced measurement is through the use of a rubric. In

the 542 Project Based Learning Course I created a project and a related rubric for the project.

The rubric was specifically tied to the objectives and standards for working with individuals with
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developmental disabilities. The rubric laid out what the learner would need to learn and what the

expectations of the learner were in regard to what knowledge would need to be mastered to

achieve mastery of the subject. 542 Artifact 2:

edtech2.boisestate.edu/sheltonr/592/542.Projectevaluationtool.pdf

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. .

(AECT Standards)

The strongest example of my knowledge and mastery of using formative and summative

Evaluation and be found in my artifact for the 503 Instructional Design Course. In the instruction

I created about preparing for safe travel in foreign countries demonstrated many different parts of

formative and summative evaluation. The instruction began by creating a needs assessment that

looked at the participants as well as the stake holders to create criteria to evaluate the instruction.

The instruction used a Subject Matter Expert (SME) and Stake Holders to assist with up front

evaluation and end evaluation. The instruction then used peer review and potential learner

review. It also developed a summative pre-test and post-test and also an instruction evaluation.

503 Artifact 1: edtech2.boisestate.edu/sheltonr/592/ 503.idp.Shelton.pdf

5.4 Long-Range Planning

Running Head: REDISCOVERING A PASSION FOR EDUCATION 27

Long-range planning that focuses on the organization as a whole is strategic

planning....Long-range is usually defined as a future period of about three to five years or

longer. During strategic planning, managers are trying to decide in the present what must

be done to ensure organizational success in the future. (AECT Standards)

In exploring which artifact best demonstrated my ability I chose the artifact from the 512

Online Course Design course. During this course I created an artifact that was intended to

address an organizational need. Changes were needed due to the nature of the current work

force. The problem involved the challenge of training employees outside working hours and

when staff was available. The instruction was developed using stake holders to get input from

all areas of the organization that assisted in creating a goal statement. 512 Artifact 4:

http://edtech2.boisestate.edu/sheltonr/512/evaluationplanning.html.

Another artifact that I believe looked at long term planning was created in the 505

Evaluation for Educational Technologists course. During this course we were asked to create a

Proposal for Evaluation for a new training that a large company had developed. The artifact is

the proposal to do the evaluation to determine if the company wants to produce their

instructional product. I believe this demonstrated understanding of the long range plan because

it developed an evaluation process to look at the success of the new training product. In this

artifact I had to demonstrate an understanding of which kinds of measurement would be needed

by choosing either criterion reference or norm reference evaluation. During this project I had to

plan out a schedule of evaluation that included purposive sampling to determine if the product
Running Head: REDISCOVERING A PASSION FOR EDUCATION 28

would be marketable. 505 Artifact 1:

edtech2.boisestate.edu/sheltonr/592/505.evaluationproposal.shelton.pdf

Final Thoughts

Over the past two years I believe I have received something that is different from my

previous educational experience. Like my previous education experience I have learned about

theory and principles and my knowledge has increase. What I have gained from this experience

has been some valuable practical experience in applying these theories and principles. Almost

every subject or topic we have learned about has followed Bloom’s Taxonomy in that the focus

of learning looks at cognitive, psychomotor, and affective domains of learning. I believe this has

given me a more rich experience than the traditional learning experiences I have had in the past.

I believe this has given me the ability to demonstrate new skills and feel that I have been

prepared to use my new found knowledge. I feel these experiences have already prepared me to

seek and succeed in a career in the area of instructional design or educational technology.

References

Brown, A. & Green, T.D. (2005). The essentials of instructional design: connecting fundamental

principles with process and practice. Upper Saddle River, NJ: Prentice Hall.

Clark, R. C. & Lyons, C. (2004). Graphics for learning: Proven guidelines for planning, designing, and
Running Head: REDISCOVERING A PASSION FOR EDUCATION 29

evaluating visuals in training materials. San Francisco, CA, John Wiley and Sons, Inc,

Davidson-Shivers, G.V. & Rasmussen, K.L. (2006). Web-based learning: Design, implementation, and

evaluation: Upper Saddle River, NJ: Pearson Prentice Hall.

Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction 6th ed. New

York: Pierson, Allyn, and Bacon.

Shelton, R. (2010) finalpape506.pdf

Shelton, R (2009) finalpaper504.pdf

Standards for the accreditation of school media specialist and educational technology specialist

programs Retrieved September 13, 2010 from

http://www.ncate.org/ProgramStandards/AECT/AECTstandardsREV2005.doc