Synthesize Knowledge Sub-Competencies

Demonstrates ability to read and understand educational literature related to Educational

Technology
Demonstrates ability to describe fundamental theories of human learning
Applies knowledge of human learning, diversity, and effective pedagogy to solution of
problems

For Competency 1: Synthesize Knowledge, I chose my paper Creating a Culture of

Learning in a Corporate Environment, written for EDCI 513, my final project for EDCI 531,
and my analysis of the Lindsey Jenkins case for EDCI 672 as artifacts to demonstrate my
proficiency in this area.
Demonstrates ability to read and understand educational literature related to Educational
Technology
In my final paper for EDCI 513, Creating a Culture of Learning in a Corporate
Environment, I utilized various educational literature to develop my thoughts, ideas, and
discussion of the solutions to create self-paced eLearning modules as well as a web-based social
space for employees to remedy the problem presented in the paper. The presence and use of the
literature references in this paper, not just quoting the authors of the pieces, but also synthesizing
and further discussing their ideas, demonstrates my ability to read, evaluate, and apply literature
related to Educational Technology. For example, when discussing the rationale behind the
fictional ABC Corporations decision to create e-learning modules for their newly hired
employees, I stated, This decision came about based on research that showed that training based
on the web was especially valuable to companies in competitive markets and those with a large
and widely dispersed employee base (Koller, Harvey, & Magnotta, p. 22).

Housing the

modules on a LMS would allow managers to track learners progress through the modules,
monitor how they fared on assessments, and see skill gaps (Koller, Harvey, & Magnotta, p. 15).

Demonstrates ability to describe fundamental theories of human learning

The final project I created for EDCI 531 was training material for teachers on the merits
of Problem-Based Learning and its benefits to teachers as well as students. To do this, I
described, in detail, the theories of Behaviorism, Constructivism, Situated Cognition, as well as
Interactional Theory. I did this in a way that was understandable for the common person and that
showed the relationship between all these theories and Problem-Based Learning. An example of
one slide used in this material is below:

Applies knowledge of human learning, diversity, and effective pedagogy to solution of

problems
In the case analysis for Lindsey Jenkins, my proposed solution took into account the
learning that the teachers of the courses that would be transitioning to include case-based

learning would have to undergo to become proficient in creating cases for their classes, as well as
their diversity in thinking about the effectiveness and feasibility of incorporating case-based
learning in their classes. My recommended solution calls for Lindsey, the ID, to not only prepare
the teachers with case studies, but also with discussion questions and prompts to facilitate
effective learning from the cases, addressing both the student and faculty members learning
needs while taking their diversity in thought into account.

References
Koller, V., Harvey, S., & Magnotta, M. (n.d.). Technology-Based Learning Strategies.
Prepared for: U.S. Department of Labor, Employment and Training
Administration, Office of Policy Development and Research. Oakland, CA:
Social Policy Research Associates. Retrieved from
http://hrd.apec.org/images/9/92/tbl_paper_final.pdf