Running head: EVIDENCE OF STANDARDS ACHIEVEMENT 1

Evidence of Standards Achievement

Becky E. Harris

University of Arkansas

March 5, 2018

EPortfolio
EVIDENCE OF STANDARDS ACHIEVEMENT 2

1 Table of Contents

Standards Matrix ................................................................................................................ 7

Evidence of Standards ...................................................................................................... 10

1 Content Knowledge ................................................................................................... 10

1.1 Creating: Create instructional materials and learning environments using a

systems approach...................................................................................................................... 10

1.1.1 Instructional Design ...................................................................................... 10

1.2 Using: Select and use technological resources and processes to support

student learning. ....................................................................................................................... 11

1.2.1 Distance Learning .......................................................................................... 11

1.3 Assessing/ Evaluating: Assess and evaluate the effective integration of

appropriate technologies and instructional materials.............................................................. 12

1.3.1 Web Design .......................................................Error! Bookmark not defined.

1.3.2 Instructional Design ...................................................................................... 12

1.4 Managing: Manage people, processes, physical infrastructures, and financial

resources to achieve predetermined goals............................................................................... 14

1.4.1 Strategic Planning ......................................................................................... 14

1.5 Ethics: Demonstrate contemporary professional ethics of the field per AECT

Code. 15

1.5.1 Web Design ................................................................................................... 15

EVIDENCE OF STANDARDS ACHIEVEMENT 3

2 Content Pedagogy ..................................................................................................... 16

2.1 Creating: Apply content pedagogy to create appropriate uses of processes and

technologies to improve learning and performance outcomes. .............................................. 16

2.1.1 Instructional Design ...................................................................................... 16

2.2 Using: Implement appropriate educational technologies and processes based

on appropriate content pedagogy. ........................................................................................... 17

2.2.1 Distance Learning ..............................................Error! Bookmark not defined.

2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate the

instruction and implementation of technologies and processes. ............................................ 18

2.3.1 Distance Learning .......................................................................................... 18

2.4 Managing: Manage processes and resources to provide supportive learning

communities, create flexible and diverse learning environments, and demonstrate

appropriate content pedagogy.................................................................................................. 19

2.4.1 Distance Learning .......................................................................................... 19

2.5 Ethics: Design and select media, technology, and processes that emphasize the

diversity of our society. ............................................................................................................. 20

2.5.1 Distance Learning .......................................................................................... 20

3 Learning Environments ............................................................................................. 21

3.1 Creating: Create instructional design products based on learning principles and

research-based best practices. ................................................................................................. 21

EVIDENCE OF STANDARDS ACHIEVEMENT 4

3.1.1 Distance Learning .......................................................................................... 21

3.2 Using: Select appropriate processes and resources to provide optimal

conditions for learning based on principles, theories, and effective practices. ....................... 22

3.2.1 Instructional Design ...................................................................................... 22

3.2.2 Distance Learning .......................................................................................... 23

3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for

informing decisions to improve instructional practice, learner outcomes, and the learning

environment. 24

3.3.1 Instructional Design ...................................................................................... 24

3.4 Managing: Establish mechanisms or plans for maintaining the technology

infrastructure to improve learning and performance............................................................... 25

3.4.1 Distance Learning .......................................................................................... 25

3.5 Ethics: Foster a learning environment in which ethics guide practice that

promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate

open access to resources. ......................................................................................................... 27

3.5.1 Web Design ................................................................................................... 27

3.6 Diversity of Learners: Foster a learning community that empowers learners

with diverse backgrounds, characteristics, and abilities. ......................................................... 28

3.6.1 Distance Learning .......................................................................................... 28

4 Professional Knowledge and Skills ............................................................................ 29

EVIDENCE OF STANDARDS ACHIEVEMENT 5

4.1 Collaborative Practice: Collaborate with peers and subject matter experts to

analyze learners, develop and design instruction, and evaluate its impact on learners. ......... 29

4.1.1 Instructional Design ...................................................................................... 29

4.1.2 Strategic Planning ......................................................................................... 30

4.2 Leadership: Lead peers in designing and implementing technology-supported

learning. 31

4.2.1 Instructional Design ...................................................................................... 31

4.2.2 Distance Learning .......................................................................................... 32

4.3 Reflection on Practice ....................................................................................... 33

4.4 Assessing/ Evaluating: Design and implement assessment and evaluation plans

that align with learning goals and instructional activities. ....................................................... 33

4.4.1 Instructional Design ...................................................................................... 33

4.4.2 Distance Learning .......................................................................................... 34

4.5 Ethics: Demonstrate ethical behavior within the applicable cultural context

during all aspects of their work and with respect for the diversity of learners in each setting.

35

4.5.1 Strategic Planning ......................................................................................... 35

5 Research .................................................................................................................... 36
EVIDENCE OF STANDARDS ACHIEVEMENT 6

5.1 Theoretical Foundations: Demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications and

technology. 36

5.1.1 Instructional Design ...................................................................................... 36

5.2 Methods: Apply research methods to solve problems and enhance practice. 37

5.2.1 Strategic Planning ......................................................................................... 37

5.3 Assessing/ Evaluating: Apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance. ........................................ 39

5.3.1 Strategic Planning ......................................................................................... 39

5.4 Ethics: Conduct research and practice using accepted professional and

institutional guidelines and procedures. .................................................................................. 41

5.4.1 Strategic Planning ......................................................................................... 41

References ........................................................................................................................ 43
EVIDENCE OF STANDARDS ACHIEVEMENT 7

Standards Matrix

Table 1 - Standards Matrix

AECT Standards Projects/Products/Artifacts

Web Instructional Distance Strategic
ETEC Learning Outcomes Design Design Learning Planning

1. Content Knowledge
1.1 Creating: Create
instructional materials and
learning environments using a
systems approach.
1.2 Using: Select and use
technological resources and
processes to support student
learning.
1.3 Assessing/ Evaluating:
Assess and evaluate the
effective integration of
appropriate technologies and
instructional materials.
1.4 Managing: Manage people,
processes, physical
infrastructures, and financial
resources to achieve
predetermined goals.
1.5 Ethics: Demonstrate
contemporary professional
ethics of the field per AECT
Code.

2. Content Pedagogy
2.1 Creating: Apply content
pedagogy to create appropriate
uses of processes and
technologies to improve
learning and performance
outcomes.
2.2 Using: Implement
appropriate educational
technologies and processes
based on appropriate content
pedagogy.
2.3 Assessing/ Evaluating:
Assess the adequacy of learning
and evaluate the instruction and
implementation of technologies
and processes.
EVIDENCE OF STANDARDS ACHIEVEMENT 8

AECT Standards Projects/Products/Artifacts

Web Instructional Distance Strategic
ETEC Learning Outcomes Design Design Learning Planning
2.4 Managing: Manage
processes and resources to
provide supportive learning
communities, create flexible and
diverse learning environments,
and demonstrate appropriate
content pedagogy.
2.5 Ethics: Design and select
media, technology, and
processes that emphasize the
diversity of our society.

3. Learning Environments
3.1 Creating: Create
instructional design products
based on learning principles and
research-based best practices.
3.2 Using: Select appropriate
processes and resources to
provide optimal conditions for
learning based on principles,
theories, and effective practices.
3.3 Assessing/ Evaluating: Use
multiple assessment strategies
to collect data for informing
decisions to improve
instructional practice, learner
outcomes, and the learning
environment.
3.4 Managing: Establish
mechanisms or plans for
maintaining the technology
infrastructure to improve
learning and performance.
3.5 Ethics: Foster a learning
environment in which ethics
guide practice that promotes
health, safety, best practice, and
respect for copyright, Fair Use,
and appropriate open access to
resources.
3.6 Diversity of Learners: Foster
a learning community that
empowers learners with diverse
backgrounds, characteristics,
and abilities.
EVIDENCE OF STANDARDS ACHIEVEMENT 9

AECT Standards Projects/Products/Artifacts

Web Instructional Distance Strategic
ETEC Learning Outcomes Design Design Learning Planning

4. Professional Knowledge and Skills

4.1 Collaborative Practice:
Collaborate with peers and
subject matter experts to
analyze learners, develop and
design instruction, and evaluate
its impact on learners.
4.2 Leadership: Lead peers in
designing and implementing
technology-supported learning.

4.3 Reflection on Practice

4.4 Assessing/ Evaluating:

Design and implement
assessment and evaluation
plans that align with learning
goals and instructional
activities.
4.5 Ethics: Demonstrate ethical
behavior within the applicable
cultural context during all
aspects of their work and with
respect for the diversity of
learners in each setting.

5. Research
5.1 Theoretical Foundations:
Demonstrate foundational
knowledge of the contribution of
research to the past and current
theory of educational
communications and
technology.
5.2 Methods: Apply research
methods to solve problems and
enhance practice.
5.3 Assessing/ Evaluating:
Apply formal inquiry strategies
in assessing and evaluating
processes and resources for
learning and performance.
5.4 Ethics: Conduct research and
practice using accepted
professional and institutional
guidelines and procedures.
EVIDENCE OF STANDARDS ACHIEVEMENT 10

Evidence of Standards

1 Content Knowledge

1.1 Creating: Create instructional materials and learning environments using a systems

approach.

1.1.1 Instructional Design

Creating instructional materials and learning environments using a systems

approach is nearly standard practice when creating instructional material but it

was most evident in the Instructional Design Model project. The Instructional

Design project was about bringing together existing systems used in educational

technology and creating a new system that works best for the designer. The

THINK then DO Model is a checklist, a project management tool, and an

instructional design model brought together to provide a systems approach

guide for the instructional designer. The instructional materials created using the

THINK then DO model was the Fiscal Processing Procedures document that

outlined instructional goals aimed at completing fiscal processing in a timely and

accurate manner for adult learners employed in a fiscal position. The project was

approached in a step-by-step manner and began with identifying the project

goals and variables such as the subject matter, the learning outcomes, the

audience, and assessing the prior knowledge expected. Next, the learning

objectives were defined which included processing transactions, creating a

contract, and providing support. Options on presenting the instructional content

were considered and followed by a decision to have a hands-on training in a

EVIDENCE OF STANDARDS ACHIEVEMENT 11

computer lab with a lecture presentation. The detailed process of designing the

instructional materials, the media used in the presentation, the implementation

procedures and the evaluation and feedback procedures followed with a pre-

evaluation of the entire system before proceeding to the development of the

instructional content. Once satisfied with the THINK process of the model, the

DO process began. This involved development and creation of the instructional

program and materials. Implementation of the program was preceded with a

demonstration and instructor training. The post-evaluation steps include

reviewing feedback, determining the effectiveness of the instruction, and

revising the program as needed for future presentations.

1.2 Using: Select and use technological resources and processes to support student learning.

1.2.1 Distance Learning

The Distance Learning project provided an excellent platform to meet the select

and use standard for content knowledge. The project was created as a self-

development course for adults in an administrative position and focused on

providing training of advanced skills in productivity software. Creating an

interactive learning environment to encourage student engagement was the first

and primary technology resource needed. This need was met by using the

Blackboard Learning Management System. Introduction of the course was made

with a PowToon animated video application to show how a presentation can be

enhanced to create a livelier atmosphere. For the syllabus, an infographic using

the Pikotochart application was used for a visual representation as well as the
EVIDENCE OF STANDARDS ACHIEVEMENT 12

typically written document. The course content and course objectives were

presented as images, included

herein, as well as written

documents in Blackboard. Within

Blackboard, technology resources

and applications used included

Wiki’s and the Discussion Board for

sharing and communicating

Figure 1 - Distance Learning Course Content
amongst the course participants.

The assessments tool for quizzes and of

course the content tool for instructional

content. The technology resources that

the entire course was focused on,

productivity software, was Microsoft

Office Word, Excel, PowerPoint, and

Figure 2 - Distance Learning Course
Description
Publisher.

1.3 Assessing/ Evaluating: Assess and evaluate the effective integration of appropriate

technologies and instructional materials.

1.3.1 Instructional Design

The effective integration of the Fiscal Processing Procedures for Graduate

Assistants instructional project as a hands-on training program in a computer lab

EVIDENCE OF STANDARDS ACHIEVEMENT 13

presented as a lecture is an excellent example for the assessment and evaluation

standard. The design of instructional program had two evaluations and one

assessment. The pre-evaluation step in the THINK then DO model is conducted by

the instructional designer to evaluate the identified variables of the instruction

and determine if the needs of the instruction and the needs of the learner are

being met with the selected materials and technology. The pre-evaluation also

determines if the methods selected meet time and budget constraints. Any

learner, instruction, or methods that are not met require re-designing. Selecting a

computer lab for hands-on training was assessed as appropriate for interactive

learning and selected for delivery method for the instruction. The second

evaluation is the post-evaluation step of the THINK then DO model and is

conducted by the instructional designer and the instructor to determine the

effectiveness of the integration of the technology and the implementation of the

instruction based on expectations and results from the actual delivery of

instruction. Questions to ask are: Was the instruction effective? Was it as

expected? Were suggestions offered? Are revisions necessary? Was the program

effective and did it meet your and your client’s expectations? The post-evaluation

always present a few areas that could use improvements in the instruction and

materials. The final assessment is provided by the learner in the form of a formal

Instructional Program Feedback document provided at the end of the instruction.

The document asks four questions answered with satisfaction ratings from very
EVIDENCE OF STANDARDS ACHIEVEMENT 14

satisfied to very dissatisfied and allows for comments at the end. The questions

asked are:

1. Overall, how satisfied or dissatisfied are you with the instructional content?

2. Overall, how satisfied or dissatisfied are you with the quality of the

instruction?

3. How would you rate the content knowledge of your instructor?

4. How long have you held your current position?

Comment area: What additional training sessions would you like to see in the

future?

Evaluation and assessment of the integration and the technology has shown that

both were successful. Continued use has shown that the instructional program

works well with one individual at their workstation as it does with multiple

learners in a computer lab.

1.4 Managing: Manage people, processes, physical infrastructures, and financial resources to

achieve predetermined goals.

1.4.1 Strategic Planning

The management process followed to achieve predetermined goals was best

displayed in the Strategic Technology Planning project conducted for the Ozark

Literacy Council. The variables of this project included a course outline, a non-

profit organization, stakeholders, a library, computers, volunteers, students, state

mandated procedures, a small facility, a busy and limited workforce, and no clear

idea of the available funding. The course outline was the process that directed the
EVIDENCE OF STANDARDS ACHIEVEMENT 15

order of the steps followed and the remainder was managed with the project

management capabilities of Microsoft One Note and Microsoft Outlook. Microsoft

Outlook provided the means to manage communication, appointments, and

deadlines. Microsoft One Note provided the means to manage meeting notes,

interview notes, facilities data, equipment data, research, and course

requirements. Execution of the Strategic Technology Plan was a management feat

that required technological resources to keep data available and ready, contact

information within easy reach, pre-planning, and constant communication to

assure meetings were scheduled, stakeholders were available, and facility visits

were coordinated. Once completed and presented, implementation of the

Strategic Technology Plan will require the same level of management to assure

spending is within the approved limits, equipment is purchased as scheduled, and

facility usage and is re-arranged as necessary for installation.

1.5 Ethics: Demonstrate contemporary professional ethics of the field per AECT Code.

1.5.1 Web Design

AECT Code of Professional Ethics points out that as a professional, my actions,

designs, and decisions will be ethical, non-discriminatory, and will show a

commitment to the individual, the AECT society, and the profession. A lot is

expected in professional ethics, but it is not very different from ethics in general.

Ethics requires honesty, integrity, and respect. Professional ethics requires

extending these traits into your work. The Web Design project was designed to

provide instruction to employees in different positions with varying degrees of

EVIDENCE OF STANDARDS ACHIEVEMENT 16

skills and prior-knowledge. The website is designed to be compliant with best

practices and applicable laws. This translates into compliance with copyright laws

and university policies and procedures. Approaching the design and the content

with the intent to provide instruction and support to all individuals means that the

site is made accessible to all individuals. This translates into following the W3C

Web Accessibility Initiative to assure the site incorporates and regularly tests

accessibility features. As a future Educational Technologist, I promote sound and

professional practices in the use of technology at work, in education, and in my

designs.

2 Content Pedagogy

2.1 Creating: Apply content pedagogy to create appropriate uses of processes and technologies

to improve learning and performance outcomes.

2.1.1 Instructional Design

The Instructional Design instructional project was designed with the idea that if

you take the central idea of the most significant learning theories and apply them

to instructional content, you will increase the chances of improving learning for a

greater number of learners. The training program was designed as a hands-on

instructor led course held in a computer lab. The instructor can provide

reinforcement when the learners successfully completes a task in accordance with

the Behaviorism Theory. The instructional content with hands-on training in a

computer lab incorporates repetition and practice to encourage retention per the

Cognitivism Theory. The Constructivism Theory will encourage the instructor to

EVIDENCE OF STANDARDS ACHIEVEMENT 17

lead at first and then allow the learner to complete the repetition tasks in their

own way. Providing instruction in a computer lab supports the learners acquisition

of 21st Century Skills necessary for the task and the digital age. And finally,

empowering the learner to become an active participant in their own learning

through further exploration and completion of the tasks support the Humanism

Theory. Actively engaging the student through questions and the completion of

tasks further supports content pedagogy in the Graduate Assistant Employment

Procedures training program.

2.2 Using: Implement appropriate educational technologies and processes based on

appropriate content pedagogy.

2.2.1 Instructional Design

The Graduate Assistant Employment Procedures training session was designed

using the THINK then DO Instructional Design Model implements appropriate

educational technologies and processes based on appropriate content pedagogy.

The target audience are adult learners in professional accounting and

administrative positions with prior knowledge of accounting and word processing

systems. The instructional goal is to document and instruct the steps and

processes required to complete employment tasks. Appropriate educational

technologies for this instructional program include program delivery in a computer

lab to offer hands-on synchronous instruction, an instructor with appropriate

content pedagogy skills and experience to deliver the instruction, and verifiable

and executable content to allow users to complete the tasks instructed and
EVIDENCE OF STANDARDS ACHIEVEMENT 18

provided in the learning material. The use of these educational technologies

provide a live lecture with supporting presentations and hand-outs, hands-on

training, questions and active discussion, and immediate feedback.

2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate the instruction and

implementation of technologies and processes.

2.3.1 Distance Learning

The Enhancement and Productivity Tools course designed for the Distance

Learning course includes several forms of assessment and evaluation. The first

assessment is a Technology Skills Assessment to create a baseline for future

measurement of learning. The skills assessment is not graded but it does provide

points for completion. Formative assessments are in the form of quizzes and are

included in every learning module. The quizzes measure the content learned for

each learning objective and module. Summative quizzes are included as

assignments for each learning objective and module and serve as a measurement

and application of the skills learned. A final summative assessment is in the form

of a final project that the student will design and create and must include at least

two of the advanced skills learned in the course. The final project will serve as a

summative assessment and will provide a demonstration of the advanced skills

learned. A final technology skills assessment will be conducted and will serve as

an evaluation tool. The initial and the final technology skills assessment will be

compared and used to support changes in the instructional content pedagogy.

EVIDENCE OF STANDARDS ACHIEVEMENT 19

2.4 Managing: Manage processes and resources to provide supportive learning communities,

create flexible and diverse learning environments, and demonstrate appropriate content

pedagogy.

2.4.1 Distance Learning

Managing processes and resources was evidenced in the Enhancement and

Productivity Tools course due to the large number of applications and external

resources used in the course. The course was designed to operate in the

Blackboard Learning Management System (LMS) as a distance learning course. All

communication was online, and all assignments were completed with one or more

application. Initial management and demonstration of appropriate content

pedagogy began with the division of the learning environment into distinct

modules that worked with one primary application at a time. This meant that

when the learning module was teaching a PowerPoint activity, the primary

application was PowerPoint. Any other applications used, whether internal or

external to Blackboard were limited and secondary to the learning needs

associated with the primary application. For engagement and demonstration of

enhanced techniques, communication typically provided in written format was

also introduced in an alternate media form in support of a diverse learning

environment. Resources and applications used to for instructional content were

stated as Microsoft applications with options to utilize other productivity software

available to the learner. Further management of resources and processes included

access to tutorials available as open access applications such as available on

EVIDENCE OF STANDARDS ACHIEVEMENT 20

GCFLearnFree.org. Ensuring that all applications and resources were available to

all learners and were appropriately related to the learning module was

accomplished with careful management of available resources.

2.5 Ethics: Design and select media, technology, and processes that emphasize the diversity of

our society.

2.5.1 Distance Learning

Emphasizing the diversity of our society is demonstrated in the Enhancement and

Productivity Distance Learning course by designing a course that utilizes

technology applications heavily used by learners of all ages, cultures, educational

levels, and positions in their community or society. In addition, the instructional

modules and processes within can be completed in the order that benefits the

learner based on their educational needs, time constraints, skill levels, and job-

related or personal development needs. Media utilized includes a learning

management system available to private, corporate, and educational institutions

with ready access to the online services, internet-based tutorials such as GCF

Learn Free which is available in multiple languages, and communication and

collaboration inspired technologies such as wiki’s, discussion boards, and blogs to.

Through the Blackboard Discussions Boards, Wikis, and Blog features, multiple

forms of communication and collaboration are encouraged and support an

inclusive learning environment where opinions and ideas can be shared.

Supporting the use of alternate productivity software that is available to the

EVIDENCE OF STANDARDS ACHIEVEMENT 21

learner further supports the diverse nature of the students learning through an

online environment and the opportunities therein.

3 Learning Environments

3.1 Creating: Create instructional design products based on learning principles and research-

based best practices.

3.1.1 Distance Learning

The Enhancement and Productivity Tools Distance Learning course was designed in

accordance with learning principles and research-based distance learning best

practices as listed in The Online Learner: Characteristics and Pedagogical

Implications (Dabbagh 2007) and Teaching and Learning at a Distance: Foundations

of Distance Education (Simonson, M., Smaldino, S., & Zyacek, S., 2014). Selecting

the Blackboard Learning Management system for the online course delivery

system was the appropriate first decision for management and administration of

the online course and for tracking learner’s progress. Identification of the target

audience and characteristics that would help identify strengths or barriers to

learning in a distance learning environment was an important best practice

principle followed first, Characteristics of the Online Learner (Dabbagh, (2007)).

The Enhancement and Productivity Tools course audience was designed for adult

learners with prior administrative experience. The next research-based best

practice design feature of the course was the inclusion of inquiry/discovery-based

learning as well as social interaction. Inquiry/discovery-based learning was

EVIDENCE OF STANDARDS ACHIEVEMENT 22

integrated with the design of the independent final project and social interaction

was integrated in the discussion board and wiki assignments. The selection of

appropriate technologies to support the identified learning outcomes was

observed with the selection of productivity software already used by the learner.

Other learning principles listed in the Characteristics of the Online Learner

(Dabbagh (2007)) include an introduction activity for communication and

collaboration and designing learning content that was relevant to the learner.

Graphic design principles for learning and performance (Lohr (2008)) and best

practices thereof were incorporated in the LMS, instructional media, and support

materials of the course.

3.2 Using: Select appropriate processes and resources to provide optimal conditions for

learning based on principles, theories, and effective practices.

3.2.1 Instructional Design

Processes and resources selected in the design of the Instructional Design project

provided optimal conditions for learning by incorporating learning theories and

instructional design models in the THINK then DO Model and then following the

steps outlined in the THINK then DO Instructional Design Model. The theories

selected for incorporation were the Behaviorism (Skinner, 1904-1990), Cognitivism

(Thorndike, 1874-1949), Constructivism (Piaget, 1906-1980), 21st Century Skills

(P21, Partnership for 21st Century Skills, 2009), and Humanism (Maslow, 1908-

1970). These theories were selected because they support reinforcement,

practice, inquiry, learner empowerment, and the acquisition of digital skills. The
EVIDENCE OF STANDARDS ACHIEVEMENT 23

design models selected were the ADDIE (Brown & Green, 2016), Isman

Instructional Design Model (Isman, 2011), ASSURE (Reiser, 2012), Id4T (Carr-

Chellman, 2015), and Pebble-in-the-Pond (Merrill, 2015) models for their

principles in focusing, cyclic processes, learner centered, flexibility, and a common-

sense approach to the instruction design process. The step-by-step process of the

instructional design model was effective in the designing of the Graduate Assistant

Fiscal Processing instructional guide. The steps followed in the design process

were Identification of variables, defining learning objectives, determining the best

methods for content delivery, a pre-evaluation of the steps followed to this point,

development of the instructional program, creation of the instructional program,

implementation of the instructional program, and finally, post-evaluation of the

instructional program.

3.2.2 Distance Learning

Processes and resources selected in the Distance Learning project are theories and

principles defined for optimal learning. Also considered and selected are best

practice principles for online distance learning courses. The Enhancement and

Productivity Tools course demonstrated the selection of appropriate processes by

first considering best practices in the delivery of distance education and distance

learning content. Defining the learner and including both exploratory and

dialogical pedagogy, The Online Learner: Characteristics and Pedagogical

Implications (Dabbagh (2007)), are also best practices for effective learning and

were incorporated by offering the learner freedom to choose the direction of the
EVIDENCE OF STANDARDS ACHIEVEMENT 24

final project, the order of lesson completion, and a blog for free communication

between course participants. Following essential steps of instructional design

provided by the instructor and the ADDIE model (Brown & Green, (2016)) provided

the appropriate process to follow to design and develop the course with an

optimal learning environment.

3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for informing

decisions to improve instructional practice, learner outcomes, and the learning

environment.

3.3.1 Instructional Design

Design decisions made and/or altered based on the review of assessment and

evaluation results was demonstrated in the Instructional Design project. The steps

of the instructional design model were converted to a project management format

and through its execution, a pre-evaluation step before course development was

added as well as additional drill-down steps to further clarify the objectives and

delivery. One such decision resulted in the selection of delivery in a computer lab

versus a learning management system to incorporate practice, inquiry, and peer-

to-peer networking. The post-evaluation was designed to collect data and

feedback from the instructor and evaluates the effectiveness of decisions made

and identifies changes needed with regards to the learner outcomes and the

learning environment. An additional assessment strategy utilized was through a

satisfaction survey in the form of an Instructional Program Feedback form

provided to the learners as they completed the course. The feedback form was
EVIDENCE OF STANDARDS ACHIEVEMENT 25

short asked for a satisfaction rating of the content, the instruction, the instructor,

and their prior knowledge coming into the course. The three assessments

collected evaluative data from the instructional designer, the instructor, and the

learner. The collective data will provide the information needed to make informed

decisions for future improvements in the instructional product.

3.4 Managing: Establish mechanisms or plans for maintaining the technology infrastructure to

improve learning and performance.

3.4.1 Distance Learning

The administration and management of the technology infrastructure for the

Distance Learning project is maintained on the Blackboard Learning Management

System and in a cloud-based Dropbox account. As the instructional designer and

instructor for the Enhancement and Productivity Tools course, the organization

and safe keeping of instructional content is cataloged course id and revision

number in an accessible and backed up location. Plans for ensuring the

instructional content is maintained and updated in accordance with current

subject matter, appropriate technology, and updated technology include:

• Review all learning contents for outdated or inactive references,

technologies, and links before posting on Blackboard.

• Utilize instructional design model as the mechanism for evaluation of past

instructional curriculum to ensure learning and performance in a new

instruction curriculum.
EVIDENCE OF STANDARDS ACHIEVEMENT 26

• Create or join a technology planning group to monitor successes and

failures of educational technology.

• Utilize resources and support systems at educational institution to support

commitment to improve learning and performance.

The most crucial mechanism and plan is to never re-post instructional content without

review to confirm all instructional content is still accurate and appropriate for current

program.

3.4.2 Strategic Planning

Mechanisms and plans for maintaining the technology and infrastructure

developed in the Strategic Technology Plan for the Ozark Literacy Council were

included in an Action Plan and Timeline. The implementation plan was a 5-year

plan with all but the hardware rotations to be completed in the first year. Years 2

through 5 were dedicated to replacement of the computing hardware with plans

for rotations occurring every year thereafter. Two computers were designated as

the quantity that could be effectively upgraded or replaced each year. The

decision to upgrade or replace would be made independently for each computer

and was dependent upon the funds, learning support, and performance of the

computer. The Action Time Line, see figure below, in the Strategic Technology Plan

planned for a purchased and installation of two computers in the Summer of 2017,

2018, 2019, 2020, and 2021.

EVIDENCE OF STANDARDS ACHIEVEMENT 27

Figure 3 - Action Plan

3.5 Ethics: Foster a learning environment in which ethics guide practice that promotes health,

safety, best practice, and respect for copyright, Fair Use, and appropriate open access to

resources.

3.5.1 Web Design

The Web Design course project was designed, developed, and created with the

utmost care to ensure the site followed best practices in design and accessibility

and respected website design principles, copyright laws and regulations, and
EVIDENCE OF STANDARDS ACHIEVEMENT 28

university policies and procedures. The design of the instructional website

followed the design of the department website for branding and cohesion with the

department the site was designed for. Permission to utilize the similar nature of

the instructional website to the existing department website and department

positions was requested and granted by the department chair before the design

and development began. Appropriate disclaimers are included as are pop-up

messages displaying the limited application of the website contents. Graphics

were limited, not reproduced, have no effect on the potential market, and used in

accordance with the Educational Fair Use Guidelines. As an educational site for

educational purposes, the site has appropriate open access to resources through

provided links to those resources. Following best practices in design and

accessibility, alternate content labels are included, and free accessibility tools were

utilized to detect and correct common accessibility issues prior to publication to

the web. Ethics guided practice in the creation of The Graduate Assistant

Onboarding website by assuring that the contents were appropriate for the

learning environment it was designed for and respectful of the department

positions and personnel referenced.

3.6 Diversity of Learners: Foster a learning community that empowers learners with diverse

backgrounds, characteristics, and abilities.

3.6.1 Distance Learning

The Enhancement and Productivity Tools course is a distance education project

that supports a diverse learning community by providing an online education

EVIDENCE OF STANDARDS ACHIEVEMENT 29

program that supports professional development education for users of

productivity software. The course fosters a learning community that empowers

learners to learn, explore, and network with learners of similar skills and fields

from around the globe. By designing a distance learning course that is delivered

online in an asynchronous format, the course enables access to learning to any

person at any time and empowers the learner with the means to improve their

productivity software skills at their convenience. The course provides access to

external training and tutorial sites that are available free and in multiple

languages. Empowerment of the learner is achieved through learning, social

interaction, peer-to-peer dialogs, and free online tutorials and learning content.

Empowerment of the learner is also achieved through the teaching of advanced

skills using productivity software. Skills that can translate into increased

effectiveness and efficiency with productivity tasks common to personal,

educational, and job-related tasks.

4 Professional Knowledge and Skills

4.1 Collaborative Practice: Collaborate with peers and subject matter experts to analyze

learners, develop and design instruction, and evaluate its impact on learners.

4.1.1 Instructional Design

Collaborative practices in the Instructional Design project included Human

Resources personnel, Administrative Supervisors as peers, and Fiscal Support

Specialist as the adult learners. Assistance from the instructor as the subject

matter expert of the theories and models was via email and was integral in the
EVIDENCE OF STANDARDS ACHIEVEMENT 30

blending of theories and models which resulted in the design of the THINK then

DO model. Collaborative practices during the application of the THINK then DO

model included face-to-face collaboration with three Fiscal Support Specialists,

one Administrative Support Supervisor, and a Human Resources Specialist.

Collaboration identified the specific data/information that is posted, the prior

knowledge necessary to post that data, and the employee positions that typically

post the data/information. Collaboration also identified the need to maintain

communication between the departments when changes occur.

4.1.2 Strategic Planning

Collaborative practices on the Strategic Planning project were extensive. The

project was a Consultant/Client relationship and the entire plan was dependent

upon the information obtained or observed. Collaboration began immediately

with general discussions with the instructor and co-workers to compile a list of

potential clients. Questions regarding technology use and needs of the clients as

well as questions regarding the process and extent of intrusiveness of the

consultant were discussed. A lunch meeting with three representatives of the

potential client, Ozark Literacy Council, sealed the deal. Collaboration practices

included several on-site visits to catalog existing equipment, review the layout of

the facility, and observe the interaction between staff, volunteers, and learners.

Meetings with the director were scheduled for point-blank questions that were

considered sensitive and for permission to speak with staff, volunteers, and one

learner. Collaboration with the staff, volunteers, and learners revealed different
EVIDENCE OF STANDARDS ACHIEVEMENT 31

needs, as well as different perspectives, to the questions that were asked of

everyone: Where are we now? Where are we going? How will we get there?

Direct questions were asked via email to keep disruption of work to a minimum.

A small sample of the administrative functions were noted by watching the

Administrative Assistant record classroom attendance and greet visitors and

learners. A lunch meeting with a member of the Board of Directors revealed

overall concerns of the organization and was quite revealing as to how each staff,

instructor, and volunteer had smaller and sometimes more easily solved

concerns if only they were tackled one by one. Collaboration was key in this

project because there was so much information regarding the center’s

technology needs that are not evident through a visual inspection.

4.2 Leadership: Lead peers in designing and implementing technology-supported learning.

4.2.1 Instructional Design

The Instructional Design (ID) project and model provided an excellent framework

by which to lead and encourage peers. With the ID

model, Figure 1 - THINK then DO ID Model, the steps

to follow are listed in a stair-step fashion giving it a

structured appearance and easier to lead peers and

learners through the steps. The instructional

objective of the instructional project was to create an Figure 4 - THINK then DO

ID Model
instructional program that could be used as either a

face-to-face instruction or as a self-development instructional video. As an

EVIDENCE OF STANDARDS ACHIEVEMENT 32

employee in a department that currently processes the procedures the training is

intended to teach, encouraging the implementation of technology-based training

to peers to develop consistent, organized, and formal training to serve multiple

departments was accepted readily. Having the dual role of subject matter expert

and instructional designer has provided insights to the training needs of the

department as well as the training needs of the learner. Suggestions for future

self-development training for fiscal operations were received as well as

encouragement to share the current instructional project. Implementing

technology supported learning has been well received but the designing of it for

a limited audience may prove to be the greater challenge due to the time

investment required to produce the instruction.

4.2.2 Distance Learning

Leadership in the Distance Learning project was in the form of helping employees

expand existing skills to add professionalism to their projects and to develop

skills to be ready to move up in their field. This was done by designing

instruction that builds on existing knowledge and skill. Starting with a

motivational quote “Every job is a self-portrait; how will you autograph yours?”

to encourage pride in their work, and two objectives that adult learners are

usually working on – increasing productivity and adding professionalism – to lead

employees to try the self-development course. With a multimedia rich project

that included an easily accessible blackboard course, a course syllabus in the

form of an infographic, a word cloud overview, and an animated video

EVIDENCE OF STANDARDS ACHIEVEMENT 33

introduction, this project was designed and implemented with technology-

supported learning in mind.

4.3 Reflection on Practice

Fulfilled with EPortfolio.

4.4 Assessing/ Evaluating: Design and implement assessment and evaluation plans that align

with learning goals and instructional activities.

4.4.1 Instructional Design

Assessment and evaluation plans in the instructional design project demonstrate

multiple evaluation methods that are directed towards development, design, and

integration frameworks. The instructional goals of the Graduate Assistant

Employment Procedures instructional project were to teach adult accounting and

administrative personnel how to complete the required fiscal processing steps in

a timely and accurate manner. The Instructional Design project, the THINK then

DO model was designed with a pre-evaluation step as well as a post-evaluation

step. The pre-evaluation step evaluated the instructional plan, face-to-face

lecture in a computer lab, to assure the needs of the learners and instruction

were aligned. The pre-evaluation also reviewed time, 2 hours, and budget

constraints as well as reviewing the delivery method, face-to-face lecture, was

feasible and appropriate for the instruction and the learners. The pre-evaluation

creates a pause and reflection point during the initial stages of development

(THINK) when the audience, objectives, methods, and design were being aligned

and developed. The post-evaluation step will be conducted to evaluate

EVIDENCE OF STANDARDS ACHIEVEMENT 34

implementation and assure the instruction was aligned with the intended

objectives and the needs of the learners. Once the evaluations are concluded,

the integration of the model and the design of the instruction can begin. The

multiple evaluations provide pauses for review and reflection necessary to assure

the learning goals and instructional activities are being met.

4.4.2 Distance Learning

The learning goals of the Distance Learning course were to emphasize the use of

intermediate and advanced tools to increase productivity and professionalism.

Assessments plans included the formative assessments through the creation of

projects utilizing advanced tools and with weekly quizzes to show understanding

of application terminology and steps. Summative assessment was through a final

project to showcase multiple skills and an evaluation conducted through a

reflective paper sharing thoughts of the course and projects. All assessments and

collaborative projects will be point driven as outlined or defined in rubrics.

Formative assessments were designed by first identifying the skills that the

advanced tools would develop and then utilizing the skill to complete a task. Skills

and techniques to develop were mail-merge techniques, newsletters using a

publication application, presentations with multiple forms of media, and charting

and graph activities. The summative assessment was designed to showcase the

various techniques and skills acquired and integrated into the final project selected

and designed by the learner that incorporates a minimum of two of the newly

acquired skills and techniques. Project suggestions included individually

EVIDENCE OF STANDARDS ACHIEVEMENT 35

addressed newsletters or a PowerPoint Poster. A reflective paper as the final

assignment was designed as the evaluation tool. The students will be asked to

reflect on their challenges, success, tips, and tricks learned. Course grades will be

issued based on the standard of 90% or more of possible points earned will receive

and ‘A’ with the typical breakdown thereafter. Grades are necessary for

accountability with this credit driven course but optional if the course were to be

used as a self-development course.

4.5 Ethics: Demonstrate ethical behavior within the applicable cultural context during all

aspects of their work and with respect for the diversity of learners in each setting.

4.5.1 Strategic Planning

Demonstrating ethical behavior is at the forefront of all interactions.

Demonstrating ethical behavior in a professional environment with diverse

cultures and learners requires a conscientious effort to learn, appreciate, and

respect the cultures and people we are working with. The Ozark Literacy Council is

an organization that is dedicated to assisting learners from non-local cultures and

places understand the local people and culture. I was fortunate to work with staff,

volunteers and learners from diverse backgrounds. The first display of professional

ethics was in the initial meeting with the staff and director to assure them that my

intentions were legitimate, my actions and communications would be honest, and

the information I received would be handled and protected in a confidential

manner. While visiting the site and speaking with employees and volunteers, it

was very important that I listen to each person and give them the time to speak
EVIDENCE OF STANDARDS ACHIEVEMENT 36

and not act rushed or disinterested. Properly and securely handling equipment for

review, lists, or inventory information to assure nothing was damaged or broken

was important and demonstrated respect of the organization’s property.

Displaying a positive and interested attitude during all interactions, face-to-face,

voice, or electronic, was extremely important because the Ozark Literacy Council

was granting me a big favor by allowing me to complete my project in their work

space and within their work time. Demonstrating positive and constructive

behavior was important because my actions were reflections of me, my

educational institution, and my client.

5 Research

5.1 Theoretical Foundations: Demonstrate foundational knowledge of the contribution of

research to the past and current theory of educational communications and technology.

5.1.1 Instructional Design

The Instructional Design project provided the perfect platform for learning and

demonstrating theoretical foundational knowledge and application. Inspiration for

the design of the THINK then DO instructional model was derived from the belief

that research from the past contributes to applications in the present. Five

learning theories contributed to the first stage of the instructional model which

includes identifying the learner and the learning objectives, determining the best

methods for delivery of the content, and preparing a design of the plans and ideas.

The first stage of the instructional model is titled “THINK” to remind us to consider

the theoretical foundations that shape our curriculum. THINK about the research
EVIDENCE OF STANDARDS ACHIEVEMENT 37

behind the Behaviorist Theory (Skinner, 1904-1990) and the knowledge acquired

that a learner requires reinforcement to create changes in behavior. THINK about

the Cognitive Theory (Thorndike, 1874-1949) that shows that repetition and

practice can lead to understanding and retention. THINK about the Constructivist

Theory (Piaget, 1906-1980) that showed us that greater learning can occur if we

allow the learner the freedom to interpret and solve a problem in his/her own

way. THINK about the Partnership for 21st Century Skills that supports the learners

acquisition of skills necessary to succeed in our digital age. And last but not least,

THINK about the Humanistic Theory (Maslow, 1908-1970) and its’ reminder that

we must empower the learner to become an active participant in their own

learning. These five theories inspired the THINK portion of the model because

each theory is sound and has been proven to be correct. Learners of today, like

learners of the past and learners of the future, are human, complex, and diverse.

Applying all the research that contributes to understanding how we learn is the

best way that educators can contribute to how we teach.

5.2 Methods: Apply research methods to solve problems and enhance practice.

5.2.1 Strategic Planning

The Strategic Technology Plan prepared for the Ozark Literacy Council was a

project that sought to answer three questions; 1. Where are we now? 2. Where

are we going? and, 3. How will we get there? Non-experimental research

approaches utilized to answer these questions included qualitative research,

quantitative research, historical research, survey’s, interviews, and content

EVIDENCE OF STANDARDS ACHIEVEMENT 38

analysis. Qualitative, quantitative, and historical research was conducted through

interviews with the Director, Board Member, Instructor, and Program Director to

answer the question “Where are we now?” as well as to gather information on the

history of the organization and how past technology problems were approached

and solved. Information obtained included numbers such as how many adult

students were served per year, how many volunteers tutors and volunteer hours

were donated, and how many applications were processed. These numbers

provided the baseline figures for calculating projected needs based on the

projected growth of the City of Fayetteville obtained from Demographic Research

data produced by the UALR Institute for Economic Advancement

(http://ualr.edu/aedi). Quantitative research was also conducted by manually

counting technology hardware on site. This included a qualitative statement

determined by the age of the equipment and contribution, or lack of, to the

learners. Applying the research data collected regarding expected growth of the

city to the vision of the council helped answer the question “Where are we

going?” The scientific approach taken to answer the first two questions resulted in

a logical answer and solution to the final question, “How do we get there?” This

solution is referred to as the “Gap” because it identifies the gap between the

current situation to the ideal situation. The final research methodology used were

surveys. One survey was conducted through website to obtain a sample of the

opinions regarding the effectiveness and efficiency of the website. The second

survey was conducted with the staff by asking them to rank the identified needs
EVIDENCE OF STANDARDS ACHIEVEMENT 39

on Impact and Effort with a score of 0 to 10 with 0 being no impact or effort and

10 being maximum impact or effort. This method was selected because it requires

ranking by two variables – impact and effort.

Figure 5 - Needs Ranking Survey

Results were tabulated and plotted on an Action Priority Matrix and the results

were provided to the Director. All results and findings were reviewed and

considered during the formation of the Action Plan.

5.3 Assessing/ Evaluating: Apply formal inquiry strategies in assessing and evaluating processes

and resources for learning and performance.

5.3.1 Strategic Planning

The Strategic Technology Plan project demonstrates formal inquiry strategies in

assessing and evaluating processes and resources for learning and performance

with the inclusion of a formal Evaluation Plan. The evaluation plan will assess the

successes or failures of the technology plan by how seamlessly the staff,

volunteers, and students are able to implement and utilize the technology changes

planned. The evaluation sought to provide data as it relates to manpower and

progress and will try to answer the following questions:

EVIDENCE OF STANDARDS ACHIEVEMENT 40

1. What are the identifiable changes in efficiency?

2. What are the identifiable changes in effectiveness?

3. Were the technology needs implemented supportive of the identified

needs?

To assess and evaluate the following methods will be utilized:

1. Interviews - Interview staff, volunteers and stakeholders and ask the

evaluation questions listed below. Data gathered should provide

qualitative data of the changes made.

a. Do you feel the strategic plan adequately identify technology

needs to support the technology vision?

b. Are the goals and objectives necessary to support the 5-year

vision statement realized?

c. Have the stakeholders supported the implementation of the

strategic plan?

d. Does the strategic plan provide guidance to avert future

technology deficiencies?

2. Website Survey – Add a one question survey option at the end of the site

visit. The question is “Did you find what you were looking for?” Allow for

a comment with the question should the visitor choose to add a

comment. Data gathered will be quantitative in nature and will be

utilized to plan website updates.

EVIDENCE OF STANDARDS ACHIEVEMENT 41

3. Document Analysis – Review the Arkansas AERIS database for students

served, volunteer hours, and records entered. Data gathered should

provide quantitative data of successful support of additional learners.

4. Observation – Planned visits to view usage of student computers, library

book checkout process, and action plan progress. Observation will be

scheduled as needed during implementation of an action item, once per

month during the first year, and quarterly in the remaining four years of

implementation.

These evaluation and assessment methods will rely heavily on how the staff and

volunteers are able increase efficiency, effectiveness, manpower, and progress as

measured by the successes of their students.

5.4 Ethics: Conduct research and practice using accepted professional and institutional

guidelines and procedures.

5.4.1 Strategic Planning

Research and practices demonstrated during all phases of the strategic planning

process were conducted with the utmost care and concern for the client and their

organization. Personal ethics of honesty and integrity were always followed by

being truthful and respectful with the personnel at the Ozark Literacy Council at all

times. Professional conduct was demonstrated by providing the clients with

documentation to show the legitimacy of the project and by providing an

assurance that all interaction and information was confidential and would not be

disclosed outside of organization and classroom. Institutional guidelines and

EVIDENCE OF STANDARDS ACHIEVEMENT 42

procedures were followed by providing the client with a copy of the course

syllabus, course schedule, and the provided week-by-week plan outlining each

step to be completed over a 16-week period. Instructions provided by the

instructor regarding quantity of communication, meetings, respect of client’s time,

respect of client’s facilities, and respect of client’s technology were always

adhered to. All policies and procedures outlined under the UA academic initiatives

and integrity were adhered whether the work or communication was conducted in

Blackboard, electronic email, phone call, or at the client’s facility. Research

methods used were through suggestions or instructions from the instructor.

Ethics, professional behavior, and a positive and grateful attitude, never wavered.
EVIDENCE OF STANDARDS ACHIEVEMENT 43

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