- Plans and designs effective learning environments and experiences supported by technology
- Applies technology to facilitate a variety of effective assessment and evaluation strategies
- Demonstrates understanding of social, ethical, legal, and human issues surrounding the use of technology and applies it in practice
- Revised Instructional Plan for Technology Integrated Project, EDCI 56400 Integration and Management of Computers in Education, Summer 2012
- TIP Presentation, Technology Integrated Project, EDCI 56400 Integration and Management of Computers in Education, Summer 2012
- Sample Narrated PowerPoint Presentation, Technology Integrated Project, EDCI 56400 Integration and Management of Computers in Education, Summer 2012
In my years of providing Blackboard training and support I have observed that faculty are often unaware of how they can use the software they already have to easily create engaging and innovative instructional materials. Many users are also sometimes overwhelmed by technology, and their creativity is unlocked when the process of using it is demystified. Additionally, faculty new to teaching distance education courses regularly comment to me that online learning environments feel cold and impersonal. With these observations in mind, I decided to focus my EDCI 56400 Technology Integrated Project on designing a workshop that would train faculty to use Microsoft PowerPoint to create narrated presentations for use in their Blackboard course sites. Additionally, PowerPoint is not a program I have worked with extensively, and I had never recorded a narration before, so the project also entailed teaching myself.
My design resulted in a 6-hour workshop that would be delivered in two parts. In the first half, faculty are facilitated in learning how to create basic presentations, record narration, and engage in group activities on using presentations pedagogically to focus student attention, highlight significant instructional content, and scaffold student learning. In the second half of the workshop, group activities shift toward discussions of the advantages, challenges, and pedagogical applications of using recorded materials in an online environment, uploading to Blackboard the presentations created during the workshop, and faculty are encouraged to revise and share their narrated presentations. Lastly, the workshop wraps up with a review of the narrated presentations according to a rubric I developed for the workshop. All participants would also be asked to complete a workshop evaluation electronically that would generate data use to revise the workshop as needed. Additionally, the presentations uploaded by participants during the workshop could be examined to assess the effectiveness of the instruction (although this does presume that the skills were acquired during the session).
In this project and others, I have tried to include activities that encourage community building. In this workshop, I incorporated that through group activities that require the participants to draw upon their instructional experiences, and to interact with each other. I plan on furthering my knowledge of the ways community building can be accomplished and on incorporating this approach in other instruction I may design in the future.
Meeting the Competency
The first portion of this competency is fulfilled in the Technology Integrated Project by a detailed instructional plan, the design of an effective learning environment is represented in a facilitator led workshop, and these experiences are supported by technology, namely the use of PowerPoint to create narrated presentations.
The electronic survey and in the review of the uploaded narrated presentations featured in the workshop design applies technology to facilitate a variety of effective assessment and evaluation strategies. For example, if the uploaded presentations indicate consistent errors in some step of creating a presentation, or in the included content, the information gained may be used to improve the instruction.
An understanding of the social and human issues surrounding the use of technology is demonstrated in the Technology Integrated Project, and in the workshop design, it is applied in practice. The workshop design draws upon the social interaction of the participants, and is done with the intent of building community. In addition, by drawing upon software faculty already use and presenting the material in a simple to understand process, a designer can lessen the stress of using technology.