All posts by joshuasll


EDTECH 503 – Please see the “Artifacts” section of this website for a full collection of my work. Blank text

Direct Link: Final Instructional Design Project


EDTECH 533 – Please see the “Artifacts” section of this website for a full collection of my work. Blank text

Direct Link: EDU Remix Video


EDTECH 541 – Please see the “Artifacts” section of this website for a full collection of my work.

Part 1 – Video Library

In this activity I searched for videos related to art, art history, and design. In short, I located 10 videos from the course’s list of video resources to include on this page. Each video shows its title, a brief description of how it relates to my classroom, and, of course, the video content itself.

1. Aparna Rao: High-tech art (with a sense of humor)

Description: This video is of a talk Aparna Rao gave at one of the TED conventions on the combination of technology, education, and art. In short, I believe this video would serve as a great inspirational piece to my class. Essentially, it would show my students the possibilities their art skills posses in creating something unthinkable.

2. How to Draw Cartoon Characters : How to Draw the Head on a Cartoon

Description: This video provides basic instruction on drawing a face around a cartoon expression. In short, I believe this video and other videos like it would be a great tool in assisting my students with the fundamentals of drawing. In short, it would teach them about proportions and dimension.

3. A Tribute to Vincent Van Gogh

Description: This video is a continuous look at collection of masterpieces by the artist Vincent Van Gogh. Essentially, I believe this video would be a great tool for teaching students about this particular artist and his style. Additionally, it will provide students visual examples of his historical composition, use of color, and brush techniques.

4. The Dark Genius of Caravaggio

Description: This is a video of the work of Caravaggio. In essence, I see this video being used in much the same way as the Vincent Van Gogh video. In other words, this video will provide my students with a firmer understanding of the techniques and styles found in Caravaggio’s works. Additionally, it will provide cultural and contextual backgrounds for the student’s to study Caravaggio’s inspiration.

5. Death in the Rijksmuseum

Description: This video is of the collection of art housed under the Rijksmuseum in Amsterdam. In short, this video will give my students an understanding of how art reflects the culture, religion, economics, and activities of people in that area. In other words, it will show them how art carries messages about more than just beauty.

6. How to draw Roronoa Zoro (One piece) – Drawing Tutorial Video

Description: This video is a drawing tutorial for learning how to draw a Japanese Anime character using a basic computer art program. In short, this video would be a good tool for teaching my students how to use computer software to create some of their favorite types of art. Additionally, it would also serve as a great motivational tool for the students.

7. Let’s draw a crocodile!

Description: This video is great drawing tutorial on how to draw a cartoon crocodile. Basically, this video would be perfect for providing a step-by-step lesson on how to draw an animated animal. Essentially, it lets the students learn about a variety of art techniques by teaching them attention to detail by mimicking.

8. Let’s draw a cat!

Description: This video is step-by step tutorial on how to sketch a cartoon cat. In short, this video provides background information on stylizing and composition. In fact, it allows students the opportunity to learn about a variety of art techniques by simply following the instructor.

9. Let’s draw a dog!

Description: This video is tutorial on how to create a cartoon dog. In essence, this video teaches you the geometry and techniques behind the creation of this cartoon animal. Essentially, it allows students to practice the art of animation at a fundamental level.

10. The Making of “Hero”

Description: This video is inspiring look at the creation of an art piece using an artistic method know as Pointillism. Essentially, this video would provide my students inspiration by seeing the amount of work, skill, and dedication this artists has to honing his craft. In short, this is a perfect motivational piece.

Part 2 – Video Enhance Lesson Plan

Joshua Smith

Combining Old World Techniques with New World Techniques: Using Multimedia Technology to Enhance the Study of Art and Art History

Introduction: This lesson was created for instructors looking for a meaningful and exciting way to convey art and art history to his or her students. In short, with limited student attention spans, it can be a challenge to convey the excitement of art and art history to today’s youth. One tool I discovered that reinvigorates students is the medium of video.

Thus, this particular lesson utilizes a library of videos to inspire and teach students about various artists, art styles, period of arts, and specific techniques used throughout the long recorded history of art. In fact, it focuses on the use of multimedia to teach students specific terminology and famous works of art through demonstrations, narrations, and tutorials.

Specifically, this lesson asks each student to draw a specific character outlined in one of included tutorials in the video library and stylize it like one of the artists also featured in the aforementioned library.

Content Area and Grade or Age Level of Students: Art and Art History, Grades 7 -12


  • Students will be able to explore art history using video and other multimedia
  • Students will be able to identify famous artists and artistic styles by comparing and contrasting famous artistic works through the use of video and multimedia
  • Students will learn new artistic techniques and terminology through the study and examination of multimedia tools
  • Students will be able to draw correlations between their artistic skills and related technology

Standards Addressed:

Idaho Content Standards

  • 9-12.ICT.1.1.2 Create original works as a means of personal or group expression using multiple resources and formats.
  • 9-12.ICT.1.1.3 Create models and simulations to explore complex systems and issues to identify trends and forecast possibilities.
  • 9-12.ICT.2.1.1 Inquire, interact, and publish with peers, experts, or others employing a variety of digital media and environments.
  • 9-12.ICT.2.1.2 Collaborate with others using digital tools and media to identify issues and exchange ideas, develop new understandings, make decisions and/or solve problems
  • 9-12.ICT. 3.1.2 Evaluate and select a variety of resources to solve an information problem or make an informed decision.
  • 9-12.ICT.3.1.3 Formulate specific searches using advanced navigation skills to access a variety of resources.
  • 9-12.ICT.3.1.4 Collect, analyze, organize, and interpret data and information to make informed decisions, draw conclusions, and construct new understanding and knowledge.
  • 9-12.ICT.5.1.4 Integrate new technologies into current knowledge and practices.
  • 9-12.VA.1.1.1 Identify representative visual works of art from a variety of cultures and historical periods.
  • 9-12.VA.1.1.2 Outline the history and function of a particular visual art form.
  • 9-12.VA.1.1.3 Compare and contrast the historical, social, and environmental contexts that influence artistic expression.
  • 9-12.VA.1.1.4 Compare and contrast aesthetics from different cultural perspectives.
  • 9-12.VA.1.2.1 Compare art forms that share common characteristics (e.g. form, line, space).
  • 9-12.VA.1.2.2 Analyze a visual art product or art performance that integrates media, processes, and/or concepts from other performing arts disciplines.
  • 9-12.VA.1.2.3 Relate the trends and movements in visual art to other disciplines in the arts and humanities.
  • 9-12.VA.2.1.1 Develop and present basic analyses of works of visual art from structural, historical, and cultural perspectives.
  • 9-12.VA.2.1.2 Construct meaning and support well-developed interpretations of works of art with evidence.
  • 9-12.VA.2.1.4 Identify iconography in an artist’s work or a body of work and analyze the meaning.
  • 9-12.VA.2.1.5 Analyze an artist’s use of the elements and principles, and how they contribute to one’s interpretation of the artwork.
  • 9-12.VA.3.3.1 Plan and produce a work of art applying media, techniques, and processes with skill, confidence, and sensitivity.
  • 9-12.VA.3.3.2 Apply various symbols, subjects, and ideas in one’s artwork.
  • 9-12.VA.3.3.3 Use the creative process (brainstorm, research, rough sketch, final product) to create and critique a work of art
  • 9-12.VA.3.3.4 Determine and execute appropriate visual presentation of an original artwork.

Relative Advantage: The are a number of benefits for exploring art and art history using multimedia like:

  • The ability to demonstrate how the multimedia elements and principles can be used to solve specific visual arts problems.
  • The ability to use multimedia to present convincing or accurately rendered subjects that demonstrate refined observational skills.
  • The ability to critique one’s own work with the intent of revision and or refinement.
  • The ability to locate and use appropriate multimedia resources in order to work independently, monitoring one’s own understanding and learning needs.

Timeline: The entire lesson will be addressed over the course of a week. The students will have by the end of their art class on Friday to hand in their final composition. Specifically, the students will have 55 minutes each day to work on and complete the overall assignment.


  • Computers with Internet access
  • Headphones for each computer workstation
  • A Video Library
  • A sketch book for each student
  • Two No. 2 pencils for each student
  • A set of colored pencils for each student

Grouping Strategies: There are 25 computer workstation for 22 students within my classroom. Thus, each student will have his or her assigned workstation available to them all week. Additionally, if instructor does not have enough workstations for this lesson, please divide the group so that all students have time to review the video library on the first day of the lesson.

Learning Activities: The tasks to be completed for this lesson by each student are as follows:

1. Students will log onto their assigned workstations using their previously assigned school email address and password.

2. Once the student has logged on, they will access the assigned video library consisting of 10 videos selected to accompany this assignment by logging onto the Internet.

3. After the students have accessed the video library directly, each student will view the assigned videos included in the video library for this assignment using their computers and headphones placed at each workstation.

4. Next, students will select a subject to sketch from five of the included videos that provide tutorials on sketching different subjects. They are: a face, a man/woman, a crocodile, a cat, or a dog.

5. Once the student has selected their chosen subject, they will use their sketch book and a No. 2 pencil to begin the tutorial on their selected subject. In other words, they will watch the selected video on their subject to learn techniques on how to draw the subject.

6. The student will ensure they use two specific techniques from their tutorial to include on their final composition.

7. After sketching out there subject, the students will once again view the other five videos for inspiration and examples on the style they want their sketch to mimic.

8. The student must choose from the styles discussed, showed, or mentioned in the videos on styles of art to stylize their sketch with a set of colored pencils.

9. Finally, the student must turn in their final composition by the end of the last day of the week.

Assessment: In short, the success of the lesson in terms of student motivation and satisfaction will be determined by a survey given to students the following week. As for the actual assessment for the above assignment, the instructor will grade the final composition submission according to a rubric of required elements and steps. These elements include sketching an object from the included video library, applying a famous artist’s style from the same video library to the sketch, and including two recognizable techniques in the final composition.

Adaptations for Learners with Special Needs: The following adaptations could be made to meet the needs of ELL learners:

  • Break assignments into smaller, manageable parts.
  • Use peer tutors.
  • Underline important directions, and key words.
  • Allow more time for completion.
  • Give immediate feedback and lots of encouragement.
  • Use large resolution screens.
  • Keep directions simple, write them out, or give them orally.
  • Use cooperative learning strategies.


Price, K. M., & Nelson, K. L. (1999). Daily planning for today’s classroom: A guide for writing lesson and activity plans. Belmont, CA: Wadsworth Pub. Co.

Serdyukov, P., & Ryan, M. (2008). Writing effective lesson plans: The 5-star approach. Boston: Pearson Allyn and Bacon.

Warner, L. (2007). Inclusive lesson plans throughout the year. Beltsville, MD: Gryphon House.

AECT Standards:

1.1 Instructional Systems Design (ISD)
1.3 Instructional Strategies
2.3 Computer-Based Technologies
3.1 Media Utilization


Overall, my MET coursework has been a successful blend of academic excellence and hands-on experience. Combining theoretical coursework, case studies, group work and real-life application, the coursework has helped me to learn and understand how individuals learn. In short, this growth has enabled me to pull together my experience as a student and teacher and expand on the areas in which I am most interested as well as introduce me to fresh ideas, research and concepts that are developing every day. With a wide range of both theoretical and practical modules, the MET program has quenched my thirst for intellectual stimulation and teaching skill improvement. In short, I see it as an invaluable contribution to my career and outlook on teaching as a whole. Ultimately, I hope to find myself incorporating even more of what I have learned in the classroom into my daily profession. Therefore, with my professional goal of becoming an online trainer for a large technology corporation in mind, I am hoping to not only provide myself with a better education through an exciting degree, but to also gain a better understanding of educational technology now and in the future. Thanks for watching.

artifact 4

Lastly, the final artifact I found to be the most beneficial to my learning and professional career was the Virtual Field Trip assignment completed in EDTECH 502. In short, not only did it require me to understand HTML and CSS coding to complete it, but it also gave me another example of how educational technology could be used to create dynamic, educational lessons.

In short, virtual field trips can be amazing learning experiences. They provide students with the opportunity to actively participate in education, offering learning possibilities that are not readily available in the classroom. Fortunately, in my personal experience, virtual field trips allow my colleagues to explore various museums and famous art pieces without the obstacles like budgets, location, transportation, time, and resource restrictions. In essence, virtual field trips let my students explore the world of art right from their desktop.

Ultimately, this not only opened a world of learning for my students, but it also allowed me to target multiple learning styles to reinforce the new knowledge through various multimedia elements.

artifact 3

The third artifact I believe helped me greatly with my growth in learning and with my training in a professional setting is EDTECH 541’s Video Enhanced Lesson Plan & Video Library. In short, videos, if integrated wisely and well, can be a powerful media tool in the classroom. Thousands of educational videos are available online and can be used to demonstrate experiments, explain concepts, show historical events, and engage students visually in ways unheard of before now. Ultimately, this artifact in this course became one of the defining activities for my EDTECH education. In other words, it was one of the first times I was able to combine the creative, educational technology tools I had been studying with the logical, learning theories I had been executing. In a way, this was combining my new understanding of instructional design with the use of pre-existing materials to create a new lesson plan to teach students in a different yet engaging way. In fact

In fact, there are an endless number of ways to exploit video in order to create motivating, memorable and inclusive learning experiences. However, one thing I have learned after using this type of assignment professionally is that watching a video can also be a passive experience that requires different teaching methods that must be used to springboard student action and interaction with the assignment. Fortunately, video is also exciting, and typically requires only a little encouragement before students are willing to dive in and learn something new.

Overall, this assignment was great because it placed you in the thought process of both the student and the teacher. By collecting, watching, and studying videos for a library, I was able to understand the skill in finding legal and valuable resources that translate the intended goals and objectives of my specific lesson plan. Additionally, by creating the lesson plan, I was able to envision how the students would use the videos to explore art history, artistic techniques, and artistic terminology to gain an umbrella idea of how to combine old world techniques with new world techniques to create their own unique work.

artifact 2

Next, the second artifact I believe had significant meaning to my overall learning and professional development was EDTECH 533’s Mixing and Mashing Media assignment. Being that I teach design and often spend a great deal of time developing resources for project based learning, It was a pleasure, professionally, to not only see how many legal resources are available for students to use within their own unique projects, but also how wonderful it was to be able to spend less time on creating resources and more time focusing on the student’s needs and their overall learning.

Essentially, the practice of using pre-existing materials and turning into new work has long been a practice of many forms of creative and educational expression. In other words, a mashup or mixing of resources, just like this particular assignment, is meant to reuse already available elements to ultimately create something new or different with equally engaging educational value. In fact, during this assignment, I learned that the educational potential of using legal resources is a topic that will only increasingly become more relevant in today’s technologically-advanced society, especially as multimedia tools are becoming the norm for educational communication. In other words, I have seen my students place a greater emphasis on the quality of their work because they know their creations can be easily shared and examined in today’s Internet society. In short, they place a greater value on producing a product that is of high standard because an audience of one–the teacher–is less demanding than an audience of many–particularly one’s peers. Professionally, I have seen colleagues quickly recognize that publishing a multimedia document that communicates effectively requires attention to both the content and the design of the document.

Furthermore, I have seen a deeper level of learning thorough mash up assignments I have created for my design training. In other words, assignments like this show student composition representing ideas simultaneously through text, audio, video and sound. In other words, it increases the likelihood that students will acquire an understanding of complex information. Additionally, it is a reasonable belief that using an even wider range of media or legal resources will extend this effect. In fact, I truly believe that by using this approach with some of my assignments have increased motivation by my students to create their projects using a variety of different media . . . and this boost of motivation, of course, enhanced their overall attitudes as well.

Finally, I believe this assignment taught me and subsequently my students about fair use for media in education. As previously mentioned, today’s internet society has blurred the line about the fair use of copyrighted material in the classroom. In short, since all manner of content and media is now readily available online and easily shared, fear and misinformation have kept teachers and students from using valuable resources to build student’s critical thinking and communication skills. Thus, with the aid of creative commons tools and The Code of Best Practices in Fair Use for Media Literacy Education, there is now a clearer picture of what educators and learners can do under in the classroom. These lessons of creating, distributing, and sharing curriculum materials have made a huge impact on me as both a student and a trainer.

artifact 1

Reflecting back on what I have learned about during my time in the EDTECH program, I thought about the most meaningful and significant artifacts I created.  Specifically, I thought about how they have impacted my learning and professional growth, and after much thought, I realized that there were countless examples of how my particular work in the EDTECH program translated to real world application. For example, in EDTECH 503, I thought about my Final Instructional Design Project and how important good instructional design is to learning. In short, when I was working on this project, I learned that quality instructional design stimulates learning to happen faster and more efficiently than it would normally happen in a natural learning environment. In other words, instructional design adds a structured process to the action of learning. Specifically, it assesses the learner’s needs and ultimately applies an appropriate learning strategy to meet those needs. Additionally, I learned that good instructional design provides an academic foundation to learning that is largely developed under an immense amount of theories, standards, and pedagogies that are constantly reviewed and amended for ultimate effectiveness.

Now, although the aforementioned characteristic of instructional design was recently new to me professionally, I had always understood that quality instructional design entailed both a logical and creative design process. . . which for me is the perfect marriage. Training individuals on creative software for design during my work day, I knew instructional design was not only a creative, artful construction, but also a detailed development process that ensured the original educational message remained intact and enhanced. In fact, this unique combination is where I believe “design” differs from “art.” In short, in my professional experience “design” not only consists of creative, artful elements, but it also projects a specific concept that is meant to convey a deeper meaning or reflection.

Essentially, this assignment’s thoroughness taught me that instructional design is a special mixture of logic and creativity and is ultimately why I believe instructional design is like a modern art painting. In short, modern art is also the perfect combination of logic or technical knowledge and creativity. Furthermore, it is a medium that often gets discounted by the general public because of the amount of modern art and everyone’s belief in their own personal, artistic skills. In fact, much like designing a course, the average person sees creating modern art as something easy to do. For example, to a novice, a modern art painting is just a pretty, abstract picture, but, to the trained eye, a good modern art painting is planned and ultimately utilizes the artist’s unique set of skills to create the final image. In other words, when the average person looks at a modern art painting, they typically fail to see the skill in creating that image because of its excellent execution. Unfortunately, the same result is often experienced in instructional design. In all, I learned that individuals typically fail to understand what makes a particular instructional design good, but, fortunately, the instructional designer, like the professional artist, understands that applying certain principles and theories will ultimately strengthen the overall appeal of the design. This lesson’s impact was huge to me professionally. Ultimately, I learned that by researching the particular learning styles and the strength and weaknesses of my students, I was able to more effectively design a course for my colleagues that facilitated more effective learning.


Hi! My name is Joshua Smith, and welcome to my EDTECH portfolio reflection video. As a technical director and designer for a large marketing agency, I engaged in several years of “professional development” before transitioning to the role of a trainer or technology integration specialist. In short, since starting my studies at Boise State University, I have recently been given my first opportunity to design and facilitate technology learning sessions for my colleagues. By helping my fellow employees become active learners, I have utilized the learning and professional growth lessons I have obtained during my studies to not only advance my knowledge, but also my career.

Essentially, during my time at Boise State University, I have learned some universal truths that have helped me continually improve my learning. In short, I learned that whether you are a student or teacher, it always pays to be prepared, organized, and willing to ask questions. In other words, by engaging in the necessary prep work, setting dates aside for the course, and asking questions for clarification; an individual can better identify their learning style. Whether it is visual, auditory, or kinesthetic; knowing how you learn is extremely important in growing both academically and professionally.

Reflecting back on the learning experiences I gained this semester, I thought about how critical designing an online course was to my overall development and understanding of the use of educational technology. In fact, I believe that activity was probably one of the most eye-opening assignments I have had during my time in the EDTECH program. In short, an instructor’s sound understanding of the intricacies involved in designing an online course is critical to an instructor’s success in the current learning environment. Specifically, my biggest lesson during this assignment was figuring out how to effectively communicate important information to students using a content management system. In the end, the proper implementation and use of Moodle ultimately allowed me the opportunities to see how various pedagogies could be implemented in various creative and effective ways.

In probing further into what I have learned, I thought about how my newfound knowledge impacted my teaching over the last few months.  Essentially, after a lot of thought, I realized how important this class was in viewing my teaching and use of educational technology tools from the learners’ perspective (Ko & Rossen, 2010).  In other words, after using and experiencing many different teaching strategies and web tools for adult teaching in this course, I realized I was merely approaching my teaching from a singular viewpoint.  In essence, I had ironically been focused on teaching design technology tools from a more traditional standpoint.  Thus, since I made that realization, I have begun to review my personal teaching strategies to focus more on stimulating student engagement and retention.

More specifically, I plan to select a few of the effective instructional techniques from this class and ultimately implement them into my daily teaching.  For example, one of the main techniques I harnessed an understanding of in this class was experiential learning. In short, I quickly began to realize how motivated my students could be if I let them try new concepts or processes during my lessons (Taylor & Kroth, 2009, p. 6).  In other words, I realized that my students would exponentially increase their motivation and excitement towards a project based on how closely it resembled their own experiences (Ko & Rossen, 2010).  In short, for that idea alone, I am grateful for this course.

Finally, after reviewing the various assignments in this course that provided me with new knowledge to incorporate during my teaching, I immediately thought about how the lessons I teach often fail to use all of the educational technology tools I have available to me. In short, this is because I do not usually spend enough time learning or playing with a particular technology to learn it past its basic level. Essentially, the basic instructional methods I use do not typically engage my learners past their general curiosities. In fact, I now see that I may be hurting my students’ retention by failing to provide them more constructivist outlets. Thus, I look forward to making these changes and experiencing the positive results of my newfound knowledge.


Ko, S., & Rossen, S. (2010). Teaching online a practical guide. New York, NY: Taylor & Francis.

Taylor, B., & Kroth, M. (January 01, 2009). Andragogy’s transition into the future: Meta-Analysis of andragogy and its search for a measurable instrument. Journal of Adult Education, 38, 1, 1-11.