All posts by joshuasll

Reflecting on my experiences in creating a Moodle lesson, I thought about what was the most difficult part of the assignment. In short, in my experience, I found the creation of my assessment quiz particularly challenging. Essentially, as I later found out, this was a particular task that could actually be accomplished in multiple ways. In short, I believe the way I original completed the task ended up being the more difficult and challenging way. Specifically, I could not figure out how to add questions to my quiz. In fact, I do not believe this aspect of Moodle was very intuitive. In other words, the way an individual edits a quiz is entirely different then the way they would edit the rest of the elements present in the interface. For example, for all other elements in the Moodle interface, an individual selects the edit icon next to the element to adjust the contents within the element. Contrarily, for the quiz, you actual click on the element itself as if you were going to access the quiz. Basically, this is easiest way to add questions to a quiz, but, as I mentioned before, it is far from the most intuitive. Ultimately, the way I added question was through the question bank. In short, I added question to the bank and then had to reference it by clicking on the link to the quiz and asking it to pull the questions from the bank. In the end, I believe this was one of the most confusing and difficult parts of the assignment.

Essentially, for most of the difficult parts or problems that arose, I accessed the Moodle support forums to determine the best course of action for my issue. In short, I found the forums extremely helpful on a variety of problems I encountered. For example, I had an issue trying to figure out how to add discussion forum activities to the gradebook, and I ultimately found the solution on the Moodle support forums. Additionally, I also struggled to find the exact option that opened my links in a new browser window. Within the Moodle support forums, I found a variety of answers and ways to address that particular issue. In fact, many of the discussion forums users there had experienced many of the same issues I encountered building my first course in Moodle. Thus, I found it extremely helpful. In fact, the only issues I found using the forums was that many of the users assumed I also had administrative access to make changes. Although I am sure this is generally not a problem when creating a real course, I did find it limiting and confusing sometimes. Therefore, I would highly recommend scanning each discussion thread before diving too deep into executing an action. In other words, sometimes a thread can lead you down a path of completing an action only to find out that you do not have administrative privileges to actually complete it. Nevertheless, I would definitely suggest to an individual the benefit of using the Moodle support forums to address a problem or issue that arises in online teaching.

Overall, when reflecting on this assignment, I thought it provided great insight into online teaching. In short, I think this might be one of the most beneficial assignments I have completed in the EDTECH program. Essentially, the assignment provided real world experience on teaching in an online environment. Furthermore, not only did it provide many lessons on the development of an online course, but it also provided a unique look as to what my current and former instructors did in developing my online educational experiences. Specifically, this activity made me have a new appreciation for online teaching, and I unexpectedly found excitement in my course development. In other words, I found it exciting to use modern technology to instruct individuals. It felt really empowering that the Moodle technology allowed me to be creative and educational at the same time. Basically, I believe this assignment has restored my excitement for education, and I cannot wait to explore online teaching more in the future. In fact, I have again decided to reexamine my professional path to determine if online teaching would be the right course of action for me after graduation. In short, it has always been in the back of my mind, but this activity helped to bring it to the forefront again. Therefore, I look forward to exploring more of online teaching. In the end, I believe it is one of the most rewarding things an individual can do.

Finally, the most rewarding thing about this particular project was the support that I received from my classmates. Essentially, the chance and ability to interact with them on a particular project was extremely beneficial. Their support and advice on my particular course helped me immensely during this activity. In fact, I believe that everybody going through the same lesson helped provide each individual with a unique perspective on developing a course for the first time (Kamens, 1997, p. 93). In a sense, I believe this experience helped the class as a whole in becoming more involved with each other. In other words, it was extremely rewarding to benefit from the various experiences my classmates had gone through in their professional lives and during this project. Their insights and suggestions really helped me refine my course and even taught me different ways to achieve specific tasks. Thus, I would classify this aspect of the project to be the most rewarding experience I had. In fact, I wish I had experienced more of these encounters during my time in the education technology program. Ultimately, I believe it would have provided me an even more realistic look at teaching online and give me the confidence in knowing that I am able to effectively construct a course in an online setting (Kamens, 1997, p. 93). Thus, I look forward to the rest of my time in this program. In the end, I hope it is filled with more activities that can utilize the various viewpoints and strengths of my classmates.

 

Kamens, M. W. (December 07, 1997). A model for introducing student teachers to collaboration. Teacher Educator, 33, 2, 90-102.

Reflecting on this week’s readings, I thought about what elements I found particularly interesting. In short, I found the overall study on building the online classroom especially intriguing. Essentially, I found the thought of introducing smaller sample units of a course to assist an instructor in developing the skills necessary for implementing an entire course extremely helpful. Additionally, the idea of utilizing specific activities to meet stated learning objectives were well in line with the traditional classroom theories I am accustomed too. Nevertheless, the number and variety of examples provided were invaluable to me, and I can definitely see myself incorporating a majority of this information in future classes.

Overall, my reactions to what I read were that of hunger and excitement. In short, although I have thought about many of the same scenarios of online learning before, I rarely have actually examined concrete examples of how an online classroom is constructed form the ground up. In other words, I have never thought about how the foundation of an online classroom was actually constructed. Thus, I found myself wanting to consume as much information as possible about the subject. In a sense, it got me excited thinking about the future of my classroom and the future of education as well.

Specifically, I was very excited about examining the variety of Web 2.0 tools this week. Through the readings and our classroom discussion, I found myself with a variety of questions on how these tools could best be utilized for the classroom. They were: How could I know for certain that a particular Web 2.0 tool was suitable for my class, and how effective are these tools in helping students learn? Fortunately, after reading Dr. Hsu and Dr. Ching’s article on Twitter, I saw firsthand the effectiveness of these tools in the classroom. In fact, Hsu and Ching (2012) state that tools like Twitter have great effectiveness because of their ability to present information in a meaningful way in which students identify. Additionally, Hsu and Ching also addressed my concern for the suitableness of particular web tools by providing field learning experiences.

In short, the examples and experiences provided by my readings and my classmates gave me confidence to try more of the tools in my teaching. Essentially, I believe that more Web 2.0 tools should be utilized in today’s educational settings. Ultimately, one of the biggest parallels I drew to other things I have learned was to the ability and understanding of Web 2.0 tools by modern-day students. In other words, most students in today’s educational settings have some experience with many Web 2.0 tools. Thus, as an instructor, I need to be willing to take a leap of faith and believe that the majority of my students will have a relatively easy time mastering a particular tool.

Finally, I found that I would best be prepared for modern-day courseware by combining an understanding of Web 2.0 tools, software tools, digital materials, and resources as well as the theory on how an online course should be constructed (Ko & Rossen, 2010, p. 247). In the end, this practice will provide me with the knowledge on the best way to deliver course materials in an online setting (Ko & Rossen, 2010, p. 247). Thus, I thankful for getting a chance to study this great material this week, and I look forward to being able to implement it in the future.

 

Susan, K., & Rossen, S. (2010). Teaching Online A Practicle Guide. New York, NY: Routledge.

Hsu, Y.-C., & Ching, Y.-H. (October 01, 2012). Mobile Microblogging: Using Twitter and Mobile Devices in an Online Course to Promote Learning in Authentic Contexts. International Review of Research in Open and Distance Learning, 13, 4, 211-227.

Define online teaching and learning.

A relatively new phenomenon, online teaching and learning have become commonplace in the world of academia. In fact, online courses are now offered at most higher education institutions in the United States and are even becoming more common at the high school level (Dawley, 2007, p. 5). Essentially, in online teaching and learning, the student and teacher typically access the learning environment through a computer. In fact, all reading and viewing of the curriculum as well as the distribution and completion of all assignments are completed through the computer and Internet. Specifically, the student is usually at home or in a computer lab while the teacher is usually in some type of office setting in their workplace or home (Ko & Rossen, 2010).

In short, online teaching is defined as conducting an educational course partially or entirely through the Internet (Ko & Rossen, 2010). In other words, it is a form of distance education that does not involve the traditional learning environment in which students and instructors must meet at the same place and time (Ko & Rossen, 2010). Essentially, online teaching utilizes content and the strategies that demonstrate a considerable difference when compared to traditional textbooks and lectures. Some of the tools used by online teachers are: email, instant messaging, online drop boxes, a course management system, online grade books, online discussion boards, chat rooms, online video conferencing, blogs, wikis, videos and podcasts. In the end, these tools can be used for both the curriculum and the students’ work.

Lastly, online learning is defined as the use of computing and telecommunication technologies to deliver and receive educational course materials. In fact, online learning consists of the creation and use of rich, interactive, online experiences involving synchronous and asynchronous interaction and conferencing (Ko & Rossen, 2010). In short, online learning offers freedom to the modern-day student (Ko & Rossen, 2010). In other words, online learning is a viable medium that is available in a variety of environments and for a variety of students.

What is involved in designing effective online course?

The main goal in designing an effective online course is to design the course so it enables a student to work independently. In other words, an effective online course utilizes a system that can be used to guide the design of the course and evaluate its quality (Ko & Rossen, 2010). Typically, a general system would use elements like instructional design, communication, interaction, collaboration, student evaluation, student assessment, leaner support, learner resources, web design, and course evaluation (Ko & Rossen, 2010). Ultimately, the top priority in designing effective online courses should be to make sure the work can be completed by each student on his or her own. In short, students should not be left to wonder whether they are proceeding correctly at any point along their path to completion of the work. Thus, the design, instruction, and learning environment of the course must be effective.

Essentially, instructors have the responsibility to provide a learning environment conducive to online learning. Criteria like safety, support, interactivity, and flexibility can help guide instructors in establishing an effective learning environment. However, there are many decisions to make during instruction planning and delivery. Several of these decisions may affect the physical, social, cultural, and psychological aspects of the overall learning environment. For example, adult learners typically have an immense amount of experience that they can draw upon compared to children (Taylor & Kroth, 2009, p. 6) Therefore, the course should be designed with those aspects of the learning environment in mind. Thus, to avoid important learning environment decisions being left out and to guarantee that they align with other instructional choices, instructors should ensure environmental factors are taken into consideration within each instructional design stage. In the end, this consideration will ensure that effective online courses utilize the planning and aligning of the instruction through learning outcomes, assessments, and instructional strategies.

 

Dawley, L. (2007). The tools for successful online teaching. Hershey: Information Science Pub.

Ko, S. S., & Rossen, S. (2010). Teaching online: A practical guide. New York: Routledge.

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.

My worked example project was designed to give my learners a lesson on how to choose the proper amount of paint to buy. Essentially, I have designed this lesson to go along with my Art and Design 101 Series. Specifically, this lesson will teach the learners how to determine how much paint they will need when painting a room. In this worked example, I am using the segmenting principle to break my larger series into bite-size segments such as this one on how much paint to buy. Because this design series goes over many different aspects of art and design, it should be broken up into different small segments. Researchers Clark and Mayer state, “you can help the learner manage the complexity by breaking the lesson into manageable segments- parts that convey just one or two or three steps in the process or procedure or describe just one or two or three major relations among the elements,” (Clark & Mayer, 2008, p. 209). In other words, this particular lesson conveys just one aspect of art and design and the steps it takes from the larger unit.

In my lesson on how much paint to buy, I provide a worked example on how to determine the answer to this question. In short, this can be determined by simple mathematical equations. Therefore, I chose to focus, “on relatively straight forward tasks that illustrated the steps to solve a well-structured mathematical problem,” (Clark & Mayer, 2008, p. 226). In fact, I show the learners how to determine how much paint they will need using the square footage of the room. Furthermore, this is made more accurate by subtracting the square feet of the windows and doors. This worked example will be beneficial to the learners because research has shown that learning is more efficient with a greater initial reliance on worked examples when learners are first learning how to do something (Clark & Mayer, 2008, p. 227). Overall, I believe this lesson will help my learners retain important information.

Clark, R. C., & Mayer, R. E. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.

My digital story is about my love of traveling. Essentially, I have a passion for visiting new places and experiencing different cultures. In fact, I would rather experience the good and bad aspects of traveling to a new place than never take the risk at all. In short, I believe that traveling has opened my eyes to not only other cultures, but my own as well. In other words, I always find it fascinating to realize just how different or similar my culture is to others across the globe.

Ultimately, my project demonstrates the Personalization Principle because I use a conversational style of narration to tell a story. Essentially, people learn better from narrated animation that is done in a conversational style rather than formal. Clark and Mayer explain, “[h]umans strive to make sense of presented material by applying appropriate cognitive processes. Thus, instruction should not only present information but also prime the appropriate cognitive processing in the learner,” (Clark & Mayer, 2008, p. 184). In other words, when the learner is learning in a conversational style, they feel like they are engaged in the conversation. Furthermore, this stimulates the cognitive processing in the learner that makes them want to learn and become engaged in the lesson.

As I was creating this project, I found myself trying to make my presentation relatable to the learners. Essentially, I wanted to choose a subject that would be interesting to a wide group of people. Additionally, I wanted the narration to convey a casual and conversational style so that learners would want to engage in the presentation. Overall, I feel that I have learned what makes an audience more inclined to pay attention to one lesson over another. Thus, through completing this project, I feel that I have created a digital story that will grasp and hold on to the attention of the learner.

Clark, R. C., & Mayer, R. E. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.

The Coherence Principle: Constraints and Criteria

According to researchers Ruth Colvin Clark and Richard E. Mayer (2008), one of the most important recommendations they could make to an instructor is to keep his or her educational lesson uncluttered (p. 151). Essentially, this recommendation is the basis of the coherence principle. In other words, the coherence principle states that an instructor should avoid any material in a lesson that does not support the overall instructional goal (Clark & Mayer, 2008, p. 151). Specifically, the coherence principle states that all unnecessary information in a multimedia lesson should be eliminated. In fact, this particular principle has three very important criteria or constraints that ensure instructional designers or instructors create effective and interesting lessons.

Basically, there are three principles that instructional designers should follow. First, instructors should avoid adding any extraneous sounds in a lesson (Clark & Mayer, 2008, p. 153). According to the cognitive theory of multimedia, the capacity of human memory is very limited. Thus, any extra data should be eliminated so that the intended message is received by the learner. Second, instructors should avoid extraneous pictures in e-lessons (Clark & Mayer, 2008, p. 159). In other words, this specific constraint is built around the idea that an individual likes to paint their own mental picture and, subsequently, learn about a particular subject in their own way. Finally, the third bit of criteria suggests that instructors should avoid extraneous words in e-lessons (Clark & Mayer, 2008, p. 166). In the end, this principle states that simple, basic and concise on-screen text helps learning. Ultimately, I believe it is obvious that, by using the coherence principle, instructors and instructional designers can make lessons more efficient.

Successful and Unsuccessful Attempts to Apply the Coherence Principle

Specifically, I have seen this particular principle used successfully and unsuccessfully many times. In fact, I have seen an instructor successfully and unsuccessfully use this principle while utilizing PowerPoint software in a classroom setting. In short, I witnessed a successful use of this principle during a lesson on minimalism in the area of art and design. Ironically, in an effort to translate the meaning of this particular artistic style, the instructor only focused on necessary or functional elements of the subject. In the end, by utilizing this strategy in his PowerPoint presentation, the instructor assisted the learners in understanding or grasping the subject, by consistently receiving 20%-30% higher test scores on the information just learned by students.

On the other hand, I have also seen many violations of the coherence principle from instructors in the same situation. In fact, I remember auditing an English class where a PowerPoint was built around the subject of Shakespeare. Unfortunately, in an effort to thoroughly explain Shakespeare’s meaning behind many of his most famous passages, the instructor filled each slide with an extreme amount of text. In the end, this particular approach diminished the motivation and interest of each student listening to and viewing the presentation. In other words, because each student felt overwhelmed, they quickly lost interest and quickly became distracted by other stimuli in the room (Clark & Mayer, 2008, p. 169). In the end, the students scored consistently less on this specific chapter of information compared to all other chapters during the school year.

The relationship of the Coherence Principle to other Multimedia Learning Principles

When reviewing the relationship of the coherence principle to other multimedia learning principles, my mind is immediately drawn to the contiguity principle and modality principles. In short, the contiguity principle focuses on the principle of placing printed words near the graphics they describe for more simplified processing. In other words, because of a student’s limited processing capacity a large amount of information is more easily digestible when it is organized logically (Moreno & Mayer, 1999, p. 2). Next, the modality principle states that the information learners receive has to be processed through separate processing channels, one for visual processing and one for auditory processing. Thus, that is why it is important for students to use their more simplified, limited processing capacity on information that is critical to the overall goal of the instruction (Moreno & Mayer, 1999, p. 2). In other words, if students are too busy processing irrelevant information then they don’t have the processing capacity for the primary objectives of the instruction.

The Relationship of the Coherence Principle to the Fundamental Theories of Psychology

Next, in examining the relationship between the coherence principle and the fundamental theories of psychology, I am immediately reminded of the cognitive theory of multimedia learning and its three steps. First, the cognitive theory of multimedia states that individuals have a visual and verbal processing system (Mayer, 2001, p. 35). Next, the processing system has a limit to the amount of data it can process at any given time. Lastly, because of this limited capacity, individuals must learn by selecting and organizing only the most relevant information. In other words, this particular theory shares a close relationship with the coherence principle.

In short, the coherence principle states that an instructor should avoid any material to a lesson that does not support the overall instructional goal (Clark & Mayer, 2008, p. 151). Essentially, if there is extraneous information in a lesson that does not support the intended objectives then it provides processing problems for the learners who have limited attention spans and processing capacity. Additionally, like the cognitive theory of multimedia, some of the critical information may be lost by learners trying to process the extraneous information (Mayer, 2001, p. 37). Thus, that is why both the coherence principle and the cognitive theory of multimedia both state that important information is easier to process for the learner if the information is simplified, relevant, and organized.

Opinions and Limitations

Reflecting on my personal opinion of the coherence principle, I thought about what I liked or disliked about this particular principle. In short, I believe the coherence principle is an extremely important principle in the field of education, especially for instructors. In short, I believe in today’s age of technology and gadgets it is easy for an instructor to get caught up in a lot of irrelevant information when teaching a lesson. In other words, I believe they can overwhelm a student so much with various technologies and aesthetics that the students have a hard time understanding what the primary goal or objective is of a specific lesson. Thus, I believe this principle serves an amazing purpose in today’ educational setting.

Lastly, I do not believe there are any limitations or caveats the authors of our text left out of this principle. In short, I believe it was very thorough and well-thought-out in terms of a foundational, educational principle. Additionally, I also think the principle is broad enough that it can assist many areas and needs of the educational community. Therefore, I applaud the coherence principle, and I look forward to incorporating it even more in my daily tasks.

 

Clark, R. C., & Mayer, R. E. (2008). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.

Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.

Moreno, R., & Mayer, R. E. (June 01, 1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 2.)

https://dl.dropbox.com/u/28902137/edtech513joshpodcast.mp3

Specifically, the “Design of the Times” podcast series was created to address a missing link in the field of podcasts. In other words, it examines how design and art is used to impact the world and culture around us. In short, it takes snapshots of what current artists are creating to positively impact or cause change in the world around them. Each week, “Design of the Times” selects a theme and highlights a select few artist to track their work and progress on specific compositions created to utilize cultural resources in an effective and engaging way.

This week’s episode of “Design of the Times” entitled, “Making the Rules” examines how structure and system, often thought a detriment to the creative process, can be used to create new and astonishing works of art. Specifically, we look at subjects like systems of a response, factory systems, the artist as a filter, art engines, and mutable pictures. Additionally, we examine works from artists John Cage, Andy Warhol, Danica Phelps, Jens Hoffman, and more. Thus, click on our link and listen now, and we’ll show you the “Design of the Times.”

AECT STANDARDS

Essentially, this project addresses the Standard 1.2 Message Design of the AECT Standards because it involves planning for the manipulation of the physical form of the message. Specifically, the audio message created for this podcast was edited and changed for the final production. Additionally, this podcast also address Standard 2.4 Integrated Technologies. In essence, this podcast was produced and delivered using several different forms of media under the control of a single computer.

Essentially, the multimedia presentation I created was made to instruct beginning high school students on the tools needed for creating art. In short, the objective for my presentation is to assist learners in identifying examples of tools used in art. Specifically, I want to help them identify drawing tools, painting tools, and art mediums. In fact, the entire focus of the presentation is to show pictures and terminology of specific art tools to the intended learners so that they may identify and recognize the words, terminology, and tools in real-life. Additionally, through the narration or speaker’s notes of the presentation, each student also receives a definition and a clearer understanding of what a particular tool does. In the end, all of the aforementioned characteristics combined provide each student with a clear, detailed picture of the different type of art tools that exist.

In probing further into the instructional principles behind my presentation, I would like to examine how I will use multimedia and contiguity principles to help the intended learners more easily understand and engage in my presentation through active learning (Clark & Mayer, 2008, p. 71). In other words, I have used the three primary multimedia and contiguity principles in my presentation to actively engage my learners. First, throughout my entire presentation, I have used the first principle of multimedia and contiguity by including both words and graphics to mentally represent the specific presentation material by providing learners with mental connections between specific words and graphics (Clark & Mayer, 2008, p. 93). Additionally, I have also used the second contiguity principle by synchronizing the speaker notes of my presentation with the corresponding graphics on the page (Clark & Mayer, 2008, p. 102). In the end, by using the multimedia and contiguity principles in my presentation, I have helped ensure that all learners retain new knowledge through active learning and participation.

 

Clark, R. C., & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Jossey-Bass/Pfeiffer.

Reflecting on my personal learning log I created a few semesters ago, I began to think about the process of turning a blogging platform into a personal website. In short, for my personal learning log, I secured a more professional domain name and hosting platform to ensure that my academic work not only served me well during each Educational Technology course at Boise State University, but that it also served me well professionally in training and teaching employees and students. Next, after securing the hosting space, I installed Simple Scripts, a web application installer, to install the WordPress blogging platform on the designated hosting space. After installing WordPress onto the hosting space, I created a home page, an about page, a projects page, a blog page, and a contact page as the foundational sitemap of my learning log. Lastly, after completing the sitemap and foundational navigation system, I installed a custom theme with custom graphics to give my website a personal look. In the end, the aforementioned procedure is the entire process I used to turn a blogging platform into a website.

How this Aligns with AECT Standards:

This activity aligns with AECT Standard 2.3 Computer-Based Technologies because it represents the foundational nature of a blog. In other words, a blog is essentially a digital or computer-based technology that is used to produce and deliver relevant material. In fact, blogs are the perfect technology to create, edit, and distribute digital or microprocessor-based resources to large, diverse audiences. Specifically, this educational blog is an effective way to produce projects, assignments, and editorials for my instructor, my peers, and the university. In the end, I believe the activity of creating a blog effectively meets AECT Standard 2.3.

Part 1: Reflection

What you have learned?

Reviewing what I have learned during this course, I feel extremely happy to have learned a number of things that I can actually use in my day-to-day life. In other words, I believe I have experienced meaningful learning. In short, meaningful learning occurs when complex ideas and information are combined with students’ own experiences and prior knowledge to form personal and unique understandings. In short, I believe this is the most valuable lesson I have learned during this course. In fact, by experiencing meaningful learning myself, I have been able to transfer it to my students. In short, I have found that when learning is meaningful the student comprehends the relationship of what is being learned and transfers it to other knowledge like technology.

How the course work demonstrates mastery of the AECT standards?

In short, I believe that my course work demonstrates mastery of the AECT standards in a variety of ways. In fact, I believe all of my content specific assignments demonstrate the foundational AECT standards of design, development, and utilization. In other words, I believe I meet standard one by demonstrating my ability for instructional design and educational strategies. In other words, by assessing my students’ needs and identifying the goals and objectives that need to be taught, I have become extremely proficient in designing instruction and strategy that result in my institution’s overall expected outcomes. Next, I believe all of my course work in this course demonstrates my knowledge, skills, and dispositions to develop instructional materials through the use of experiences like print, audiovisual, computer-based, and integrated technologies. Lastly, I also believe that my work demonstrates utilization and implementation by applying principles and theories of utilization and implementation in continuously using technology successfully in my specific educational lessons.

How you have grown professionally?

Throughout my professional years, I have learned many valuable lessons from being a teacher. Specifically, during this course, I have learned that the teacher has not actually taught until the student has learned. In other words, I have learned that to be a responsible teacher I need to understand how each individual student learns best, and to, ultimately, recognize that each individual student has his or her own learning style. Furthermore, during this course, I have learned that I need to guide the majority of the students as well as the minority into a learning environment in which they are comfortable. For example, over the last semester, I have varied my teaching style to facilitate the learning of different students. Specifically, my approach has been toward active learning in order to help my students develop independently, and, ultimately, take responsibility for their professional and personal development.

How your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?

Reflecting on how my teaching practices have been impacted during this course, I realized I have more confidence. In other words, I have become more unafraid to try and implement more technology into my daily lesson plans. In short, I have realized that I have to be brave enough to face failure in order to succeed. Furthermore, I thought that the lesson in persistence, itself, was a valuable lesson to teach my students about not being afraid to try and test new ways of doing things. Essentially, I have realized that in using technology, like many things, we typically have very little professional development. Thus, I believe it is almost essential to experiment with what works and what does not work when using technology as an instructional tool. In the end, I realize that the only way to teach my students the knowledge and skills that will be valuable for their future professional careers is to stay abreast of the continuous advancements in education and technology.

How theory guided development of the projects and assignments you created?

Being an educator in the field or art and design, I believe that a lot of my lesson plans, projects, and assignments are shaped by constructivism. In short, constructivism is a theory of learning that states learners construct new ideas or concepts based upon their current or past knowledge. Essentially, in my experience, constructivism is a very open type of planning. In other words, I actually design instruction around a learning objective and resources at hand, and provide students with an opportunity to explore, build, and demonstrate their learning. In the end, I believe constructivism has consistently led me to develop my projects and assignments by ensuring that I continue to shift the focus of the learning environment from one which is very instructor-centered to one that is very learner-centered.

Part 2: My Performance

Content – I believe the content of my blog posts offers insightful synthesis and enriched content that provides readers clear connections to the classrooms’ previously or currently covered topics as well as real-world experience. 70 pts of 70pts

Readings and Resources – Including numerous research and readings form our course text and various other resources I study during the week, my blog is supported by strong academic research in the traditional APA format. 20 pts of 20 pts

Timeliness – After ensuring I had a firm grasp upon the material covered in a week, all of my postings were made in plenty of time for my classmates to review and comment. 20 pts of 20 pts

Responses to Other Students – I ensured that each week I substantially responded, in the class’s forum and my classmate’s blog, to two or more students in a detailed manner. 30 pts of 30 pts

Final Grade: 140 pts of 140 pts