CONTENT PEDAGOGY - ELEMENT 2: USING
Candidates will implement appropriate educational technologies based on content pedagogy.
Artifact: Final Proposal for Instructional Program
Description:
GDIT 709:Instructional Program Development, Fall 2014
This assignment was a written proposal that was to be developed individually by each student describing a plan for an instructional program. This proposal demonstrates (through text and graphical displays) an awareness of how to apply systematic instructional design and learning principles to tackle real-world problems in any setting. The instruction or training that you plan can range from a unit of study to a complete course or training program. The target learners can be traditional "students," teachers or anyone who needs training to foster an organization’s or institution’s goals.
Candidates will implement appropriate educational technologies based on content pedagogy.
Artifact: Final Proposal for Instructional Program
Description:
GDIT 709:Instructional Program Development, Fall 2014
This assignment was a written proposal that was to be developed individually by each student describing a plan for an instructional program. This proposal demonstrates (through text and graphical displays) an awareness of how to apply systematic instructional design and learning principles to tackle real-world problems in any setting. The instruction or training that you plan can range from a unit of study to a complete course or training program. The target learners can be traditional "students," teachers or anyone who needs training to foster an organization’s or institution’s goals.
Reflection:
By implementing and modeling how to apply content pedagogies into instruction, students are able to understand and value their importance. The whole point of creating technological resources— instructional materials and instructional systems— is that they are used by learners. This term can also be referred to as, "the acceptance and use of technological processes, such as instructional systems development" (Januszewski & Molenda, 2008). It simply is not enough to study such processes or to create them, such as when one proposes a new instructional design model. Educational technology fulfills this notion when learners actually use instructional materials and systems and thereby benefit from the analysis and design work that has preceded the use. Personally, by reflecting on this standard of implementing appropriate educational technologies based on content pedagogy and creating learning modules that are appropriate of an asynchronous learning environment (CourseSites), I grew in my knowledge of selecting appropriate educational technologies (videos, quizzes, discussion boards, and creating a place to turn in assignments) that work well with such an environment and fit the flexible schedule of adult learners. Professionally, I also grew to understand how to appropriately implement instructional materials in an online learning environment using the ADDIE model. This in turn, impacts students in that they are the central focus when applying such technological resources into the online learning environment. Students are able to take charge of their learning and share how they are absorbing and applying the techniques share throughout the asynchronous course.
Resource:
Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. Routledge.
By implementing and modeling how to apply content pedagogies into instruction, students are able to understand and value their importance. The whole point of creating technological resources— instructional materials and instructional systems— is that they are used by learners. This term can also be referred to as, "the acceptance and use of technological processes, such as instructional systems development" (Januszewski & Molenda, 2008). It simply is not enough to study such processes or to create them, such as when one proposes a new instructional design model. Educational technology fulfills this notion when learners actually use instructional materials and systems and thereby benefit from the analysis and design work that has preceded the use. Personally, by reflecting on this standard of implementing appropriate educational technologies based on content pedagogy and creating learning modules that are appropriate of an asynchronous learning environment (CourseSites), I grew in my knowledge of selecting appropriate educational technologies (videos, quizzes, discussion boards, and creating a place to turn in assignments) that work well with such an environment and fit the flexible schedule of adult learners. Professionally, I also grew to understand how to appropriately implement instructional materials in an online learning environment using the ADDIE model. This in turn, impacts students in that they are the central focus when applying such technological resources into the online learning environment. Students are able to take charge of their learning and share how they are absorbing and applying the techniques share throughout the asynchronous course.
Resource:
Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary. Routledge.