ETEC 661 Distance Education Technologies Fall 2009 Two Multimedia Examples
Getting Started with Google Surveys: An Asynchronous Lesson
In this project, students were asked to design and develop an interactive lesson for distance instruction, including an analysis of potential delivery systems and a rationale for selecting the system used for the lesson. Included in the product were instructional materials to enhance the distance lesson that specify criteria for assessment of student learning and lesson effectiveness and the use of appropriate technologies to deliver the instruction.
The audience for this project was the ETEC 661 class, and the delivery method was a website which can be accessed at https://sites.google.com/site/661final/. The paper and podcast are attached below. See the links to the standards in the Jing project section below.
The audience for this project was the ETEC 661 class, and the delivery method was a website which can be accessed at https://sites.google.com/site/661final/. The paper and podcast are attached below. See the links to the standards in the Jing project section below.
| 661_final_project..pdf |
| getting_started_feedback.pdf |
| googlesurveysteps.pdf |
| googlesurvey2.m4a |
ETEC 661 Jings in Distance Education: What, When, How? - Podcast Delivery
Another project for ETEC 661 resulted in the production of a podcast about the use of Jings in Distance Education. The files associated with the product and the podcast are attached below.
In both of the projects on this page, the following AECT standards were addressed:
Standard 1 DESIGN: Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.The specific performance indicators for design evident in this project were:
The specific performance indicator for development evident in this project was:
Standard 3 UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
The specific performance indicator for utilization evident in this project was:
3.4.3 Identify and apply copyright and fair use guidelines within practice.
Standard 4 MANAGEMENT: Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project resource, delivery system, and information management.
The specific performance indicator for management evident in this project was:
4.4.1 Apply information management techniques in various learning and training contexts.
Standard 5 EVALUATION: Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion referenced measurement, formative and summative evaluation, and long-range planning.
The specific performance indicator for evaluation evident in this project was:
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an ECIT program or project.
In both of the projects on this page, the following AECT standards were addressed:
Standard 1 DESIGN: Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.The specific performance indicators for design evident in this project were:
- 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
- 1.1.1.a Write appropriate objectives for specific content and outcome levels.
- 1.1.1.b Analyze instructional tasks, content, and context.
- 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
- 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
- 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
- 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
- 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.
- 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
- 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.
- 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
The specific performance indicator for development evident in this project was:
- 2.0.1 Select appropriate media to produce effective learning environments using technology resources.
- 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.
- 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.
- 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in
the portfolio. - 2.2.1 Apply principles of visual and media literacy for the development and production of instructional
and professional materials and products. - 2.2.2 Apply development techniques such as storyboarding and or scriptwriting to plan for the development
of audio/video technologies. - 2.3.1 Design and produce audio/video instructional materials which use computer-based technologies.
- 2.3.2 Design, produce, and use digital information with computer-based technologies.
- 2.3.3 Use imaging devices (e.g., digital cameras, video cameras, scanners) to produce computer based
instructional materials. - 2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
- 2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
- 2.4.3 Combine electronic and non-electronic media to produce instructional materials, presentations, and products.
Standard 3 UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
The specific performance indicator for utilization evident in this project was:
3.4.3 Identify and apply copyright and fair use guidelines within practice.
Standard 4 MANAGEMENT: Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project resource, delivery system, and information management.
The specific performance indicator for management evident in this project was:
4.4.1 Apply information management techniques in various learning and training contexts.
Standard 5 EVALUATION: Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles, theories, and research related to problem analysis, criterion referenced measurement, formative and summative evaluation, and long-range planning.
The specific performance indicator for evaluation evident in this project was:
5.0.4 Identify and apply strategies to develop and implement a long-range plan for an ECIT program or project.
| 661_final_project.pdf |
| adams_final_proj_jing.doc |
| adams.661final.mp3 |
| adams_efficacy.mp3 |
