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- Emily Pitts
emilypitts@yahoo.com
The table below indicates my work in Instructional Design and Development foundations, analysis, design, development, implementation, and evaluation.
For more information about my graduate work, please visit my Master's Portfolio.
| Theme | Artifacts |
|---|---|
| Foundations |
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| Analysis |
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| Design | |
| Development |
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| Implementation |
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| Evaluation |
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My journal for 6100, Introduction to Instructional Technology, demonstrates my proficiency in foundations.
This journal helped me to record and reflect on my interpretation of various instructional design and learning theories. It gave me a space to explore what the term "Instructional Technology" means and what it takes to be an instructional designer. Personal improvements and development of ideas about the field can be seen between the first entry, "Thoughts on Instructional Technology," and the final posting, "What is Instructional Technology?"
A Scaffolded Approach to Creating Web Sites
A Scaffolded Approach to Creating Web Sites demonstrates my proficiency in foundations through the application of educational theory to a real-world instructional problem.
This lesson plan approaches professional development from a constructivist viewpoint. It makes clear connections to scaffolding by showing gradual removal of instructional support and guidance as the learner becomes more confident.
This artifact is realistic and applicable to this real-world situation. The concept of two-phased learning (instructor-led and independent) is appropriate for the subject and audience. The evaluation techniques outlined support constructive feedback to the learner on an individual, as needed, basis.
Web Standards and Accessibility
The design proposal for Web Standards and Accessibility represents my proficiency in analysis and implementation.
In this group project, I served as the content expert and helped to define instructional goals and related concepts. I also contributed to all aspects of analysis: the performance assessment, learner analysis, resource analysis, and task analysis. The task analysis helped solidify Bloom's Taxonomy for me, as we added tasks of increasing difficulty and dependence that ranged from simple thought processes to higher-order thinking skills. The team spent a lot of time refining this analysis, creating performance objectives and writing test items.
The resource analysis gave me critical skills in planning for the implementation of a face-to-face workshop. Through this, I understand the many variables involved in implementation.
This project helped define key instructional goals for a course on web design for the College of Agricultural and Environmental Sciences.
EDIT 7550: Managing Instructional Technology Projects
The design proposal for Managing Instructional Technology Projects represents my proficiency in analysis and design.
In this group project, I helped to develop the instructional goals, cost analysis, return on investment, task analysis, performance objectives, and lesson material. Each team member was assigned to help lead a specific aspect of the process; I motivated the team during the development phase. In addition, we each were responsible for researching and providing information for a particular topic of project management. As a group we developed episodes of learning for a 15-week graduate course that was pilot tested and implemented the following semester.
EDIT 7550: Managing Instructional Technology Projects
The design proposal for Managing Instructional Technology Projects represents my proficiency in analysis and design.
In this group project, I helped to develop the instructional goals, cost analysis, return on investment, task analysis, performance objectives, and lesson material. Each team member was assigned to help lead a specific aspect of the process; I motivated the team during the development phase. In addition, we each were responsible for researching and providing information for a particular topic of project management. As a group we developed episodes of learning for a 15-week graduate course that was pilot tested and implemented the following semester.
Extension Foundations Online Learning System: Plant Pathology Module
The Extension Foundations project demonstrates my proficiency in project management, design and development.
For this team project, a complete module on Plant Pathology was developed in conjunction with a mock-up of an online learning system. I was responsible for team organization and leadership, primary communication with the client and SME, project direction and management, support to all of my teammates, and general reporting on the life of the project. I worked with the team to develop the instructional design flowcharts and outline the integration of the module into the learning system. I organized the development work of the module and helped the team to realize their creative ideas through my understanding of Flash and actionscript. The entire team worked together to see this project through each phase of ADDIE.
This project represents the culmination of my education to date. It utilizes the ADDIE design model to develop a technology-enhanced instructional experience. This is a blend of theory and practice to solve a real-world, ill-defined instructional design problem.
This project should have a significant value for our client. It will be the initial module in a series of many, provided that the mock-up of the learning system is pursued and developed by our client.
Who Owns the Octopus demonstrates my proficiency in development by utilizing tools to create an interactive, technology-enhanced experience.
For this course, I chose a problem to challenge me both intellectually and developmentally. Through this puzzle, I further developed my actionscript skills and documented my design process through a weekly journal. I also explored using iMovie to create a stop-action movie. My experience with this project was an enjoyable blend of hard work, experimentation, and creativity.
This work has been a stepping stone towards my further development as a designer. The process of trial-and-error that I employed and recorded in development has helped me with problems in later projects.
Who Owns the Octopus won a Blue Sock Award for Spring 2005.
Introduction to Xeriscape demonstrates my proficiency in development and evaluation.
This project is a short overview of the 7 Steps of Xeriscape with a focus on the second step: Planning and Design. This Flash-based module allows the learner to modify a simulated environment for optimum water-use conditions. I worked through major steps for multimedia design development, including prototyping, storyboarding, and creating an instructional design flowchart. This project further challenged me to increase my technical skills with Flash and actionscript and to pursue knowledge to make Flash interactions 508 compliant.
This project included an evaluation aspect that gave me further opportunity to create evaluation tools and practice collecting and presenting this data.
This project was interesting and fun to create, and the activities I developed were appropriate for my skill set at the time. However, with what I know now, I believe I could have added more interactivity and interest to this. The activities are extremely limited and do not allow the learner a great degree of exploration into Xeriscape design.
Introduction to Xeriscape won a Blue Sock Award for Spring 2006.
Web Standards and Accessibility
The design proposal for Web Standards and Accessibility represents my proficiency in analysis and implementation.
In this group project, I served as the content expert and helped to define instructional goals and related concepts. I also contributed to all aspects of analysis: the performance assessment, learner analysis, resource analysis, and task analysis. The task analysis helped solidify Bloom's Taxonomy for me, as we added tasks of increasing difficulty and dependence that ranged from simple thought processes to higher-order thinking skills. The team spent a lot of time refining this analysis, creating performance objectives and writing test items.
The resource analysis gave me critical skills in planning for the implementation of a face-to-face workshop. Through this, I understand the many variables involved in implementation.
This project helped define key instructional goals for a course on web design for the College of Agricultural and Environmental Sciences.
Draft Evaluation Report for Diabetes Academy
The Draft Evaluation Report for Diabetes Academy represents my proficiency in the evaluation of instructional products and development of data collection tools.
This document describes the procedures that were used to evaluate Diabetes Academy, a self-paced training program designed to train extension agents and state specialists about basic diabetes care and management. The background of the CD-ROM, the purpose of the evaluation, the intended decisions and questions, the methods and instrumentation, the selected sample and inherent limitations, analysis of data, report findings and recommendations from the evaluation are included in this document.
This evaluation collected useful data to improve the Diabetes Academy experience and made a number of recommendations from critical to desirable. The actions recommended have not been implemented due to time and funding.
Introduction to Xeriscape demonstrates my proficiency in development and evaluation.
This project is a short overview of the 7 Steps of Xeriscape with a focus on the second step: Planning and Design. This Flash-based module allows the learner to modify a simulated environment for optimum water-use conditions. I worked through major steps for multimedia design development, including prototyping, storyboarding, and creating an instructional design flowchart. This project further challenged me to increase my technical skills with Flash and actionscript and to pursue knowledge to make Flash interactions 508 compliant.
This project included an evaluation aspect that gave me further opportunity to create evaluation tools and practice collecting and presenting this data.
This project was interesting and fun to create, and the activities I developed were appropriate for my skill set at the time. However, with what I know now, I believe I could have added more interactivity and interest to this. The activities are extremely limited and do not allow the learner a great degree of exploration into Xeriscape design.
Introduction to Xeriscape won a Blue Sock Award for Spring 2006