Cover Sheet for ePortfolio

Name:

Dr. Andria Hilvitz Stokes

Academic Year and Hours Completed:

2013-2014  (3) Avila Advantage Master’s Level Hours

Academic Major:

Instructional Design Certificate

Course Syllabus (Use this link if you are logged into Canvas)

Welcome to Instructional Design & Technology. This course syllabus is automatically organized by Canvas as your instructors add assignments. You can see a complete list of assignments at the end of this syllabus. Go here to download a complete module. This syllabus in Canvas will generally have priority over the course module should there be any discrepancies since Canvas is a live learning environment and we may need to adapt the course to meet your learning needs.

LEARNING METHODOLOGY

The Instructional Design and Technology (IDT) Course is an accelerated learning, time intensive course designed for adults.  The design of the course recognizes that adults learn most effectively and most rapidly through a process of self-discovery and self-learning.  The design of the course further recognizes that each adult brings life, work and religious experiences to the course that can be a learning resource to the other students in the class.

Shared-learning is to occur in the classroom, where each participant learns from the life and professional experiences of others.  Self-learning is to occur before class so that each participant can contribute in a meaningful way to group discussions and be an effective resource in shared-learning.

Each adult learner in the course must be a participant, with secondary responsibility for the learning of others through the sharing of his or her own thinking and work experience.  The principal responsibility of the facilitators is to facilitate the learning process, not to teach the technical content of the course.  The facilitators are technical experts in the field and will answer questions beyond the competence of the participants, but the primary responsibility for learning belongs to the student.  Ordinarily, the facilitators will not lecture for extended periods of time.

At first, a student may feel that he/she doesn’t have much experience that can be shared.  As the course progresses, most students are delighted to discover that they have more relevant experiences than they first thought.

SUGGESTED GRADING REQUIREMENTS

The Avila Graduate Certificate in IDT uses a competency-based evaluation process. The grading criteria is explained below in the next section. Generally students demonstrating an accomplished level of competency in most areas will receive the highest grade. Showing solid competency in most areas will result in the next level. Competencies are assessed through ePortfolios, publications within blogs and wikis, and through observations in various team and individual activities.

At the heart of this process is the ePortfolio which each student will maintain throughout the certificate program. It is based generally on these competency areas for instructional designers (ibstpi (c) www.ibstpi.org and 2012 ibstpi ID Competencies):

• Professional Foundations
• Planning and Analysis
• Design and Development
• Evaluation and Implementation
• Management

The class will create and maintain a knowledge base using a wiki site. Students will contribute to the site and collaborate on each other’s work. In addition each student will publish one professional blog article based on work conducted in the team project as described below. The assessment of professional foundations will come from the ePortfolio, wiki, and blog for competencies related to effective communication, application of research and theory, and managing one’s self-learning.

During this course on IDT trends students will collaborate in teams to analyze a training program based on learning theory, instructional design, and technology used in the program. The report will form some opinions, positions, or hypotheses that students may use in an applied setting during subsequent courses in the program.

Students will collaborate in this analysis using a Google shared document. It’s revision history will allow the instructor to view the contribution of each student in the team and to evaluate the meaningful contributions of the student to the team effort.

The analysis will also form the basis for two additional graded assignments as follows:

• Each students will publish a blog article using their preferred blog tool of choice (a published article in the organizational website of the student’s employment, a personal blog, a Canvas course blog, or as a guest blogger in another blog site. The topic may be directly or indirectly related to the analysis.
• Student teams will give a presentation to the class on the results of their analyses. Teams will use a modern presentation tool of choice to curate and present (Storify, Prezi, Google presentation, etc.).

Background Information

Introduction to Prior Learning:

Working at Avila University has brought a variety of exciting and challenging experiences. As an employee who is both faculty and administrative, I am continuously reviewing the purpose behind new initiatives in order to bring value and growth into academic experiences.

Participation in book studies, webinars, national conferences, and course development have provided me a plethora of experiences that have guided, revised, helped refine my practice as an educator. The content in the course Instructional Design 611 appears to dovetail nicely with  my learning over the past 6 years.

The competencies and outcomes in ID 611 are aligned in four instructional parts.

Part 1: Learning theories (This link supports all three items below)

1. Use learning theories to describe how people learn.

2. Describe the impact of technology on learning theory.

3. Apply aggregation technology in evaluating and describing principles and theories.

Part 2: Instructional design models (Individual links provided below)

4. Examine ID competencies and create an ePortfolio.

5. Compare Andragogy and Pedagogy as it relates to instructional design models.

6. Create and maintain a Professional Learning Network (PLN) through a wiki site to increase IDT knowledge.

7. Analyze an existing course or case study.

Part 3: New directions in instructional design.

The link below is an artifact for each of the objectives and competencies below.

8. Explain the difference between learning theory and instructional theory.

9. Illustrate how an existing instructional design model is or is not an instructional design theory.

10. Appraise a curation model as an instructional theory. (This link supports the Storify artifact link above.)

Part 4: Theoretical framework behind each intersecting dimension of an academic curation model. (This link will support the objectives and competencies below)

11. Summarize the intersecting dimensions of an academic curation model.

12. Use prior course learning to summarize a course or case study analysis.

Although my experiences did not occur in such an organized fashion, my terminal degree, co-creation of the Avila Advantage Certificate program for Cerner, and personal professional development activities do support each of the outcomes and competencies listed above.

Explanation of Aggregation of Experiences:

This page was organized in three sections, (a) an introduction to myself and my background as an educator, (b) an explanation of the layout of content within this page, (c) location of artifact for meeting the credit for prior learning requirements.

Hyperlinks are used within the list of outcomes and competencies (Introduction) to guide the evaluator to the evidence for each stated objective and listed in word form in the assessment table in the Assessment section of this page.

Although not all pages use the same verbiage, the assessor should be able to locate an explanation of the artifact, the tie to objectives and/or competencies, and a reflection of how this learning changed or supported my current understanding of instructional design.

Assessment:

Evaluation Worksheet