Portfolio Spring 2016 Rationale Paper Robinson v10

8/18/2019 Portfolio Spring 2016 Rationale Paper Robinson v10

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Portfolio

EDTECH 592-4204

Dr. Yu-Hui Ching

Boise State University

Richard A. Robinson Jr.

University of West Florida, Education Specialist student (EDS)

Boise State University, Master of Educational Technology student (MET)

Tuesday, March 29, 2016


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Introduction

The learning experience in the Master of Educational Technology (MET) program at

Boise State University (BSU) was simply the best educational experience that I have had so far

in life. Except for Mr. Oeschner’s eighth grade homeroom at Anne M. Dorner Middle School in

Ossining, New York in 1972. That year was outstanding because our class field trips were to

Greenwich Village to see The Fantasticks and Mystic Seaport. The reason for my overall

perception of the MET program is that the faculty, program advisor, course design, technology

used, lessons created, assignments given, and administration were all sincerely encouraging

and supportive. Finally, the following are descriptions of the five 2012 AECT Standards and

Indicators, hyperlinks to course artifacts, a description of how each artifact was created, a

rationalization for how the artifact aligns with the AECT indicator, and a conclusion that

discusses my overall experience while attending the MET program.

AECT Standard 1: Content Knowledge

Candidates demonstrate the knowledge necessary to create, use, assess, and managetheoretical and practical applications of educational technologies and processes.

1.1 Creating: Candidates demonstrate the ability to create instructional materials andlearning environments using a variety of systems approaches. (p. 81)

EDTECH 502 – VIRTUAL FIELD TRIP: The participants in this online journey visit four majorpoints of interest in the city of Paris, France along with many facts about the city and the

country.

In this virtual field trip, students can visit four important points of interest during a tour

of Paris, France. The information that students are presented include the Notre Dame

Cathedral, the Louvre, the Eiffel Tower, and the Arc de Triomphe. Further, the field trip was

created using Dreamweaver 5.50 (XHTML) along with a CSS stylesheet all housed remotely on

http://www.fantasticksonbroadway.com/http://www.mysticseaport.org/https://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttp://edtech2.boisestate.edu/rickrobinson/502/virtualtour/start.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/virtualtour/start.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/virtualtour/start.htmlhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttps://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdfhttp://www.mysticseaport.org/http://www.fantasticksonbroadway.com/


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the BSU edtech2 server. Other elements included in the project are YouTube videos, Google

Maps, textual information, hyperlinks to online content, sound, and graphical representations.

The image below is a Fireworks 5.0 .png file featuring three screenshots of the tour including

the main page. The main page

information includes the French

flag, the National Seal, the

National Flower, Google Maps

tour listing, demographic

information, navigation buttons,

and a brief description of the activity. This artifact aligns with this AECT 2012 standard because

it contains instructional materials that employ a variety of systems approaches. For example,

the field trip includes short lessons for each of the four venues presented and the history of

France. Further, on each of the pages there are questions related to the specific points of

interest and an answer key for teachers. Additionally, due to its interactive elements the virtual

trip is an effective tool for young students to learn about the historical sites within the city of

Paris. Moreover, due to its interactive design elements and continuous online access the virtual

field trip is an effective learning environment that students will enjoy visiting. Finally, as stated

by Fahy (2008), “the Internet offers a means for gaining the attention of learners, and of

presenting opportunities for focusing perceptions and prompting recall” (p. 183) of

information.

1.2 Using - Candidates demonstrate the ability to select and use technological resources andprocesses to support student learning and to enhance their pedagogy. (p. 141)


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EDTECH 502 – WEB QUEST: This assignment is a full lesson plans about the subject ofFrench Impressionism that features the use five Web pages, a CSS menu, and ActionScript 3.0.

This project was one of the most enjoyable because it combined my love for art,

especially French Impressionism, educational technology, and graphic design. Furthermore, not

being a teacher, I learned many valuable

lessons during the assignment including

how to put together an instructional plan

along with the teacher instructions, a

grading rubric, detailed lesson plans, and

hyperlinks to some of the content. The graphic on the right features five page screenshots from

the project with the actual background used. Finally, this assignment aligns with this standard

and indicator because it uses “technological resources and processes to support student

learning and to enhance their pedagogy” (AECT, 2012).

1.3 Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate theeffective integration of appropriate technologies and instructional materials.

EDTECH 505 – FINAL EVALUATION PROJECT: The final evaluation project was of aPowerPoint 2010 training program and more specifically the audio and video components

of the software.

For this assignment, each student had to choose a technology and then conduct an

evaluation report. My choice was PowerPoint 2010: Audio and Video in Depth. The

evaluation included a summary, the program description including the objectives,

components, and participants. Additionally, the evaluation included the evaluation

method including the personnel, procedures, and data sources. The results and discussion

sections were included at the end of the evaluation. Finally, this artifact aligns with this

http://edtech2.boisestate.edu/rickrobinson/502/webquest/start.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/webquest/start.htmlhttp://edtech2.boisestate.edu/rickrobinson/505/505_Final_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/505/505_Final_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/502/webquest/start.html


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standard and indicator as the evaluation did “demonstrate the ability to assess and

evaluate…appropriate technologies and instructional materials” (AECT, 2012).

1.4 Managing - Candidates demonstrate the ability to manage people, processes, physical

infrastructures, and financial resources to achieve predetermined goals. (p. 178)

EDTECH 501 – TECHNOLOGY USE PLANNING OVERVIEW: The assignment coveredtechnology use planning. The students had to create an overview of the subject area by

answering a number of questions related to the given required sources.

This assignment meets the AECT guidelines for the managing indicator as it answers the

questions related to technology use planning such as, a) How might the new NETP 2010 be an

effective…resource for technology use planning?, b) What do you think about the comment

that effective technology plans focus on applications, not technology?, and c) What experiences

have you had with technology use planning and what have you seen for outcomes (both good

and bad)?

1.5 Ethics - Candidates demonstrate contemporary professional ethics of the field as definedand developed by the Association for Educational Communications and Technology. (p. 284)

EDTECH 502 – NETIQUETTE PAGE: This assignment was designed to teach students theethical behavior that is expected from them during online learning experiences.

The creation of the netiquette page was a good way for me to learn two things at one

time. The first was learning about the concept of netiquette. The second was the actual Web

page creation using Dreamweaver and CSSs. Regarding netiquette, even though it appears self-

evident there are a number of aspects to it that some people, including myself, are not aware.

For example, one of the most important lessons was that students should learn to “criticize the

idea, [and] not the person” when posting discussion responses. In other words, students should

not personally criticize their fellow classmates for posting their views but rather students

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should criticize the idea put forth for discussion (AECT, 2012). Finally, this artifact aligns with

this AECT standard and indicator as it clearly demonstrates the use of professional ethics

related to the practice of educational technology.

AECT Standard 2: Content Pedagogy

Candidates develop as reflective practitioners able to demonstrate effective

implementation of educational technologies and processes based on contemporary content and

pedagogy.

2.1 Creating - Candidates apply content pedagogy to create appropriate applications ofprocesses and technologies to improve learning and performance outcomes. (p. 1)

EDTECH 511 – THE ECONOMIC CYCLE LESSON: This assignment was designed to teachstudents about the economic cycle and uses many technological tools.

For this assignment, the class learned how to use many technologies at once. First, the

use of AS3 for all page transitions including the introductory fly-in. Next, the creation of buttons

including the actions, color, and sizing was something that I have never experienced before and

enjoyed learning the process. Third, I added

a YouTube video to the project but it did

not work when selected. To resolve this,

the professor provided a workaround and it

has functioned well ever since. Also, the

creation of a test using the drop and drag

method was exciting because it was my first

attempt at doing so. Honestly, at the beginning of the course I was not confident that I could

pull it off but in retrospect, it was not that difficult. Additionally, the content is interesting to

me because I believe that uninformed people could benefit from learning about the economic


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cycle – especially high schoolers and young adults, as they will experience recessions and fiscal

downturns at least a few times throughout their lives. Finally, the artifact is aligned with the

AECT standard and indicator as it uses “appropriate applications of processes and technologies

to improve learning and performance outcomes” (AECT, 2012).

2.2 Using - Candidates implement appropriate educational technologies and processes basedon appropriate content pedagogy. (p. 141)

EDTECH 502 – JIGSAW: The Jigsaw assignment, which is a “research-based cooperativelearning technique” (Social Psychology Network, 2016, para. 1), featured five different forms of

energy.

The jigsaw assignment was extremely enjoyable to create because it mixed the use of

technology, online instruction, graphic art, and the topic of energy. Further, the project aligns

with the AECT indicator because it uses educational technologies (XHTML, CSS, and hyperlinks)

in the presentation of appropriate content pedagogy. The activity consisted of five expert

groups with each group given a current form of energy to explore. The five energy sections

included solar, natural gas, wind, hydrogen, and nuclear. In each of the five sections on energy,

there are three links to online material. The following are examples of the hyperlinked content:

•

SOLAR: DOE - Solar Energy

• NATURAL GAS: Natural Gas Production and Distribution

• WIND: DOE - Wind

•

HYDROGEN: DOE - Hydrogen

• NUCLEAR: DOE - Office of Nuclear Energy

http://edtech2.boisestate.edu/rickrobinson/502/jigsaw.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/jigsaw.htmlhttps://www.jigsaw.org/https://www.jigsaw.org/http://www.eere.energy.gov/topics/solar.htmlhttp://www.afdc.energy.gov/afdc/fuels/natural_gas_production.htmlhttp://energy.gov/science-innovation/energy-sources/renewable-energy/windhttp://www.afdc.energy.gov/afdc/fuels/hydrogen.htmlhttp://www.ne.doe.gov/http://www.ne.doe.gov/http://www.afdc.energy.gov/afdc/fuels/hydrogen.htmlhttp://energy.gov/science-innovation/energy-sources/renewable-energy/windhttp://www.afdc.energy.gov/afdc/fuels/natural_gas_production.htmlhttp://www.eere.energy.gov/topics/solar.htmlhttps://www.jigsaw.org/http://edtech2.boisestate.edu/rickrobinson/502/jigsaw.html


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In addition, the student instructions are included in the assignment and are as follows:

1. The groups learn about their assigned energy, 2. One person from each group form the next

set of groups and each discusses their energy expertise, and 3. The groups then reform to the

original group configuration and discussed what they learned in the mixed group discussions to

members of the original group. Finally, the following are the questions created to guide the

group discussions:

• What is the outlook of your resource in terms of supply?

• Can the energy resource be used to power vehicles, homes, and businesses?

•

Is your resource a cost-effective strategy in the short and/or long-term?• Are there governmental programs in place designed to aid research and implementation

of your resource?

EDTECH 502 – INTERACTIVE CONCEPT MAP: For this project, students had to createconcept map that featured six current and popular Web 2.0 technologies.

As stated in the learner description listed in the assignment, the interactive concept

map was “designed to teach adult students the current tech tools available [to them] for

collaboration.” The concept map features six of the most popular Web 2.0 collaboration tools

(see graphic on left). These tools include WordPress (blog creation), Google Docs (documents),

Diigo (bookmarks), YouTube (videos), and Flickr (photos). Moreover, each of the technology

tools listed includes a brief description of the tool plus the reasons for its use and various

strategies for the classroom. Finally, this artifact aligns with the indicator as it designed using

“appropriate technologies and processes based on appropriate content pedagogy” (AECT,

2012).

2.3 Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses theadequacy of learning and evaluates the instruction and implementation of educational

technologies and processes (p. 116-117) grounded in reflective practice.

http://edtech2.boisestate.edu/rickrobinson/502/conceptmap.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/conceptmap.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/conceptmap.html


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EDTECH 511 – ECONOMIC CYCLE QUIZ: This artifact is part of the Economic Cycle lesson(see 2.1) and was created using Adobe Flash Pro CS6.

This was the first quiz ever created using Adobe Flash and the experience was

challenging at the beginning of the process but rewarding once I figured out the basic functions

of Flash. In addition, the drag-and-drop question was an interesting challenge as it took many

hours to master that element. Finally, this artifact aligns with this indicator as it “assesses the

adequacy of learning” for the Economic Cycle lesson (AECT, 2012).

2.4 Managing - Candidates manage appropriate technological processes and resources to

provide supportive learning communities, create flexible and diverse learning environments,and develop and demonstrate appropriate content pedagogy. (p. 175-193)

EDTECH 511 – MULTIMEDIA LEARNING THEORY: This assignment was to create a shortonline lesson using Dreamweaver and AS3 designed to teach students about the five cognitive

processes of multimedia learning.

In this exercise, the class learned how to use ActionScript 3.0 (AS3) inside of the

Dreamweaver 5.50 program. This was a challenging assignment because I had no previous

experience use the AS3 technology and after many failed iterations I finally figured it out. In

addition, the content of the assignment featured the

five cognitive processes of the multimedia learning

theory. This theory, compiled by Richard Mayer

(2005) at UC Santa Barbara, includes many sub-

theories that relate to learning in a multimedia

environment and in general. For instance, Piavio’s (1986) dual-coding theory and Sweller’s

(1988) cognitive load theory are included in the theoretical framework. Further, the following

http://edtech2.boisestate.edu/rickrobinson/511/511_final_project/final_rick_robinson_quiz_3.swfhttp://edtech2.boisestate.edu/rickrobinson/511/511_final_project/final_rick_robinson_quiz_3.swfhttp://edtech2.boisestate.edu/rickrobinson/511/asg5_rick_robinson.htmlhttp://edtech2.boisestate.edu/rickrobinson/511/asg5_rick_robinson.htmlhttp://edtech2.boisestate.edu/rickrobinson/511/asg5_rick_robinson.htmlhttp://edtech2.boisestate.edu/rickrobinson/511/511_final_project/final_rick_robinson_quiz_3.swf


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are the five cognitive processes employed during the learning process in a multimedia

environment:

•

Selecting Words: Learner pays attention to relevant words in a multimedia message to

create sounds in working memory.•

Selecting Images: Learner pays attention to relevant pictures in a multimedia message to

create images in working memory.

• Organizing Words: Learner builds connections among selected words to create a coherent

verbal model in working memory.

• Organizing Images: Learner builds connections among selected words to create a coherent

pictorial model in working memory.

• Integrating: Learner builds connections between the verbal and pictorial models using prior

knowledge.

Finally, this assignment aligns with the AECT indicator because the project was a “flexible”

environment created using “appropriate technological processes…and…appropriate content

pedagogy” (AECT, 2012).

2.5 Ethics - Candidates design and select media, technology, and processes thatemphasize the diversity of our society as a multicultural community. (p. 296)

EDTECH 502 – WEB ACCESSIBILITY HOT LINKS: The project was created using

Dreamweaver for producing the XHTML page that included text and hyperlinks to contentrelated to devices used to increase accessibility for those with various impairments.

This assignment fits with this AECT indicator because it covers the topic of “diversity” in

“our society” especially in regards to the visually and physically impaired (AECT, 2012). For

example, the topic of the assignment was web accessibility and specifically alternative input

devices. The following is the assignment rationale, definition of Web accessibility, and seven

alternative input devices that are listed on the page:

This is the…most important part of the Web accessibility issue as it relates to the initial

point of contact between the user and the technology. Users who do not have an

adequate input device are experiencing an unnecessary hurdle that can be easily

traversed using some of today's advances. For example, there are many remedies…such

http://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.html


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as on-screen keyboards, touch screens, hands-free mice, voice recognition systems,

narration, magnification, and high contrast displays.

AECT Standard 3: Learning Environments

Candidates facilitate learning (p. 41) by creating, using, evaluating, and managingeffective learning environments. (p. 1)

3.1 Creating - Candidates create instructional design products based on learningprinciples and research-based best practices. (pp. 8, 243-245, 246)

EDTECH 532 – MOBILE APP DESIGN BLOG: The design blog lists all of the Android mobileapps created during the course. The various technologies used to create these apps are App

Inventor 2.0, Fireworks, WordPress, and QR Code-Generator.

The artifacts created in this course, listed on the mobile app design blog (link above),

features nine Android applications developed using the MIT Android Inventor 2 program. The

applications were varied and included, a) Hello Purr, b) Paint Pot, c) Mole Mash, d) No Texting

while Driving, e) Ladybug Chase, f) Paris Map Tour, g) Where’s My Car, h) President’s Quiz, and

the Final Project. As mentioned previously, in the class the primary technology was the AI2

program. This program has many features for creating Android apps including adding sound,

graphics, transitions, GPS tracker, etc. However, not being able to create an app in the IOS

format was a barrier as many people use this system (iPhone).

Additionally, the QR code creation portion of the process was something that I enjoyed

immensely. In fact, in the middle of the class, I purchased a high-quality QR creator program

that allowed the user to change the geometrics, colors, and positioning of the code. In addition,

the program allowed for the inclusion of an icon in the middle of the code that turned out to be

a great feature that distinguished the work from the rest of the class. Finally, the graphic design

of the icons was an enjoyable part of the process.

https://edtech532rickrobinson.wordpress.com/https://edtech532rickrobinson.wordpress.com/https://edtech532rickrobinson.wordpress.com/


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EDTECH 506 – UNIVERSAL DESIGN: This artifact was created using Fireworks. The graphicis designed to provide information to a person on a construction site about the dangers of

plugging in an electrical devise when the floor is wet.

This was the first project in the 506 course. The assignment was very interesting and

informative since I had no prior experience with the concept of universal design. Upon

reflection of the assignment, I understand the importance for using universal design when

communicating in graphical form to large groups of people; it is because universal design cuts

through language and culture-bound differences that can exist in communication.

3.2 Using - Candidates make professionally sound decisions in selecting appropriate

processes and resources to provide optimal conditions for learning (pp. 122, 169) based onprinciples, theories, and effective practices. (pp. 8-9, 168-169, 246)

EDTECH 506 – FINAL PAPER: This assignment was for students to create a final paperthat listed all of the components and material required for teaching the subject of Cubism.

The final paper for the 506 course was a justification for the elements that are included

in the final project. The project is a teaching lesson on Cubism including the history, a list of

artists and their artwork, and a description of how to paint in the style. This paper covered the

topics of user assumptions, the alignment with teaching standards (Nevada Fine Arts and Visual

Arts for high school), art supplies needed (supplied by school), software required, graphic

design process, images used with rationale, detailed descriptions of the lessons, the content,

and the references. This assignment aligns with the indicator as it uses “appropriate…resources

to provide optimal conditions for learning” (AECT, 2012).

3.3 Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) tocollect data for informing decisions to improve instructional practice, learner outcomes,

and the learning environment. (pp. 5-6)

EDTECH 501 – SCHOOL EVALUATION SUMMARY: The assignment was to locate aschool and evaluate the technology plan using the dimensions of administration,

http://edtech2.boisestate.edu/rickrobinson/506/506_Week_2_Universal_Design.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/506_Week_2_Universal_Design.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/paper.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/paper.htmlhttps://rrobinsonjr.wordpress.com/2012/07/22/605/https://rrobinsonjr.wordpress.com/2012/07/22/605/https://rrobinsonjr.wordpress.com/2012/07/22/605/http://edtech2.boisestate.edu/rickrobinson/506/paper.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/506_Week_2_Universal_Design.html


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curriculum, support systems, overall connectivity, and technological innovation.

As stated previously, not having any teaching or educational administrative experience

it was a difficult proposition to write about topics such as the evaluation of a school’s

technology plan. Honestly, in some of the classes every assignment felt like a workaround due

to the lack of teaching experience and focus of questions asked. Finally, this artifact meets the

assessing and evaluating indicator as its goal was to “collect data for informing decisions to

improve instructional practice” (AECT, 2012).

3.4 Managing - Candidates establish mechanisms (p. 190) for maintaining the

technology infrastructure (p. 234) to improve learning and performance. (p. 238)

EDTECH 501 – TECHNOLOGY USE PLANNING OVERVIEW: The assignment coveredtechnology use planning. Students had to create an overview of the subject area by answering a

number of questions related to the required sources.

3.5 Ethics - Candidates foster a learning environment in which ethics guide practice thatpromotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and

appropriate open access to resources. (p. 3).

EDTECH 502 – CREATIVE COMMONS SCAVENGER HUNT: This assignment wasdesigned for teaching the basics of copyright laws, fair use, and the creative commons using

XHTML, CSS, Fireworks, and hyperlinks.

The assignment featured the building of a virtual scavenger hunt designed for adult

learners. The hunt was created using Adobe Dreamweaver for XHTML and CSS, YouTube for

video embed, and Adobe Fireworks for creation of header image. Furthermore, the hunt

included a student worksheet, five hyperlinks, and an answer key. The five subjects covered

(five hunts) are licensing, educational use, users, culture, and general information. Finally, this

artifact aligns with the standard as it “promotes…respect for copyright, Fair Use, and

appropriate open access to resources” (AECT, 2012).

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3.6 Diversity of Learners - Candidates fosters a learning community that empowerslearners with diverse backgrounds, characteristics, and abilities. (p. 10)

EDTECH 502 – WEB ACCESSIBILITY HOT LINKS: The project was created usingDreamweaver for producing the XHTML page that included text and hyperlinks to content

related to devices used to increase accessibility for those with various impairments.

AECT Standard 4: Professional Knowledge and Skills

Candidates design, develop, implement, and evaluate technology-rich learning

environments within a supportive community of practice.

4.1 Collaborative Practice - Candidates collaborate with their peers and subjectmatter experts to analyze learners, develop, and design instruction, and evaluate its

impact on learners.

EDTECH 501 – DIGITAL INEQUALITY COLLABORATIVE PROJECT: This final groupproject was created using MS Word, MS PowerPoint, Adobe Fireworks, and Author Stream.

Aligning perfectly with this AECT standard and indicator, the 501 collaborative

project presented the important social issues of digital inequality and the digital divide. This

project began at the start of the course and was the culminating assignment. Furthermore,

in each group there were five members and each was assigned a specific role, or number of

roles, for creating the presentation. Regarding the content, within the project a number of

recommendations were offered such as, a) Building upon existing infrastructure and

sponsor free Wi-Fi hotspots at various public spaces, b) Subsidize Internet service providers

so there is access to low-cost Internet for all state residents, and c) Provide information and

literacy courses in order to enhance computer skills and enable knowledgeable use of

digital technologies.

http://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/501/Digital_Inequality_Presentation_FINAL.pptxhttp://edtech2.boisestate.edu/rickrobinson/501/Digital_Inequality_Presentation_FINAL.pptxhttp://edtech2.boisestate.edu/rickrobinson/501/Digital_Inequality_Presentation_FINAL.pptxhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.html


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4.2 Leadership - Candidates lead their peers in designing and implementing technologysupported learning.

EDTECH 506 – UNITS of INSTRUCTION: The project included the designing of the units ofinstruction for teaching students the history, the artists, and procedures for how to create an

oil painting in the Cubist style.

For this assignment, as previously stated I created a unit of instruction regarding

Cubism. The unit included the goals, lessons, State curriculum standards (Nevada), learner

characteristics, student level of performance, classroom layout, group size, procedures,

materials, media, visuals, and assessment and evaluation methods. The technology/software

used to create this instructional unit includes MS Word, Dreamweaver, and Scribd. This artifact,

and the following EDTECH 506 lesson plans, aligns with this AECT indicator because it shows

leadership regarding the “designing and implementing [of] technology supported learning”

(AECT, 2012).

EDTECH 506 – LESSON PLANS: These are the lessons plans that are a part of the previouslymentioned unit of instruction about Cubism.

The introduction to the lesson plans include the subject area (Art), grade levels (10-

12), Nevada state curriculum standards, and the mode of delivery. In addition, included in

each lesson plan is the description of the plan, time allotted, learning objective, resources,

activities, supplemental activities, and the assessment (quiz).

4.3 Reflection on Practice - Candidates analyze and interpret data and artifacts andreflect on the effectiveness of the design, development, and implementation of

technology-supported instruction and learning to enhance their professional growth.

EDTECH 505 – FINAL EVALUATION PROJECT: The final evaluation project was of aPowerPoint 2010 training program and more specifically the audio and video components

of the software.

4.4 Assessing/Evaluating - Candidates design and implement assessment and

http://edtech2.boisestate.edu/rickrobinson/506/unit_of_instruction.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/unit_of_instruction.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/lesson_plans.htmlhttp://edtech2.boisestate.edu/rickrobinson/505/505_Final_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/505/505_Final_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/506/lesson_plans.htmlhttp://edtech2.boisestate.edu/rickrobinson/506/unit_of_instruction.html


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evaluation plans that align with learning goals and instructional activities.

EDTECH 505 – ASSIGNMENT 12: In this assignment, students had to choose and describe areal evaluation report and then answer six detailed questions related to the content.

For assignment 12, I evaluated the Library Service and Technology Act (LSAT) Peer

Evaluation Reports for the state of Idaho. (Idaho Commission for Libraries, 2008). The questions

answered including the required elements of an evaluation, methodology, readability,

surprises, and suggestions for betterment. Finally, the assignment matches up with the

indicator as it assesses “evaluation plans [LSAT] that align with learning goals and instructional

activities” (AECT, 2012).

4.5 Ethics - Candidates demonstrate ethical behavior within the applicable cultural contextduring all aspects of their work and with respect for the diversity of learners in each setting.

EDTECH 502 – WEB ACCESSIBILITY HOT LINKS: The project was created usingDreamweaver for producing the XHTML page that included text and hyperlinks to content

related to devices used to increase accessibility for those with various impairments.

EDTECH 502 – NETIQUETTE PAGE: This assignment was designed to teach students the

ethical behavior that is expected from them during online learning experiences.

EDTECH 501 – DIGITAL INEQUALITY COLLABORATIVE PROJECT: This final groupproject was created using MS Word, MS PowerPoint, Adobe Fireworks, and Author Stream.

AECT Standard 5: Research

Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning (p.

4) and improve performance (pp. 6-7).

5.1 Theoretical Foundations - Candidates demonstrate foundational knowledge of thecontribution of research to the past and current theory of educational communications and

technology. (p. 242)

EDTECH 504 – LEARNING THEORIES PAPER: This artifact was the final assignment for the504 course and consisted of a learning theories paper featuring the cognitivism framework.

http://edtech2.boisestate.edu/rickrobinson/505/505_WK_12_Assignment_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/501/Digital_Inequality_Presentation_FINAL.pptxhttp://edtech2.boisestate.edu/rickrobinson/501/Digital_Inequality_Presentation_FINAL.pptxhttp://edtech2.boisestate.edu/rickrobinson/portfolio/504_Learning_Theories_Paper_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/portfolio/504_Learning_Theories_Paper_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/portfolio/504_Learning_Theories_Paper_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/501/Digital_Inequality_Presentation_FINAL.pptxhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/accessibility.htmlhttp://edtech2.boisestate.edu/rickrobinson/505/505_WK_12_Assignment_Robinson.pdf


17/2017

The paper discussed the general learning theory of cognitivism and then more

specifically learning in the multimedia context. As mentioned in the paper, multimedia learning

theory consists of three separate theories that are dual-channel processing, active processing,

and limited capacity (Mayer, 2005). Some of the researchers mentioned in this paper included

Sweller, Moreno, Reiser, Dempsey, Mayer, and R. C. Clark. Finally, the paper aligns with the

indicator as it discusses “foundational knowledge” related to theories of “educational

communications and technology” (AECT, 2012).

5.2 Method - Candidates apply research methodologies to solve problems and enhance

practice. (p. 243)

EDTECH 504 – FINAL SYNTHESIS PAPER: This research paper discusses the role thatinteractivity plays in learning/performance in the multimedia context.

Another research assignment in the Theoretical Foundations class was to create a final

synthesis paper about a learning theory. The topic chosen was the interactivity effect in

multimedia learning environments. The paper discussed the concepts of interactivity,

interactivity effect in multimedia contexts, and techniques that instructional designers can use

to enable interactivity in multimedia environments. Finally, the previous sentence proves that

this artifact satisfies the standard indicator as using techniques to enable interactivity is a way

to “apply research…to solve problems and enhance practice” (AECT, 2012).

5.3 Assessing/Evaluating - Candidates apply formal inquiry strategies in assessingand evaluating processes and resources for learning and performance. (p. 203)

EDTECH 501 – SCHOOL EVALUATION SUMMARY: The assignment was to locate aschool and evaluate the technology plan using the dimensions of administration,

curriculum, support systems, connectivity, and technological innovation.

5.4 Ethics - Candidates conduct research and practice using accepted professional (p.296) and institutional (p. 297) guidelines and procedures.

http://edtech2.boisestate.edu/rickrobinson/portfolio/504_Final_Paper_Robinson.pdfhttps://rrobinsonjr.wordpress.com/2012/07/22/605/https://rrobinsonjr.wordpress.com/2012/07/22/605/https://rrobinsonjr.wordpress.com/2012/07/22/605/http://edtech2.boisestate.edu/rickrobinson/portfolio/504_Final_Paper_Robinson.pdf


18/2018

EDTECH 504 – ANNOTATED BIBLIOGRAPHY: The annotated bibliography featured sevenextant journal articles concerning multimedia learning theory along with brief descriptions of

the article’s contents.

In our Theoretical Foundations course, EDTECH 504, we had to write a number of papers

concerning learning theories. More specifically, the task of the class was to research and write

about any learning theory as long as it directly related to instructional and/or educational

technology. The choice of topic for my annotated bibliography section was the multimedia

learning theory (Mayer, 2005). Additionally, the some of the various topics included emotional

design for learning, cognitive architectures, multimedia learning systems, interactivity effect,

and “promoting metacognitive engagement, coherence, and learning” (McNamara & Shapiro,

2005). Finally, the bibliography followed the “accepted professional and institutional guidelines

and procedures” for conducting research satisfying the criteria of the AECT Ethics indicator.


http://edtech2.boisestate.edu/rickrobinson/portfolio/504_Annotated_Bibliography_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/portfolio/504_Annotated_Bibliography_Robinson.pdfhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/502/netiquette.htmlhttp://edtech2.boisestate.edu/rickrobinson/portfolio/504_Annotated_Bibliography_Robinson.pdf


19/2019

Conclusion

As stated in the introduction, the MET program at BSU was a great learning experience.

The knowledge and skills attained during the program will be extremely valuable in my future

career pursuits in the field. In particular, the Mobile App Design, Graphic Design for Learning,

Interactive Courseware Design, and Internet for Educators courses were the four most

enjoyable and much was learned from those experiences. Finally, the MET program has given

me confidence to seek employment in the field of educational technology even though I am

lacking practical experience in the field of education.


20/20

References

Association for Educational Communications and Technology (AECT). (2012). AECT standards,

2012 version. Retrieved from https://c.ymcdn.com/sites/aect.site-

ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf

Fahy, P. J. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The

theory and practice of online learning (2nd ed., pp. 167-199). Edmonton, Canada: AU

Press, Athabasca University.

Idaho Commission for Libraries. (2008). LSTA peer evaluation reports. Retrieved from

http://libraries.idaho.gov/page/lsta-peer-evaluation-reports

Januszewski, A., & Molenda, M. (2008). Educational technology: A definition with commentary.

(City) Lawrence Erlbaum Associates.

Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. New York, NY:

Cambridge University Press.

McNamara, D. S., & Shapiro, A. M. (2005). Multimedia and hypermedia solutions for promoting

metacognitive engagement, coherence, and learning. Journal of Educational Computing

Research, 33(1), 1-29.

Piavio, A. (1986). Mental representations: A dual-coding approach. New York, NY: Oxford

University Press.

Social Psychology Network. (2016). The jigsaw classroom. Retrieved from

https://www.jigsaw.org/

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science,

12(2), 257-285. doi:10.1016/0364-0213(88)90023-7

Portfolio Spring 2016 Rationale Paper Robinson v10

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