Christie Rickert
EDTC 6325: Educational Communications
Digital Citizenship E-Course
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Project Description:
The purpose of this project was to create an e-learning module using an open source learning management system (LMS), Moodle. The e-learning module was carefully designed to incorporate the best practice standards for synchronous and anynchronous online learning presented in the book E-Learning and the Science of Instruction by Ruth Clark and Richard Mayer.
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Responsibilities Met:
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Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
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| Performance Indicators |
Justification |
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2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.
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The project proposal is evidence of my ability to analyze and provide justification that this elearning course meets an instructional need. The Digital Citizenship elearning course was carefully designed to meet the needs of 9th grade students to learn about the rights, risks, and resonsibilities of digital citizens. Measurable instructional objectives were written which carefully considered the characteristics of the learner and the learning environment.
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2.4 Demonstrates ability to develop and select appropriate assessment instruments.
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Throughout the Digital Citizenship E-Course, there are three main types of assessment which I chose to include. There are online quizzes consisting of multiple choice, matching, true/false, and short answer questions to check understanding after each section of content. Discussion boards also prompt the learner to reflect on material learned and respond to a topic as part of an asynchronous online class discussion. And finally, there is a 4 part project titled "Your Digital Footprint" where students are asked to complete performanced based tasks to demonstrate their understanding of the topic. |
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
3.1 Demonstrates ability to develop instruction using a minimum of three different medias.
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There are four main goals in this course including how to protect your physical safety online, emotional safety (cyberbullying), repuational safety, and identify safety. Each section of this course addresses one of the topics through at least one page of on screen text, images which supplement the text, and multimedia videos. The instructional multimedia videos that I created using Camtasia include interactive elements to engage the learner and appropriately use video, images, text, and audio. |
3.2 Applies research-based rationale for the selection and utilization of technologies for learning.
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The following design decisions were made based on research to improve learning from Clark & Mayers previously mentioned book.
Multimeda Principle: Words and graphics were used together to communicate the instructional message.
Modality Principle: In the multimedia videos I created, audio was used to supplement on screen text.
Coherency Principle: Each section was scrutinized carefully and redundant information was removed. Images were used carefully so as not to distract the learner.
Segmenting Principle: The course is divided up into four main sections which can be made visible in the LMS when the teacher is ready to present the material to the learner. Also, in the instructional videos that I created the learner can move forward and backward using the table of contents in the sidebar of the video.
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| 3.4 Uses the results of evaluation methods to revise and update instructional materials. |
As documented in the project feedback file, revisions were made to the course based on feedback provided by the professor at key points throughout the project design. |
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
| 4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction. |
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Responsibility 5: Research. The candidate collects, evaluates, and synthesizes research from a variety of appropriate sources in order to support decision-making in design, development, implementation and evaluation of instructional systems.
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| Performance Indicators |
Justification |
| 5.3 Uses research to justify selections of instructional strategies. |
Clark & Mayer suggest that learners retain the information more when multiple examples are leveraged to provide a variety of contexts for applying the information. One example of this strategy in action is found in section 1 "Protecting Your Physical Safety Online". After reading information about cyberbullying, including a list of examples and nonexamples, students are then asked to watch a multimedia video which I developed. This interactive video includes examples of cyberbullying situations and the viewer has to respond to each scenario in order to proceed through the video. Throughout this section, students are exposed to a variety of cyberbullying examples and will be more likely to recall this information when faced with this real world problem. |
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Responsibility 6: Collaboration. The candidate demonstrates the ability to form electronic teams in order to identify and solve problems and opportunities in the field of instructional technology. The candidate demonstrates effective team building skills in a distributed collaboration environment, and demonstrates how candidate's own students or colleagues can take advantage of electronic collaboration for distributed team building.
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| Performance Indicators |
Justification |
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6.2 Identifies trends in distributed instruction.
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The theme throughout this elearning module is the importance of being a well informed digital citizen. High school students today are innundated with technology and love to use it. However, they are not always adequately prepared to use it properly. Upon completing this course, students will fully understand the rights, risks and responsibilities of using technology in our digital world. Additionally, using a learning management system allows the educator to deliver information anytime and anywhere the student has Internet access and efficently collect work from students electronically. |
| 6.3 Demonstrates effective utilization of tools necessary to implement distributed instruction. |
This e-learning course is delivered in an open source Learning Management Software (LMS) called Moodle. This course demonstrates my ability to use Moodle to manipulate text, images, links, and a variety of media to present instructional material. This project is evidence of my ability to use Moodle's activities including online assessments which are automatically graded, threaded discussion boards, and uploading of assignments for students to attach their products for grading purposes. |
Modifications Made
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