Annette Faith Robinson — My E-Portfolio
AECT STANDARD 3
Learning Environments
​
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
​
Five artifacts created in the Learning Design and Technology program demonstrate facilitation of effective learning environments in the following areas:
S. 3.1. Creating
Candidates create instructional design products based on learning principles and research-based best practices.
Artifact S3-A
Summer 2020 | EME 6457 Distance Learning
Introduction to Exponent Rules and Functions (Canvas course)
Artifact S3-A opens as a PowerPoint file to preserve the slide notes. This is a report on the creation and implementation of a two-week Canvas course that was taught live to students. I was in a group of three classmates. We split the course design by module. I designed the pre-assessment activity using Articulate Quizmaker and Storyline; the Learner-Instructor elements in Module 0 including the syllabus and course overview; the Diigo social bookmarking activity with an associated discussion reflecting on the activity; and wrap-up activities in Module 3 – discussion, and course evaluation. I interacted with the students in the course discussions and by Canvas messaging and graded the activities I was responsible for; I assigned appropriate points to all the course activities for easier grading.
This artifact reflects how the Distance Learning course provided us with a strong foundation in distance education research and best practice. The Diigo social bookmarking activity was recommended by the course textbook as a great way of promoting group work; it facilitated both Learner-Content and Learner-Learner interaction.
S. 3.2. Using
Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
Fall 2019 | EME 6208 Interactive Media
Hick's Law (narrated PowerPoint)
Artifact S3-B is a narrated PowerPoint exported to video and uploaded to YouTube. It was an exercise in best practices for using PowerPoint to engage the learner and communicate a message effectively, based on Mayer’s principles of multimedia learning (modality principle) where information overload is avoided by using both the verbal/audio channel and the visual channel to communicate (Mayer, 2014). ID skills learned: Identifying instructional media options; describing characteristics of, and selecting, appropriate instructional media; recommending instructional strategies; developing training program materials.
​
Mayer, R. E. (2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 59–70). Society for the Teaching of Psychology.
Artifact S3-B
S. 3.3. Assessing/Evaluating
Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
Artifact S3-A
Summer 2020 | EME 6457 Distance Learning
Introduction to Exponent Rules and Functions (Canvas course)
Artifact S3-A, and my role in creating it, are described above. This artifact demonstrates how we used multiple assessment strategies, including a pre-assessment to engage the learner while introducing the content, opportunities for self-assessment via grading rubrics provided to the learners, and a combination of graded discussions and activities and quizzes with immediate feedback. ID skills learned: Recommending instructional strategies, developing performance measurement instruments.
​
S. 3.4. Managing
Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
Fall 2020 | EME 6207 Web Design
Website analysis (PDF)
Artifact S3-C is a detailed analysis of a website’s information hierarchy structure, with a description of potential audience personas and a reflection on how a too-busy home page can overwhelm the learner. Contrast this with Artifact S3-D below that plans a relatively simple information architecture. ID skills learned: Developing a target audience profile; performing content analysis.
Artifact S3-C
Fall 2020 | EME 6207 Web Design
Teddies ‘n’ Blankies – visual interface design (web page)
Artifact S3-D links to a web page housing a visual interface website design plan. A simple structure with well-organized and consistent links and colors, without too much text, is an exercise in ensuring an uncomplicated and engaging viewing/learning experience that does not overwhelm with extraneous content. ID skills learned: Assessing characteristics of the target audience, performing task and content analysis, recommending instructional strategies.
Artifact S3-D
Artifact S3-A
S. 3.5. Ethics
Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.
Summer 2020 | EME 6457 Distance Learning
Introduction to Exponent Rules and Functions (Canvas course)
Artifact S3-A, and my role in creating it, are described above. This artifact demonstrates how our course was ethically focused on ensuring online privacy for our school-age learners by creating a private, password-protected Diigo group for them; and providing open access to quality educational resources such as Khan Academy and Virtual Nerd. ID skills learned: Assessing characteristics of the target audience, identifying relevant resources and context to ensure privacy, selecting instructional media, recommending instructional strategies.
S. 3.6. Diversity of Learners
Candidates foster a learning community that empowers learners with diverse background, characteristics, and abilities.
Fall 2020 | EDF 6284 Problems in Instructional Design for Computers
Online In Time IDP (PDF)
Artifact S3-E is the instructional design plan (IDP) for Online In Time, the fully functional Canvas course module of a training targeted to Hillsborough County, FL teachers transitioning to online teaching. I worked collaboratively in a group of three classmates on all the ID analysis, design and evaluation documents and activities; I created and maintained the Canvas course and did much of the development; we divided creation of the in-course assessments.
This artifact contains an analysis of the target audience and user personas that considers and plans for learners with diverse characteristics and abilities, especially in terms of technology expertise. ID skills learned: Performing a needs assessment/analysis, assessing relevant characteristics of the target audience, writing performance-based objectives, recommending instructional strategies, developing performance measurement instruments.
Artifact S3-E
