Comprehensive Reflection

 

 

In early 2005, I began searching for techniques to bolster my instruction. I considered a master’s degree in reading or administration, but knew the future of education would include technology. When I heard about the Educational Technology (EDTEC) master’s program at San Diego State University (SDSU), I contacted the department to obtain more information. That spring, I began taking classes on campus. I quickly discovered that the program was not just about using technology in the classroom. It was also about the thorough analysis and needs of the learners before applying the necessary instructi0n, whether it included technology or not.

Before the next semester began, I moved to Florida. Fortunately, I was able continue my studies because distance learning for the program had been established. Using synchronous meeting sessions and managing my personal learning, I completed the master’s program in the spring of 2008.

 

Personal Growth

540: " How to figure out why people aren't doing what they should be, and what to do about it (Mager, 2000)." When I first began the program, I knew how to write objectives for my lesson plans, but quickly became aware of changes I needed to make. The "Magerian" well-formed objective writing demonstrated a more straightforward way in which to write lesson goals. In addition to polishing up my objective writing, I also discovered how to motivate learners by implementing the theories of Keller and Csikszentmihalyi. This program taught me how to execute a performance analysis systematically, and to design appropriate materials and strategies to meet the needs of the learner. Furthermore, I learned how to develop a job aid.as well.

541: "The technique of modern typography must also adapt itself to the speed of our times ( Tschichold, 1935)." This course allowed me to design instruction through the use of technology. By learning Dreamweaver, Flash and Fireworks, I was able to design and develop a classroom website with multimedia products. The site delivers information to the students and their parents via the Internet. I also learned important design theories that empowered my decision -making during the website development process.

544: "By using a systematic process to develop your training, you can guarantee learning outcomes (Clark, 1999)." Building on the knowledge learned in my first semester, I was now able to further inquire about learning problems and devise opportunities using the Instructional Systems Design. Becoming aware of Merrill's Content-Performance Matrix taxonomy cleared the confusion between facts, concepts, processes, procedures, principals and how to apply or remember them.

550: "Distance education is planned learning that normally occurs in a different place from teaching, requiring special course design and instruction techniques...( Moore, 2005)." Distance education is growing at an alarming pace. This course defined what it means to be an effective distance educator and the processes that take place to design quality online courses. I also had an opportunity to learn the learning management system of Moodle, and to create my own Moodle site.

684: "As a leader, one of the best things is to have project managers you can depend on ( Smith, 2003)." With the help of two colleagues, we analyzed a request for proposal and developed an educational strategy to meet the need of our client. We scheduled our project using a Gantt chart, but had to make sacrifices in order to adhere to the scope of this immense project. This project was a test of patience and collaborative skills since our team worked entirely at a distance to complete it. I also learned about fast-tracking, team-building, crisis management and decision making modes.

685: "Performance analysis guarantees doing the right things. Needs assessment is about doing those things right ( Rossett, 1998)." The heart of the Educational Technology program is performance analysis. This course offered me ways to analyze a situation's drivers and barriers, and to quickly develop learning opportunities using a systematic process. I analyzed the recidivism rate in America's prison, researched current practices and offered alternative solutions.

690: "Statistics or Sadistics ( Salkind, 2007)?" This course allowed me to use qualitative analysis of statistics and to interpret the results correctly. I also learned how to create surveys as a data collection method, and infer meaning from the results using Analyse-It software. I used this information to research the attitude of teachers in our school district with regards to the new technology being installed in every classroom.

572: " Training is a method of enhancing human performance ( Silberman, 2006)." After observing a need for a training opportunity, I used a multimedia resource to conduct an educational video for the students and teachers at my school. This course offered me the know-how to apply instructional design process in order to create a media enhanced lesson.

570: " Make good use of the Internet while engaging students in the kinds of thinking that the 21st century requires ( Dodge, 2007)." Much more than creating an online learning opportunity, WebQuests are systematically designed to focus on higher-level thinking. I created a WebQuest that required the learner to don the hat of an architect.

670: "All games, not just computer games are driven by motivation and objectives ( Thompson, 2007)." In this course, I worked with two separate teams to create an egame and board game based on the motivational theories of Keller and Csikszentmihalyi. I also worked with a team to create a simulation in Second Life.

795A:"CLAMming it up ( Rossett, 2006)." The capstone event that puts it all together, this course offered the opportunity to take what I learned in theory and practice it in a real-world setting. The most important thing I learned from this experience was to provide my client with Blended Learning opportunities for content delivery and to pay attention to scope creep. While enjoyable, this experience was also frustrating at times because my client had more pressing issues . Additionally, as in the real world, the project had to be re-assessed and changes had to be made. Blended Learning opportunities also had to be developed in order to distribute some of the content with technology. I developed training, a website and a blended learning opportunity for a writing consultant in the Tampa, Florida area.

795B:"The end is nigh!" My three year experience in this program has equipped me with the knowledge and resources necessary to further develop my existing career in teaching, or to seek other opportunities when they arise.

Important Ideas and People

From Homer and Jane Doe, to Rossett and Csikszentmihalyi.

Being a teacher, I already possessed some knowledge of the important theories behind education: Bloom's Taxonomy, Vygotsky's Zone of Proximinal Development, Gagne's Nine Events of Instruction and Gardner's Multiple Intelligences. In the Educational Technology program, I was introduced to other influential theorists that shape the learning process. I became aware that analyzing a situation and creating a solution is a meticulous, systematic process, especially the performance analysis procedure. I now understand the importance of taking sufficient time to investigate the needs of the client thoroughly.

Trying to whittle down all of the knowledge I have gained over the past three years into a few big ideas was a daunting task. After serious reflection, I came to the conclusion that the big ideas are Rossett's views on performance analysis, blended learning strategies, the ICARE system and the motivational theories of Keller and Csikszentmihalyi.

During my client experience in EDTEC 795A, I was introduced to the idea of Blended Learning . Shortly thereafter, unforeseen consequences required me to use the Bookend Blend model. My client was not able to attend the first two scheduled face-to-face (FTF) training sessions. Therefore, in order to keep the training on schedule, I had to devise and offer her ways to retrieve the information from her home. I used informational web links, a video podcast and a job aid to introduce her to the content. We later enriched this material with our FTF training sessions. I left her with the use of the website for an additional six months so she could may refer back to the information at any time.

In EDTEC 670 In EDTEC 670 , I was faced with three projects in which I was responsible for motivating the learner. I found that initially, motivation is not a problem because anything new is usually quite interesting. The problem exists when the learner becomes disenchanted with the newness of the game and seeks something different. Using the motivational strategies from Keller and Csikszentmihalyi , I made the learning relevant and gave the learner confidence, while still keeping him/her in their FLOW channel. Without these theories, I would have based the motivation on the fact that it was something new and exciting for the learner. The challenge is giving a game or learning situation longevity.

My Request for Proposal project in EDTEC 684 offered me the experience to develop a program that use s the ICARE (Introduction, Connect, Apply, Reflect, Extend) model. Built upon theories by Gagne and Bloom, the ICARE model is a great way to introduce concepts, systematically navigate the instruction and allow for learner reflection and extension activities. It gives the learner some freedom, while also guiding and offering support.

Although I had already been exposed to the model when I completed learning modules in an earlier EDTEC course, I was now able to be on the creative side of the computer screen. I helped define a course for educators at a fictional university (UNU) to further integrate technology-based learning experiences into their classroom and online curricula.

My Future

In the immediate future, I plan to continue teaching elementary school. I am now able to implement the strategies learned throughout this program in order to improve my analysis of student needs, instructional design and delivery of content. In the future , however, I would like to get involved in coursework design and online learning. I will be looking for opportunities to join a design or instructional team that develops and delivers distance learning opportunities.

 

Next: Bibliography and PKMS

 

 

Master's Coursework at San Diego State University: