Sub-competency 1: Demonstrates ability to read and understand educational literature related to Educational Technology

Artifact 1: EDCI 51300 -- Individual Paper: Improving the Learner’s Experience

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As a trainer and program manager for a non-profit, I was always interested in learning more about how to motivate adults or children to want to learn. This artifact was my opportunity to expand on my current experience and knowledge of instructional design by taking a deeper dive into researching Brain-based Learning. The purpose of the paper was to explore what brain research currently suggests and analyze similarities and connections between brain-based learning, various learning styles and models, and the impact they may have on improving learning.

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According to the Glossary of Education Reform, (Brain-Based Learning, 2013) “Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development- how students learn differently as they age, grow, and mature socially, emotionally, and cognitively.”

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This compelled me to analyze and compare individual learning styles such as Dempsey’s Cognitive Learning Styles (Dempsey, 2012), David Kolb’s (1984) Learning style inventory in comparison with brain-based learning to determine if there was a strong argument of how effective learning is a result of engaging various parts of the brain, including the connection with emotions, to engage the learning experience in an effort to transfer training to the real world.

As a result, I have given greater consideration to learning styles and brain-based learning when designing instructional courses and materials.

 

Sub-competency 2: Demonstrates ability to describe fundamental theories of human learning

Artifact 2: EDCI 53100 – Final Paper: Applying Theories to Instructional Design

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The purpose of this project was to explore, compare and contrast the contributions of Behaviorism, Cognitive Learning, and Constructivism Learning Theories to the field of instructional design. I applied the fundamental theories of human learning by designing content and activities of each learning theory within a lesson plan to provide learners with the opportunity to experience and apply each learning theory in a real-world setting. Each learning theory module was modeled to scaffold on learners’ prior knowledge providing a pathway for developing strategies to enhance learning both in and out of the classroom.

 

Sub-competency 3: Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems

Artifact 3: EDCI 67200 – Case Analysis 2: Lynn Dixon

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This was probably one of my favorite classes as I enjoy analyzing problems to identify possible strategies for a solution. In this particular artifact, I was tasked with reviewing the case study of Lynn Dixon. The biggest challenge represented by this case was staying within scope and budget to design an interactive kiosk to celebrate “World Wetlands Day”.

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I chose this artifact because it best illustrated diversity as the target audience was represented by school-aged children, senior citizens, and international visitors. Not only did I need to take into consideration the effects of pedagogy and andragogy when designing a possible solution as children and adults differ in how they learn, I also needed to consider possible cultural and language barriers between visitors and aquarium staff.

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During this project, I was able to demonstrate my ability to expand the role of an instructional designer to include performance consultant and project manager to provide a better product and experience for the customer.