Sub-competency 1: Plans and designs effective learning environments and experiences supported by technology

Artifact 1:  EDCI 56600 – Digital Job Aid/ Instruct. Plan

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The instructional plan outlines the need to develop a digital job aid to support and model a marketing toolkit following the Joint Service Travel Program (JSTP) style guide. The purpose of the digital job aid was to model the use of social media plan as demonstrated in the JSTP standard operating procedures (SOP). This job aid would be included as a resource within the marketing session of the JSTP SOP annual training.

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Incorporating technology into a traditionally face-to-face environment can be a challenge. What I discovered to work well for transitioning organizations into a tech friendly environment is to graduate introduce new technology twists with familiar technologies. In this case, I incorporated the use of strategizing a social media plan as a way to work in technology compatible with the social media platform being used. The digital aid I created in Articulate Storyline and published to Articulate Online allowed me to create a launch code that could be embedded on the JSTP website for direct access.  

 

Sub-competency 2: Applies technology to facilitate a variety of effective assessment and evaluation strategies

Artifact 2: EDCI 56900 – Paper Prototype Assignment

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Traditionally, asynchronous courses offered in our organization rely heavily on survey monkey to collect and evaluate the reaction of learners upon completion of a class. I found this to be somewhat ineffective as our organization, like many other organizations, collect the information with no take action on the results.

My goal was to create a course that would transition from its initial knowledge-based content to a behavioral-based implementation and evaluation strategy. I utilized a number of tools within the Sakai LMS platform to implement Kirkpatrick’s Four Levels of Evaluation (Kirkpatrick, 2016) level one and level two evaluations to include tools such as Tests& Quizzes, Gradebook, Evaluations, and Assignments.

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Sub-competency 3: Demonstrates understanding of social, ethical, legal, and human issues surrounding LDT issues and practice

Artifact 3: EDCI 57500 - Final Project, Learning Modules

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I chose to use both my EDCI 57300 Final Practicum Project and EDCI 57500 Final Project Learning Modules as artifacts to demonstrate my understanding of social, ethical, legal, and human issues surrounding LDT issues and practice.

In the case of Artifact 3, I worked with my organization’s legal depart to interpret organizational guidelines for the use of copyright materials and drafted a letter requesting permission to use identified video clips hosted on YouTube. I received consent for a majority of the videos I wanted to use, but for those not providing consent I would be tasked to create original videos inspired from the videos I wanted to use.

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In the case of Artifact 4, the FFR Facilitation Certification course would touch briefly on a number of factors:

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Social: Session 2 of the course focuses on the role of the trainer to create a positive and engaging community of learning within the asynchronous learning environment. I have designed the course within Sakai to include opportunities for learners and facilitators to create a community of learning such as developing an Ask and Instructor/ Ask a Peer and Student Lounge discussion forums.

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Ethical: it is part of my responsibility to ensure the courses I develop are inclusive of all employees that wish to participate as learners. This means I am tasked to test the usability of all my asynchronous and e-learning course designs are ensure they are accessible to all employees and compatible with the systems they use to the best of my ability. When working for a government agency, security protocols can often get in the way of accessibility and ease of use.

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Legal: As also indicated in my first artifact, I had to seek permission to use copyrighted materials. Fortunately, the Trainer Type Inventory handout I wanted to use included the statement, “This material may be freely reproduced for educational/ training/research activities only”.

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Human: the primary focus of the FFR Facilitation Certification course was to focus on the human factor of creating an environment of peer-to-peer and peer-instructor interactions. This ranged from have learners practice asking questions, providing positive forms of feedback, and providing basic navigation and technical assistance as their role of the instructor.

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What I have learned is I need to be more aware and take into consideration the social, ethical, legal, and human factors when designing an instructional or non-instructional solution to minimize the financial and legal risks to the organization.  

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Log into the website below to view the Final Project Learning Modules (Selecting the Right Staff v2.0) as a student and the FFR Asynchronous Facilitator Certification course as an observer. 

 

Please note, you will be accessing a course that has since been implemented in January 2018. 

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Select: Non-NPS User

User Name: FFRLearner1@yahoo.com

Password: Password

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