ETEC 600- Theory and Practice in Educational Technology
The purpose of this course was to introduce first-year ETEC students to the profession of educational technology and the one of many roles of instructional designers. The course covered theoretical and philosophical foundations, which includes instruction system theory, needs assessment, change theory, and relevant learning models (e.g.; Gagne, Dick & Carey). The course provided applicable practice of design theories to solve real-life problems in a variety of instructional systems.
In order to meet the goals and objectives of this course, a systematic approach was taken, which required meaningful assignments to be completed. The topic for the group assignment was to train the trainer/faculty member to be more accommodating and sensitive to special needs students at the post-high level. The following tasks were completed to successfully complete the requirements of the assignment.
In order to meet the goals and objectives of this course, a systematic approach was taken, which required meaningful assignments to be completed. The topic for the group assignment was to train the trainer/faculty member to be more accommodating and sensitive to special needs students at the post-high level. The following tasks were completed to successfully complete the requirements of the assignment.
- A system Chart- A chart showing the relationship between sub-systems and supra-systems and the characteristics and interactions between them. Click HERE to view.
- Write a change analysis/ dissemination and diffusion plan that includes an analysis of a system with regard to change characteristics and an adoption and maintenance plan for a proposed innovation.
- Create a needs assessment action plan for collecting data and performing a task analysis. Develop a discrepancies chart, project possible results, and write an alpha level needs statement.
- Propose appropriate solutions based on hypothetical results.
- Describe how a funding proposal for a grant can be used.
- Deliver a professional presentation
Front End Analysis- Documents
Front-End Analysis Feedback
Instructional design relies heavily on revisions. We received feedback from our peers and instructor. The common suggestions in the feedback process were to clarify the analysis of our systems to define the suprasystem, system, and subsystem. In addition, the communication lines within our system analysis needed to be stronger and clearer. Another factor of good analysis is to focus on the alpha level. Our human factor, which are the learners, was important to keep at the forefront of our design. It seemed that we met this element of good instructional design, which made our project a great success.
This collaborative project meets AECT standard 1: Design. It especially meets this standard's benchmark based on the analyzation and evaluation of the system we were trying to change. By focusing on these domains of design, we were able to design a system that we hoped would benefit our learners by "training the trainer" or faculty members of Maika'i University by mandating professional development for diverse learners.
This collaborative project meets AECT standard 1: Design. It especially meets this standard's benchmark based on the analyzation and evaluation of the system we were trying to change. By focusing on these domains of design, we were able to design a system that we hoped would benefit our learners by "training the trainer" or faculty members of Maika'i University by mandating professional development for diverse learners.