The Master of Educational Technology (MET) program at Boise State University has exposed me to a dynamic online learning environment and an opportunity to engage in exceptional scholarship. Having been enrolled in the program for four semesters I have gained tremendous insight and knowledge in the field of educational technology. Among the requirements for completing the MET program is demonstrating mastery of AECT core competencies in the discipline. I have assembled several papers and artifacts to meet this requirement.

     The papers and artifacts selected for this portfolio represent some of the work I have done in the MET program over the last year. Therefore the selections are not meant to show the entire body of work while in the program but rather to demonstrate that I have met all aspects of the AECT standards. The paper is organized in the numerical sequence of the standards. The entries submitted are identified and an overview is provided under each of the five categories and subcategories of the AECT standards. I have included in the overview how the particular items selected have been applied in educational or other settings or how I plan to use them. Where appropriate, I have also included the effect entries have had on my professional growth and epistemology.

      I have made remarks on my rationale for including particular entries in the portfolio and in some cases remark on the background of the project for which the item was created. The selections highlight how dominant philosophical and theoretical influences within the field, affect the development and application of several entries. These influences appear primarily as references to publications and have been cited throughout the paper.

     The development of most of the entries has also been influenced by two distinct factors. The first is my desire to facilitate an awareness and growth of effective uses of educational technology in developing nations and in particular Jamaica. Many of the entries therefore, have been developed specifically to assist in the growth of the Container Project. The Container Project is a mobile multimedia training lab created from a metal shipping container and located in a rural enclave in central Jamaica. The other influence is the Interactive Teaching and Learning platform (ITAL) an online educational system I designed and developed for teachers, students, administrators, and parents. ITAL serves as the primary delivery system for many of the papers and artifacts I created in the MET program. The ITAL platform is currently being tested on two websites namely websitelearn.com and italeducation.net. The websitelearn.com site is designed for grades pre-k to 5 students while the italeducation.net is a multipurpose portal for vocational training. Both sites are referenced in the paper and cumulatively represent my most comprehensive demonstration of mastering the AECT standards. This is of particular significance since the ITAL platform and both sites were being developed concurrently with the expertise gained from the MET program.

Meeting AECT Standards

Standard 1.1 Instructional Systems Design
      Instructional Systems Design (ISD) was introduced in the program through the Edtech 503 Instructional Design course. Instructional Design also known as Instructional Development (ID) remains one of the most important core competencies in the Edtech program. “Historically, instructional development has been grounded in a set of beliefs that, when implemented, include analysis, design, development, evaluation and revision” (Gustafson & Branch, 1997, pg. 73). Instructional Development serves as one of the pillars in the field of education technology in which “careful, systematic planning is important no matter what media of instruction are used in implementation” (Smith & Ragan, 1999, p. 2).

     In meeting the first AECT standard I had as a goal in the EDTECH 503: ID Project 3, the development of a lesson to create a storyboard for a personal narrative. This project was undertaken using the Analysis, Design, Development, Implementation, and Evaluation model: ADDIE (Smith & Ragan, 2005) with a target group of learners from the Container Project in Jamaica. The lab is a metal cargo container retrofitted with electricity and modern computers. During the analysis phase details related to airflow and visibility were scrutinized. Additional components of the project focused on determining learning objectives and creating a list of accompanying tasks. Blooms Taxonomy was used to align objectives to learning tasks to ensure expected learning outcomes. Specific activities were compiled in the ARCS Table (Attention Relevance Confidence Satisfaction) to incorporate learner motivation. The originator of this taxonomy contends that the table provides assistance for motivation in relevant areas (Keller, 1987). Learner resources, formative and summative assessment materials, and the justification for the technology tools used were provided. An expert reviewed the course design and concurred with its validity. One-to-one, small group, field trial evaluations were performed. Having gone through the many procedures involved in creating this project I am confident that it demonstrates a level of mastery consistent with meeting this standard. I am equally confident that I have a deeper understanding of instruction and the design process. This deeper understanding of instructional design has allowed me to apply the principles and skills associated with this standard to develop a lesson on how to upload a course to the BrainHoney Learning Management System. This lesson was designed for an adult educator whose college was transitioning from one LMS to another. While I used a modified version of the ADDIE model I incorporated all the phases in developing the lesson.

      I chose this artifact for the portfolio to represent my broad knowledge and deep interest in LMS’s. I used the mySakai LMS to develop the BrainHoney lesson. My awareness of how both the mySakai and BrainHoney products work was also important in assessing the development of the ITAL platform and increasing my knowledge of LMS’s in general. I plan to use this knowledge to increase the choices and improve the opportunities for online education professionals.

Standard 1.2 Message Design
      The plan for the manipulation of the physical form of “the message” is characterized by an attention visual designed for instruction. The EDTECH 506: Attention Visual is for a kindergarten math class. The attention visual is intended to direct the learner towards focusing on numerical facts. Numbers are shown initially to activate prior knowledge in numeracy. Upon interacting with the visual, learners would then be able to see cherries and make associations with the corresponding value of the numbers. A directive instructional strategy (Clark & Lyons, 2004) is used in this lesson.

     The delivery mode is via personal computers in an online setting and is meant to support traditional classroom instruction. Several design considerations were implemented including pointing the arrow in the initial interface closer towards numeral “1” to avoid the learner clicking the numeral “0” and not getting a response because of its null value. The arrow also prompts the learner to “click” to investigate the characteristics of the design.

I designed this visual to function seamlessly in the websitelearn.com educational system. The choice of grade level is not incidental and is consistent with other visuals and artifacts I have created in developing websitelearn.com as an efficient online repository for young learners. The interactive play with numbers 0 – 5 also motivates learners as observed with my own 5 year old daughter. The limited use of text provides the opportunity for learners that are not proficient with the English language to participate fully in the exercise.

Standard 1.3 Instructional Strategies
     The EDTECH 502: Jigsaw Activity is an online activity based on the Elliot Aronson's model. The key instructional strategy of the jigsaw activity is collaborative learning.  Each student plays a critical role in this learning activity by developing an interactive joint solution synchronously with peers (Dillenbourg & Schneider, 1995).

The jigsaw activity being presented was created for a group of fifth grade educators and outlines seven principles for good practice in online learning (Chickering, & Gamson, 1991). The lesson required learners to search online resources that were provided in order to learn the seven principles. Participants were divided into three groups and subdivided into expert groups. The expert groups were asked to find specific pieces of information then consolidate their findings within the subgroups. Thereafter, each subgroup member reported to each of the three primary groups. The resulting information was then made available for the learners to develop their own activity. The design and sequence of the jigsaw exercise provided an opportunity for learners to meet peers, develop comradely, and ultimately design a practical resource for their own teaching endeavors.

     While I have not used the Jigsaw activity since its development I have employed the collaborative learning instructional strategy it is known for. The jigsaw activity was selected to represent this standard because of the value of collaborative learning in building a sense of community in online environments. Throughout the program one of the important components in building online environments has been the development of a strong community. The jigsaw exercise supports the building of strong communities.

Standard 1.4 Learner Characteristics
     Learners' experiential backgrounds influence the type of instruction developed and the impact the instruction has on the learner. Educators can identify and use learners' experiences as a powerful resource in creating and delivering instruction. Each learner is unique and the need to find relevance in the instruction is important to the learning process (Knowles, 1990).

     In the example of EDTECH 501: Digital Inequality paper there is recognition of digital inequality being inherently unfair. This is of concern to educators and educational technologists in particular not merely as an ethical issue. The fundamental concern for practitioners is that as students enter learning communities they will do so with a reduced capacity to interact effectively because of the influences of not having access to adequate resources in the formative years of development. This is especially true in online learning environments where engagement with the instructional content, peers, and the instructor are vital.

     Another factor I have noted affecting student experiences with technology is limited instruction inside and outside of institutional settings. This sentiment of inequality expressed in the digital divide paper is one of the reasons I included the paper in the portfolio. The ideas resonate with me deeply, especially because I had taught in a New York City public school that was fully wired with wireless capability on all five floors yet the technology coordinator was unaware of this. In the same environment, students used a state of the art computer lab where they learned very basic skills. However, even the development of these limited skills was hampered because the majority of students were unable access computers outside of the school environment.

     This experience with digital inequality made me more aware of the need to design instruction to create the best learning experience for learners based on their experiential background. One example of how I accomplished this is presented below with the EDTECH 506: Memory Load and Far Transfer visual.
The EDTECH 506: Memory Load and Far Transfer is the other artifact I am submitting to meet this standard. This item is a visual designed to support instruction for adult learners on decision making. Some of the learner characteristics include the impact violence and poverty has on their outlook and the sparse value placed on education in particular. Therefore, these learners required non-violent, uplifting and practical visuals to help them focus on the instructional message. The visual is meant to guide the learning process towards an understanding of how to apply an unfamiliar idea to an unfamiliar task. The goal is to distinguish between learning the different steps outlined in the decision making process because although the learners make decisions daily the notion of a conscious and systematic approach was unfamiliar. Therefore, the visual is categorized as meeting the criteria for far transfer exercise. In reducing the mental load associated with far transfer tasks in this design, learners are allowed to focus on the instructional message. Clark and Lyons (2004) categorize the instructional strategy of the visual as directive primarily because of its sequential organization and online mode of delivery. The use of a mnemonic to provide memory support for learners is a primary strategy and an effective method of reducing cognitive load in far transfer tasks according to Clark and Lyons (2004).

      My reason for choosing this visual in meeting the above named criteria was not based solely on the learners but also the trainer. The training was designed with special considerations for the experiential background of mervin [sic] Jarman, renowned digital artist and trainer. This trainer’s background is very similar to those he trains. He is capable of connecting deeply and empathizing with the target group. The background skills he brings to the fore are complimented with a desire to improve those skills as a lifelong learner. His extensive knowledge of multimedia development allowed learning to occur through an overview of the course materials, follow up voice calls, and texting. Additionally, by serving as the local instructor during the facilitation of the course he gained direct access to asynchronous delivery methodologies using Skype. He was also able to easily share his considerable expertise through this mode of delivery.

Standard 2.1 Print Technologies
     EDTECH 504: Annotated Bibliography and EDTECH 501: Technology Proposal meet the print technologies category of the AECT Standards. In presenting the papers for display as print documents housed on the Internet, an independent CSS style sheet was created and attached to both web pages. The (print.css) page formatted the web page without images to create a text only document. Additionally, printing and download icons were added to the web documents to increase the viewers printing options. A PDF format of both documents was linked to the print icon and a copy of the file was compressed and linked to the download button.

      The development of the annotated bibliography involves searching electronic files in Boise State’s Albertson Library for articles and identifying those relevant to the thesis of a paper. EDTECH 504: Annotated Bibliography uses entries of standard APA citation followed by a critical review of the work and its relevance to the thesis of the research. The annotated bibliography is meant to provide concise, succinct, and critical analysis of the work cited. The credibility of the author or authors is noted and included with the purpose, observations, and conclusions made about the work. The annotated document is being submitted to meet the print category standards because in addition to assisting the author in research it also serves as a stand-alone bibliography.

      The EDTECH 501: Technology Proposal document was created and submitted by the Container Project to approving local authorities for consideration. In developing the document for print, concise verbiage which is consistent with the business culture was used. Bulleted points were chosen in some instances to improve clarity. The technology proposal documents the organization’s current technology status and requirements. The document conveys the findings of available hardware, the condition of the equipment, and provides an assessment of future needs of the organization. The evaluation compared organizational goals and objectives with the level of technology being used and made recommendations based on the number of users of the media lab. The process involved the use of email, chat, telephone, and video conferencing to aid the evaluation process and develop the document. The document was later housed on ITAL servers then accessed and printed.

Standard 2.2 Audiovisual Technologies

      The EDTECH 502: Virtual Tour - Jamaica by Bus utilizes audiovisual technologies to provide a virtual tour of some popular tourist destinations in Jamaica. The tour is presented as a four page website that includes audio, video, text, Google Maps and images. This entry was designed for teachers who enroll in the ITAL Education Introduction to Websites course. The lesson was developed for educators in Jamaica who have basic computer and Internet skills. The lesson provides an example of a virtual tour while allowing teachers to practice advanced skills in using social networking, hyperlinks and reflective learning through blogs.
The start page gives an overview of the lesson and instructions for successful completion of each exercise. Activities require learners to carefully note facts from each location, report what they find relevant using links and Twitter and finally reflecting on the activity.

      There is a consistent feel to the layout and navigation of the site which allows for easy access to the audio and video components. There are several You Tube video embedded on each page. Audio clips provide a guide through the various stops on the tour and are also on each page. There are links to external sites including text and video for all locations at each of the four destinations. Additionally, a Google map traces the virtual bus journey with embedded video links on the map.

This project demonstrates a fun and engaging way to share information about geography, social and economic activity on the island. The extensive and effective use of video, text, images, and audio through the use of computer technology qualifies this project for the standard. One of the goals of this design and the primary reason for developing it is that teachers who experience this activity will feel empowered to use technology to motivate and engage learners

Standard 2.3 Computer-Based Technologies

     There are two entries included in this standard EDTECH 513: Digital Story and EDTECH 501: Research Synthesis Paper. The entries are instructional resources and complement each other on the subject of effective use of multimedia in online learning environments. The development of online multimedia instructional resources and associated research findings use computer based technologies and therefore qualify for this standard.
The Edtech 513 class was an interesting introduction to multimedia development. The course highlighted the development of instructional or other materials for e-learning which requires knowledge of multimedia development. Clark and Mayer (2007) state that e-learning is being used to support a variety of training requirements (p. 9) of which audio, text, images, and animation form key components. The first artifact chosen to fulfill this standard is      EDTECH 513: Digital Story which incorporates several forms of media.

     In developing the digital story, voice recording was done using Audacity, an audio recording and editing software. Narration was initially done using a web-book microphone but did not rise to a high enough standard and was rerecorded using an external microphone. The narration was edited and compressed to an MP3 format. The audio was arranged and compiled with accompanying animation of several images, based on a previously designed storyboard. The personal narrative was then assembled using Windows Movie Maker.
The inspiration for the digital story was the very tragic death of an adult student while in child birth. Yet by having made a digital story in class the power of audiovisual media will provide her child with one of the few records of her mother.

     The EDTECH 501: Research Synthesis Paper examines cognitive load theory, its effects on the learner and instructional design process. The rationale for developing the paper is to promote dialogue on how to design effective multimedia for online learning.

Standard 2.4 Integrated Technologies
      The use of the computers to develop and disseminate the EDTECH 513: Podcast constitutes the use of microprocessor-based resources and meets the criteria for this standard. The podcast was developed using Audacity. The narration was recorded and edited and rendered to an MP3 format using several advanced features to reduce background noise and remove static distortions. The project was the introductory episode of a podcast series geared towards the educational community. The podcast was used to inform the target group about aspects of online learning. Additional steps were taken to created to allow users to subscribe to the series.

     First I created a blog on the Blogger site and selected features that allowed me to establish a Really Simple Syndication (RSS) feed. Then I published the podcast and later checked to see if the RSS feed was working by subscribing to the feed using Itunes. The feed worked without any challenges. The simplicity of the process makes podcasting an effective pedagogical tool.

     Podcasts can be informative, motivational and a useful tools for engaging learners. My motivation for creating and including it in the portfolio is based on a need to provide a resource for the educational community that is easily accessible. Additionally by creating the resource in a format more mature learners in Jamaica can appreciate readily because of its likeness to radio broadcasts contributes significantly to the goal of the Container Project to aid in the integration of technology in classrooms across the island.

Standard 3.1 Media Utilization
     The successful development of online education requires a greater understanding of how multimedia development impacts learning. The Coherence Principle for example is founded on “the finding that students learn more deeply from a multimedia explanation when extraneous material is excluded rather than included” (Mayer, 2003, p.132). I have added the EDTECH 513: Coherence Analysis paper because it provides an overview of the Coherence Principle of multimedia learning and will be used as a resource for informing instructional development. The paper will support novice designers in the development of online instructional content.

     This resource has been used to inform trainers at the Container Project in Jamaica through a distance learning course on effective multimedia presentations. The course was conducted via the Internet and highlighted ways to improve the development of multimedia slide presentations for a workshop conducted with a telecommunications company on the island. The paper was used as an online reading resource and presentations were reformatted to conform to guidelines of the principle. The paper has been cited in learner assignments and is also being used by other learners outside of the Container Project.

      The EDTECH 513: Coherence Analysis paper was selected to meet this standard by demonstrating how the item was used in teaching learners, having them adopt and apply what was learned and subsequently referring to the resource through citations. The paper has also been referenced by other learners who are themselves incorporating what they learn about the coherence principle in their presentations.

Standard 3.2 Diffusion of Innovations
     Exposure to philosophical and theoretical contributions to the educational technology discipline has influenced how I engage in pedagogy in very specific ways. One of the major influences has been writing a short synthesis paper on andragogy and developing a presentation synthesizing my understanding of major philosophical constructs, learning and communication theories.

      My understanding of learning theories and adult motivations for learning include androgogical principles proposed by Malcolm Knowles. These principles are important factors in creating a foundation for constructivist approaches in online learning. EDTECH 504: Andragogy and EDTECH 504: Theoretical Foundations-A Visual Summary are used to focus on the use of online environments to promote efficient learning processes. Both pieces of work accomplish this by noting some ways theories and motivational principles influence the design and implementation of instruction.

      These two resources used to meet this standard aid in the adoption of procedures that improve online learning. The resources were chosen as examples of the type of knowledge from which to adopt concepts, polices, and procedures in improving the online learning experience. I have used my knowledge of adult learning principles and the philosophical background to include the use of blogs and more reflective activities in my online lesson designs.

Standard 3.3 Implementation and Institutionalization
     The EDTECH 502: Mobile Computing and EDTECH 506: Facts lessons were created for and implemented online. The instructional materials for both lessons were developed for teachers and kindergarten students respectfully.

      The mobile computing activity was used as a pilot program by the Container Project in Jamaica. In the program we explored the feasibility of using mobile phones for learning in the Jamaican setting. This is especially significant because of the low cost of phone rates and the prevalence of sophisticated Personal Communication Devices (PCD). In the assigned activity teachers are provided with a guide similar to one learners might use to for a field trip. The teachers are then required to create and report on their own plans for a field trip using mobile computing skills they learned.

      The other artifact being submitted to this category is the EDTECH 506: Facts lessons which is to be used as a lesson on websitelearn.com. The activity is for grade K students. In the lesson a Flash component is used to demonstrate one characteristic of a circle. The emphasis on repetition provides a scaffold for young learners and guides them to respond to a formative self assessment.

      One of important considerations in deploying both these activities is the influence they can have in changing the educational of the immediate environment. Mobile learning for instance may be a viable economic alternative integrating technology into classrooms in developing countries like Jamaica. Therefore, the ability to have the Container Project cease on this opportunity by altering learner perception of effective technology integration may be advantageous. Similarly, engaging young learners in instructional activities that infuse technology into the curriculum may allow teachers that will use websitelearn.com to change their view of using online resources in a more deliberate way.

Standard 3.4 Policies and Regulations
      The course materials for EDTECH 502: Netiquette and EDTECH 502: Scavenger Hunt set precedent for learner conduct on the Internet. The netiquette or Internet etiquette, are rules that promote civil discourse for online students. The netiquette outlines behavior that is appropriate and inappropriate. I have found that establishing a code of conduct within an online learning environment is important to the orderly operation of the learning environment and enhances the learning experience. The other artifact allows learners to search in specific locations for responses to questions about copyright. The scavenger hunt, while engaging, is also meant to function as a method of teaching learners about copyright laws, fair use, articles in the public domain, creative commons, and the TEACH Act. Including these items into the learning environment sets the appropriate tone to allow students to focus on tasks, communicate effectively.

      Therefore it was easy to make the decision to include these items in the portfolio since I was able to observe how much they impacted my own conduct as a student and that of adult students fromthe Container Project classes I conducted.

Standard 4.1 Project Management
      I have managed the websitelearn.com project from its inception to its current stage of development. Upon completion, August 2011, the site will provide a comprehensive online educational resource for the grade k educational community. The successful development of websitelearn.com has included planning, monitoring, and controlling instructional design and other resources.

     During the initial planning phase of the project I focused on completing a front end analysis. The front end analysis included an extant data analysis, surveys, interviews, and the review of other websites. I used spreadsheets, diagrams, flowcharts, images, drawings, and voice snippets to create development and instructional objectives. Managing these objectives effectively saved time and maximized the available resources. I also increased efficiency by compiling all the documents from the front end analysis to create a development manual.

      I have added a research component to the manual based on my knowledge from work covered in the MET program to improve my ability to monitor best practices in online learning. This resulted in modifications to the design and function of websitelearn.com. An example of one of the changes I made is the removal of a header image from the interface where lessons were being delivered. The reason for the change was based on findings from my review of Clark and Mayer (2007) who contend that the use of extraneous images can create a negative influence on learning.

     Other research findings have allowed me to control the quality of instruction during project development. Adherence to the coherence principle of multimedia (Clark & Mayer, 2007) is a prime example in which images and associated text are placed in close proximity to each other. Instructional content that is related is also integrated and delivered as a single component known as a mini-lesson.
Managing this project has allowed me to demonstrate skills in the planning, monitoring, and control of the various websitelearn.com resources. Selecting this project for the portfolio has allowed me to provide a sample of the depth of the expertise required to manage the project. I have therefore demonstrated mastery of this standard.

Standard 4.2 Resource Management
     This standard was met through two projects. My experiences in developing websitelearn.com fulfill the requirements for this standard as does EDTECH 505: Evaluation Proposal. In both projects I highlight how I have mastered the standard.

      I found controlling and monitoring support services significant to meeting timelines. One of the ways in which I established control of timelines during the development of websitelearn.com was to consistently refer my software developers and network engineers to the site development plan in the development manual. Using the manual as a guide for development proved successful in focusing our efforts on specific tasks. This resulted in reducing the time to complete each task.

      In the EDTECH 505: Evaluation Proposal I recorded the budget I developed to help manage the resources for the project. In the budget I maximize the use of resources by limited the number of persons working with me on the project. Additionally, I used the services of the highest paid person for the minimum amount of days and utilized the efforts of the other professionals. This created an opportunity for greater oversight.

Standard 4.3 Delivery System Management
     How effective can web 2.0 tools like Wikis be in promoting higher order thinking activities? This question is explored using the inquiry-based learning activity known as a WebQuest, developed by Bernie Dodge and Tom March at San Diego State University. In EDTECH 502: WebQuest I developed a WebQuest to encourage examination of how Wikis can support the learning process.

     The effectiveness of the Wiki which was created by Ward Cunningham in 1995 is explored in this activity. Wikis which are centered around a constructivist approach to pedagogy are suited for cooperative learning activities and scaffolding according to Johnson (2005). Learners were required to use resources to develop a reasoned response to the central question of the WebQuest.

     Although the learner is being asked to examine the merits of using Wikis for higher order thinking, the learner herself is being exposed to a higher order thinking activity. I did this to provide a model for the learner. In this way I provided a scaffold for the learner by having her learn how to use blogs, research, analyze, apply, and report what was learned.

     The activities in this assignment are good ideas learners can use to respond to the central question about higher order thinking and Wikis. An example would be to model the use of the Wiki for collecting facts, similar to the research phase of the activity, then analyze a central question, and creating an artifact from the exercise to apply and report what was learned. The delivery mechanism used for the WebQuest activity is a website. However, the assignment itself incorporates the exploration and use of other web-based instructional delivery mechanisms such as blogs and Wikis.

     EDTECH 503: Art and Science of Instruction is a slide show used to describe the historical context for instructional design and to define several instructional design models and associated theories and philosophies. Images were used to create visual metaphors of the text based information. This activity promotes higher order thinking. Clark and Mayer (2007) contend that deeper learning occurs when relevant images accompany text in their explanation of multimedia learning.

     The assignment required knowledge of web-based delivery systems, appropriate sourcing and assembly of pictures and text. Google Docs was used to create this assignment and publish it as a publicly available slide show. Appropriate credit was assigned to images to fulfill copyright requirements.

     The planning, monitoring, and control over the instructional content and delivery mechanisms as evidenced from the project descriptions above in EDTECH 502: WebQuest and EDTECH 503: Art and Science of Instruction qualify these entries for meeting this standard. Both entries we chosen because of the high order thinking activities and differences in delivery mechanisms.

Standard 4.4 Information Management
    EDTECH 506: Mental Models and Near Transfer is a visual I created for demonstrating the Contiguity Principle of multimedia as articulated by Clark and Mayer (2007). This visual demonstrates a principle and helps learners to understand the relevant facts. The instructional strategy for this lesson is therefore categorized as explanatory (Clark & Lyons, 2004).

      This visual is part of a lesson designed for multimedia trainers from the Container Project in Jamaica to demonstrate the effective use of the contiguity principle. The objective of the lesson in which the visual is used, is for learners to develop a lesson and accompanying visual which incorporates the effective use of the Contiguity Principle.

The students had mixed prior knowledge and used the visual and associated lesson plan as a guide in developing their instructional materials. The visual is meant to make learners become more aware of the cognitive overload associated with the ineffective use of the ContiguityPrinciple (Clark & Lyons, 2004). The lesson also highlights the need for effective planning, storage and transfer of multimedia instructional content to maximize delivery to all learners at all times.

      An example of some of these considerations is connection speeds, screen resolutions, and optimization. The use of a predominantly black and white visual with multiple gray tones result in a small file size because of the limited number of colors to interpret. This limits the amount of bandwidth necessary for file storage and transfer. Therefore learners with older monitors are able to participate fully in the online lessons; an important consideration in developing countries. Another consideration is optimizing the visual for delivery over the Internet. In order to accomplish this the visual was cut into three slices allowing quicker loading time into the browser to improve processing and transfer.

      The visual was selected to outline some of the factors for consideration in maximizing multimedia instruction online including file storage, file transfer, and compatibility across platforms. The knowledge required and the development of this project, both technically and academically, demonstrates that I have met AECT standard 4.4 through this visual.

Standard 5.1 Problem Analysis
     The EDTECH 505: Evaluation Proposal demonstrates a process of data collection, refining of the problem statement, and the decisions that arise from the analysis. The italeducation.net Introduction to Multimedia Workshop was conducted as a blended short course to determine the feasibility of using distance education to conduct regional training in the Caribbean from the Container Project. This pilot course commenced in the summer of 2010 and was evaluated in August of the same year.

      There were two instructors. I served as one of the instructors stationed in New Jersey and the other instructor was located on site at the Container Project’s headquarters in Jamaica. Classes were held weekly with four participants who would serve as peer tutors for the program that was being proposed. The course design focused on the tutors becoming more proficient in multimedia learning strategies. The peer tutors served previously as assistants to the primary instructor who has been conducting face-to-face training sessions for several years.

      The evaluation of the training was based on the extent of improvement peer tutors demonstrated in using online instruction to advance their presentation skills and proficiency in multimedia presentations. The program objectives were identified, data collection procedures ensued, and data was collected and analyzed. Recommendations were then made as to the effectiveness of the online training in improving the skills of the peer tutors.

      The steps taken in this project amply demonstrate the ability to assess a given problem, by planning and using the appropriate instruments to collect the requisite data, and conducting a thorough analysis. It is important to note that while the criteria for this standard have been met it is with a special sense of pride that I submit this particular paper. The challenge of conducting this exercise while enrolled in three graduate classes in the summer was a feat that included tenacity, and focus.

Standard 5.2 Criterion-Referenced Measurement
     Assessments serve as a mechanism to establish how much students know before instruction begins and after it has finished. Criteria are established during the course design that are used to measure student achievement based specifically on established markers like designated skills found in a curriculum.
The determination of whether students achieve specific skills is demonstrated EDTECH 505: Evaluation Proposal. The plan to collect data during this project and for the analysis to be used is based on specific objectives identified from the onset of the process. Learner performance for this project was determined by pre and post assessments.
Standard 5.3 Formative and Summative Evaluation
     Formative and summative evaluations were conducted in the EDTECH 503: ID Project 3 and EDTECH 505: Evaluation Report projects respectively. In both instances I gained considerable experience in the evaluation process. The process of formative evaluation includes collecting information on tasks and using that information to provide feedback and guide further development. In summative evaluation a similar process is used but to for the purpose of making decisions about utilization.

     The formative evaluation was conducted by creating a plan then gathering the necessary information from an expert’s review, a one-to-one, small group, and field trial evaluation. The summative evaluation
was conducted using both quantitative and qualitative analyses using survey instruments, a subject matter expert, a questionnaire, and interviews. The experience of conducting formative and summative evaluations proved a powerful learning experience for me. I found that if used effectively formative and summative evaluations play an important role in developing instruction.

Standard 5.4 Long-Range Planning
     EDTECH 505: Evaluation Report provides a great example in how to apply long-range planning that focuses on the welfare and development of the organization as a whole. The contributions to the development of the Container Project which I have outlined thus far contribute to the general wellbeing of the organization.
However, to meet this standard the efforts outlined in the DTECH 505: Evaluation Report are more deliberate and organized. The focus of the effort is to plan strategically to expand training regionally and to do so in a cost effective way by incorporating online education into the course offering. Moreover, the effort to assess the most feasible approach to delivering instruction regionally to many learning centers that are not yet established was a prudent strategy.

      I have elected to identify this project as meeting the requirements for this standard based on the strategic long term planning efforts to introduce online training options regionally. The project also meets the requirement because planning incorporated upgrading the skills of the trainers to support the organization's growth in the educational services regionally.

Conclusion
     One of the most important things I have learned in the MET program is the value of collaborating with peers and instructors and how this process can lead to building an effective community of learners. This may not be evident from the artifacts and papers I have presented in the portfolio. However, the items I have presented are formed from careful and analytical feedback, encouraging words, and even harsh criticism from peers and instructors. The process of creating this website and assembling the portfolio has reminded me not only of my accomplishments over the past year but of the community I have been a part of within that time.

      While I have enjoyed many aspects of the program the things that have influenced me the most surround multimedia, LMS’s, visual literacy, and the impact they have on instructional design. I have been empowered by using these areas of concentration as focal points for learning. I now have a strong foundation I have developed from these interests and other knowledge I have attained through the MET program. I am therefore confident that my future endeavors will reflect positively on all the members of my learning community at Boise State University.