Throughout my studies in the Learning Design and Technology (LDT) program, I have continued refining my capabilities and competencies. Specifically, through my coursework, I have exemplified my ability to communicate knowledge. I communicate effectively in both oral and written formats, communicate content through the design and delivery of teaching/learning activities that integrate content and pedagogy, and adapt instruction and assessment techniques to the needs of diverse learners.
As a child, one thing my mom taught me was to “always communicate in two forms” (i.e. oral and written). While I do not wish to debate the use of the word always from her recommendation, I do wish to point out the importance the word always implies. It is very difficult, if not near impossible, for someone to live on planet earth without utilizing any form of communication. Thus, it can be argued that communication is one of the root characteristics of all relationships/partnerships. Moving forward, whether I remain in the K-12 education field or move towards the business sector, I will consistently be faced with responsibilities and expectations in conjunction with partnerships between myself and other professionals. In order for these partnerships to be effective, regular and thorough communication needs to be prevalent. I will continue to reflect on, and improve upon, my abilities and skills to provide effective communication.
As a child, one thing my mom taught me was to “always communicate in two forms” (i.e. oral and written). While I do not wish to debate the use of the word always from her recommendation, I do wish to point out the importance the word always implies. It is very difficult, if not near impossible, for someone to live on planet earth without utilizing any form of communication. Thus, it can be argued that communication is one of the root characteristics of all relationships/partnerships. Moving forward, whether I remain in the K-12 education field or move towards the business sector, I will consistently be faced with responsibilities and expectations in conjunction with partnerships between myself and other professionals. In order for these partnerships to be effective, regular and thorough communication needs to be prevalent. I will continue to reflect on, and improve upon, my abilities and skills to provide effective communication.
Communicates effectively in
oral & written formats
oral & written formats
Upon applying to the LDT program, I spoke with an admissions advisor who asked me, “Are you ok with writing a lot?” I have thought back to this question during the courses that I have completed in the LDT program. While I cannot say that I writing is my favorite pastime, I can say that I write well and continue to work towards excellence in my effectiveness of written communication. Both artifacts from EDCI 672, the Case Facilitation Plan: Team 1 and the Case Facilitation Plan: Reflective Journal, showcase my ability and effectiveness in communicating in written form. The Case Facilitation Plan: Team 1 is comprised of many descriptive and informative narratives that offer a clear glimpse into the inner workings of the Abby Carlin case study. As the ‘Lead for the Case Facilitation Plan” (noted in the Case Facilitation Plan: Reflective Journal), it was my responsibility to compile, edit, and finalize all written communication in the plan. In order to perform my role as the lead of the facilitation plan, I participated in audio and video communication sessions with my team. It was through these oral communications that we effectively communicated our personal beliefs and ideas related to the case. During these verbal communications, I restated, reworked, and summarized our team’s thoughts and opinions to accurately and effectively define our team’s beliefs and ideas.
Effectively communicates content through the design & delivery of teaching/learning activities that integrate content & pedagogy
One of the main objectives for the Paper Prototype assignment was to develop the necessary skills to create a design document that a developer would be able to work from to create a specified digital product. While it is important for all project team members to have a general knowledge of all aspects of the project, it is critically important for designers to have specific and detailed information regarding the organization of the included content, audio/visual expectations, and included media. For my Paper Prototype, I communicated the necessary information through brief general narration and detailed storyboard. I intentionally wrote the narratives in a clear and concise manner, with the intent that a designer would need to spend less time reading about the project and more time working on the design of the project. In contrast to the concise narratives, I created the storyboard to be extremely specific and particular in nature. It included such information as developer notes, media/text notes, and audio/narration notes for each slide (frame) of the interactive e-Learning module. The module, Administering the NWEA Assessment, was created as a stand alone unit of instruction for classroom teachers, easily distributed to any teacher though it’s associated URL. Selecting the URL associated with the Final Digital Prototype is representative of the method of delivery of the e-Learning module.
Demonstrates the ability to adapt instruction & assessment
techniques to the needs of diverse learners
techniques to the needs of diverse learners
One of the greatest challenges that designers of instruction and training instructors face is the set of diverse needs associated with their learners. This is true not only for children, but also for adults. My Integrated Instructional Project is an example of how instruction can be adapted to meet various needs of the learner. The project showcases the transformation of a series of professional development sessions traditionally taught in face-to-face after-school scenarios to a “professional development unit on [the teacher’s] own time, in the environment of their choice” (Winrotte, 2017, p. 8). The shift in setting choice and time-line allow for the teacher to utilize as much time as needed to complete the assessments for each module to the required proficiency. Through the Integrated Instructional Project I presented a well-defined plan; however, it was not implemented and evaluated. As a classroom teacher, I have had many opportunities to adapt my instructional and assessment techniques. I referenced some of the techniques that I have used in my classroom in the discussion question for week one of EDCI 564. Two techniques I have tried include audio/visual instruction and the use of a Learning Management System (LMS). “The feature that I find most appealing about any technology resource is the ability for students to have some personal choice in how and through what manner they garner instruction and skills” (Winrotte, 2017b, p. 1).
References
Winrotte, S. (2017a). Technology integration assignment: New teacher training. Unpublished manuscript,
Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.
Winrotte, S. (2017b). EDCI 564: Discussion question – Week 1. Unpublished manuscript,
Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.