The courses required in the Learning Design and Technology (LDT) program have lead me to learn new knowledge and skills, reflect upon previously learned knowledge and skills, and more accurately define my educational beliefs and actions. I have continued to refine my ability to think critically and reflectively, specifically in regards to Educational Technology. I have developed a vision of inclusive educational practice and described the relationship between Educational Technology and the broader field of education, in the midst of critically evaluating educational theory and practice.
While I have thought critically and reflectively during the course of the LDT program, I cannot veer from this posture as I move forward in my career. With the onslaught of new and improved technologies, it is vital to maintain and reaffirm my personal vision of inclusive educational practices. In doing so, I must continue to reflect upon the distinct relationship between the new and improved technologies and the broad field of education.
While I have thought critically and reflectively during the course of the LDT program, I cannot veer from this posture as I move forward in my career. With the onslaught of new and improved technologies, it is vital to maintain and reaffirm my personal vision of inclusive educational practices. In doing so, I must continue to reflect upon the distinct relationship between the new and improved technologies and the broad field of education.
Develops a personal vision of inclusive
educational practice
educational practice
One of my first assignments during week one of my experience in the Learning Design and Technology (LDT) program was to define LDT. In my initial definition, I challenged that LDT “focuses on individual and group need” (Winrotte, 2017a, p. 1). For eight weeks, I participated in the LDT course Foundations of Learning Design and Technology: An Introduction to the Field. During this course, my attention was focused on Educational Technology, Learning Theory, and Instructional Design. By week eight, I had redefined LDT. There was one change, albeit subtle in visual significance, that spoke volumes as to the development of my personal vision. Instead of the phrase “focuses on individual and group need” to “meet the needs of an individual or group” (Winrotte, 2017a, p. 2). Changing the word focuses to meet implies changing from a stagnant attention to intentional support. As an instructor or instructional designer, I must continue to engage intentionally supporting the learner rather than merely thinking about what the learner needs but never planning to support the learner.
Describes the relationship between Educational Technology
& the broader field of Education
& the broader field of Education
As noted in the discussion threads in which I refined my knowledge and understanding of LDT, “I realized that I defined LDT based on the perspective I have garnered from my current position” in a junior high school educational setting (Winrotte, 2017a, p. 1). Specifically, I make the connection that in my original LDT definition, “the phrase 'process of producing instruction/training’ came from the portion of my job in which I must create trainings to support the [teaching] staff as they implement new technologies into their curriculum” (Winrotte, 2007a, p. 1). It is my belief that the root of the broad field of Education is solid instructional design, supported by “all appropriate and necessary tools and technologies” (Winrotte, 2017a, p. 2); therefore, Educational Technology, like Learning Theory, is one of critical support to the broader field of Education.
Critically evaluates
theory & practice
theory & practice
From the EDCI 531 course readings, I was able to reflect and actively engaging in the course discussions. The Discussion Question Week 2 artifact is an example of my ability to critically evaluate a learning theory. Not only do I critically evaluate Behaviorism and its importance, In both parts one and two, I link characteristics of the theory to some of my past teaching and training experiences. Additionally, while completing the Final Paper for EDCI 531, I reflected upon of the learning theories that were studied within the course. I was able to synthesize potential applications of Constructivism for a professional development solution. By applying the constructivist learning theory to a professional development problem, I was able to provide a solution that was “found in experiential learning, self-directed, and reflexive” in nature (Winrotte, 2017b, p. 7). The solution that I posed was founded in the idea of self-selection (personal choice), and we know that “constructivism lead directly to significance within instructional design, specifically though personal choice” (Winrotte, 2017b, p.8).
References
Winrotte, S. (2017a). EDCI 513: Discussion question – Week 1, Final definition – Week 8. Unpublished
manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.
Winrotte, S. (2017b). EDCI 513: New staff professional development: Self-selection. Unpublished
manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.