515 TechKnowTeach Annoatation
Context
This project was developed as partial requirement for MIT 515: Web Teaching: Design and Development in the spring semester of 2003 under the direction of Dr. Sue Jen Chen. The project was focused on designing and developing an online or web-based course using WebCT course management system. The course that I helped design and develop was for New Hanover County public school teachers to educate teachers on how to prepare instruction that could integrate technology in a seamless/transparent manner. This project consisted of two parts. The first part included development of a project proposal which contained a front end analysis, description of the product, description of content, functional specifications, social contextual support, description of the instructional event, and evaluation strategies. The overarching framework for the design of the course was based on constructivist principles. The design also incorporated Problem-Based Learning (PBL) activities. The second part of the project included the development of the course using WebCT course management system and other web authoring tools.
Conditions
The project was a collaborative work. Patsy McQuiston, Stephanie Eggars, Nikki Rademann, and I worked together to design and develop the course. The team collaborated gathering data for the front end analysis and designing the product and its functional specifications. Each team member took the responsibility of developing one unit of the course individually. There was no budget for this project, but there was a timeline in order to complete the course for implementation in the following school year. Graphics were designed by our graphics expert team member, Stephanie Eggars. The course content was based upon the North Carolina Department of Public Instruction technology requirements.
Scope
This project was completed and was submitted to New Hanover County Schools. Currently, there is no data available indicating whether the school system implemented this course.
Role
As a team member, I assumed the role of Instructional Designer and developer for this project. I also assisted with the completion of the needs analysis as well as design, development, and evaluation of one unit of instruction for the course.
Reflection
The technical aspects of this project were creative and well organized. The team worked together professionally and supportively. However, the subject matter the team had chosen for the course was too expansive. If I had the opportunity to develop another online course for teachers, I would ensure the team specified a goal that was achievable in one course.
I learned how important the communication is when people work as a team to develop a product. When individuals work on different parts of the product there is always a chance of having inconsistency in the presentation of the materials. It is essential that the team exchanges and shares ideas throughout the development process to ensure that the presentation of the instruction is consistent. I believe our course flows together visually, but the content could have blended better. If I had the opportunity to develop this course again, I would devise a better communication system to enhance the content.
| Competencies | Job Descriptions | Evidence | Rationale |
| Domain of Instructional Development | |||
| Demonstrate knowledge of computer utilization practices and the ability to apply them in instructional settings including: computer literacy, software selection and evaluation, instructional management, hypermedia development and distance learning | Knowledge of instructional resources and the use of technology resources for instruction course management systems required | This module illustrates the ability to apply knowledge of computer utilization practices | |
| Design and produce computer-based instruction, including drill-and-practice and tutorial programs. |
Works a part of instructional design team to develop digital curriculum and instructional support materials. |
These artifacts illustrate the ability to design and produce computer based instruction. | |
| Design and produce interactive multimedia systems. |
Program or direct programming of web-based training for interactive multimedia delivery | These artifacts illustrate the ability to design and produce interactive multimedia systems | |
| Design and produce mediated instruction. | Must have multimedia design skills to incorporate text, graphics, video, and animation into educational resources. | These artifacts illustrates the ability to design and produce mediated instruction. | |
| Domain of Utilization | |||
| Apply principles of selection and use of materials and techniques relevant to a multicultural society (e.g., non-print, print, mass media, hardware, software, other audiovisual strategies. | Collaborated with school library media coordinator to provide leadership in the schools use of instructional technology resources to enhance learning. | This report illustrates the ability to apply principles of selection and use of materials | |
| Apply leadership techniques with individuals and groups (interpersonal skills, group dynamics, team building and diffusion of innovations). | Facilitates school participation in technology programs and activities Promotes family, business, and community partnerships that support the academic success, career readiness, and general well-being of all children. |
This course illustrates the positive group dynamics of the development team | |
| Domain of Evaluation | |||
| Plan and conduct evaluation of instruction/training. | Leads in the ongoing evaluation of the effectiveness of the instructional technology program | This report illustrates the processes and tools necessary to plan and conduct an evaluation of training | |
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