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AECT Standard 1: Content Knowledge

Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes (AECT, 2012)


Performance Indicator: Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.

Artifact: Asynchronous Online Learning Module for LTEL:201 (Helping English Language Learners in the Main Stream Classroom)

Description: This artifact is an online learning module for an undergraduate course in Duquesne University's School of Education. It was created to allow students to practice the assigned content asynchronously and at their own pace. A variety of media forms were used to elicit prior knowledge and help learners process the content, formative and summative assessments are built in for practice and feedback, and -best of all- students can learn at their own pace.


This learning module was created using several advanced principles of multimedia learning from Mayer's 2014 book The Cambridge Handbook of Multimedia Learning including: The Guided Discovery Principle (p.371), The Learner Control Principle (p. 487), and The Individual Differences in Working Memory Capacity Principle (p.598). The content for this week, an introduction to applied linguistics, can be more complex for some learners to grasp in a meaningful way. Therefore, an asychronous online learning environment -rather than a face-to-face synchronous learning environment- supports a student centered approach where individual difference, learner autonomy, and student directed investigation are more effectively supported. Additionally, 'Uniquitous Learning Affordance' part of the 'New Learning Theory' presented by Kope and Kalantzis (2016), is supported. This principle explains that a major affordance of an online learning module is that learning can happen any time, any where while not being confined by space and time.


Cope, B., & Kalantzis, M. (2017). E-Learning ecologies: principles for new learning and assessment. New York, NY: Routledge.

Mayer, E. Richard. (2014). The cambridge handbook of multimedia learning . New York, NY: Cambridge University Press.


Performance Indicator: Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.

Artifact: Synchronous learning slide deck which utilizes Mayer's (2014)Multimedia Learning Principle in the design.

Description: This is a slide deck used in a face-to-face synchronous learning environment for the same class discussed in the first performance indicator (LTEL:201). This slide deck represents an enhanced synchronous learning experience in several ways: multimedia (pictures and words), screen shots of content vs. linked content, and static as well as dynamic media content.

Reflection: My pedagogy for student directed learning and ubiquitous learning are represented in the supplementary materials that I create for the courses that I facilitate. Learners can feel empowered to work through the content, using the slide deck for guided support, on their own, in small groups or as a whole class. In addition, cognitive processing is considered by designing a variety of tasks to keep the working memory refreshed and prevent cognitive fatigue.


Performance Indicator: Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

Artifact: Conference presentation (Tel Aviv, July 2019) on using the SAMR (cite) model to assess and evaluate integration of technology and instructional materials.

Description: This slide deck was created to present at a Teacher Education conference in Tel Aviv, Israel. The topic was about training teachers to implement appropriate technology, asses their current use of technology and instructional materials.

Reflection: For this presentation, I focused on the Substitution, Augmentation, Modification, and Redefinition (SAMR model) of technology use and implementation as a framework for evaluation. This model frames the designer/facilitators choices in the type of technology that they select to be used in the classroom by evaluating the intended versus the actual experience of the learner. Through this model, educators can evaluate materials or tools by deciding if the rationale is to substitute, augment, modify, or redefine the learning experience. This method helps to inform educator pedagogy around instructional technology, especially when combined with Technological, Pedagogical, and Content Knowledge (TPCK).


Performance Indicator: Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.

Artifact: Policy from GDIT (718) Policy, Planning and Management

Description & Reflection: This artifact is a policy that was created to fulfill the requirement for a course on Policy, Planning and Management. At the doctoral level, were are expected to create new theories and policies to help grow, change, and re-frame our professional field. This policy is a mock-up of how a similar policy, with similar population and goals, might be created.


Performance Indicator: Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

Artifact: Comprehensive Exams, Digital Portfolio

Description: This portfolio was a required part of the Ed.D Instructional Technology program. It serves to demonstrate how I have achieved the five competencies determined by the Association for Educational Communications and Technology (AECT).

Reflection: As a professional freelance instructional designer, I have had the pleasure of working with many types of clients in an industry, personal, and higher education focus . Although I am hired to facilitate the design of the final product, that product is owned by the client. When future or prospective clients ask for samples of my work, I am faced with an ethical dilemma because without permission from a client I am not allowed to do that. Despite the fact that the client may never find out, I strive to uphold the professional ethics of my field and only showcase actual artifacts that I have explicit permission to use. This digital portfolio represents my choice to not use some artifacts from clients who did not give permission. Instead, a general description of item , a disclaimer about client permissions and client anonymity are utilized. In addition, if I do use an artifact from a client that has given permission, I make sure to disclaim that as well and attribute the final product to them. Finally, all images are open source or paid for within the Wix platform for unlimited use.


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