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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. Reflection: 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. References: 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.

  • AECT Standard 2: Content Pedagogy

    Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy (AECT, 2012) Performance Indicator: Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. Artifact: Slide deck created to facilitate an Intermediate [English] Note-Taking Class Description: This course is part of the English for Academic Purposes (EAP) curriculum at the Duquesne Unviersity. International students attend this program as a pathway to attending an American University while achieving an advanced level of English language fluency and accuracy. The language level of the students in this course was classified as 'intermediate'. Learners in this program have both content and language goals; they hope to achieve fluency in academic English while also gaining cultural knowledge about the processes of teaching and learning within the American University environment. Reflection: In this slide deck, I use a variety of media to help make the language and cultural content more comprehensible. For each module, learners should watch a simulated lecture and take notes. In addition, they learn conversation strategies by watching a group of 'students' discuss the day's lecture. These videos are provided by the publisher on a DVD. I chose to integrate the videos into the slide deck to reduce cognitive load by supporting continuity of the media. In addition, it also makes the videos more accessible for the learners who may otherwise be impeded by having to visit the computer lab to re-watch the lectures for review. Throughout my slide deck you can see opportunities for 'pushed output' (Swain, 1993) which help learners to develop meta-linguistic awareness of their language skills. Reference: Swain, M. (1993). The Output Hypothesis: Just speaking and writing aren't enough.Canadian Modern Language Review,50(1), 158–164. doi: 10.3138/cmlr.50.1.158 Performance Indicator: Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. Artifact: Video created using Adobe Spark to test and evaluate The Sphero Mini. This was created for the course Computational Thinking. Description: The Sphero Mini is an educational technology tool used to teaching coding and computational thinking skills. Using a mobile application, users can create and run code that will execute desired functions in the ball, i.e. users can control movements and audio functioning through the application. Reflection: The goal of this review was to investigate and reflect on the effectiveness of using The Sphero Mini to teaching knowledge management skills associated with computational thinking. These skills are relevant 21st Century skills and can be applied to many academic and social contexts, not only in STEM classes. Performance Indicator: Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice. Artifact: Interactive Slide Deck Description: This interactive slide deck was created during a course on Instructional Design. The purpose was to create a platform where learners could asynchronously and autonomously interact with the content in an intuitive and user centered way. This material was created with multiple forms of self-assessment embedded within, so that learner's are able to evaluate their comprehension. Reflection: Several learning theories serve to support the rationale for creating a learner centered interactive slide deck. First, Lev Vygotsky (Mcleod, 2014) provides the foundational support for necessity of interaction to support meaningful learning. In addition multiple means of representation and engagement are embedded within to support Universal Design for Learning (CAST,2018). References: CAST (2018).Universal design for learning guidelines version 2.2. Retrieved from McLeod, S. (2014). Lev Semyonovich Vygotsky - PLT learning content. Retrieved March 29, 2020, from Performance Indicator: Managing - Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy. Artifact: Google Site-Online Asynchronous Learning Module. Description: This artifact was created for a course titled IT Policy, Planning and Management. This site serves as a the course shell for an online learning unit on scaffolding and supporting language and content goals for English learners in the mainstream classrooms. Reflection: Gange's (1992) Nine Conditions of Learning frames the selection of and delivery of content for this course to ensure learners are supported while navigating this flexible and diverse learning environment. In addition a Backward's Design approach was applied to the overall development to ensure all choices made are outcome driven. Delivering the entire contents of the course as a google site provides a stream-lined user experience that will help those with a low self-efficacy in online learning and technologies more effectively manage their learning. References: Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Orlando: Harcourt Brace Jovanovich. Performance Indicator: Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. Artifact: 1.1 State of Washington models for evaluating textbooks 1.2 Example of students analysis of several textbooks using the 'Washington Models' 1.3 Slide Deck to explain the task to students Description: As a Teacher Educator at Duquesne Unviersity, I teach an undergraduate course called LTEL:201 (insert name). For the first 4 weeks we discuss the topic of 'culture' as it relates to working with English Language Learners (ELLs) and their families. One of the tasks that they complete during this unit, is to work in small groups, collect 3-5 items from the curriculum center and evaluate them using rubrics for bias and stereotypes. The rubrics that they use (artifact 1) come from the Washington Office of the State Superintendent of Public Instruction, via the Washington Office of Superintendent website. Reflection: When I was working as a Teacher Educator in South Korea, I taught a course on Intercultural Communicative Competence (ICC). In this course, we used a rough version of this task, with no formal rubric. Instead, trainees brought in a few English textbooks and together, as a whole class, we would look through them and point out instances of bias and stereotype. This time, I decided to do a search for literature on evaluating textbooks for bias and I found the work done by the state of Washington's Office of the Superintendent of Public Instruction. The rubrics have been peer reviewed, and made publicly available through Eric. i felt that while as future teachers , they may not need to use an official rubric, it is good practice to help them see how not only our language, teaching, and judgments of students may have bias, but that there is bias in the materials that we bring into our classrooms. Helping future teachers be able to design and select media and technology that emphasizes the diversity of our society should be a part of every teacher education course as much as possible.

  • Standard 3: Learning Environments

    Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments (AECT,2012). Performance Indicator: Creating - Candidates create instructional design products based on learning principles and research-based best practices. Artifact: GDIT 715 (Learning Theories and Instructional Design) Final Project Description: This artifact was created as part of my doctoral course work. It is an online learning module titles "Design the Life you Love" created using the Kemp Model of instructional Design. Reflection: This artifact represents an instructional design product based on the Kemp Model, which takes an iterative approach to design with a goal of student-centered instruction. This method of instructional design lends to learning principles and best -practices that facilitate a learning environment where differentiated learning styles may be more supported than one created using backwards design. Kemp allows for designers to use the live classroom for their user testing of the course blueprint. In other words, the course is constantly evolving and changing base don the real time needs of the learners. Performance Indicator: Using - Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. Artifact: Jira Screen Shot Description: At a large American university, where I work as an Instructional Designer for E-Learning, we use the Agile Method of product design to create our courses. This is an iterative process that utilizes a computational thinking strategy to break the development process into smaller chunks or stories. The screen shot (artifact) shows the software, Jira, that we use to create, manage, and assign the stories to team members. We employ backward's design to create all courses. First we start with a course concept document, which is a a product skeleton. Next we create the final assessment, module topics and skills, and select the materials for the course. Finally, we develop the formative assessments for each module, ensuring that they all map back to the course competencies and support success on the final assessment. The Agile method requires that before any of these items can be finalized, reviews from two additional instructional designers, subject matter experts, the product owner, the chief product owner, an editor and a content architect are required. (Note: I was not permitted to show any artifacts of the our design work by this client.) Reflection: This artifact is an example of the Agile product design method. I was selcted because it represents the process that we use to manage the design of our courses. This method has been shown to ensure higher quality products, a more stable development process, and a better user experience for the learners. Performance Indicator: Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. Artifact: ED Puzzle video with integrated formative assessments Description: (no longer available) This artifact was created for the course Foundations of Instructional Technology in the summer of 2017. The original video, found on youtube, was modified to include questions to help the learner assess their understanding of the video content. Feedback was immediately provided on their responses and they may have been been cued to review a specific part of the video if an answer was incorrect. Reflection: Unfortunately, the video is no longer able to be accessed as ED Puzzle seems to have made changes to their site, eliminating the free version and making it strictly an LMS integration application. This tool allows you to take any video file and embed formative assessments throughout as an alternative method for collecting data from students to improve instructional practice. This transforms the experience of watching videos, assigned by instructors, from a passive experience to an active one, facilitating deeper cognitive processing of the content. Performance Indicator: Managing - Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. Artifact: (Academic paper) Technology Integration for TESOL Instructors: Combining TPACK and SAMR to Support Comprehensible Input. Description: This paper was created for the course Developing a Learning Environment Using Instructional Technology. It highlights the need for teachers of English Learners (ELs) to establish a method of check and balances for the use of technology in their courses. Reflection:The use of multimedia and technological tools to facilitate and support language acquisition may both help and hinder the process. Through the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework, and the Technological Pedagogical Content Knowledge (TPACK) approach, we can help learners achieve their language and content goals while ensuring we are not overloading their cognitive processing. It is important to first develop one's TPACK and then apply the SAMR model to ensure the technology we select will support our intended outcomes. Performance Indicator: Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. Artifact: Online module created with a Creative Commons License Description: This online module was created as a professional development tool for pre-service and practicing teachers. It was created with a Creative Commons Attribution, Non-Commercial, Share-Alike License. This license permits users to share the work with others, and make adaptations to it, as long as they cite the original author (me). This online module was used to present on the topic at the E-Learn conference in Vancouver, British Columbia in 2017 and members of the audience were informed of their rights, under this licence, to share and adapt the work. Reflection: This artifact represents Ethics in Learning Environments for several reasons. First is demonstrates my commitment to Fair Use and appropriate open access to resources through the use of a creative commons license. Second, the choice of using a free tool to create the learning modules serves to model and demonstrate -for learners- appropriate open access to resources. Performance Indicator: Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. Artifact: Prezi Slide Deck: "Pedagogy of Discomfort: New Learning for the Digital Age" Description: This artifact represents a presentation that was given during the course Ethics and Social Justice in the Digital Age. It is grounded in the overarching theory of 'A Pedagogy of Discomfort' which is commonly referred to in social justice literature (Boylan, Woolsey, 2014) . Reflection: The presentation discusses how a concept or paradigm shift in a teacher's values and beliefs about instructional technology is required despite the discomfort it may cause them. If we are to foster a learning community that empowers learners with diverse backgrounds, characteristics and abilities, then we must challenge ourselves to evaluate our identities in these new learning spaces. Reference: Boylan, M., & Woolsey, I. (2015). Teacher education for social justice: Mapping identity spaces.Teaching and Teacher Education,46, 62–71. doi: 10.1016/j.tate.2014.10.007

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Other Pages (4)

  • Projects | CRV_E_Portfolio

    My Projects This is a collection of my most recent projects. My areas of specialization include: storyboarding, concept progression, needs analysis', UX design , Design Thinking, Agile project management, assessment and content development . For more examples, navigate to AECT Artifacts . 01 Process Improvement Feedback and iteration is a very important part of the design life-cycle. In a role as a learning designer for a software company-seeking to revamp their learning design team-I created internal and external review documents. These help to ensure that we are receiving focused, objective, and robust feedback that drives our learning products towards enhacing the user experience. Click the image to view examples. 02 Full Service: English Like a Native LTD A youtuber, famous for her English language learning content, wanted to create a comprehensive online English learning program. I served as the Learning Designer, Learning Experience Designer, Content Expert, Project Manager, and Content Developer to create this full program for a Wordpress LMS called Learndash. Click the image to view the site and browse the courses. 03 Methodology: Sales Team Training This software companies goal was to develop a new internal training program for their sales team using an LMS called 'Talent' which is very limited in its multimedia capabilities. We utilized a third party tool called 'Canva' to create dynamic training content that could be embedded into the LMS. In these example you will notice several types of asynchronous training, designed and developed to be interactive , engaging, and drive the sales teams towards measurable, target outcomes. Previously this was done with lengthy job aids and/or long "town hall" style zoom calls. Notice how the interactive features of these products allow users to jump to just what they need, rather than scroll through long documents? 04 Backend Wireframing & Content Development Examples The finished product is always nice to look at but it is a long road--with many moving parts--to get it there. Here are some examples of blueprints, storyboards, learning path planning and ideation documents that were part of the backend design and development on several projects. Click the image to view the examples.

  • Home | Christie R Vanorsdale's E-Portfolio

    BIO Christie Reneé Vanorsdale is a Senior Instructional Designer, passionate Teacher Educator, and academic researcher . She has worked in South Korea, Turkey and The United States as a professional educator since 2008. In addition, Christie has presented at numerous international and domestic conferences, and has traveled to over 30 countries. She holds a B.A. in Psychology, an M.Ed. in TESOL and is currently an Ed.D. candidate in Instructional Technology and Leadership at Duquesne University in Pennsylvania. She is completing her Doctoral Dissertation on the efficacy of multimedia design principles in digitally enhanced learning content for English as an Additional Language (EAL) learners. Industry Resume Curriculum Vitae Upwork Profile CHRISTIE RENÉE VANORSDALE'S PORTFOLIO Ed.D Instructional Technology I Cohort 10 I Duquesne University I Pittsburgh Pennsylvania I USA Portfolio Purpose This portfolio serves to fulfill Duquesne University's Ed.D Instructional Technology & Leadership program's comprehensive exam requirements, and as a professional demonstration of my commitment toward improving learning. AECT Standard 2: Content Pedagogy ​ Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy. Here to see my professional work portfolio? Go to Projects Here to get a quote for a project? Go to services Here to see my Ed.D portfolio? Go to AECT artifacts ​ WHY AECT ? Hover over the images below to learn more about the AECT standards. AECT Standard 4: Professional Knowledge and Skills ​ Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice. GET IN TOUCH 21 Hays Street Pittsburgh Pa 15209 4123036628 ​ Submit Thanks for submitting!

  • About this Space | Christie Renée Vanorsdale's E-Portfolio

    ABOUT THIS SPACE This E-Porfolio was designed according to the theories and principles presented in the The Cambridge Handbook of Multimedia Learning (Mayer, 2014) . Design choices were made with the user's dual channel cognitive processing, limited capacity processing, and active processing at the top of mind. ​ This portfolio is licensed under a Creative Commons Attribution 4.0 License. ​

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