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.

Indicators

Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)
Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)
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. (p. 116-117)
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. (p. 175-193)
Ethics - Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. (p. 296)

Artifact 1 - Course Evaluation

Context and Conditions
During the program internship, EDET 650 – Internship in Educational Technology, taken in the Fall semester 2022 , I assisted with updating instructional material that was originally developed in 2016. I had the opportunity to complete a course evaluation on one of the courses in which I was updating. The organization I was working with did not ultimately address the issues and recommendations, but this was a great experience for me.

Scope
The purpose of the course evaluation was to fulfill a class assignment, however, valid opportunities for course improvement were discovered during the process.

Role
I was working as an intern for the learning and education team at the host organization. As an intern, I reported to the learning and development specialist. In this role, I was solely the instructional designer and I had to rely on others as subject matter experts.

Instructional Design
The course that was evaluated was called Basic Budgeting and Municipal Finance. The summative evaluation revealed that learning objectives or goals were not clear or measurable. Also, the instruction included a student survey post course, but no graded assessment was used to measure the learner’s understanding of the content. I used the methods outlined in the Morrison, Ross and Kemp model to carry out the evaluation (Morrison et al., 2013).

Related Performance Indicator
The course evaluation included a process that assessed the adequacy of the learning. This course evaluation supports AECT Standard 2 – Content pedagogy. Completing the program or course evaluation requires the evaluation of the instructional material to determine if improvements are needed.

Reflection
The internship was a great experience. Completing the course evaluation, I was able to speak with subject matter experts (field service managers) that knew what content was needed for the course and they had great feedback on the old instructional material. After interviewing one of the field service managers, I was documenting my report and realized that I had not been clear in my notes that I wrote and I wasn't sure what she meant on a statement I wrote down. I ended up having to call her back for clarity. This showed me that when interviewing, you must be clear and thorough on the questions, ask questions until you are satisfied with understanding their answer and then make sure to document the details for later review. When I first took a look at the video instruction that includes a verbal explanation, along with written slides, I immediately noticed that the learning objectives were too broad and not measurable. Also, as I took the course that I was evaluating, and I noticed the ungraded assessments, but there were no graded test, quiz or assessment to gage the learners’ comprehension. Therefore, determining what instruction improvements were needed was a tough task. Therefore, my first recommendation was to create more specific learning goals and then also put some measurement in place to be able to evaluate the success of the instruction. Ultimately, the organization chose to maintain the broader objectives and decided not to implement any graded assessments for the learners. The elearning modules were to help elected officials gain an understanding about local goverment. The municipalities paid for these elected officials to take the course and it is important that these individuals take the courses. If my recommendations were implemented, it wold likely decrease the participation. The thought process is that watching the videos and doing the ungraded practice questions is better than having no learning at all. I understood their reasoning, but certainly explained that needed improvements will be tough to gage in the future with no standards to measure. Without having objective data on how well the learner comprehended the content, it is difficult to identify what areas need to be improved. Standard 2 is reflected in this artifact because I used multiple techology tools. I manually entered all data into a spread sheet and then analyzed the data. I documented the report. In this process, through interviews, surveys and reviewing the course myself, I assessed the adequacy of the previously developed learning and attempted to evaluate the instruction and implementation of education material delivered in Articulate Storyline.

Artifact 2 - Dual Coding

Context and Conditions
This artifact is a video created for an assignment in EDET 709 – Applications of Learning Principles in Spring 2021, my first semester of the graduate program. In this class, I learned about the foundations of learning and cognitive theories, along with instructional theories and models.

Scope
In this class assignment, I created instruction using the dual coding theory. I designed and developed instruction on a topic that is relevant to my current work. This was a stand-alone assignment and did not have an assessment component to the learning instruction.

Role
This was an individual assignment, and I was the instructional designer, as well as the subject matter expert, since the topic was a relevant topic in my line of work.

Instructional Design
The video was created using dual coding theory. As mentioned in the article written by James Clark and Allan Paivio, this theory is based on learning instruction that includes both verbal information while simultaneously using imagery to convey ideas and concepts (1991). I’ll note I learned that visuals help support attention, images also help the learner build on previous knowledge while building mental models. Visuals also minimize the cognitive load and supports motivation (Clark & Lyons, 2010).

Related Performance Indicator
This instruction reflects elements of the AECT Standard 2 – content pedagogy. Dual coding theory was used to illustrate the content by showing an image of the idea, while narrating the information. To facilitate generative learning, integration was used as the type of concept strategy. This means a concept was presented and then an example of the concept was displayed, as outlined on page 151 of the text (Morrison et al., 2013).

Reflection
In addition to learning about and using dual coding theory. I purchased Haiku Deck to create the video. This technology proved to be easy to navigate and create learning. Also, it offered many relevant photos to produce good imagery to go along with the verbal narration. Based on feedback, the learner may struggle to draw the conclusion of each concept. There is an opportunity for improving the explanation of how the image relates to each of the concepts in the instruction. There seems to be a defect in the video at .44 seconds. As mentioned earlier, this was created during my first semester in this program. I chose this artifact to show the improvement over the two years of learning. Reviewing this artifact now, there is opportunity to reduce cognitive load by doing a better job with the dual coding. As I reflect on the work I’ve completed during this program, my skill has improved. Though the assignment did not require it, the instruction is missing some type of assessment to gage the learner’s comprehension. I now understand the importance of assessments. As mentioned previously, in order to evaluate designed instructions, the learner's understanding must be tested or asssessed to determine if the instruction is effective. I've gained a better understanding about the importance of engaging the learner. Too, I understand that these assignment that did require assessments were simply to teach a strategy or concept.