[Chris Craft]
Program Portfolio
Infancy | Toddler | Tween | Adolescence | Teenager | Graduation
Adolescence
When a child moves from tween to adolescence he or she usually has graduation in mind. While the child might be a ways off, the thought of finishing seem omnipresent. As I moved from the tween years into adolescence I felt a tinge of rebellion creep in and tried to stretch my knowledge of technology and web 2.0 tools. As is often the case in adolescence, the work required of me during this time frame was quite different from that which I had experienced in the past. I was beginning my Ph.D. coursework and was taking a heavy load. Concerned though I was, I was playfully arrogant enough not to let it beat me. So goes the attitude of the adolescent, eh?
Title: 722 Portfolio
Link: Goes to a Flickr photo page.
Standard(s): Design: 1.1.b ( Identify a variety of instructional systems design models and apply one model.) 1.1.c (Identify learning theories from which each model is derived and the consequent implications.)
Why: The course and the portfolio were almost exclusively about instructional design and exploring different models. The portfolio also required the implementation and integration of learning theory and how it applies to the instructional design models.
Annotation: Throughout the duration of EDET 722 we were required to keep a Blackboard-based portfolio that explored learning theory and how we can implement that knowledge. It was designed to have us explore instructional design theories and models as well as learning theory and how the two intertwine. My portfolio was nicely designed, aesthetically pleasing and well formatted. This was accomplished through extensive use of the actual HTML code (as opposed to the included WYSIWYG editor) and a precise attention to detail. Since the portfolio is locked in a Blackboard course, I have taken the screenshot below.
Title: CAST Bookbuilder book
Link: Takes you to an external web site.
Standard(s): Design 1.1.4a (Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.) 1.1.5b (Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.) 1.3d (Select motivational strategies appropriate for the target learners, task, and learning situation.) Management: 4.1.1, 2.1, 3.1 (Apply project management, resource management, delivery system management or information management techniques in various learning and training contexts)
Why: This was a group project, and required all of the items listed in the management standard and more. As for the design standard, we used instructional plans and I was able to actually deliver these materials to my students at the middle school level.
Annotation: In the same course we were assigned a project to build a "book" using CAST's Bookbuilder. The end product was designed to be geared towards an actual learner, so I chose to teach Spanish vocabulary using the book. Along with another student, I created a fictional character, "Maria" and told of her family vacation. Instead of clip art, we chose to use pictures that were released under a creative commons license. This made the project more relevant and more interesting. Throughout the design and deployment process, the other student and I collaborated in Google Docs, using PbWiki, and through other tools.
You can see the book directly by clicking here.