[Chris Craft]
Program Portfolio
Infancy | Toddler | Tween | Adolescence | Teenager | Graduation
Toddler
Since I was "born" in the Spring semester, the Summer that followed held two courses for me to take. I call this my toddler stage because I was learning to walk. Fresh on the heels of a strong first few steps in life, I was ready to tackle anything thrown at me. I was beginning to put my hands on new and different ideas and was pondering applying for the Ph.D. program, realizing that I had dreams and aspirations high above simply a Master's.
Title: Attitude and its effect on distance education: A review of the literature
Link: Goes to an external USCA page.
Standard(s): Evaluation: 5.1.1 (Identify and apply problem analysis skills in educational technology contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation)
Why: A review of such a wide body of literature as well as the development of a new model through which to analyze distance education courses requires many of the steps listed above in order to be thorough and ready for possible publication.
Annotation: The course centered around distance education. Our major project towards the end was a research paper. Since I had recently learned how to do a literature review, I decided I could use some more practice. The link above reveals a lengthy review of the literature and a thorough analysis of the effects attitude has on the success or failure of a course taught using distance education. The paper is currently under review for publication. This project represents the Analysis indicator due to the lengthy process of analysis undertaken for this paper. Recall as well that my plan is to become a professor, so the heavy emphasis on papers has a lot to do with that articulated goal.
Title: The quality dilemma in online education
Link: Goes to an .mp3 file.
Standard(s): Development: 2.2.1 (Apply principles of visual and media literacy for the development and production of instructional and professional materials and products. Design and produce computer-based technologies that include or use Audio/video, digital, imaging devices, authoring tools, telecommunication tools)
Why: Since this is podcast, this clearly fulfills the requirement of developing materials in a variety of different formats.
Annotation: Included in the same ET 755 course as the above literature review was an assignment where we were required to report on the quality dilemma in online education. Specifically, the question was raised as to whether distance education courses can offer the same level of quality as more traditional face-to-face courses held in a brick-and-mortar University setting of some sort. I interviewed Scott McLeod, J.D., Ph.D. about the named topic. I recorded our phone conversation (with his express permission) and then uploaded it as a podcast. The is not being developed any further, and is available for anyone to hear. This project represents the Analysis indicator due to the nature of the discussion. There is also a tremendous amount of preparation that is involved in such a project, from the technological aspect to the research on the topic matter to know what questions to ask. There is also the planning of possible follow-up questions to keep an interview flowing.
Title: The legalities of teacher blogging
Link: Goes to a Flickr photo page.
Standards(s): Development: 2.4.2 (Develop and prepare instructional materials and products for various distance education delivery technologies)
Why: Our Blackboard course was quite different than the ones usually seen. It was laden with web 2.0 tools and other fun addons.
Annotation: During the summer course, EDET 755, we were charged with designing a course for other students to participate in and offer feedback on. Along with another student, I created a course regarding the legalities of teachers using blogs with students and the legal issues regarding teachers blogging about what occurs in their classrooms. We were to create an engaging course that took into account some of the modern research regarding student engagement in online courses and how to encourage participation and prevent attrition. Our course utilized web 2.0 tools such as an integrated Google Calendar and a Meebo chat room for students to use. Our course provided students multiple opportunities to interact with each other as well as with us as the instructors, fulfilling the requirement to prepare materials for various delivery technologies.
