Learning objectives
- Participate in local and global learning communities to explore creative applications of technology to improve student learning.
- Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
- Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student
- Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community.
Reflection
The following projects display my knowledge of research, vision of technology, and participation in improving student learning through three different research reports. The first report discusses the importance of distance education through research, statistics, and personal understandings. Through this report I learned of quantitative and qualitative data collection and analysis, ethical rights for participation studies, as well as the need for a growth in distance education and distance educators. The second report is a needs assessment discovering the mathematics preparation in first year college students. Through the project I learned of creating a needs assessment as an instructional designer would. I received practice in creating surveys, collecting data to interpret needs of students, and writing up the findings as well as collaborating with staff of the institution for the successfulness of the learners. The third report is on the implementation of learning theories and models within education based collaborative communities. Through the exploration of motivation, constructivism, and problem-solving theories, the instructor facilitates the promotion of engagement in all three theories through prior knowledge, peer collaboration, critical thinking, and different learning resources. In addition models of the Morrison, Ross, and Kemp; de Hoog, de Jong, and de Vries; and Interservice Procedures for Instructional Systems Development are examined through comparison and contrasting differences. All components prove the necessity of the implementation differentiation by the instructional designer due to different learning styles and levels of students.
artifacts
future learning
These reports have given me the knowledge and tools to continue my learning of new topics and conducting data collection and analysis. I feel my leadership in future career and education areas will be successful due to the technology integration, participation in shared decision making and community building, as well as the development of leadership and technology skills through these research areas.