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Competency 3

The document discusses several artifacts that demonstrate the author's ability to communicate effectively and adapt instructional techniques to diverse learners. It describes group projects and assignments where the author collaborated with others and facilitated online discussions. The artifacts show the author designing training programs for integrating technology like Twitter and Google Docs into online courses.

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48 views4 pages

Competency 3

The document discusses several artifacts that demonstrate the author's ability to communicate effectively and adapt instructional techniques to diverse learners. It describes group projects and assignments where the author collaborated with others and facilitated online discussions. The artifacts show the author designing training programs for integrating technology like Twitter and Google Docs into online courses.

Uploaded by

api-263096972
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Cne of Lhe arLlfacLs LhaL l chose for Lhls compeLency was Lhe 12!3 45677 !"#$ &"'()*)+
,-".(/ 0(.1"2$. 1hls group pro[ecL was selecLed due Lo Lhe facL LhaL lL demonsLraLed Lhe
ablllLy Lo communlcaLe effecLlvely ln oral and wrlLLen form. Cur presenLaLlon focused on
Lhe ulck and Carey model of lnsLrucLlonal ueslgn(ulck, Carey, & ulck, 2009). As a Leam,
we worked LogeLher Lo research and bralnsLorm ldeas as Lo how Lo mosL effecLlvely
deslgn a quallLy presenLaLlon uslng rezl as a vlsual ald. 1hls collaboraLlon lnvolved
synchronous meeLlng sesslons as well as emall correspondence Lo develop all of Lhe
lnLegral parLs of Lhe presenLaLlon. My role ln Lhe deslgn of Lhls pro[ecL lncluded research
Lo supporL Lhe behavlorlsL lnfluence ln Lhe fleld of lnsLrucLlonal deslgn. l was also
responslble for creaLlng a narraLlve vldeo Lo presenL for Lhe pro[ecL.
1he second arLlfacL LhaL l chose LhaL demonsLraLes Lhls compeLency was Lhe 12!3
89:77 3'#" 4)'5/#"# ')6 3'#" 7'2*5*$'$*.) asslgnmenL. 1hls asslgnmenL lnvolved Lhe
careful analysls of a slmulaLed slLuaLlon. 1he problem lnvolved developlng a Lralnlng
program Lo lnsLrucL new machlne operaLors Lo replace reLlrlng operaLors ln a shorL
amounL of Llme. 1he [ob of Lhe Leam was Lo work LogeLher Lo consLrucL and faclllLaLe a
sLlmulaLlng class dlscusslon of Lhe case sLudy. 1hls lncluded comlng Lo an agreemenL on
any poLenLlal recommended readlngs, Lhe deslgn of Lhe dlscusslon quesLlons for Lhe
week, as well Lhe deslgn of Lhe learnlng ob[ecLlves LhaL Lhe parLlclpanLs should achleve
aL Lhe end of Lhe dlscusslon. 1hroughouL Lhe week, our Leam was acLlvely lnvolved ln
faclllLaLlng Lhe dlscusslon of Lhe class. 1hls lnvolved provldlng guldance and dlrecLlon ln
Lhe dlscusslon as well as problng our fellow classmaLes Lo a deeper level of crlLlcal
LhoughL ln geLLlng Lo Lhe real lssues aL hand ln Lhe case sLudy Lo come Lo Lerms wlLh
effecLlve soluLlons.
4--+(*'.+/0 (#$$%&'()*+, (#&*+&* *51#%65 *5+ 2+,'6& )&2 2+/'.+10 #-
*+)(5'&67/+)1&'&6 )(*'.'*'+, *5)* '&*+61)*+ (#&*+&* )&2 8+2)6#60

l selecLed Lhe 12!3 49:77 llnal ro[ecL (,8*$$"( 7'295$/ ,('*)*)+ :.(;#-.<) as an arLlfacL
LhaL demonsLraLes Lhls compeLency. 1hls pro[ecL was deslgned Lo resolve Lhe lssue of
provldlng a means geL onllne sLudenLs soclally engaged ln Lhelr courses Lo reduce Lhe
hlgh aLLrlLlon raLes assoclaLed wlLh onllne classes. 1hls group pro[ecL ldenLlfled Lhe use
of Lhe soclal medla mlcro-blogglng Lool, 1wlLLer, as a means by whlch Lo do so. 1he Leam
was lnvolved ln a Lhorough, lnvesLlgaLlve llLeraLure revlew Lo undersLand how educaLors
were uslng 1wlLLer Lo lncrease soclal connecLedness and reduce onllne course aLLrlLlon
raLes. 1he Leam worked LogeLher Lo deslgn a Lralnlng program Lo be launched Lo hlgher
educaLlon faculLy Lo learn how Lo use 1wlLLer effecLlvely ln Lhelr onllne learnlng
envlronmenLs Lo lncrease learner engagemenL. 1hls Lralnlng program was plloLed Lo galn
valuable evaluaLlve feedback. l was lnvolved ln Lhe research and Lhe deslgn of
lnsLrucLlon of Lhls Lralnlng program.




9+$#&,*1)*+, *5+ ):'/'*0 *# )2)8* '&,*1%(*'#& )&2 ),,+,,$+&* *+(5&';%+, *# *5+
&++2, #- 2'.+1,+ /+)1&+1,

1o demonsLraLe compeLency ln Lhls area, l selecLed Lhe 12!3 48;77 lnLegraLed
1echnology ro[ecL (=$("'>5*)*)+ ?.9( @)5*)" :.(;A5.8 :*$- B..+5" C.2#D. 1hls arLlfacL
focused on a broad LargeL audlence. 1he prlmary goal of Lhe Lralnlng program was Lo
asslsL hlgher educaLlon faculLy members Lo sLreamllne Lhelr dally workflow by Lhe
lmplemenLaLlon of Coogle uocs, uocLopus, and Coobrlcs. 1he lnsLrucLlon lncluded baslc
Lralnlng as Lo how Lo use each of Lhese Lools and provlded adequaLe Lralnlng and hands
on experlence wlLh Lhe Lools as Lhey were learnlng Lhe maLerlal. 1hls lnsLrucLlon also
provlded a means for group problem-based learnlng scenarlos wlLhln Lhe Lralnlng ln
order Lo galn hands on experlence wlLh Lhe Lools ln a safe envlronmenL wlLh Lhe
addlLlonal beneflL of asklng Lhe lnsLrucLor for addlLlonal supporL.



















<*=*>*%'*?:
ulck, W., Carey, L., & ulck, !. (2009). ,-" #/#$">'$*2 6"#*+) .A *)#$(92$*.) (7Lh ed.). upper
Saddle 8lver, n!: earson.

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