STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
S.4.1 COLLABORATIVE PRACTICE
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
Distance Learning
Artifact: Course for OT Instructors Beginning to Teach Online
Skills Acquired: Theoretical Foundations of Distance Learning, Collaborative Work, Quality Matters Rubric
Reflection
In this course we worked collaboratively to create a quality course grounded in distance learning theories. We designed the modules with increasing cognitive complexity as Bloom’s Taxonomy suggests yet tried to keep our tone informal as well as our design.
We were careful to choose learning materials and tasks which engaged the learner in ways that would promote meaningfulness, understanding and transfer. We also provided opportunities for the students to connect with the material, one another, and the instructor.
S.4.3 REFLECTION ON PRACTICE
Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
Interactive Media
Artifact: Usability Testing Report
Skills Acquired: usability testing, analysis of technology-supported instruction
Reflection
We created a usability study on the use of a language app called Busuu. We selected participants and looked at their experience with the app. We conducted interviews and analyzed their experiences. We looked at task completion success, learnability, errors, task and user experience and satifaction.
S.4.4 ASSESSING/EVALUATING
Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
Development of Technology-Based Instruction
Artifact: Photosynthesis Science Game
Skills Learned: Articulate – Variables, Simulations, Experiential learning
Reflection
In this capstone course, we not only reinforced our knowledge of instructional and design theories, but also worked collaboratively to develop a science game using the Successive Approximation Model (SAM). We created our game on Photosynthesis using a standard-based middle school science lesson plan. We created knowledge checks throughout that aligned with our objectives and used multiple interactive elements such as dragndrop, fill in the blank, and a simulated experiment.