I have updated the Peer Mentor Digital Storytelling curriculum from Wikispaces to Google Sites. The reasoning for the update was that Wikispaces was slowly closing down their sites, and I needed a quick way to translate the information and setup. Google Sites is an easy way to setup quick curriculum websites. Unfortunately, there are less features through Google sites when your institution is not Google-based, but it is clean with an easy-to-follow user interface.
This website displays my work in various forms of media to be integrated into a learning environment. In this particular project, showcasing my knowledge, skills and abilities in instructional design and technology. Dreamweaver, Photoshop, and other instructional design software packages were used in the development of this project.
Design template Pure Mix modified from Tooplate. Creative Commons Attribution 4.0 International License.
Web development portfolio project developed with Dreamweaver and Cyberduck.
The website incorporates various forms of media in the learning environment. In this particular project, college students learn how to be successful by learning about and implementing different study and organizational techniques. Dreamweaver, Photoshop, and other instructional design software packages were used in the development of this project.
Web development, curriculum, and technology integration project developed with Dreamweaver, Photoshop, CyberDuck, Garageband, Microsoft Powerpoint and other Web 2/3.0 products.
Serial Concept Map assignment was worked on throughout the entire semester. Altering between self and peer evaluations, each iteration was improved upon while the lesson of concept mapping was outlined. In the slideshow below, you can see Iterations #1-4 and the final iteration, along with the feedback given between each iteration.
The guiding questions was “How to technology-based approaches in instruction impact teaching and learning?” From there, concepts are used to answer the question by exploring relationships, or links. Throughout the iterations, you can see the development and addition of relationships/interrelationships formed as I dove deeper into the guiding question.
This video was created to show the story of a college student that learns how to use an online calendar and mobile reminders to be successful in college. Using one-minute videos helps convey a quick, and strategic message to students in an easily comprehendable minute. My plan is to create a series of one-minute videos to help students develop success strategies while in their first year in college.
Through the tool EdPuzzle, I was able to create an assignment for my students in an Introduction to Research course. Learning about how to conduct a literature review is one of the learning outcomes of the course. With the annotated video, knowledge checks were strategically based for maximum engagement with the assignment.
Even in higher education, educators are scrapping to find ways to keep students motivated to learn and provide instant feedback with realtime assessment, like in EdPuzzle.
The tool below was created for students in the LEARN program. It gives context of a video I pulled from Youtube to a very specific program and how this one lesson contributes to the grater experience for the students within the program.
The objective of this infographic is to illustrate (in an easily digestible format) that LEARN is a unique experience for a selective LEARNing Community.
I was able to create an infographic to help students create a connection with the impact of the LEARN program. Since GenZ students (the generation now entering college) ask a lot more “Why?” questions, I want to communicate why they are being required to attend workshops and seminars by depicting the long-term impacts of the program. If I fuel the students with answers to the “Why?” questions, I hope to ignite internal motivations to be successful within the program I coordinate.
Scroll through a dissection of infographics about a similar subject below.
I broke down the learning objectives with a partner of Voki, a Web 2.0 tool that can be used as an instructional strategy or a learning tool. Voki is a way to give another face or voice to a new topic in the classroom. Check out the references at the bottom of the GoogleDoc to learn more about the strategies of using Voki to cover all learning outcomes using Bloom’s levels of learning.
I found a great article from the Journal of Education Technology & Society that described the effects of VR/AR in a Physics classroom (Liou, Yang, Chen, & Tarng, 2017). VR was described as reducing the cognitive load and burden when a student interacted with the simple virtual environment, thus increasing motivation in practice and experiential learning (Sweller, 1994; Bandura, 1986). To provide support through inquiry based learning in VR/AR environments, these STEM instructors found that both AR and VR had significant effects on students’ learning performance (Liou et al., 2017).
For example, if an environment was broken down into simple learning environments, like a research lab in Biology or Optics, we could record a video of the research environment with audio of a lecture describing the tools and materials within the research lab. If faculty mentors, were to use this VR strategy to orientate new students (graduate and undergraduate) into their physical lab space and particular machines that need to be mastered before actually using, it would save time and increase motivation of students to learn and complete tasks.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Liou, H. H., Yang, S. J., Chen, S. Y., & Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Journal of Educational Technology & Society, 20(3), 110-121.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312.
Since I teach introduction to research courses and a large portion of our spring semester curriculum is writing succinctly with a scientific tone, I would utilize a photo editing package to distort a photo for a class activity.
As an exercise, I would ask the students to succinctly describe each consecutive photo as the photo became more, or less, distorted. After practicing with the whole class, I would then as the students to describe, with a limited number of words, the picture to a partner so that the partner can draw what they are hearing.
This quick class activity would be a great exercise in communication and presenting quality details in a succinct format. After comparing the photos given to “Student A” and the photos that were drawn by “Student B” the students will start to evaluate details versus unnecessary language. Eventually the word/character count would become as short as a “Tweet”.