Shelly Richardson

Library Assistant II, Kansas State University Libraries

Fall 2015
INTRODUCTION
This Rationale Paper represents a collection of artifacts I have completed for the Master
of Educational Technology (MET) program at Boise State University. Each artifact has been
aligned with the professional standards established by the Association for Educational
Communications and Technology (AECT).
STANDARD 1: CONTENT KNOWLEDGE
Creating - Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches. (p. 81)
522 Moodle Online Lesson
This artifact was created for EDTECH 422, Online Teaching for Adult Learners. The
culminating activity for this class was to create one lesson of an online class using the Moodle
learning management system. The lesson I chose to create was a continuation into the practical
application of visual literacy instruction for students at our university and/or classes visiting our
library. Therefore, this lesson could be offered exclusively in an online learning environment, or
in a hybrid classroom setting with an in-person component. The application of visual literacy
contained in this instructional lesson pertains to the use of images in creative works with special
consideration to copyright usage.
In designing this online lesson, I created objectives based on the desired learning
outcomes as Ko and Rossen (2010) suggest. This entails aligning what students should be able
to demonstrate with all aspects of the lesson including activities, and assessments. I also took
into consideration Ko and Rossens (2011) research on structuring a course: It should include
instructor-generated content, discussions or interactions for small groups, student generated

content, a research component and an assessment activities. Each of these structural

components is included in the visual literacy online lesson.
In the hybrid application of this lesson, students would present their activity research to
the group at large, having work together in small groups. In the online setting of this lesson, this
would be accomplished in the discussion board areas. In both settings, this presentation of their
research would allow for the development of cognitive presence, an action of sharing multiple
perspectives that would allow for a community of inquiry. Stavredes (2011) points out that this
use of critical thinking in a group setting is a learning strategy that allows for new knowledge to
be created, a Constructivist approach to learning. Stravredes goes on to connect Constructivism
to problem-based learning, providing a real-world understanding of the learning content and
helping learners understand the complexity of problems and develop learners cognitive
processes. (Kindle Location 2631-2632) As learning visual literacy and developing copyright
awareness are tools designers will continue to use and develop throughout their professional
careers, these learning strategies are appropriate applications for this online lesson.
In completing this Moodle online lesson for adult learners, I became intimately familiar
with the design and structure involved in developing and online course. There is much thought,
preparation and strategy involved in creating course components and content, aligning each
with learning objectives and creating formative and summative assessment tools based on
those objectives. Completing this lesson instilled a desire to create an entire course (not just
one lesson) and I proceeded to enroll in EDTECH 523, Advanced Online Teaching Methods, in
order to fulfill that desire.
Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)
501 Video Conferencing Software Analysis
This artifact is a Learning Log entry for the class EDTECH 501, Introduction to
Educational Technology. In this blog entry, I discuss the use of video conferencing in education

and present a comparative analysis of the available platforms. Affordability and accessibility
have made video conferencing an integral part of classroom learning, particularly in higher
education and professional development.
Student learning and pedagogy enhancement may be supported through a variety of
methods with the use of video conferencing technologies. For example, tutoring services or
virtual faculty office hours can easily be arranged, utilizing screen sharing to answer students
questions. Classroom sessions can be delivered in real-time, through blended learning
classrooms, by offering workshops or by having students work in small groups in or outside
designated class time. Many video conferencing platforms offer different collaborative options
that include things like chat, screen sharing and document sharing between both students and
faculty. In their research, Candarli and Yuskel (2012) point out that these real-time learning
interactions have the potential to increase learner motivation and improve classroom
communication skills.
For my comparative analysis of video conferencing platforms, I created a rubric to
display the results of my research. Of the vast number of systems available, I narrowed the field
to options that would be best in small online learning environments, catering to the needs of a
diverse learner population. Important criteria to consider when selecting a video conferencing
system are total number of participants allowed, streaming performance, collaborative options,
mobile friendliness and affordability. In the years since I conducted this analysis, video
conferencing technologies have evolved greatly demonstrating to me, the importance of
choosing affordability and functionality in your system of choice.
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
505 Response to RFP
This artifact was completed for EDTECH 505, Evaluation for Educational Technologists.
For this project, I crafted an evaluation proposal in response to a Request for Proposals by the

fictional company, Far West Laboratory (FWL). FWL required an evaluation of their training
program, including the use of technologies and instructional materials for training.
In developing an evaluation plan, there are a number of procedural steps that must be
followed. To begin with, an Evaluators Program Description must be completed, including the
purpose, structure and development. Boulmetis and Dutwin (2011) repeatedly stress the
importance of meeting with stakeholders to define the goals and purpose of a program. Once
the goals have been established, objectives can be created through close alignment with the
goals. Tools to measure these objectives may then be established. As this response to RFP
outlines broad steps in the evaluation process, the evaluation method cannot be defined until
the previously listed steps are completed.
Completing this evaluation proposal allowed me to experience the process of
assembling the outline of tasks based on a case study. It included all the components we were
to use in our own program evaluation, including a budget, which I found the most difficult section
to complete. Considering each step in the evaluation process and putting it to paper helped me
understand how I would apply these structural components in my own project
Managing - Candidates demonstrate the ability to effectively manage people, processes,
physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
501 School Evaluation Summary
This artifact was created for EDTECH 501, Introduction to Educational Technology. It
consists of an informal evaluation of the technology infrastructure, staffing, resources and
services available at Kansas State University. This formative evaluation is presented in two
parts: a Maturity Model Benchmark Survey rubric and a narrative summary of the survey results.
Through an in depth analysis of our university structure based on the Technology Use
Plan Primer developed by Sibley & Kimball (1997), I was able to discern strengths and
weaknesses that our organization could focus on in the future. The research conducted for this

survey was difficult to discern as our university is large and much of the training, services and
funding available is compartmentalized by college and individual departments.
As an educational entity, I concluded that we are fortunate to have numerous methods
and opportunities for information sharing and the support of our administration to have great
success. We have the have a goals-based structure of technology use and management
included throughout much of the universitys visionary plan, K-State 2025 (Kansas State
University, 2011). The aim of this university-wide campaign is to become a leading research
university; technology support and development will play a major role in reaching that goal.
Though as many organizations experience, we are constantly seeking adequate funding, time
and staffing to maintain and further the system wide master plan. Moving forward, I will have a
better understanding of our user needs and the gap between our goals and achievements.
Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology. (p. 284)
505 IRB Training and Survey Development
This artifact was a professional requirement created as part of my program evaluation
for EDTECH 505, Evaluation for Educational Technologists. After choosing the program I was to
evaluate for our semester long project, library administration informed me of the requirement to
complete the Institutional Review Board (IRB) training and application process. When
conducting research that involves human subjects, the IRB process ensures that research
processes are ethically conducted. This professional program oversight is federally mandated
and aligns with the AECT professional ethics standards (AECT, 2007) protecting the individuals
safety and health.
Initially, the IRB online training modules must be completed before moving forward with
the application. This involves a set of modules reviewing the rights of individuals in the research
process, the history of research with humans and the best practices that should be followed to

protect the rights of all involved. Secondly, I needed to create the online survey that our users
would complete as part of my evaluation. This task was completed with the collaborative
assistance of the library Assessment Coordinator and the Writer/Editor of the librarys
Communication Department and we submitted the survey to the library Dean and administration
for approval. Thirdly, I completed the extensive IRB application online, including the proposed
survey in my application. Once submitted, it was a number of weeks before I received the
approval to move forward with my evaluation research.
This entire process was entirely new to me and was a valuable learning experience. Not
only did I gain an understanding on how research ethics are taught and preserved on our
campus, I also gained insight on the administrative processes in conducting an evaluation
process within my professional organization. Most importantly, I learned to plan ahead, to be
flexible in adjusting my timeline, and to be thorough in ensuring all requirements have been met.
STANDARD 2: CONTENT PEDAGOGY
Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes. (p. 1)
522 Rich Media Tutorial
I created this artifact for EDTECH 522, Online Teaching for Adult Learners. In this class,
we explored theories of learning as they relate to adult learners and took our first foray into
creating learning environments with a learning management system (Moodle). The purpose of
creating this rich media tutorial was to create a tutorial that other online teachers would find
beneficial in their practice and to familiarize ourselves with media creation software.
I chose to create media tutorial demonstrating the use of Qualtrics survey software as
this was the tool I used for my own project evaluation and knew firsthand its usefulness to
educators. In addition to recording myself in this tutorial and developing instructor presence, I
also used Camtasia to demonstrate on-screen processes of survey creation. Stravredes (2011)
points out that instructor presence is essential in creating a community of inquiry and

encouraging interaction. Like a good coach, an instructor should understand their student
needs, be present and able to offer support and encouragement to their students.
In this project, I learned the value of preparation before creating online content. By
outlining my objectives and connecting them to the needs of my learning audience, organizing
my presentation process in a logical manner, and having a distinct beginning, middle and end of
my presentation, I believe I was able to create a useful educational tool for educators and adult
learners.
Using - Candidates implement appropriate educational technologies and processes
based on appropriate content pedagogy. (p. 141)
513 Contiguity Principle Powerpoint
This artifact was created as a blog post for EDTECH 513, Multimedia. In this course, we
studied the principles of multimedia development and applied them directly through the creation
of content that could be used for instruction in our own classrooms or teaching environments.
I employed the Contiguity Principle in the creation of a PowerPoint presentation that
instructs students on the use of digital scanning equipment in our library. This instructional
presentation is intentionally succinct, uses visuals that are descriptive of the actions in the
instruction and uses text on-screen only when necessary. The characteristics of this
presentation all demonstrates the use of the Contiguity Principle as described by Clark and
Meyer (2011).
The study and employment of the Contiguity Principle for instructional materials in my
learning environment reaffirms basic design principles I have learned in my graphic and web
design education. Keeping imagery simple and demonstrative, limiting verbiage to essential
information and intentionally making the overall instruction succinct benefits both the learner
and the instructor. When an instructional session is slowly paced and to the point, it allows the
learner time to process the material and leaves room for the question and answer session that I
always encourage after providing this instruction.

Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the

adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes (p. 116-117) grounded in reflective practice.
503 Context and Content Analysis
This artifact was created for EDTECH 503, Instructional Design. For this analysis
project, I evaluated the adequacy and functionality of an educational technology tool created by
K-State Libraries, the Assignment Planner webpage. Through this reflective study of the
performance and learning contexts, stakeholder expectations and available resources, I outlined
steps for improving the current tool.
The library created the Assignment Planner webpage to guide students along the
journey of conducting a research project. It incorporates a timeline with various checkpoints
along the way such as selecting your topic, evaluating resources, and writing a thesis
statement. My suggestion for improvement is to adapt the Assignment Planner webpage into a
mobile application utilizing the power of the mobile platform to better connect the learner and
their instructor. Most of our university participates in the traditional Instructivist pedagogical
approach where students and faculty engage in a practice-based environment, their skills and
knowledge of the course content is assessed based on previously stated goals (Larson and
Lockee, 2014). Throughout this process of Instructivist learning, students go through various
stages of learning autonomy, experiencing a healthy trial and error process of exploration.
During tenuous points of this process, through the reminder and checkpoint system, the
Assignment Planner mobile app can point them in the right direction should they need
assistance from a librarian, the writing center, the tutoring center or their professor.
In the reflective process of analyzing the context and content of the Assignment Planner
app, I began to understand how breaking down the factors of technology design implementation
could assist in making an abstract idea a realistic endeavor.

Managing - Candidates manage appropriate technological processes and resources to

provide supportive learning communities, create flexible and diverse learning
environments, and develop and demonstrate appropriate content pedagogy. (p. 175-193)
523 Synchronous Final Presentation
This artifact was created for EDTECH 523, Advanced Online Teaching Methods. The
focus of this course was to create an entire online course using a learning management system.
As our university uses the Canvas LMS, this is what I used to create my course, the K-State
Libraries Twitter Team Professional Development Forum.
In creating this professional development course, I particularly focused on incorporating
aspects of community building and resource sharing to improve the performance of our Twitter
Team. This flexible learning environment employs resources and processes that cater to a
student centered, constructivist method of learning. The evaluation plan includes both student
assessment and program evaluation tools for the program to evolve based on the diverse
learner needs.
As a final project for EDTECH 523, we made synchronous presentations of our projects
to our class. This live presentation was to demonstrate our online course, reflect on the design
process, and feature our accomplishments and deliverables. In preparing for this presentation to
my own learning community (the participants of EDTECH 523), I had to learn how to use the
Adobe Connect video conferencing platform, create a succinct PowerPoint presentation
summarizing key points of design process and practice my presentation for timeliness.
As I prepared and delivered my presentation and received feedback from my classmates
and professor, I considered the fact that not only am I a teacher and a designer, I am also a
student. Not only are these roles interchangeable, they can occur simultaneously. Palloff and
Pratt (2007) assert that learner-centered online teaching creates self-awareness in the learning
process and through developing an understanding of our strengths and weaknesses, we learn

how to learn. In synchronously presenting my designed online learning community course to the
members of my current online class, I better understand how we learn to learn.
Ethics - Candidates design and select media, technology, and processes that emphasize
the diversity of our society as a multicultural community. (p. 296)
534 Final App Design Project
This artifact was created for EDTECH 534, Mobile App Design for Teaching and
Learning. In the culminating activity for this class, I used open source software to create a
mobile application to promote sculptural artwork on our university campus to the general public.
This project demonstrates the implementation of educational technology to educate a diverse
population about works of art in our community.
This Android mobile app is a virtual tour of the sculptural works on our university
campus, most of which have no visible information attributing the creator, year of neither
creation nor materials used to create the works. The design of the application is simple and
straight forward, encouraging interaction from users from any age group or background. The
main page is a grid of nine sculptural images leading the user to more information about the
sculpture including the title, year produced, materials used and the artist who created it.
Additional information about the history and location of artwork are available from the second
screen.
I found this course quite challenging but was excited to learn the programming that
happens behind the creation of a mobile application. Additionally, much of my learning in this
class happened collaboratively as we used open source software and received feedback and
advice from our peers on each project. It was simultaneously a humbling and empowering
learning experience for me.
STANDARD 3: LEARNING ENVIRONMENTS
Creating - Candidates create instructional design products based on learning principles
and research-based best practices. (pp. 8, 243-245, 246)
502 Virtual Field Trip

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This artifact was created for EDTECH 502, Internet for Educators. The purpose of this
assignment was to create an online-guided tour of a virtual destination. I chose to create a tour
of Presidential Libraries, the intended audience for this tour being educators.
We were asked to create a total of five interconnected pages, an activity for learners to
accomplish, a navigation menu, and to integrate images and media while adhering to copyright
and terms of use. The accomplishment of these tasks, particularly adhering to copyright laws
while creating a media rich web-based learning environment is consistent with research-based
best practices. The navigation of my virtual tour site employed the design principle of repetition
(Williams and Tollett, 2006), keeping the images, colors, icons and link locations consistent
throughout the design. This helps to manage learner expectations, making the experience of
moving through the pages fluid and logical.
I separated the main page focus into three areas: the history of Presidential Libraries,
the use of primary source materials in classrooms and the National Archives YouTube channel.
Of the 13 Presidential Libraries, I created tours for four of them, linking each library in a
navigation bar across the top of the page. For each library page, I engage the learner audience
with a virtual tour activity; questions about the featured library that are pertinent to teaching. The
answer key page lists the answers and links to the pages where the questions originated.
In creating this site, I learned much more about Presidential Libraries and web design
principles that aid learning. For instance, many of the primary source materials available online
through these libraries has no copyright and reside in the public domain. I was also pleasantly
surprised to find the Presidential Libraries offer teacher lesson plans on their sites and most
have YouTube channels, featuring many of their memorable speeches.
Using - Candidates make professionally sound decisions in selecting appropriate
processes and resources to provide optimal conditions for learning (pp. 122, 169) based
on principles, theories, and effective practices. (pp. 8-9, 168-169, 246)
513 Worked Example Screencast

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This artifact was created for EDTECH 513, Multimedia. For my worked example project,
I chose to create an instructional screencast demonstrating the use of one of our library
databases. Demonstrating the use of this particular database is something I do in person with
library patrons a few times a semester. It would be a valuable tool to offer this tutorial on our
library website.
In creating this tutorial, I incorporated a number of worked example principles. I first
created an outline of the steps followed in conducting a database search, segmenting each into
short chunks of the screencast recording separated by a transitional pause. By dividing this
search process into logical steps and using the segmenting principle, the content presented
should be more manageable for the learner and not overwhelming in complexity. (Clark &
Mayer, 2011) This controlled pacing should aid learner processing.
I also employed worked example principle number four by incorporating multimedia
principles to my screencast instruction. By creating voice-over audio for my instruction, I used
the modality principle in which research has shown cognitive processing is aided by audio and
graphics rather than text and graphics. (Clark & Mayer, 2011) I tried to keep my audio pacing
slow so that the learners could follow along, conducting their own database search with me.
Segmenting material into short chunks, controlling the pacing and adding voice over
audio are all learning principles that will aid learner processing and provide an optimal learning
environment. In completing this project, I have come to know that strategies that present content
in an uncomplicated, straight forward manner can enable learners to more easily connect with
information and better retain what they have learned.
Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect
data for informing decisions to improve instructional practice, learner outcomes, and the
learning environment. (pp. 5-6)
523 Evaluation Plan

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This artifact was created for EDTECH 523, Advanced Online Teaching Methods. For this
course, I created an online learning professional development forum using the Canvas learning
management system. The intended participants of this forum are members of the K-State
Libraries Twitter Team. In order to measure learner outcomes and to continually improve the
effectiveness of the learning environment, formative and summative student assessments were
incorporated in the structure of the course and an evaluation plan was created.
In creating the assessment and evaluation strategies for this learning environment, I
referred to the Boulmetis and Dutwin (2011) methods of evaluation and chose the goals-based
method of measurement. The goals-based method of evaluation measures participant
knowledge and experience in reference to the goals or objectives of a program. The learner
assessment components in this course take the form of surveys that measure their knowledge
of the Twitter program learning objectives. The evaluation rubric is also administered to the
participants to grade the effectiveness of the course design in developing community through
course components such as the introduction, learning outcomes, student assessment tools,
learner interactions, course technology and usability.
This was my first attempt at developing a rubric and it took a few revisions to get it right.
I am familiar with developing student learning assessment tools based on objectives but in
creating an evaluation plan, I learned more about creating evaluation tools for online course
design. In this iterative process of creating an evaluation plan and the accompanying rubric, I
found the feedback of my instructor and peers quite valuable.
Managing - Candidates establish mechanisms (p. 190) for maintaining the technology
infrastructure (p. 234) to improve learning and performance. (p. 238)
501 Technology Use Planning
This artifact is a Learning Log entry for EDTECH 501, Introduction to Educational
Technology and focuses on the process of developing a technology use plan. In understanding
the scope of technology use plan, I referred to the example put forth by the U.S. Department of

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Education (2010). Their National Educational Technology plan enumerates five components to
address: Learning, Assessment, Teaching, Infrastructure and Productivity.
For this artifact, I discussed the prospect of developing a technology use plan for the
College of Architecture, Planning and Design at Kansas State University where I serve on the
Technology Committee. Developing such a plan for this college would allow us to inventory our
educational technology, the maintenance and performance of these technology tools, budgeting
and financial obligations of the college, and how we might anticipate the future technology
needs of our faculty and students.
In his article Developing Effective Technology Plans (2012), See asks the question,
What can we do right now? The immediacy of this point made me consider that planning too
far in advance can be a detriment to all involved. See also points out the importance of
incorporating a vision of what you want your learners to be able to do into your technology plan.
In my experience on the Technology Committee and having experienced the technology
implementation process at a large university, I have learned that there can be a gap between
what we think technology integration will do and how we actually use it. In the time since I wrote
this journal entry, my colleagues and I have begun the process of developing a technology use
plan. In an interdepartmental effort, we have been charged with creating a plan and presenting it
to the dean of our college. With the knowledge I have learning from creating this artifact, I
understand how to structure the plan and will stress the importance of research and assessment
in developing our plan.
Ethics - Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and
appropriate open access to resources. (p. 3)
502 Copyright Scavenger Hunt
This artifact was created for EDTECH 502, Internet for Educators. The Copyright
Scavenger Hunt is a guided research activity designed to aid the learner through the basic steps

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in understanding copyright and fair use. This activity is accomplished by reviewing a number of
selected online resources incorporated in a web page I designed using Dreamweaver software.
In my current work environment, I aid students and faculty with their research needs
including the acquisition of images. Encouraging patrons to consider copyright and fair use
laws, advising them on locating images they can legally use and how they may use them is a
frequent occurrence. Understanding the ethical nature of acquiring, incorporating and
manipulating images in their design work and research endeavors is a professional best
practice they will employ for their entire careers.
When designing this Copyright Scavenger Hunt resource web page, I tailored the
resources to those I use most frequently with my library patrons. Creative Commons is always a
great place to start learning about licensing use and locating images, and our own university
copyright office provides useful information on fair use and copyright basics. Previous to this
project, I was vaguely aware of the different Creative Commons licenses available but after
studying the information to display on this web page, I became pleasantly surprised to learn the
variety of uses to protect owners or to openly offer material to others for collaboration or
manipulation.
Diversity of Learners - Candidates foster a learning community that empowers learners
with diverse backgrounds, characteristics, and abilities. (p. 10)
501 Digital Inequality
This artifact is a Learning Log post created for EDTECH 501, Introduction to Educational
Technology. In this blog post, I discuss the digital divide and present research on this topic in
relation to challenges learners face in my current professional learning environment in higher
education. Addressing digital inequality issues within your learning community can provide
learners of all backgrounds an equal opportunity to access information.
According the Horizon Report: Higher Education Edition (2013), mobile device
ownership and their use for accessing information online will permeate our learning

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environments in the very near future. As mobile devices become more affordable and access to
wifi networks become prevalent, providing our student body access to learning materials on
their mobile devices is paramount. In this post, I propose that a mobile app should be created to
allow students access to our homegrown learning management system. Not addressing this
issue would put our students and faculty at a disadvantage in comparison with other
universities, creating our own digital inequality.
From researching and composing this blog post, I considered technology expectations
from the student perspective. We bear the responsibility of anticipating the learning needs of our
future university students, many of which will come to campus expecting mobile accessibility to
learning materials. Coincidentally, our university recently chose to discontinue our homegrown
learning management system, employing Canvas as our LMS that, coincidentally, offer a mobile
app for students to connect to their online classes.
STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS
Collaborative Practice - Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.
505 Evaluation Report
This artifact was created for EDTECH 505, Evaluation for Educational Technologists.
This was a semester long project to evaluate the educational objectives of a program currently
in use in our workplace. I chose to evaluate the impact and effectiveness of the educational
objectives of the K-State Libraries Twitter Program.
This evaluation project would not have been possible without the collaborative efforts of
stakeholders: library administration, Twitter Team Leader and library Writer/Editor Sarah Hoyt,
and the Director of Library Planning and Assessment, Laurel Littrell. In developing and
deploying the survey for this evaluation, I worked closely with subject matter experts Sarah and
Laurel to align what we wanted to know about the program objectives with appropriate survey
methods. Laurel also offered her assessment expertise in analyzing the results of the data
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collected in this evaluation. Sarah and I discussed the conclusions of my final evaluation report
and how they could be used to develop and improve the Twitter programs impact on our
learners.
This was an unusual course in that we learned about the evaluation process while we
were conducting our evaluation. I had no experience being an evaluator and quickly learned the
importance of staying unbiased (Boulmetis and Dutwin, 2011) while conducting an evaluation. In
order for the evaluation report to be perceived as professional and ethical, evaluators must
maintain neutrality in their demeanor and technique.
After meeting with stakeholders, identifying program objectives and developing the
evaluation survey with subject matter experts, I completed the Institutional Review Board (IRB)
training and application process. Once my IRB application was approved, we deployed the
survey to our Twitter followers on three separate occasions. The measurable results of the
survey were compiled and analyzed and I proceeded to create the evaluation report. The report
components include: summary, statement of purpose, background (program context),
description of evaluation, results listing, discussion of results and conclusions and
recommendations. Authors Boulmetis and Dutwin say that "Some evaluators feel that they
should not make recommendations at all but merely report evaluation data to decision makers.
Others feel the opposite." (p.197) I chose to not include recommendations in my report, feeling
that it could potentially compromise the neutrality I had maintained throughout the evaluation
process.
Understanding the role of the evaluator has been an ongoing process for me, especially
since we were evaluating programs/projects within our workplace. It was difficult to be, and stay,
objective when you are immersed and invested in the environment where the evaluation is
taking place. The most important thing I learned from this project is that I really enjoy the
evaluation process, particularly developing, deploying and analyzing the survey results. Finding

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out what our learners know, how they feel about our program, to understand what we are doing
well and how we might improve what we do was enlightening, exciting and gratifying.
Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
523 Resource Sharing Presentation
This artifact was created as a professional courtesy to inform my peers of the results of
the K-State Libraries Twitter Program Evaluation results, of the program objectives that were
created and of the next step in the process, to create a Twitter Team Professional Development
Forum for my EDTECH 523 class.
Once the Twitter Program evaluation results were compiled into a final report and
submitted to the stakeholders, many of my co-workers encouraged me to share the research
document and results with others in our organization. The first person to do so was our Twitter
Team leader who believed that the rest of the team would benefit from knowing the results and
we could garner feedback from them to use in moving forward with program improvements.
Rather than distributing a word document, I created a simple presentation of this
information is in the form of a Prezi. In it, I review the evaluation process from start to finish
including the development of program objectives, creation of the user survey and a summary of
the relevant results. As I had been the evaluator and the leader for this Twitter evaluation
project, completing the cycle of information and sharing the results of our collaborative efforts
with my peers was a logical, satisfying step in the evaluation process. From this experience I
have learned to connect project results with peer feedback, and to use those to set new goals
moving forward.
Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on
the effectiveness of the design, development and implementation of technologysupported instruction and learning to enhance their professional growth.
522 Reflections

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This artifact is a series of blog posts created for EDTECH 522, Online Teaching for Adult
Learners. My learning reflections blog articulates my experience in the process of creating an
online learning environment for adult learners. For each phase of our project, from initial design
concept to the development of instructional content and completion of the final product, the blog
represents the transition I experienced in a hands-on instructional design project.
I was endlessly fascinated in this class to learn not only the specific needs and
behaviors of adult learners but also to gain my first experience creating an online learning
environment with a learning management system (Moodle). This series of reflections collected
in this artifact are also an exploration of myself as an adult learner, relating to the research
presented in this course. In one of our textbooks for this course, Ko and Rossen point out the
importance of student generated content as students learn by doing, add diverse perspectives
and approaches, learn by sharing and collaborating and interest is sparked by choice of format.
(Ko and Rossen, 2010, p.270). The act of journaling, of reflecting on what I have learned and
sharing it with others, aids in my own learning process.
Assessing/Evaluating - Candidates design and implement assessment and evaluation
plans that align with learning goals and instructional activities.
502 Webquest
This artifact was created for EDTECH 502, Internet for Educators. The webquest
assignment is an inquiry-based lesson that integrates internet resources. In its entirety, this
lesson includes a total of seven linked webpages that guide the learner through each step
including the start, introduction, task, process, evaluation, conclusion, and teacher pages.
Included on the teacher page are the purpose, rationale, learner description, prerequisites,
instructional objectives, standards met, subject matter description, and assessment tools.
Using Dreamweaver software, I designed this lesson on digital storytelling to engage
learners, challenging them to use the higher order thinking skills in the top levels Blooms
Taxonomy (Forehand, 2005): analysis, synthesis, and evaluation. Students work in groups for

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this lesson, completing the instructional activities with include research gathering and creating a
short digital story relating their viewpoint in relation to the research. Groups then present their
findings to the class and have the opportunity to participate in anonymous peer assessment
based on the evaluation rubric.
This was my first effort in creating a comprehensive online lesson that included
instructional goals, learning activities, assessment tools and a lesson plan. In creating a set of
pages that were meant to lead the learner through their task, I found that organization and
careful planning were necessary tools. Creating a web structure that flowed well, was legible
and logical and allowed easy navigation was as equally important as double and triple checking
that the textual content was correct.
Ethics - Candidates demonstrate ethical behavior within the applicable cultural context
during all aspects of their work and with respect for the diversity of learners in each
setting.
503 Final Instructional Design Project
This artifact was complete for EDTECH 503, Instructional Design. The purpose of this
project was to plan and design a comprehensive instructional design proposal within a realistic
context. I chose to create a proposal to focusing visual literacy instruction for design students at
our university.
The rationale for creating this proposal was based in demonstrating and instilling ethical
academic practices within the research setting of our library and promoting those ethics to the
diverse learners of our college. The branch library of which I am employed is housed within The
College of Architecture, Planning and Design. Students in our college graduate from a 5-year
Masters Degree program, publishing a thesis report during their final semester. Their Masters
report includes a bibliography, properly citing the images used in their work. During my time
working with design students, I became aware of the inconsistent nature of the visual literacy
instructional our students were receiving. To assist students in developing practical,

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professional visual literacy skills and employing the ethical and appropriate use of images in
their design work, I created this instructional design proposal. It is based on components of the
Association of College and Research Libraries' Visual Literacy Competency Standards for
Higher Education (2011).
The components of this proposal are a reflection paper, topic overview, goals and
objectives, analyses, instructional content, delivery, assessment and a formative evaluation
plan. The instructional strategy I chose is based on the Constructivist pedagogical approach.
incorporating higher order thinking skills by fostering an environment of peer discussion
regarding image use and interpretation, building on their established knowledge and practical,
real-world use of image-based resources. By focusing on authentic experiences that involve
learners in activities carried out in the real world (Larson & Lockee, 2014. p.78), learners will
develop visual literacy skills that will affect their long-term professional success.
Throughout the design and development process of this instruction, I repeatedly
imagined what the instruction would look like, how it would function and who would be involved.
This project required us to document the design process, an iterative activity that taught me how
to visualize the instructional operation and how the different parts would work together,
supporting one another.
STANDARD 5: RESEARCH
Theoretical Foundations - Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational communications
and technology. (p. 242)
504 Final Synthesis Paper
This artifact was created for EDTECH 504, Theoretical Foundations of Educational
Technology. It is the culminating activity for the course in which I address the educational needs
of students in higher education, the benefits of gamification attributes in learning environments
and their connection to Constructivist Learning Theory. The research presented in this paper is

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an analysis of the traditional teaching methods in a university setting and the current direction
educational communications may be heading.
After enumerating a number of different characteristics of gamification, I align those
principles with Constructivist Learning Theory. In describing Constructivism, Larson and Lockee
(2014) attest that learning occurs because personal knowledge is constructed by an active and
self-regulated learner who solves problems by deriving meaning from experience and the
context in which that experience takes place. In a game-based learning environment, students
may participate in collaboratively, engage in problem solving, develop critical thinking skills and
have the opportunity to construct meaning from these learning experiences. In this paper, I
continue to develop connections between learner engagement and the use of gaming principles
in educational environments. I conclude by asserting that there is a need to adapt the traditional
pedagogy, incorporating game-based learning principles. This action will allow students to
develop problem-solving skills, have collaborative learning experiences and the potential for
increased engagement with instructional content.
Creating this research project and my experiences in EDTECH 504 in general, has given
me the ability to consider learning theory and educational in both an abstract and practical way.
Being able to situate emerging technologies within learning theory families will be useful in the
future as I will be able to use theoretical structure to improve learning environments.
Method - Candidates apply research methodologies to solve problems and enhance
practice. (p. 243)
523 Canvas LMS Design Implementation
This artifact was created for EDTECH 523, Advanced Online Teaching Methods. The
focus of this course was to create an entire online course using a learning management system
(LMS). As our university uses the Canvas LMS, this is what I used to create my course, the KState Libraries Twitter Team Professional Development Forum.

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The impetus for creating this online forum for the Twitter Team was to follow up on the
Twitter Program Evaluation I had conducted the previous semester. For EDTECH 505,
Evaluation for Educational Technologists, I evaluated the impact and effectiveness of the KState Libraries Twitter Program educational objectives. Previous to this evaluation, the library
Twitter team functioned without knowledge of these learning objectives in the dissemination of
information through our Twitter feed. Progressing with the improvement of the Twitter Program
based on the evaluation results and research is a natural progression of methodology.
The purpose of creating this professional development forum was to create awareness
of the Twitter program objectives among members of the K-State Libraries Twitter Team and to
develop a sense of community among team members through participation in this online
learning experience. Achieving these objectives would enhance our professional communication
practices both internally and externally, and resolve consistency issues within the program.
In exploring options for the creation of this professional development course creation, I
particularly focused on incorporating aspects of community building and resource sharing to
improve the performance of our Twitter Team. These two aspects are accomplished through
discussion forums presented as a fun part of the learning process as we learn about each other
as team members and share the resources that we use to create Twitter content for the library.
The discussion forums should be contemplative, encouraging participation and exploration of
shared knowledge. Palloff and Pratt (2007) stress the importance of connectedness and
presence (showing up) in online community building activities, being accepting of mistakes and
encouraging all ideas in order to develop trust with one another.
Throughout the development of this online course, I considered the presentation and
organization of the components from the learner perspective. I began to better understand the
value of participation and learner contributions to the class and attempted to keep the tone
casual and fun. In this way, I hoped to provide a learning space where student would feel

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comfortable and more willing to contribute and explore. Through this design and implementation
process, I was learning how to learn by creating ways in which others may do so.
Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance. (p. 203)
551 Final Grant Proposal
This artifact was the culminating activity for EDTECH 551, Technical and Grant Writing.
The creation of this grant proposal was initiated to fulfill a need for educational technology
resources to enhance learner collaboration skills and to improve the library as a learning
environment.
This semester long project was crafted through a modular process, each component
building on the previously completed one. The final proposal contains the following sections:
needs assessment, goals and objectives, budget and evaluation. The needs assessment of this
proposal outlines how adding an Interactive White Board (IWB) to the library study area would
fulfill instructional needs like the development of professional-level presentation skills, student
interactivity and real-time collaboration, and improved pedagogy. Providing an improved group
learning environment is reaffirmed in the goals and objectives of the proposal. Descriptions of
the objectives show projected measurable learner growth including shared learning and creative
growth which are stated goals in the mission statement of the College of Architecture, Planning,
and Design (2013). Measuring these objectives will be conducted formatively (observational use
statistics and feedback survey results) and summatively (annual review of cumulative datasets).
In this course I learned the importance of peer reviewing in the writing process, how to
stay objective and how to analyze a learning environment in or to identify and assess a
technical need. Being able to articulate that need and justify funding it will be a useful tool in my
professional career.
Ethics - Candidates conduct research and practice using accepted professional (p. 296)
and institutional (p. 297) guidelines and procedures.
523 Canvas LMS Project Proposal
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This artifact was created for EDTECH 523, Advanced Online Teaching Methods. The
focus of this course was to create an entire online course using a learning management system.
As our university uses the Canvas LMS, this is what I used to create my course, the K-State
Libraries Twitter Team Professional Development Forum.
The impetus for creating this online forum for the Twitter Team was to follow up on the
Twitter Program Evaluation I had conducted the previous semester. For EDTECH 505,
Evaluation for Educational Technologists, I evaluated the impact and effectiveness of the KState Libraries Twitter Program educational objectives. Previous to this evaluation, the library
Twitter team functioned without knowledge of these learning objectives in the dissemination of
information through our Twitter feed. Progressing with the improvement of the Twitter Program
based on the evaluation results and research seemed like a natural progression of
methodology.
The purpose of creating this professional development forum was to create awareness
of the Twitter program objectives among members of the K-State Libraries Twitter Team and to
develop a sense of community among team members through participation in this online
learning experience. In adhering to administrative protocol and following professional guidelines
and procedures that were necessary, I created this project plan proposal, presented it to the
leader of the K-State Libraries Twitter Team and received enthusiastic permission to proceed
with the plan.
The project plan proposal outlines the goals and intended outcomes of the program, the
tools to be used, the timeline, and the components to be included in the course including:
community building, collaboration, multimedia development, evaluation, resources and
synchronous meetings. As in most projects, many unanticipated aspects presented themselves,
giving me an opportunity to learn from these experiences. The original timeline of my proposal
was adapted to accommodate unknown variables along the way. For example, when sharing
my Canvas class link with my peers and professor for the first time, we learned that the
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interactive components of the class werent functioning because of the proprietary nature of the
system, required and K-State specific log on. I had to meet with the IT department and LMS
specialists on my campus to receive a work around, explaining my needs and use of the guest
access log on for my class. This added significant time to the design process to work through
these issues and in future, I will allot time for discrepancies, especially when learning a new
system or software.
CONCLUSION
My experience with MET program at Boise State University has given me a great
foundation of learning experiences to build upon and I allowed the freedom to choose from a
wide variety of electives to tailor my education. In this way I was able to challenge myself and
push the boundaries of what I thought was possible; I found new interests, skills and directions
because of those choices. I learned how to use different learning management platforms to
create online learning environments and to conduct a semester long program evaluation. I
eagerly embarked upon the design and implementation of mobile learning experiences and to
consider what the future of education might look like. Im prepared and excited for the changes
and challenges to come. This Masters program has given me a fearlessness of the unknown
because we learned to master new tools, techniques and strategies each semester. I look
forward to applying what I have learned to design online learning experiences, give people
greater access to information and opportunities to achieve success in new and different ways.

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