Running head: RATIONALE PAPER FOR AECT STANDARDS 1

Rationale Paper for Association of Educational

Communications and Technology Standards

Jayne Crawford

Boise State University

April 13, 2010

RATIONALE PAPER FOR AECT STANDARDS 2

Rationale Paper for AECT Standards

While completing the Master of Educational Technology program for the past two

years, I have been teaching English at Ajou University in the city of Suwon, South Korea.

The classes I teach range from low intermediate English, combining all four skills: reading,

writing, speaking, and listening, to more in-depth, advanced classes of writing and

conversation. I became interested in the master‟s program so I could be qualified to teach

adult education upon returning to either Canada or America. As technology is an interest of

mine as well, studying how to implement it into the classroom, thus incorporating it into

the field of education, opens up many new career possibilities for me. Before coming to

Korea in 2004, I taught elementary and junior high students; however, after teaching adults

for the past four years, I feel that is where my strength lies. I feel more comfortable in front

of a classroom of adults, focusing on the implementation of new teaching strategies, rather

than having to constantly discipline, as is necessary while teaching youth.

Throughout the M.E.T. program, many projects have required the development of

classroom activities, allowing me to apply my newly acquired skills and theories in my

classes. The feedback given by my students was invaluable, aiding in yet further

improvements. I will highlight and connect the relevant assignments to the necessary

Association of Educational Communications and Technology (AECT) standards, briefly

explain the assignment, and share my thoughts about it, especially if I did get the

opportunity to use it in the classroom.

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AECT Standard 1 – Design

1.1 Instructional Systems Design – This subdomain focuses on designing instruction

using the steps of analyzing, designing, developing, implementing, and evaluation (the

ADDIE model). A suitable example to present is the Instructional Design Project (EdTech 503),

as I followed the ADDIE steps to develop a system of instruction for a conversational English

course. The overall process was very valuable, because I realized as a teacher, I often rush

over the needs assessment of my students while not spending enough time analyzing and

discussing with them their expectations from the class. After I developed and implemented

the survey, I had a much clearer picture of the students‟ overall needs, which allowed me to

plan my instruction for the program more efficiently. Although I would rarely spend as

much time analyzing the breakdown of the steps in each of my lessons, I did realize each

step plays an important role in the final outcome.

1.2 Message Design – To demonstrate an artifact which focuses on the physical form of

the message, the Integration Principle assignment (EdTech 506) would apply. It integrates

the gestalt principle, in which the whole is greater than the sum of its parts. Lohr (2007)

explains that the five gestalt principles (closure, contiguity, similarity, proximity, and

experience) “describe how the mind works to generate understanding, when presented with

information”. She stresses that designers must “not only help learners see the underlying

message, but also provide clear access to critical supportive information as well” (p. 187).

For this class, I developed a symbol to represent the concept of earn, which in Korea is used

only when talking about earning money. I wanted students to understand the idea of

earning and working hard for their grades, versus me giving them their grades. Another
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project, the Organization Principle (EdTech 506), allowed me to further my understanding of

message design by applying the organization strategy of hierarchy. As stated by Lohr,

creating hierarchy is “the act of creating a series of cues or signs to direct the eye towards

certain information in a certain order” (p. 123). I used a hamburger, a popular food world-

wide, to represent a paragraph and used cues such as similar colors, bold typeface, and lines

to direct the learner‟s attention to facilitate learning. It showed the cohesiveness of a

paragraph, as in the hamburger, has a beginning, middle, and end. For both of these

projects, I received peer feedback on the appearance and content. I then adjusted and

tweaked accordingly to produce a more effective, powerful visual message.

1.3 Instructional Strategies - There were many projects in EdTech 502 that focused on

developing a sequence of events and activities within a lesson. A great example for this

subdomain is the Virtual Fieldtrip, which allows students to follow certain steps while

learning about a topic. I created The 7 Wonder’s of the World online fieldtrip. Within each

webpage are links to various media (audio, visual, text). I supplied a variety of multimedia

resources to capture the learner‟s attention, which is vital in any type of instruction.

Another very popular, authentic activity using sequencing of events is the WebQuest model.

Co-developer Tom March defines a real WebQuest as “a scaffolded learning structure that

uses links to essential resources on the World Wide Web and an authentic task to motivate

students‟ investigation of a central, open-ended question, and participation in a process that

attempts to transform newly acquired information into a more sophisticated

understanding“ (March, 2005). I created this WebQuest entitled Where to Study English,

because it is an authentic learning activity for Korean students. As many students spend a
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semester studying English overseas, this activity guides them in their quest to make a well-

informed choice.

1.4 Learner Characteristics – In point with this subdomain is the Learner Context

Analysis assignment (EdTech 503), which allowed me to analyze my learners‟ experience and

motivation level in order to plan effective instructional strategies. The survey that I

developed posed questions about their English background in middle and high school, other

experiences with the language such as private tutoring or English academies, and their

overall motivation to learn it. After giving and analyzing the results of the survey, it gave

me a much clearer picture of the needs of my learners, thus giving me an understanding of

how to plan my course of instruction to maximize the learning process.

AECT Standard 2 – Development

2.1 Print Technologies - The first wiki I contributed to was the Online Publication

written in EdTech 504, and the chapter I wrote was entitled Learning Theories that Encompass

Distance Education. This artifact exemplifies this subdomain because I was able to explore

the use of print technologies as a way to produce or deliver materials through mechanical

and/or photographic printing processes. I have not yet used a Wiki in my classes, but I see

many valuable advantages that would allow my advanced writing class to write with reason

and purpose. It is an excellent method to showcase learners‟ research and writing skills, as

well as sharing their results, thus learning from each other.

2.2 Audiovisual Technologies – Several projects I developed throughout this M.E.T.

program apply the principles of visual and media literacy. An artifact addressing this
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subdomain is the Rich Media Tutorial (EdTech 522), which was my first audiovisual tutorial

that I created using Camtasia Studio. I chose the website [Link] which allows users

to upload picture files and then record voice on each slide. I integrated this tool into my

Composition 2 class, an essay writing class, where students chose photos that related to

their writing, then read their paragraphs from their essay onto the site. It was a

tremendous success, and especially beneficial to my English as a Second Language (ESL)

students, who also practiced their speaking along with their writing skills. The Slideshow

Project: Part 1, Part 2, and Part 3 (EdTech 522), was another project where I developed a

narrated slideshow that instructed learners how to write an academic paragraph using the

three main steps of the writing process. Feedback from my students about my previous

online tutorial taught me that recording my face in the video tutorial was more engaging for

them. This coincides with the personalization principle, which Clark and Mayer (2008) state

“the activation of social presence, in turn, encourages the learner to engage in deeper

cognitive processing during learning, leading to a better learning outcome” (p. 176). The

students felt more connected to me, as if they were in my classroom rather than watching

the video.

2.3 Computer-Based Technologies - The use of computer-based instructional

materials in teaching can be used to relay information to learners in many formats,

depending on the situation at hand. An example of this is the Multimedia Presentation

(EdTech 513) in which I created a slideshow with pictures and graphics while applying the

redundancy principle. Mayer and Johnson (2008) explain:

The challenge for instructional designers is to apply design principles in ways that

reduce extraneous processing (such as scanning between captions and the graphic),
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manage intrinsic processing (such as attending to relevant portions of the narration

and graphic), and foster generative processing (such as mentally organizing and

integrating the material) (p. 385).

This project specified no use of audio; however, it was suggested to put extra spoken text in

the speaker notes section of the presentation. By avoiding redundant text, learners can

focus on the main idea of each slide without overloading their visual channels, and later

read the speaker notes for further information. An additional computer-based technology

that uses digital information is blogs. Many classes in the EdTech program gave me the

opportunity to experience this, such as Blogger (EdTech 571). Learners are in control of

what content, images, links to web pages, or other media they add to their blogs. It is a

place for sharing opinions and thoughts about a particular subject, and also gives other

bloggers the opportunity to add their comments and opinions, creating an interactive

format. Students are not pressured to give an answer „on the spot‟, but rather they can truly

reflect on a concept before sharing their thoughts.

2.4 Integrated Technologies - One common forum to produce and deliver materials,

which encompasses several forms of media, is a Learning Management System (LMS) or

Virtual Learning Environment (VLE) such as Moodle or Blackboard. I have experienced these

as a learner, as well as from a teaching perspective. Illustrating this subdomain is the

Moodle Course (EdTech 512), in which I designed a five-lesson course for an intermediate

writing class. Students were exposed to many video and text links that provided

information about different kinds of essays. They then applied their knowledge, in a variety

of ways, by writing reflections, creating presentations and activities, and finally writing the

essay. The Blackboard Course (EdTech 522) was another project where I integrated a variety
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of hyperlinks and multimedia instructional materials to create a lesson for a peer. After

conferencing with a chosen classmate, I researched and developed a series of steps on how

to use Prezi, a web-based presentation tool that allows users to create dynamic

presentations. It was very interesting and helpful to learn about, and use, both of these

popular virtual learning environments.

AECT Standard 3 – Utilization

3.1 Media Utilization – Several projects from EdTech 502 are suitable artifacts for this

subdomain because they encompass the systematic use of resources for online learning. I

used Dreamweaver to create web-based projects where I could integrate a multitude of

digital resources to engage learners. The Concept Map allows learners to see a graphic

representation of information, and studies conclude that “this two-dimensional

representation can make learners less prone to disorientation, making it easier for learners

to understand the hierarchical structure of the course topics and their interrelationships”

(Chang, Sung, & Chiou, 2002, p. 338). By combining concept maps with the Web

environment enables a multimedia representation of both curriculum structure and course

content, allowing learners to hyperlink to text, pictures, animations, sounds, and other

multimedia representations (Chang et al., 2002). An additional artifact to highlight is the

WebQuest, an inquiry-based, online activity which allows students to work cooperatively in

the decision-making process. They are provided with instructions to guide their learning, a

list of multimedia resources to research, and an evaluation rubric which outlines the details

for assessment.
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3.2 Diffusion of Innovations – This subdomain states the need for learning

communities to adopt and diffuse innovations. An artifact reflecting this is the Digital

Divide Memo (EdTech 571), where I wrote a memo to a fictitious school board that explained

the definition of the digital divide and stressed the importance of technology in students‟

lives. I provided suggestions on how to close the digital divide, and then sited links to

organizations that could support the needs of the families so students would have access to

computers and technology in their homes.

3.3 Implementation and Institutionalization – Several artifacts, which are perfect

representations for this subdomain, are the Rich Media Tutorial and the Slideshow Project:

Part 1, Part 2, and Part 3, both developed in EdTech 522. This subdomain focuses on using

instructional materials in real settings, which I have done within my classes at Ajou

University. The first tutorial I created, using Camtasia Studio, explains how to use

[Link], which allows users to upload picture files and add voice narration to each

slide. I applied this idea to my advanced writing class because I wanted students to have a

way to showcase their final versions of their essays. In the final version, when students

have submitted their essays to me for grading and editing, I make necessary grammar,

spelling, and content corrections. After students edit and perfect their essays, they transfer

each paragraph into PowerPoint, including relevant and meaningful graphics. They then

convert each slide to a jpeg format and upload them onto [Link]. The final step is

narrating the essays onto each slide. The second video tutorial I created in this class was a

three part tutorial, walking beginning writers through the steps of writing a simple,

academic paragraph. Paragraph writing is a requirement for all freshman students at Ajou

University, so many of my colleagues have now incorporated my tutorials into their classes.
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3.4 Policies and Regulations - In the new age of technology comes the importance of

creating guidelines and rules for internet users to follow and become familiar with.

Illustrating this subdomain is the Netiquette Lesson (EdTech 502). I researched the term

“netiquette” and explained the areas that would be applicable to my adult learners. I

highlighted the key points so they would hopefully remember and apply these safe practices

while using the internet. Another common policy violation that occurs quite often, because

of the availability of online resources, is plagiarism. The Plagiarism Scavenger Hunt (EdTech

502) provides students with information on the topic, and walks them through a set of

questions that tests their knowledge.

AECT Standard 4 – Management

4.1 Project Management – An artifact that involves planning, monitoring, and

controlling resources is the Evaluation Proposal (EdTech 505). This was a fictitious proposal

detailing the method of evaluation, a task schedule of events with a timeline, and a budget

of the overall cost of the evaluation project. This assignment required a lot of estimating

and speculating, which is a useful skill to practice when dealing with large development

projects.

4.2 Resource Management - Applying resource management techniques is the main

focus for this subdomain, and the Technology Use Plan (EdTech 571) definitely employs these

strategies. This project enabled me to develop a comprehensive plan to manage resources

by following the steps of assessing the technology needs of a school, developing a vision

statement and goals for a long-term technology plan, and explaining the process of

implementing the plan and who would be involved.

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4.3 Delivery System Management – Before designing any course, it is essential to

develop a method to organize and distribute your instructional materials. Three suitable

examples for this subdomain are the Analysis Component, the Design Component, and the

Development Component (EdTech 512). They are all steps of the planning process for the

Moodle course I developed for a writing class (Composition 2). The analysis stage examined

the logistics of the course, the students, the purpose of teaching the course, and any

prerequisites required. The design portion listed the learning objectives and clustered them

into a visual map or diagram. The following phase, the development, involved following

Gagne‟s nine events of instruction to plan each of the five lessons.

4.4 Information Management – A perfect fit for this subdomain, which involves

planning and controlling the storage and transfer of information in order to provide

resources for learning, is my Ning Blog (EdTech 522). Blogs have become popular social

interaction tools that have gained popularity in education, especially online learning. As

explained by Dawley (2007), blogs can “provide new ways of offering pedagogies that put

students at the center of learning process, instead of the teacher or content. As students

own their blog, their thoughts, comments, and links are information constructed by them”

(p. 211). In my Ning Blog, I shared my thoughts about specified readings, read my fellow

classmates entries, and expressed my comments and opinions. I prefer sharing my opinions

in my own time in this asynchronous learning environment, because I don‟t feel pressured

to come up with an opinion on the spot. I can read information, reflect on it, and then share

it when I am prepared. A second artifact for this subdomain is the information management

system at Ajou University called AIMS2. Here I regularly post documents that I use in class,

such as syllabi, class notes, homework assignments, as well as other resources I feel are
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useful to the students. It has definitely increased the ease of transferring important

information anywhere and time I have internet access.

AECT Standard 5 – Evaluation

5.1 Problem Analysis - An appropriate artifact for this subdomain is Course Analysis

(EdTech 512) because I collected, analyzed, and interpreted data to modify and improve

instruction for the Composition 2 course I created in Moodle. Before developing

instructional materials, it is important to first collect and compile background information

which includes knowledge about the students, the purpose of the course, a set of applicable

standards, a timeline, and the type of course (online, face-to-face, or hybrid). This analysis

will help to create a successful, meaningful learning environment for the students.

5.2 Criterion-Referenced Measurement – An artifact pertaining to this subdomain is the

Evaluation Component (EdTech 512) of my Moodle course. Criterion-referenced

measurement provides information to learners and describes the knowledge and skills they

must attain in order to be successful. In a slide presentation, I share my beliefs about

assessment, list the performance tasks and criteria, and clearly outline (in a rubric) the

expected outcomes for a descriptive and narrative essay. As a result, students are informed

and understand the standards they need to achieve in order to succeed. Another project to

highlight for this subdomain is the WebQuest Rubric (EdTech 502). It clearly describes the

areas that will be evaluated on their WebQuest: quality of description, writing mechanics,

presentation design elements, content, and teamwork. By introducing and explaining this

rubric to students at the beginning of the project, they know what is expected and what

they must do in order to demonstrate mastery.

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5.3 Formative and Summative Evaluation – Part of the final project in EdTech 503

involved preparing a Formative Evaluation Plan as a way to judge the worth of the program,

in order to strengthen or improve the materials. This project is an illustration of this

subdomain because the main goal of a formative evaluation involves “gathering data from

members of the target population about the use and effectiveness of materials and using

that information to make the materials even more effective (Dick, Carey, & Carey, 2007, p.

278). Throughout my classes, I have begun focusing more on this type of evaluation, and as

a result, I have seen great value and success within my programs and from the students. A

different type of evaluation is summative evaluation which judges the worth of a program

upon completion, as opposed to formative evaluation which occurs throughout the course.

An artifact that connects well to this subdomain is the Summative Moodle Survey (EdTech

512). Learners receive a Google Docs survey, upon completion of the Moodle course,

allowing me to gather detailed information to improve upon the overall course design, the

provided multimedia resources, the details of the assignments, and my effectiveness as an

instructor. A final example of summative evaluation is the Website Evaluation (EdTech 502)

assignment. The task was to examine three websites and pick one that was the hoax. There

were specific guidelines that I used as a baseline to make my decision. This proved

interesting as it makes me now look more critically at other websites.

5.4 Long Range Planning – A paper I wrote for EdTech 504, Learning Theories that

Encompass Distance Education, really stretched my research and writing skills. It

exemplifies this subdomain because while researching many prominent learning theories, I

highlighted and summarized the ones which research proved are best suited to distant

education. I hope one day to teach online, yet even in my current teaching position, I can
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incorporate multimedia instruction while relying on the theories that have proven most

effective.

Overall, I believe that the projects and assignments I have developed during the

course of the M.E.T. program at Boise State University strongly reflect the AECT standards.

With guidance from my supportive professors, suggestions and ideas from my remarkable

peers, and given my personal desire to upgrade my skills and enhance my knowledge of

instruction with technology, I have truly been able to produce high-quality, relevant work.

Furthermore, I look forward to the ever-changing future of technology and welcome the

challenge of continuous growth and evolution as technology continues to advance.

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References

Chang, K., Sung, Y., & Chiou, S. (2002). Use of hierarchical hyper concept map in web-based

courses. Journal of Educational Computing Research, 27(4). Retrieved April 6, 2010,

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9BJQ-FE33-QM0A

Clark, R. C. & Mayer, R. E. ( 2008). e-Learning and the science of instruction: Proven guidelines for

consumers and designers of multimedia learning (2nd ed.). San Francisco, CA: Pfieffer.

Dawley, L. (2007). The tools for successful online teaching. Hershey, PA: IGI Publishing.

Dick, W., Carey, L., & Carey, J. O. (2007). The systematic design of instruction (6th ed.). Boston,

MA: Pearson.

Lohr, L. ( 2007). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.).

Cleveland, OH: Prentice-Hall.

March, T. (2003). The Learning power of webquests. Educational Leadership, 61(4). Retrieved

March 28, 2010, from

[Link]

Mayer, R., & Johnson, C. (2008). Revising the redundancy principle in multimedia

learning. Journal of Educational Psychology,100(2), 380-386. doi:10.1037/0022-

0663.100.2.38