Theoretical Knowledge in Instructional Technology
Artifact 1: Flipped Course Design Plan / Prototype
Description
This is a design plan and prototype presentation for a seven-week flipped digital storytelling course for adult international students.
Rationale
This artifact demonstrates my ability to use learning theories to determine learning outcomes, activities, materials, and assessments in the design of this flipped elective course. It also shows my ability to design a product at every stage of the ADDIE process. Using the learner analysis and context, I chose Vygotsky's sociocultural theory, including activating prior knowledge and metacognition and scaffolding content, in the design of content and assessment. As the target learner is learning a second language, and language learning is a very social activity, I believe Vygotsky's ideas to be the most appropriate for this design. I chose digital storytelling as it gives learners a voice, promotes self-reflection, as well as helps ESL students practice speaking, pronunciation, and narrative writing skills.
AECT Standards:
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Standard 1: Content Knowledge
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Standard 2: Content Pedagogy
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Standard 3: Learning Environments
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Standard 5: Research
Artifact 2: Literature Review on Social Digital Annotation
Description
This is a literature review about using social digital annotation, also known as collaborative online annotation, in the ESL classroom.
Rationale
This was an exciting opportunity to find and analyze research using a variety of tools, on a topic that is near and dear to my heart: social digital annotation. I have witnessed the value of social digital annotation firsthand and enjoyed the chance to learn the pedagogical value and research that supports the use of this kind of online discussion activity. I used Zotero to collect articles and make citations. I used a digital pen to handwrite notes on the PDF articles. I then used Nvivo, a qualitative research tool, to code and take a deeper look at themes across the articles to build the literature review. The findings show learning theories and pedagogy behind using a technology tool successfully. I have been able to use my literature review in several conference presentations encouraging instructors to use social digital annotation for online discussion and formative assessment.
AECT Standards:
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Standard 1: Content Knowledge
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Standard 2: Content Pedagogy
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Standard 5: Research