Rationale
Link to Rationale paper in pdf format on GoogleDrive.
Rationale paper in html format is below.
Educational Technology and Librarians:
Where Information Literacy Meets Digital Literacy
Rationale Paper
Beth M. Transue, MLS. Librarian, Messiah College
Boise State University, Educational Technology
EdTech592, Portfolio
Fall 2013
Introduction
This rationale paper describes artifacts that demonstrate my mastery of Association for Educational Communication and Technology (AECT) standards of practice (AECT, 2005); please note that all AECT standards cited in this paper are cited from this source. This paper is organized by AECT standards and subdomains. Each subdomain has a linked artifact that demonstrates mastery of the subdomain. I describe the artifact, articulate supporting theory, and discuss how this subdomain and this artifact have impacted my professional practice.
I am a librarian at a small private liberal arts college. I am in a unique position of being considered both an educator and an administrator. As an educator, I provide classroom instruction for information literacy; this complements course instruction delivered by the professor. Information literacy is defined as the ability to define, search, discover, access, evaluate and use information effectively, efficiently and ethically. I am also considered an administrator where I serve on committees and coordinate the materials budget for the library.
When beginning this educational technology program at Boise State, I wondered how my unique needs as a college librarian would be served when the typical MET graduate student is a full-time K-12 classroom teacher. I have been pleased with the education provided and I can confidently say that I achieved mastery of all five AECT standards. I am pleased that this program enhanced my theoretical understanding and practical skills in both educational and administrative spheres. I came to realize that as a librarian combining both a master’s of library science degree and a master’s of educational technology degree, I can truly create a space where information literacy meets digital literacy.
In my first class of the MET program, EdTech501, I was asked to create a ‘bumper sticker’ message about my experience so far in the program. I came up with the slogan, Educational Technology: Where Information Literacy Meets Digital Literacy. I am amazed at how prescient that sentence became throughout this program.
Standard 1 – Design. Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1 Instructional Systems Design: Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.
Instructional Design Plan: Using IPads for Library and Academic Research,
EdTech503,Instructional Design
In EDTECH503, I created an instructional design plan focused on teaching faculty how to use an iPad for library and academic research. I utilized the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model (Molenda, 2003) approach to instructional design to create the instructional design plan. The term design implies that the development of instruction takes place through a deliberative and reflective process (Gustafson, 2002). It is intentional with learning objectives as the driving force. Not only should design be present at the start of a process when formulating learning goals and strategies, but it needs to be present throughout and after the instruction takes place in order to evaluate and improve the quality of instruction in the future.
I provide many different forms of instruction as a librarian at a liberal arts college. I provide instructional sessions in traditional classroom settings. I create online tutorials for instruction at point-of-need. I design workshops for faculty, staff and students on various technologies. I also provide one-on-one instruction during reference transactions. Therefore I found the model comparing education, instruction, training and teaching to be particularly relevant (Smith & Ragan, 2005).
I created an instructional design project that facilitated a small workshop approach to training faculty members how to use iPads for library and academic research. This project was particularly timely because our faculty had recently been provided with iPads from the college. A needs assessment demonstrated that the typical faculty user was a novice user and needed assistance to set up accounts and learn how to use the iPad for academic purposes. I determined that this project fell into the Innovation Model; “There is or may be something new that learners need to learn” (Smith & Ragan, 2005, p. 44).
Using Gagne’s Type of Learning Outcomes (Smith & Ragan, 2005) I created a detailed learner task analysis which flowed into concrete learning objectives. I determined that the areas of instruction fell into the Procedures and Problem-Solving intellectual skills types. When determining assessment strategies, I determined that reality dictated a light touch! It would simply not be politic to conduct any type of formal assessment with faculty colleagues. Therefore I strategized and created informal authentic assessment (Smith & Ragan, 2005) activities that depended upon subtly observing performance and simulation activities.
I believe that I demonstrated mastery of Standard 1.1, Instructional Systems Design through this project. I analyzed and created a full workshop for faculty using the ADDIE model.
This project was highly relevant as I had an immediate need to conduct this training for faculty with the roll-out of iPads during the time I took EdTech503. At the end of the instructional design project, I immediately translated my product into actual workshops for faculty. The instructional design plan improved the quality and content of the instruction.
Creating an Online Lesson in Moodle: Searching PubMed, EdTech522, Online Teaching for Adult Learners.
NOTE: This above link takes you to a reflection paper about this project with screenshots from the lesson. Therefore, review of this artifact does not require a login. If you wish to review the original artifact in addition to the screenshots, log in to the Moodle Sandbox, and then copy and paste this URL into your browser: http://edtechdev.mrooms2.net/course/view.php?id=433
In Edtech522 the culminating project was to create an online lesson for adult learners within the Moodle software. I chose to create an online lesson directed at Master-level Nursing students. The lesson taught these students how to search the medical literature database PubMed with an advanced skillset. The lesson contained an introduction and a list of three activities to complete the lesson. The students were to watch an online video tutorial about searching PubMed, complete and submit a worksheet walking them through the advanced skills they had just learned through the tutorial video, and discuss with fellow students how the lesson would impact future research processes. The lesson objectives of searching with advanced skills, selecting appropriate search terms, and reflecting on the process, invoked Bloom’s taxonomy domains of application and analysis (Clemson University, n.d.).
This project was applicable to my work projects. My college began a Master of Science in Nursing program this summer. While there is one intensive week on campus, the rest of the program is online. Therefore I need to connect to students through online media. Many students entering a MSN program have poor information literacy skills and a wide range of digital literacy skills. This lesson aims to address poor information and digital literacy skills through instruction, hands-on skill building, and reflection.
I believe I demonstrated mastery of Standard 1.1 Instructional System Design through this artifact. I designed and created a comprehensive online lesson for professional students to improve information literacy skills. I built upon analytical and applicable learning objectives, and created practical assignments.
1.2 Message Design: Message design involves planning for the manipulation of the physical form of the message.
Multimedia Congruity: Evaluating Websites, EdTech513, Multimedia
In Edtech513 I created a PowerPoint presentation utilizing the congruity principle of multimedia design (Clark & Mayer, 2011). The congruity principle of multimedia design — one should closely align words and graphics that supplement yet differ from what is being verbally said — is a principle that I used to break. Many of the PowerPoint and prezis that I used contained text that I also said during the presentation. I would typically use the words on the screen as a crutch to help me remember what I wanted to cover in the session (Atkinson & Mayer, 2004). I have updated my presentations based on the multimedia congruity principle. Presentation Zen by Reynolds (2008) focuses on improving PowerPoint through incorporating meaningful and memorable graphics and eliminating or aligning text.
The PowerPoint I created for this project explains how to adequately evaluate websites to determine if they should be used for academic research purposes. The PowerPoint starts with a humorous and popular commercial video from YouTube; it makes the point that internet information is not always credible. I review five criteria for evaluating websites for academic use. The presentation concludes with instructions for a small group activity; students review preselected websites using an evaluation rubric to determine if the website is appropriate for academic research purposes. The PowerPoint presentation uses congruity principles to convey the assignment’s message and objectives. For example, graphics for the criteria of web evaluation are chosen and developed to help the student remember and recall the evaluation criteria when evaluating websites in the future.
I believe this artifact demonstrates mastery of 1.2 Message Design. I designed the physical look of my message using congruity principles. Following multimedia congruity principles lessens the cognitive load for the learner and improves learning outcomes.
1.3 Instructional Strategies: Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.
Learning Theory Synthesis Paper: Connectivism and Information Literacy: Forging Connections between Learning Theory and Educational Technology, EdTech504, Theoretical Foundations of Educational Technology
The culminating activity of EdTech504 was the synthesis research paper about a chosen learning theory and its impact on instructional strategies. After reading through several learning theories that did not readily fit into the model of information literacy instruction, I read about the emergent learning theory of Connectivism. Many of the principles of Connectivism align quite easily with the standards of information literacy espoused by my professional organization, the Association of College and Research Libraries (ACRL). Siemen’s theory of Connectivism (2005) states that learning depends on a diversity of opinions, and that the ability to see connections and create new connections is a core skill and critical to continuous learning. ACRL standards state that the information literate student seeks information from a variety of individuals and resources, and “recognizes interrelationships among concepts” to foster lifelong learning (ACRL, 2000, paragraph 2).
Coming across this learning theory in EdTech504 was an enlightening moment for me. While I was familiar with the ACRL information literacy standards, I had not considered them within a framework of learning theories. Through learning about Connectivism, I was able to place my instruction activity within a larger world of learning theories and resulting pedagogical strategies. I synthesized this new knowledge about learning theories with Drexler’s (2010) model of the networked student. This model allowed me to determine how my learning objectives and activities fit within a Connectivism framework.
I believe that I demonstrated mastery of 1.3 Instructional Strategies through completion of this research paper. I determined that the learning theory of Connectivism was the best fit for information literacy instruction strategies based on research within the literature of education and library science. I synthesized this new knowledge and wrote a substantial research paper arguing that librarians should seriously consider the learning theory of Connectivism and the model of the networked student when designing information literacy instruction sessions based on ACRL information literacy standards.
NOTE: This link takes you to an abstract of this article through the publisher website. It is illegal because of copyright law for me to post and provide a link to a copy of the full article in this public paper. If you wish to view the full-text of this article (in order to view the full artifact), it is available through the Boise State Library. Search the Periodicals List on the Albertson Library homepage for Public Services Quarterly, choose the appropriate library database. Browse to volume 9, issue 3 and open the pdf of the full-text article. You must log in to the library with your Boise State id and password.
As I researched and wrote the synthesis research paper about the learning theory of Connectivism and its relationship to information literacy, I realized that a literature gap existed connecting these two concepts, even though there were striking similarities. Therefore I decided to transform the research paper into a journal article and I submitted it to a scholarly, peer-reviewed journal for review and publication. The article was published in the journal, Public Services Quarterly, in August 2013.
This journal article centers on the comparison of Connectivism learning theory to ACRL information literacy standards (ACRL, 2000; Siemens, 2005). I expanded my section in the research paper about designing information literacy instruction utilizing the networked student domain model (Drexler, 2010). The article concludes with a description about how I incorporated Connectivism learning theory and the networked student model into an information literacy instruction session I led this past spring semester with a class which was beginning an in-depth literature review.
I demonstrated mastery of 1.3 Instructional Strategies through publication about instructional strategies utilizing Connectivism learning theory in the information literacy classroom. My mastery of this AECT standard has been reinforced by approval and acceptance into a peer-reviewed journal that is respected in the library field. As far as I know, my article is the first publication to explicitly compare Connectivism learning theory to ACRL information literacy standards (Transue, 2013).
1.4 Learner Characteristics: Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process
Instruction Design Plan: Part 2: Analysis Report, EdTech503, Instructional Design
I created an instructional design plan in EdTech503 to instruct faculty to use iPads for library and academic research purposes in a workshop, as described in standard 1.1. One section of this instruction design plan, Part 2, analyzed learner characteristics and the need for the instruction. Analysis of the learner and the need for instruction is a critical step in the ADDIE process (Smith & Ragan, 2005).
To gather data about the faculty-learner and the need for this specific type of instruction, I conducted an online survey which I distributed through an internal faculty email discussion list. While 81% of respondents expected to conduct library or other academic research using their iPads, 63% of responders had not yet used their iPad for academic research. Fully 50% of respondents were novice iPad users; they had received an iPad from the college less than two months before the survey was taken. There was a clear need to conduct this type of training for novice faculty learners.
Based on the survey, learners were faculty or staff who have iPads and wish to use them for library and academic research. The typical faculty learner will be a novice user who has had the iPad for a relatively short timeframe, therefore user anxiety must be considered throughout the training. The typical faculty learner is mid-career, with a significant length of service at this institution; building personal relationships with faculty is important in this campus culture.
I believe I demonstrated mastery of 1.4 Learner Characteristics through the analysis portion of my instruction design plan in EdTech503. I conducted a needs assessment through an online survey to determine learner characteristics and needs that would be addressed by my specific workshop on using iPads for library and academic research.
Standard 2 – Development. Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies: Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.
Annotated Bibliography: Connectivism and Information Literacy, EdTech504, Theoretical Foundations of Educational Technology
I created an annotated bibliography outlining and describing the central sources used for the synthesis research paper on Connectivism learning theory.
It is an interesting concept to translate the AECT standard of “print technologies” in a completely online MET program. Similarly, people sometimes have difficulty transferring their understanding of library services from print to online environments. Indeed, students are often confused by faculty instruction in syllabi that state they must use ‘print’ articles and that they must not use ‘online’ sources. We then have to explain to students (and recommend clarification in the syllabi by faculty!) that our journals available through online library databases are in fact equivalent to the print journal. This is my reasoning for equating journal articles and books reviewed in online formats for an annotated bibliography to meet this ‘print’ standard.
All of my resources came from scholarly and peer-reviewed resources. This ensured that the material I used in my research paper came from sources appropriate for scholarly writing. I believe this annotated bibliography of quality peer-reviewed sources demonstrate my mastery of 2.1 Print Technologies.
2.2 Audiovisual Technologies: Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages
Worked Screencast: Accessing Full Text Articles in Engineering Village, EdTech513, Multimedia
The final project of EdTech513 was to create a Worked Example Screencast using multimedia principles of design. This project required technical skills with audiovisual technologies paired with multimedia principles.
I created an online tutorial for the Engineering department at my college that addressed a common complaint about the difficulty students experience linking from the index to full-text articles. The online tutorial incorporated multimedia, congruity, segmentation, and personalization principles of multimedia design within a worked example model (Clark & Mayer, 2011).
This artifact was applicable to my work as the engineering liaison librarian. The worked example screencast presented a critical message using audiovisual technology that students access at their point of need. Therefore, I posted this tutorial on my Engineering library webpage. When Engineering students run into difficulty with this specific Engineering database, they can immediately watch this online video to learn what steps to take to quickly access full-text journal articles that they need for academic projects. For this reason, I believe I demonstrated mastery of 2.2 Audiovisual Technologies.
2.3 Computer-Based Technologies: Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.
Concept Map: Searching Beyond Google, EdTech502, The Internet for Educators
I created a webpage using Cascading Style Sheets (CSS) coding language; the webpage built on students’ familiarity with Google to help them start searching for library resources through Google Books and Google Scholar. I often try to scaffold, or build on, skills students already have to develop new and advanced computer and research skills that they need for academic work. The webpage I created leads students from the familiar Google homepage to specialized Google pages such as Google Books. It then explains how the materials they find through the specialized Google resource, links directly back to library materials which are available in either print or online formats.
In addition to the CSS coding, I created, edited and inserted personal images to personalize the webpage. This webpage uses CSS coding, including hot-spots for images. It instructs students on specialized Google and library resources and therefore demonstrated mastery of 2.3 Computer-Based Technologies.
2.4 Integrated Technologies: Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.
Lesson Plan Using Edutainment Strategies: Evaluating Websites, EdTech597, Introduction to Edutainment
In EdTech597 Introduction to Edutainment, I created a lesson plan to teach first year health science students how to evaluate health-related online information that utilized and seamlessly integrated multiple technologies. Ethnographic studies (Kolowich, 2011) indicate that students have extremely poor research and evaluation skills. Unfortunately information literacy instruction is often seen as an unrelated, unnecessary or boring session which students ignore. Instructional strategies that utilize edutainment tools can mitigate some of this resistance.
This lesson plan begins with a satirical YouTube video consisting of Xtranormal characters. An online Dilbert comic strip is then used to arouse student motivation (Bolton-Gray, 2012) by humorously demonstrating the results of internet health information on a diagnosis and treatment plan. Following a brief presentation about evaluating a general website, students are asked to transfer that knowledge to online health information. Students divide into small groups and discover online resources for an upcoming assignment; students may use any online sources including library databases, online journal articles, ebooks, health information websites, or general search engines such as Google. Students then choose and evaluate a resource and determine whether it contains credible health information that should be used in clinical practice. Students assign a credibility score of 0-4 based on an evaluation rubric. Students are then asked to post the website URL and their group evaluation score to a Padlet webpage previously created by the instructor. The Padlet website allows students to post notes without needing to pre-register or provide personal information. The notes are then visible to the entire class through the instructor’s laptop, web browser and projector. The Padlet wall allows the entire class to quickly see results and allows the instructor to easily facilitate classroom discussion on the topic, using student work as examples.
I believe I demonstrate mastery of 2.4 Integrated Technologies through this artifact. Multiple technologies including a YouTube video, an online comic strip, databases, ebooks, websites, Google, and Padlet are seamlessly integrated into a single lesson plan about evaluation of online health information.
Section 3 – Utilization. Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.1 Media Utilization: Media utilization is the systematic use of resources for learning.
Introductory Video, EdTech501, Introduction to Educational Technology
I chose my first project created for the EdTech program in EdTech501, the introductory video, to represent meeting this standard. The Introductory video utilized several media platforms, only some of which I had used previously, and all of which I now use systematically in the library. Additionally, I realize how hesitant and choppy I sound in this initial video; it is encouraging to see the progress I have made in later videos in this program.
I first created a presentation through prezi software. For this video I used a pathways template to symbolize the educational journey I anticipated in the program. I inserted many pictures and text to provide a holistic introduction to my personal and professional life. I explored several video capture software products and decided to use screencast-o-matic. That was a fortuitous choice as this software platform has become my program of choice for creating screen capture videos. I now use this software systematically for all types of screen capture used in tutorials. Finally, I posted the completed video to Youtube.
Through use of these multiple media tools to create and post an introductory video, I believe I demonstrated mastery of 3.1 Media Utilization.
3.2 Diffusion of Innovations: Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption
Digital Inequality Task Force report, EdTech501, Introduction to Educational Technology
In EdTech501, I reviewed issues surrounding the digital divide and proposed several solutions. After learning about the digital divide (DiMaggio & Hargittai, 2001), my small group reviewed options to determine our recommendations for planned strategies that government organizations could adopt to address the digital divide.
The presentation on VoiceThread discussed and ranked potential options that could be adopted to address digital divide issues. I focused on library-related issues of library access, providing information literacy classes, learning commons, and techmobiles. Through extensive research into statistics and programs, our group determined that adoption and diffusion of information literacy training by professional librarians and educators, in addition to increased access to internet resources through library and public school spaces would go far to ameliorating digital divide concerns.
I believe I demonstrated mastery of 3.2 Diffusion of Innovations through this presentation by exploring and explaining issues of the digital divide and ways that libraries can innovate using existing infrastructure and services to address those concerns.
3.3 Implementation and Institutionalization: Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.
Technology Maturity Benchmarks: School Technology Environment Evaluation, EdTech501, Introduction to Educational Technology
Using a Maturity Benchmarks Evaluation, I evaluated the technological environment of my institution. The library had recently been moved under the Chief Information Officer, so this evaluation was timely simply to learn more about the IT department and its role and impact across campus.
I read the National Education Technology Plan (Department of Education, 2010), in preparation for the technology maturity benchmark activity. Technology must be implemented into educational institutions within five critical areas: learning, assessment, teaching, infrastructure, and productivity. Technology can be used to personalize learning based on individual learning styles. Technology can improve teaching by bringing remote resources, including library and information literacy skills, directly into the classroom.
It was enlightening to work through this project and determine the various maturity levels of my institution; I did so by reviewing various data sources available from the institution such as an Information Technology Services (ITS) survey and interviews (Messiah College, 2011). I was surprised to find widely varied ratings; the institution truly ranged from emergent to intelligent on various factors. Overall, I was unable to assign a single maturity rating. Rather, I felt that the institution is currently in a critical transition period moving from Island to Integrated. There are many pilot projects across campus to integrate various forms of technology into education. Budgets are not yet adequate for needed upgrades, although the pilot projects are receiving up-to-date technology resources. It is an exciting time to be on campus, and to be learning about educational technology through this program!
I believe I demonstrated mastery of 3.3 Implementation and Institutionalization through my in-depth exploration and evaluation of technological maturity at my institution. This provided critical background information as I moved through this program, and as I continue to partner with ITS on various digital literacy projects. I look forward to putting the knowledge I learned through this project to good use, as I have recently been appointed to serve on the campus Educational Technology Committee.
3.4 Policies and Regulations: Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.
Social Media Policy, EdTech543, Social Network Learning
I enjoyed the creativity of researching and creating a hypothetical social media policy for my institution which is a small, private liberal arts college. I was able to review and use concepts from my institution in creating this policy. Ironically, my institution released an internal social media policy for educators and employees two weeks before this social media policy assignment; it spurred vigorous discussion on the faculty email discussion list. I also reviewed my institution’s student handbook which contains a short section on using social media responsibly. I was surprised to learn that our Nursing Department has a much more restrictive policy that all nursing students must agree to which mentions that nursing students must follow HIPAA guidelines in all social media postings.
Because colleges tend to be much more open to the use of social media, even encouraging its adoption, my policy focuses on positive uses of social media and encourages responsible use for educational purposes. It also specifies guidelines on topics such as disciplinary proceedings, information literacy, whether courses may require students to have accounts, copyright, FERPA, cyberbullying, course assignments, and faculty friending of students. I also included a section on the “community covenant” which is a standard of conduct related to my institution’s relationship to a church denomination.
I believe I demonstrated mastery of 3.4 Policies and Regulations by reviewing, creating, and adapting a college-inspired social media policy, and exploring the implications for campus implementation.
Blogging Policy: Requesting Blog Policies to Protect Academic Freedom, EdTech597, Blogging in the Classroom
I appreciated the opportunity to adapt this assignment in EdTech597, Blogging in the Classroom. The original assignment was a letter to” request permission” to blog. While this assignment would be applicable to a K-12 setting, it is not applicable to a college setting where administrators may not prohibit faculty blogging due to tenure issues; therefore it would be nonsensical to ‘request permission’. Instead I wrote a letter requesting academic freedom protection be formally extended to professional educational blogs written by tenured faculty.
This request has its roots in a lawsuit filed against an academic librarian and his university; the librarian blogged about ‘predatory’ publishing practices, and was subsequently sued for four million dollars by one of the publishers listed in the blog post (Flaherty, 2013). This case has the potential to chill librarian and faculty activities such as providing book reviews and authoring professional blogs.
I feel very strongly about this issue and its potentially devastating impact on professional blogging by educators. I have written about this case on my personal blog in addition to this assignment. I have also discussed this issue with faculty across the country who read my blog and wished to explore the issue further. This passion has helped me to demonstrate mastery of 3.4 Policies and Regulations.
Section 4 – Management. Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.1 Project Management: Project management involves planning, monitoring, and controlling instructional design and development projects.
Possessing superior collaborative project management skills is critical for educational technologists when coordinating with educators. The Digital Inequality Task Force Report in EdTech501 provided an ideal opportunity to develop those collaborative project management skills. Our small group created a presentation about the impact and potential solutions to digital inequality and the impact to delivering educational technology instruction to lower socioeconomic groups, as described in the artifact for Standard 3.2. In addition to this administrative and instructional content however, it also provided an opportunity to learn new strategies for working in online groups while planning and executing a group project.
Our group utilized many collaborative tools to initiate, manage, and complete this project. We first ranked solution options through a spreadsheet on GoogleDocs. One member of our group created a formula that sorted the options based on the rankings; the sort order would change as we entered our individual rankings. Our small group met several times through Google Hangouts to discuss the group project, objectives, roles, and individual assignments. We created initial presentation materials through GooglePresentation slides. We posted the final project presentation to VoiceThread. This software tool has immense potential for group collaboration and projects.
I believe I demonstrated mastery of 4.1 Project Management through this artifact. I developed new project management skills through collaborating on a group project. The task involved group project management skills for idea generation, design, and implementation through a variety of online collaborative software tools.
4.2 Resource Management: Resource management involves planning, monitoring, and controlling resource support systems and services.
Personal Learning Network: Prezi Representation of PLN, EdTech543, Social Network Learning
In EdTech543 I created a visual representation of my personal learning network. I used prezi software so that reviewers could zoom in to various entities represented within my network. I inserted photos or symbols representing specific services I utilize within my personal network. My personal learning network can be divided into four specific and connected domains: family and friends, professional colleagues, resource management and online resources. Personal learning networks should represent the connections that an individual utilizes in the learning process. They should encompass relationships, resources and tools (Loertscher, 2011).
I found it revealing to organize and view all the various social network and online resources that I use on a regular basis to further my learning. From this diagram I learned that I value learning in both physical and virtual formats. Both my Friends and Family and Professional Colleagues include individuals with whom I interact physically on a daily basis, as well as virtually.
I believe this artifact demonstrates mastery in 4.2 Resource Management. It visually represents the variety of online and physical tools and relationships that I successfully and systematically use to manage resources in my professional, educational, and personal life. I also share and recommend these resources with colleagues and students who need assistance with resource management tools.
4.3 Delivery System Management: Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.
Creating an Online Media Platform on GooglePlus, EdTech543, Social Network Learning
I created an online platform for nursing students to discuss course-related evidence-based practice topics with professional nurses, course instructors and medical librarians. This GoogleSites platform is for a unique nursing class focusing on evidence-based nursing practice. The class consists of senior nursing students, professional RNs working at two local hospitals, nursing faculty, nursing administrators, and medical librarians working at the college and at the hospital. RNs and administrators from the hospitals share real-life challenges that they experience in the daily nursing practice. Senior nursing students then search the medical literature for evidence that addresses the care challenge, which they then formally present. RNs may then take the findings and implement them in their professional practice depending on the findings and hospital guidelines.
This GoogleSite page provided an accessible delivery platform because students and RNs are on different closed internal platforms based on their college or hospital Information Technology department procedures. The internal platforms are very secure and not open to the other groups because of federal regulations. This broad platform simply requires a Google account, which many students and RNs already have.
I planned for this platform to be open to both groups to allow collaboration during this course. Monitoring the platform and posts are essential to quickly address evidence-based practice questions and concerns brought up by course participants.
The platform allows easy access through existing Google accounts. Participants add class members to their circle through the platform. Participants may share stories, questions, solutions, and evidence discovered through library literature. The example on the platform is a link to an ebook from the college library, shared by the course librarian.
I believe I demonstrated mastery of 4.3 Delivery System Management. I created an online media platform using GoogleSite software. I determined the best platform based on the unique needs of students, RNs, instructors and librarians participating in the course. I then created a plan for monitoring and controlling the flow of information on the site for use by all course participants.
4.4 Information Management: Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.
Curating Resources: IPads in Higher Education, EdTech543, Social Network Learning
Successfully curating resources requires the ability to identify, search, discover, evaluate, and organize resources for a user group. This skill is eerily similar to the skillset for information literacy. As one might imagine, curation is a critical librarian skill. “I can hear the librarians out there sighing and thinking ‘I’ve been doing that for decades!’ True, if you are looking for someone particularly skilled in this sort of work, look no further than the library.” (Hyde, 2012, para. 3).
I chose to curate a page about the use of iPads in higher education. I decided to use libguides as my platform for this curated resource. Libguides is a highly flexible page template used by growing numbers of librarians for their resource guides, including Albertson Library at Boise State University. It is recognized throughout the library field as an easy-to-use resource for curating topics within any discipline (Valenza, 2012). It utilizes Cascading Style Sheets (CSS) coding in the background, although the librarian does not need to know CSS for basic use of the pages.
My curated page contains sections for: tips on using iPads in higher education, recommended apps, links to pilot projects, research about use of iPads in higher education, mentions of iPads in the news, books about iPads in higher education, links to similar curation pages, and contact information if others wished to contact me about this issue. The Information Technology Services (ITS) department where I work requested that I organize a webpage about iPads when they rolled out iPads to faculty pilot project. I used some of the resources discovered for this artifact on the ITS page I created.
I believe this curated page demonstrates mastery of 4.4 Information Management. Through this curated page I discovered, monitored, stored, organized, shared and managed information related to the use of iPads in higher education settings.
Section 5 – Evaluation. Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis: Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.
Technology Maturity Benchmarks: School Technology Environment Evaluation, EdTech501, Introduction to Educational Technology
This project, as described in Standard 3.3, evaluated the technological maturity of my institution. The project involved a process of information-gathering and decision-making to determine the maturity level and identify problem areas that an institution may be experiencing.
I utilized several data sources including institutional survey data and interviews with Information Technology Services (ITS) and teaching faculty (Messiah College, 2011). Through analyzing my institution using the Maturity Model Benchmarks model (Sibley & Kimball, n.d.), I determined that my institution is moving gradually from Island to Integrated maturity levels. I determined that there were some academic departments which were very technologically savvy, while others remain resistant to technological changes.
I also identified specific technology problems on campus, some of which the library could address. One immediate impact that this problem analysis had at my institution was wireless access. It was determined through the ITS survey responses that wireless access was a problem across campus. Librarians requested and received additional wireless routers in spots where Wi-Fi had been identified as troublesome. While wireless access remains a ubiquitous problem across campuses throughout the country, this small addition in our library did exhibit measurable improvements.
Because my work on educational technology resources has been recognized and noticed across campus, I was recently appointed to serve as the librarian representative on the campus Educational Technology Committee. I hope to bring my enhanced understanding of concerns based on my problem analysis through use of the Maturity Benchmarks model to benefit the work of the committee.
I believe that I demonstrated mastery of 5.1 Problem Analysis through analyzing survey and interview data within the Maturity Benchmarks model. I identified problem areas and worked with colleagues in Information Technology Services to address identified problems.
5.2 Criterion-Referenced Measurement: Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content
Compare and Evaluate Online Courses: Evaluation of Two Online Courses: Rubric EdTech522, Online Teaching for Adult Learners
I reviewed several criterion-based evaluation rubrics when determining the rubric criteria I wished to include for my online courses evaluation. I eventually and adapted a rubric from Ternus, Palmer and Faulk (2007). I felt that the major rubric items such as navigation, design framework, modules, assignments and use of technology tools effectively evaluated important structural and content areas of the online course. I adapted the rubric by adding several criteria such as learning resources, learning community, access to faculty, and mention of librarian. I felt that these brought in personal relationships from the student network model according to Connectivism learning theory (Drexler, 2010). I found that while the courses were strong in navigational and embedded content, they were not as strong in linked or relational content. I would recommend updating these items to improve the online course overall.
I believe I demonstrated mastery of 5.2 Criterion-Referenced Measurement, through this artifact. I measured the quality of online courses through a pre-specified rubric that I adapted and created to measure structure, content and Connectivism relationships.
5.3 Formative and Summative Evaluation: Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization
I designed a formative program evaluation plan in my instructional design plan in EdTech503. As discussed in Standard 1.1, I designed instruction for a workshop session for faculty to learn to use iPads for library and academic research purposes.
Part of the design of this instructional plan was to devise a method for formative evaluation of the instruction plan and implementation. My formative evaluation plan included an expert review from an outside librarian expert. It also included internal review by a staff member from the Faculty Services office who often designs workshop instruction and holds a Masters in Educational Technology degree, and from a panel of four librarian colleagues. Finally, the instructional design project would be evaluated by students in a small field trial. Each evaluation is formative in nature with the objective of improving the final instruction design before and during actual workshop instruction.
I believe that I demonstrated mastery of 5.3 Formative Evaluation through my design of formative evaluation methods in this large instructional design project. I utilized many methods, both outside and inside my institution. I invited the input of a variety of perspectives from librarian experts, to instructional design experts to students themselves. The purpose of the evaluation was to improve the instruction design throughout the delivery process of the workshop.
Summative Program Evaluation: Evaluation of an Information Literacy Objective in a College Honors Program, EdTech505, Evaluation for Educational Technologists
I designed a summative evaluation project to evaluate our college honors program for EdTech505. This evaluation project utilized a combination of two evaluation models, the decision-making model and the art criticism model (Boulmetis & Dutwin, 2011). The Decision Making Model specifies that the ultimate goal of the evaluation is to help the stakeholders make decisions about the program – either its very existence or future activities to improve meeting objectives. While it may provide data about how the program is meeting objectives currently, the focus is on the future. Summative evaluations are often best used in this model as the evaluator tries to decide how effective the program was in meeting goals. The Art Criticism Model was also a useful model when considering my project. This Model employs an evaluator who is a qualified subject expert in the topic of evaluation. The evaluator conducts a critical and objective review of the program. It is often used to prepare for accreditation status. Because I am an expert in information literacy, I am qualified to evaluate the information literacy in the Honors Program through the research projects of senior honors students. One purpose of this evaluation is to provide data to Administrative stakeholders who are working on a self-study for the accreditation process next year. Therefore, this Model is very applicable to my specific situation.
Based on my summative evaluation, I determined that while information literacy objectives were being met in general, there were certain areas of concern that tend to cluster around specific academic disciplines. I discovered that while 83% of articles were from scholarly journals, this percentage plummeted to 62% when students used articles outside library databases. This suggested that students were still unclear about how to evaluate scholarly sources if they were not provided within the confines of a curated library database. Because there are no information literacy instruction sessions given within the Honors Program, I recommended information literacy instruction and collaboration. This additional instruction should take place within the Honors Program, and outside of the current academic department structure.
I believe I demonstrated mastery of 5.3 Summative Evaluation through the evaluation design report. I created, designed, and conducted a comprehensive summative evaluation of the college honors program based on two evaluation models. Based on the summative evaluation, I recommended several courses of action to improve the honors program for the future.
5.4 Long Range Planning: Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future
Technology Maturity Benchmarks: School Technology Environment Evaluation, EdTech501, Introduction to Educational Technology
Part of my School Technology Environment Evaluation, as described in Standard 3.3, involved long-range planning. Long-range planning can be tricky for technology planning as the environment changes so rapidly, and administrators often wish to plan around technology tools rather than learning objectives. John See (2001) argued that technology use strategic planning cannot be for more than 1-2 years because of the rapid rate of change. I agree that this is the case if technology use strategic plans are technology-specific. However, even See realizes that the plan needs to revolve around learning objectives, and not specific technology. If a strategic plan revolves around learning objectives and outcomes, and is technology neutral, then I believe that strategic plans can and should extend for longer periods. It is still important for institutions to have a long view, even in the midst of rapid change.
I addressed long-range planning throughout my evaluation of the maturity benchmarks for my institution. I was concerned by some recent developments that centered planning around technology tools rather than learning objectives.
I believe I demonstrated mastery of 5.4 Long Range Planning by considering and reflecting on how long range plans should be constructed and centered when dealing with technology in education.
I am excited that I will have a chance to affect long-range planning at my institution. I have just been appointed to be the librarian representative to the campus Educational Technology Committee. I will use my insights about long-range planning in discussions and planning within this critical committee. I will argue that planning should center on learning objectives rather than specific technological tools.
Conclusion
This rationale paper clearly demonstrates my progress through the Boise State University Master of Educational Technology degree program. I have successfully engaged with the activities throughout this program to improve my own role as educator and administrative librarian. I am more effectively able to combine information literacy and digital literacy. This will improve instructional strategies I use with students as well as administrative planning when serving on administrative committees such as the campus Educational Technology Committee.
As an educator, I came to understand how learning theories could impact and improve my classroom pedagogy. My ‘aha’ moment came when I learned about the theory of Connectivism and realized how closely it aligned with my professional organization’s standards for information literacy instruction. I published an article in a peer-reviewed journal based on my research paper for this program. This is the first published article that explicitly compares Connectivism with ACRL Information Literacy standards. I then transferred the learning theory to pedagogical skills in many educationally-focused projects such as a worked example screencast and a lesson plan integrating several technologies.
As an administrator, I appreciated the focus on evaluating my institution’s practices in incorporating educational technology. I reviewed technology maturity benchmarks. I created a blogging policy request that addressed academic freedom concerns. I also evaluated a college level honors program for information literacy objectives.
Because of my unique position within the organization I am able to combine educational and administrative roles in single projects as well. I will continue to create and curate webpages suitable for student and faculty learning. I look forward to working with faculty as my institution expands its online and graduate school offerings. I hope to improve the relational and information literacy segments of the courses to improve learning outcomes.
In short, I hope to expand my combined role as a librarian and educational technology expert. I wish to create a space on campus where information literacy truly does meet digital literacy!
References
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Acknowledgements
I would like to thank several people who were indispensable supporters throughout this program.
I would first like to thank my parents. Their love of learning has encouraged me to continue my education throughout my life. They have shown consistent love and support through my early school years, my college years and throughout my MLS and now my MET. Their support has been immeasurable.
Thank you to my brother, sister-in-law, and nieces and nephews. Their love and support kept me going through tiring days, even though we live long distances from each other! Many days I especially needed the laughter and support through Facebook messaging and Skype. I appreciated their understanding as I worked on two courses during a family vacation, balancing education and family fun as best I could.
Thank you to Steve and Sally Evans. Your unexpected generous financial support in addition to your love and encouragement helped lessen the load of worry I carried about student loan burdens and allowed me to focus more of my energy onto my studies. Thank you to the Messiah College employee educational program which provided additional financial support to me for this graduate program as well.
Thank you to my circle of “peeps” who kept me laughing and enjoying life during long work and graduate school days. Your understanding and continued humor kept me sane, or as close to sane as I can come!
Thank you to work colleagues who always understood and supported me when I needed to take time out of the library for graduate work, even when that increased their own workload and busy schedules. I owe you one…. well, more than one!
Beth Transue EdTech Portfolio 