Assessment and Evaluation
Artifact One: Assessing Team-Based Learning
Description: In this assignment from Understanding Online Interaction, I designed instruction for one session of the synchronous graduate course. I designed synchronous and asynchronous learning activities about Team-Based Learning. I also included assessment for the learners through discussion board posts, breakout group discussions, and full class discussions.
Rationale for Inclusion: In this design, I emphasized collaborative learning and learner-learner interaction. Assessments for the instruction were informal and team based. The artifact aligns with AECT Standard 2, Content Pedagogy, by conveying my skill in creating asynchronous and synchronous learning activities for a graduate-level course to improve learning outcomes.
Artifact Two: Evaluation Plan
Description: In Program Evaluation, I developed this program evaluation plan. The program I chose to evaluate was the Instructional Design master's program in which I am enrolled. Since this was a proposal and would not be implemented by me, there was no ethical conflict. The plan employs a bifurcated approach to evaluating the master's program.
Rationale for Inclusion: This was the capstone project for the Program Evaluation course. I had no prior experience with the concept of program planning versus instructional design. Through the coursework, I gained knowledge about program planning and program evaluation. The plan is based on solid evaluation principles and addresses a complex evaluation problem. The artifact aligns with AECT Standard 1, Content Knowledge, by demonstrating my commitment to evaluating the effective integration of appropriate technologies and instructional materials.