Christine Claudio
EDTC 6332 Educational Technology Practicum
Capstone- Campus Crisis Management Plan
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Project Description:
Students will apply the knowledge and theory from previous courses toward the solution of an actual instructional/training problem in a real-world context. The practicum project consists of three parts: a proposal, an instructional package, and a synopsis of "lessons learned." Students will demonstrate the ability to: (1) solve a given human performance problem by evaluating and synthesizing learned knowledge, skills, and dispositions, (2) manage an instructional design project by using all the resources available, and (3) synthesize learned experience of developing a real life instructional solution to an identified human performance problem.
Teachers will learn how to view course lessons in Moodle: Crisis Management Plan for instructional purposes. The teachers will learn how to navigate through Moodle and view YouTube videos on mock drills according to Crisis Management Badge. Each lesson will provide Scenarios and Discussion questions to ensure understanding of material. The Web tool 2.0, Moodle allows and promotes learning on a large scale. It is a platform and conduct full online courses, with the options to integrate wikis, forums, and databases for collaboration.
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Responsibilities Met:
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Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
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| Performance Indicators |
Justification |
| 2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. |
2.1 The e-learning module proposal outlines what the training module is about. The proposal includes basic performance tasks, prerequisite skills, intended audience, and the learning environment necessary for completing the training module . Project Proposal |
| 2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective. |
2.2 The Instructional Goal was divided into three performance objectives. Each performance objectives was developed into a lesson within the module. Also, each performance objective was then divided into specific enabling objectives.
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2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies.
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2.3 The instruction was divided into performance objectives and enabling objectives. This was done to facilitate instruction by segmenting the content into manageable chunks. Also, to promote learning Mayer's Multimedia Principle was applied throughout the module. Mayer's principle states that people learn better from pictures and words than from words alone. The e-learning module adheres to the Multimedia Principle through the placement of texts and screenshots throughout the lesson overviews
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Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
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| Performance Indicators |
Justification |
| 3.1 Demonstrates ability to develop instruction using a minimum of three different media |
3.1 This project was completed using screen capture images, text, video and audio. The software used was Microsoft Word, YouTube and Jing.
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| 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. |
3.2 The technologies used throughout this project were chosen and developed based upon the principles discussed in Richard Mayer's book Multimedia Learning as well as the Dick & Carey model.
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3.3 Demonstrates ability to manage projects and evaluate progress and improvement.
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3.3 The timelines and time management were an essential part used to manage the completion of the project. The timelines were modified on a weekly basis. To view the revised timeline visit the project reflections #1-6. Reflections
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Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
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| Performance Indicators |
Justification |
| 4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction. |
4.1 Formative evaluations that included peer review and input for each lesson was used to determine changes and improve the effectiveness of the learning module |
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4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction.
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4.2 A summative evaluation was conducted to determine the overall value of the e-Learning module. Feedback received was utilized to enhance the e-Learning module
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| 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives |
4.3 Assessments for this module include quizzes over key terms, concepts, and performance tasks. Quizzes were done through an Moodle quiz option. Assessed work for this module include: quizzes over key terms and concepts and performance tasks. Quizzes were conducted online through Moodle discussion questions and quiz activity.
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4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process.
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4.4 The lesson assessments were revised to better determine whether the instructional goals and objectives are being achieved.
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Modifications Made
Moodle shell was modified several times.
Moodle shell was changed to house Instructional Solution.
EDTC632001capstone was created to house Capstone project.
Provided a peer reviewed article to support Crisis Management Plan.
Discussion question lesson was added.
Saved Reflections as PDF and linked an image for easy access.
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