EDTC 805 Crossdiscipline Studies in Technology
The focus of the course is exploration and evaluation of advanced and emergent technologies and the means by which educational and training leaders learn about them and sustain them in a learning environment. This course assists educational and corporate professionals to develop innovative educational and organization practices across disciplines
The Emerging technologies group project provided an opportunity to focus on the Internet of Things and how to utilize the technology for teaching students across academic disciplines. This Emerging Technologies Group Project focused on Augmented, Virtual, and Mixed Reality. The group consisted of: Terri Evans, Susan Van Alstyne, and Daniel Ward
This project studied various free online tools available for educators and Instructional Designers which can enhance English Composition courses. These tools allow students to develop their own websites to be used as digital portfolios. The production of these portfolios bolsters traditional content, student engagement, and authentic learning.
The purpose of this Technology Theme Park site is to provide students enrolled in BUSI201 with an engaging learning activity related to applying social media for business solutions. Students will navigate through each section to learn more about five social media platforms and their related business solutions.
Topics include: Everything Bad is Good For You, Situated Learning, Design for How People Learn.
EDTC 807 Implementation and Evaluation of Curriculum
This course will provide candidates with a comprehensive understanding of the landscape of implementation and evaluation of educational technology programs. The philosophies, methods, and processes of curriculum design in educational technology will provide the framework for curricular models; resources for decision-making; and evaluation methods for educational and corporate settings.
This assignment explored the historical roots of the American education system. the topics covered were Taylorism, Neo-Taylorism, Standardized Curriculum, and systems designs. Fredrick Taylor’s main idea was the reorganization of industrial systems around quantifiable and measurable goals. Taylor believed that ‘the task’ is that thing a worker must know and be able to do in order to perform their role productively and correctly.
This assignment involved an exploration of the role of curriculum in education, particularly in the late 19th and 20th centuries
This project analyzed the adaptive learning technologies. Across all levels of education, adaptive learning technologies are gaining popularity, especially in higher education. These technologies allow educators to easily personalize learning environments to suit the individual needs of students. Each individual student has his/her own way of studying, learning, and completing course-related tasks.
Curriculum Implementation Plan was created for this project. The plan addressed the need for a Summer Bridge Program with lecture capture video integration for incoming developmental english college students. Offerings of Summer Bridge programs have been on the rise in order to address the academic needs of students and to address student attrition at minority-serving institutions.
Topics include: SAMR, UbD and a systems view of educational technology.
EDTC 808 Summer Institute II
This course guided and provided a framework for the doctoral students to become leaders within the field of educational technology leadership. This course was completed Summer 2018.
In this project, upper-level position requirements in educational technology and design fields were researched. These positions were found to have core components with variations dependent on the type of organization they belong to (K-12, higher education or corporate). Additionally, requirements for the position vary due to the specific tasks that are expected of the individual.
In this project, I assessed my position as an Education Technologist and Assistant Director of Online Learning. With over 13 years of experience in the field, I’ve been exposed to numerous technologies and best practices for incorporating technology in educational environments. I’ve been a member and leader of various committees and task forces that addressed the needs of instructors and students in higher education. With these experiences, I realize a need to increase my knowledge in the field of Educational Technology, specifically, as it relates to leadership roles and practices.
For this project I updated and redesigned my portfolio which resides on the website you are reviewing at this moment.
EDTC 814: Advanced Effective Models of E-Learning
This course is designed to help develop leadership of doctoral students through collaboration and independent thinking and analyzing so that integration of technology and learning can be achieved.
This assessment was a collaborative experience including all cohort members during our in person intensive week experience, during Summer Institute II. We all dressed up for our climb to the top of Mt. Everest as we all participated in a leadership and team simulation.
This project assignment me with answering various questions and providing plans for two specific case studies. The first case I acted as the Director of Online Learning for South Run State College (SRSC). In the second case, I provided suggestions and a course of action for Paul Seymour of University of Chicago.
In this project I developed a Leadership Vision and an eLearning plan. Online and blended learning have seen an increased demand across higher education throughout the nation. Students are able to complete course work according to their own professional and personal commitments. Courses delivered with supplemented online learning technologies require students to be able to sufficiently utilize technology in order to meet the learning objectives of the courses and programs. This requirement places an obligation on institutions of higher education to provide ongoing pedagogical and technical support to their learners.
EDTC 816: Advanced Building Online Communities
This course is designed to provide information on community building in an online setting by examining existing communities and by creating our own online community.
The project is an annotated webliography that includes descriptions of the online communities with URLs, number of members, goals, highlights of the community and what makes them thrive or not thrive. The communities evaluated are related to instructional design and online instructor topics and populations.
This objectives of this project were to to understand and analyze an organization's online community strategy and, as a group, seek an educational online community and interview the key managers on their online community strategies.Aminata Edith Adewumi, Terri Evans and myself were members of this group. The Computer Science Teachers Association (CSTA) was chosen as the community to analyze. CSTA provides their members with a venue for productive conversations about a set of topics related to computer science instruction, recruitment and advocacy.
I created and designed an online community for this project titled, "The Collective Distance Learning Online Community." The Collective Distance Learning Online Community is a community of professionals who directly or indirectly work with online programs, faculty, technology and students. The community’s platform provides members opportunities to collaborate on numerous topics related to online programming while including all essential stakeholders in the conversations. Additionally, members will have access to relevant virtual and in-person meetings and relevant resources to aid in the development, growth and maintenance of online programs at educational institutions.