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“AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes. Indicators:
Creating - Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)1
Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. (p. 141)
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Managing - Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)
Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. (p. 284)" (AECT, 2012)
Impacting Customer Experiance through Multi-line phone use
Context & conditions — The Multi-line Phone project was created to help train new team members on how to use a multi-line phone system effectively. This was created for the bookstore at the University of South Carolina Lancaster Campus in spring of 2022. This was created out of need. We have temporary employees for two weeks at the beginning of the fall and spring semester that need to know how to interact and help customers. I have been using multi-line phones since I was a kid and I have been in retail for 20 years.
Scope — This project is to help ensure the quality of phone interactions with customers. This was created for my place of employment. This project allowed an interactive approach to instructional design. Which allowed for real world effect to come from bad choices and positive reinforcement from good choices. This represents an entire instructional design unit.
Role — This project was solely my responsibility. I took on the role of developer, developer, and SME.
Instructional Design — A felt need was identified and goals were set to address that need. A design was created and developed. This assisted with the felt need that existed. (Morrison, 2019) (Richard, 2018)
Related performance indicator(s) —
This project addresses AECT standards 1 and 3. It demonstrates the creation and use of a multi-line phone training module. Utilizing and managing the interactive infrastructure of this type of training module. (AECT, 2012)
Reflection — In the Spring of 2022 I took EDET 703. This class introduced me to learning where the learners' choices guide the interaction. Through this project, I learned how to create interactive learning with the learner choosing the path. This project challenged me with the learner choosing the path, but it is much harder to create. I learned a lot from this project not only as an SME but as an anti-SME (learner). Anticipating all the possibilities is a true challenge. The project is a little rougher than I would like to look at it now. With this type of project, it is hard not to make the obvious choices the right ones. Sometimes this can lead to the learner feeling like it was a waste of time instead of a benefit. This was created out of my knowledge and skill. As the new Store Manager at the USCL Bookstore where twice a year we have two temps come in and work for two weeks this is to help them learn how to use the phones for that short period of time.
Follett-Access
Context & conditions — Follett Access was created in the summer of 2022. It was created to help faculty at the University of South Carolina Lancaster understand the Follett Access program and what it does.
Scope — The purpose of this project is to inform faculty of the new bookstore program and how it is helpful for them and their students. This was part of a larger unit that was done as a Canvas course.
Role — I was solely responsible for this project as the developer and designer. I also acted as the SME being the Campus Store Manager at the bookstore.
Instructional Design — The goal of this project was achieved through design and developed into the final product. (Morrison, 2019) (Richard, 2018)
Related performance indicator(s) —
This project addresses AECT standards 1 and 3. It was created out of expressed need. Developed to maximize the pedagogy in the shortest amount of time. (AECT, 2012)
Reflection — In the Summer of 2022, I enrolled in EDET 755. I learned a lot of valuable information from this project. This project allowed me to create content as I was learning about this new program for the bookstore and trying to answer questions the faculty had. This project was my first time videoing a PowerPoint that was narrated by me. It pushed me to grow a great deal. This was created halfway into the program. I was comfortable with PowerPoint, but not narrating in this way. This is a project that I'm already reworking for work to create a student version for orientations. This project can always be improved with accessibility things, and updates to the information. I would love to revisit this from a Smith and Ragan learning model approach since it is for such a wide audience.
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