EDTC 6325 Educational Communications

E-Learning Module
Project Description

World War 1 E-learning Course

This e-learning course teaches middle school students about the importance of World
War 1. Special attention is given to the factors leading to war, people who played
significant roles in the war, the changes in how war was fought, and the impact that the
war had on the world.
Standards Met
This project demonstrates proficiencies in the following AECT standards: Standard 1
Content Knowledge, Standard 2 Content Pedagogy, Standard 3 Learning
Environments, and Standard 4 Professional Knowledge and Skills. The chart below
illustrates the performances that fulfill the AECT standards.

AECT 2012 Standards

Standard 1 Content Knowledge: Candidates demonstrate the knowledge necessary
to create, use, assess, and manage theoretical and practical applications of educational
technologies and processes.
Performance indicators:

Justification

1.1 Creating. Candidates demonstrate the

ability to create instructional materials and
learning environments using a variety of
systems approaches.

1.1 Instructional materials were created

using both video and the Moodle LMS.

1.2 Using. Candidates demonstrate the

ability to select and use technological
resources and processes to support
student learning and to enhance their
pedagogy.
1.3 Assessing/Evaluating. Candidates
demonstrate the ability to assess and
evaluate the effective integration of
appropriate technologies and instructional
materials.
1.5 Ethics. Candidates demonstrate the

1.2 Each objective contains a multimedia

component which uses researchbased strategies to maximize student
learning.
1.3 Each lesson has been designed,
examined by a peer, and then revisions
made based on feedback.

1.5 The project was ethical, not violating

any of the ethics defined and developed

contemporary professional ethics of the

field as defined and developed by the
Association for Educational
Communications and Technology.

by the Association for Educational

Communications and Technology.

Standard 2 Content Pedagogy: Candidates develop as reflective practitioners able to

demonstrate effective implementation of educational technologies and processes based
on contemporary content and pedagogy.
Performance indicators:

Justification

2.1 Creating. Candidates apply content

pedagogy to create appropriate
applications of processes and technologies
to improve learning and performance
outcomes.

2.1 Processes and technologies

corresponded to correct pedagogical
theories, also making use of cognitive
theories of learning to ensure instruction is
effective and has minimal distractions for
learners.

2.2 Using. Candidates implement

appropriate educational technologies and
processes based on appropriate content
pedagogy.
2.3 Assessing/Evaluating. Candidates
demonstrate an inquiry process that
assesses the adequacy of learning and
evaluates the instruction and
implementation of educational
technologies and processes grounded in
reflective practice.
2.4 Managing. Candidates manage
appropriate technological processes and
resources to provide supportive learning
communities, create flexible and diverse
learning environments, and develop and
demonstrate appropriate content
pedagogy.
2.5 Ethics. Candidates design and select

2.2 Multimedia components are hosted on

YouTube in order to be accessible to a
wide range of users. Moodle, a trusted
LMS, is used for lesson implementation
and assessment.
2.3 Assessments are conducted for each
lesson. Assessments allow for course
designer evaluation of the adequacy of
student learning.
2.4 Lessons are structured so that
students can easily progress at their own
pace. Content incorporates both audio
and visual components to the training.
Course designer email is provided to
students for further support if needed.
2.5 Lessons have been purposefully
designed with an international audience in
mind since the target group are

media, technology, and processes that

emphasize the diversity of our society as a
multicultural community.

international students. Unnecessary

complex language is avoided due to many
users being English Language Learners.

Standard 3 Learning Environments: Candidates facilitate learning by creating,

using, evaluating, and managing effective learning environments.
Performance indicators:
3.1 Creating. Candidates create
instructional design products based on
learning principles and research-based
best practices.
3.2 Using. Candidates make
professionally sound decisions in selecting
appropriate processes and resources to
provide optimal conditions for learning
based on principles, theories, and effective
practices.
3.3 Assessing/Evaluating. Candidates
use multiple assessment strategies to
collect data for informing decisions to
improve instructional practice, learner
outcomes, and the learning environment.
3.4 Managing. Candidates establish
mechanisms for maintaining the
technology infrastructure to improve
learning and performance.
3.5 Ethics. Candidates foster a learning
environment in which ethics guide practice
that promotes health, safety, best practice
and respect for copyright, Fair Use, and
appropriate open access to resources.
3.6 Diversity of Learners. Candidates

Justification
3.1 Instructional solution is designed to
minimize unnecessary distractions
(animations,etc.) while maintaining an
informal and amiable script/narration to
engage learners on a personal level.
3.2 An online learning environment is used
to allow for individualized learning as
learners proceed through the lessons at
their own pace.
3.3 Each lesson assesses student
learning using discussion questions,
quizzes, and a higher-level project. Peer
review was incorporated into the design
process.
3.4 Technology infrastructure used is a
respected LMS that should not be affected
by technology issues/interruptions at the
local level.
3.5 Sources and third-party materials are
used correctly with no copyright violation.
All materials used are used with
permission and have been cited
appropriately.
3.6 Designer was careful to ensure that
course materials did not disparage any

foster a learning community that

empowers learners with diverse
backgrounds, characteristics, and abilities.

political, social, ethnic, or religious groups.

Course materials are such that they would
be easily used by students from a variety
of diverse backgrounds (avoiding
unnecessary complex language, use of
images, unnecessary information
excluded to minimize cognitive load)

Standard 4 Professional Knowledge and Skills: Candidates design, develop,

implement, and evaluate technology-rich learning environments within a supportive
community of practice.
Performance indicators:
4.1 Collaborative Practice. Candidates
collaborate with their peers and subject
matter experts to analyze learners,
develop and design instruction, and
evaluate its impact on learners.
4.2 Leadership. Candidates lead their
peers in designing and implementing
technology-supported learning.
4.3 Reflection on Practice. Candidates
analyze and interpret data and artifacts
and reflect on the effectiveness of the
design, development and implementation
of technology-supported instruction and
learning to enhance their professional
growth.
4.4 Assessing/Evaluating. Candidates
design and implement assessment and
evaluation plans that align with learning
goals and instructional activities.
4.5 Ethics. Candidates demonstrate
ethical behavior within the applicable
cultural context during all aspects of their
work and with respect for the diversity of
learners in each setting.

Justification
4.1 Peer review was sought, received and
incorporated into the design of this project.
4.2 Despite being available for many
years, my organization is only now
incorporating the Moodle LMS system
organization-wide. Having completed this
project, I am far more advanced than most
of my peers in the skills needed to create
an online course using the Moodle LMS.
4.3 Formative evaluation was conducted
on this project. Were I to do the project
again, I would choose to use Adobe
Captivate software instead of a more
traditional video, in order to take
advantage of the interactive elements of
Captivate.

4.4 Several different assessment

instruments are used to ensure accurate
representation of student understanding of
instructional material. If there is a version
2.0 of this project, formative and
summative assessments using the target
audience of middle school children will be
used. This is a learning tool that could be
adapted into the Social Studies curriculum

of the organization I work for, Quality

Schools International.
4.5 Project demonstrates use of ethical
behavior that make the project useable by
students on a global level. Materials are
effective without disparaging or minimizing
the value of any culture.

Modifications Made
Modifications were not made after the course was completed. Learning objects
became inaccessible due to some technical difficulties with the Ed Tech hosting
site.