Terrence Shaneyfelt

Fall 2017
EDTECH 592
Artifact Rationale Paper

STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.

1.1 Creating: Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.

In EdTech 501 I created a RSS in Education Lesson Plan for use in an advanced
Evidence-Based Medicine (EBM) elective I teach to 3rd and 4th year medical students.
The lesson plan focuses on an advanced technique used to control for confounding in an
observational study: propensity scores. It revolves around solving an authentic clinical
scenario and requires higher order thinking skills. The lesson plan includes a variety of
instructional materials (video, background articles, blogs/websites, and a RSS feed) and
utilizes multiple learning environments (self-study, small group, and online) to facilitate
learning and understanding.

1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.

A technological process or resource should only be utilized if it effectively supports

learning. During EdTech 502 I created a Mobile Learning Unit to support Internal
Medicine residents while learning knee arthrocentesis (a procedure in which a needle is
inserted into a joint to either withdraw fluid for testing or to inject a medication into the
joint). I selected this process because residents learn and perform arthrocentesis in a
variety of settings, including the outpatient clinics and a cadaver-based workshop at the
medical school. Furthermore, the mobile learning unit is optimized for use on mobile
devices thus facilitating use of the unit in real time.

1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate

the effective integration of appropriate technologies and instructional materials.

Teachers often design educational activities without first assessing the needs of
learners, including both their knowledge needs and their desired media to facilitate
learning. I teach adults who are more independent learners and who use a variety of
tools to facilitate learning. In EdTech 503 I developed an instructional design plan for a
team-based learning activity in the resident evidence-based medicine noon conference
series. During the needs assessment phase, I developed a survey to assess resident
(the learners) knowledge, attitudes, and desired learning modes for EBM. This latter part
 of the survey queried the learners preferred use of technology. I based the design of the
educational activity on the results of the survey.

1.4 Managing: Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.

In EdTech 505 I developed a RFP Response. This activity demonstrates my plan to

effectively manage people as I had to assemble project personnel and meet with a
variety of staff at the contracting company. I also manage processes by developing a
data collection plan, analysis plan, meeting with personnel, and developing reports.
Finally, I manage financial resources by developing a fiscally sound budget. (Note:
students were encouraged to have some fun with the RFP response and some of the
content of my response is designed for such)

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.

Educational technologists should always adhere to ethical principles and standards. The
AECT Code of Professional Ethics contains broad reaching components. Copyright is
important for giving accurate credit to those whose work and ideas are associated with
publishing in any form (AECT, 2007). Medical educators use images, videos, and
published studies to teach. Few have the skills to create such resources on their own. In
EdTech 502 I created a copyright scavenger hunt activity to help medical educators
understand the basics of copyright law, fair use, and creative commons as it relates to
educational materials they might use.

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.

2.1 Creating: Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes.

In EdTech 513 I created a Multimedia Presentation on Replacing Porsche Brake Pads.

Replacing brake pads on a car can be challenging but with proper instruction and tools
anyone can perform this repair. The multimedia presentation provides step by step
instruction with photographic demonstrations of each step applying content pedagogy.

2.2 Using: Candidates implement appropriate educational technologies and processes

based on appropriate content pedagogy.
A personal learning network (PLN) is a network of people with whom you engage,
collaborate and exchange information to enhance your learning. In EdTech 502 I created
an Interactive Concept Map describing PLNs. Concept maps are graphical tools for
organizing and representing knowledge. The interactive components of the map link to
descriptions of selected tools that can facilitate developing and cultivating a PLN. The
interactive concept map is an appropriate technology to use to help learners understand
more about a PLN because learners can click on those topics they want to learn more
about.

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.

An important aspect of all educational activities is assessment of the effectiveness of the

instruction. In EdTech 506 I created an instructional unit (and ultimately a website) to
teach internal medicine residents arthrocentesis. Each module of the website has a
learner self-assessment activity to determine the adequacy of learning. Furthermore, at
the end of the course the ability of residents to correctly perform arthrocentesis on a
cadaver is assessed by a preceptor utilizing a standardized, validated rubric. Thus,
learning is assessed by both learner self-assessment and by a structured observed
assessment. While not demonstrated in this artifact I reflected constantly on the design
and implementation of the website (which is a required part of the curriculum for UAB
Internal Medicine residents) and tweaked various aspects based on reflection and
feedback from learners.

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.

An important lesson of the MET program has been the appropriate use of technology to
create supportive learning communities and to create flexible learning environments. In
EdTech 523 students were required to develop a Course Project demonstrating mastery
of advanced online educational principles. I created a website to teach Internal Medicine
residents arthrocentesis. The website allows for flexible learning via either text
description, video, or graphical representation of all procedures. The web-based nature
of the instruction is appropriate as residents perform this procedure in a variety of
environments and at varied times. Furthermore, this resource is available to them even
after completion of their training. The teaching materials contain appropriate pedagogical
content as determined by a subject matter expert.

2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
 A learning resource is not useful if students do not have access to it due to visual,
auditory, physical, speech, cognitive, or neurological disabilities. This is especially
important for web-based learning materials. Web accessibility is a set of design
principles that allows everyone to perceive, understand, navigate, and interact fully with
the web. In EdTech 502 I developed a web page describing web accessibility. I also
review several automated and manual tools to assess a website for accessibility. By
helping website developers understand and incorporate these principles into their web
design I emphasize diversity of society.

STANDARD 3 - LEARNING ENVIRONMENTS

Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.

3.1 Creating: Candidates create instructional design products based on learning

principles and research-based best practices.

Instructional products should be designed to maximally facilitate learning. In EdTech 506

I created a variety of graphics and a unit of instruction. My graphic designs are based on
multimedia principles described by Mayer (2005). The Unit of Instruction Justification
Paper describes the graphics I created for the unit of instruction and the multimedia
principles upon which they are based. Thus, my designs are based on 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.

Numerous decisions are made when designing an instructional product. These decisions
should be grounded in research-based practices and educational theory. In EdTech 597
I developed an Instructional Design Project to facilitate the development of open
educational resources (OERs). It was designed to be used after a face-to-face
workshop. All the resources and activities included in the project are appropriate for
learners with limited experience developing OERs and provide optimal conditions for
continued learning after the workshop.

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.

In EdTech 503 I developed an instructional design project to teach Internal Medicine

residents to correctly critically appraise a therapy study and resolve a clinical question
utilizing the findings of a study. During the design process I assessed the need for
instruction, designed the instruction and resources, and created a plan for evaluating the
effectiveness of instruction. Those steps are described in Instructional Design Project:
Needs Analysis & Evaluation Sections on pages 2-9 and pages 22-25. The evaluation
plan is based on Kirkpatricks Four-Level Evaluation Model. Satisfaction with the learning
process was evaluated using a standardized departmental conference evaluation form
and by several audience response (ARS) questions presented near the end of the team-
based learning session. Assessing whether participants acquired the intended
knowledge and skills was assessed with two ARS questions. The ability of residents to
apply knowledge was assessed informally by which colored card the team leader held
up. Cards indicate the teams agreed upon answer to the team-based activity. These
activities include using knowledge to choose the correct study to answer the clinical
scenario, critically appraising the clinical study, and applying information from the study
to resolve the clinical scenario. Finally, a subject matter expert reviewed the materials
and teaching approach. Thus, I used multiple assessment strategies to improve
instructional practice, learner outcomes, and to improve the learning environment.

3.4 Managing: Candidates establish mechanisms for maintaining the technology

infrastructure to improve learning and performance.

Much of medical learning relies on a technology infrastructure. Whether it be in the

simulation lab or in the conference room, technology is a cornerstone of medical
education. For some medical schools, technology infrastructure means providing access
to a few computers and the internet. This is inadequate in the current environment. An
entire infrastructure must be established and maintained. In EdTech 501, I had the
opportunity to assess the technology infrastructure and maturity of the medical school I
work at by completing a School Technology Maturity Evaluation. I evaluated various
categories of technology use at the school including administrative, curricular, support,
connectivity, and innovation. Each was further broken down into subcategories to
provide detailed information about the schools technology use. I was able to identify two
major areas that needed improvement.

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.

Online discussion forums are an effective learning tool. Students also rely on email and
texting to interact with fellow students and faculty. It is important that students interact
with each other and faculty in a professional manner. In EdTech 502 I developed a
Netiquette Page to guide medical students in their online interactions with faculty, staff,
fellow students, and the public. On the page I described netiquette with a focus on
proper interactions in discussion forums. Following these principles will foster a more
positive learning environment.

3.6 Diversity of Learners: Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.
 While not a course project for the MET program, I developed an Advanced Evidence-
Based Medicine Elective for 3rd and 4th year medical students shortly after taking
EdTech 522 and 523 and based its development on what I learned in these courses. I
opened this elective up to the world as it is freely available on the web. Thus, I have
attempted to enroll learners from all societies and cultures and backgrounds. I do not
limit it to any specialty but allow anyone to enroll who felt they would gain something
from the course. I offered the course for the first-time last spring and five students from
the middle east and Africa joined and completed at least some of the course activities.

STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS

Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.

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.

Collaboration is a critical skill for professionals in most, if not all, fields. A major role of
the instructional designer is to collaborate with subject matter experts, graphic design
experts, course faculty, etc. to better design instructional materials. In EdTech 504, I
collaborated with fellow students on a jigsaw activity to summarize the chapters of the
course textbook. The jigsaw activity chapter summaries meet this standard as I
collaborated with peers to develop an artifact that could be utilized for instruction.

4.2 Leadership: Candidates lead their peers in designing and implementing technology-
supported learning.

In EdTech 502 I developed a WebQuest activity to teach medical students and residents
how to assess pretest probability of disease. This is important because pretest
probability informs the decision to further test patients and informs which test to choose
if further testing is indicated. I developed a WebQuest Activity Teachers Guide to
provide teachers with an overview of the purpose, objectives, and learner characteristics
associated with this WebQuest. Thus, I demonstrated my ability to lead teachers in
implementing this technology-supported learning activity.

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.

Reflection has been a vital part of my career and most of my courses during the MET
program. Reflection can be a difficult (because no one teaches you how to do it and you
get no feedback on how well you reflect) but critical skill. In EdTech 506 I completed a
Reflective Blog Post on the white space assignment. I reflected upon the assumptions I
made about the learners, how white space was useful in my design (I used it for
 chunking of information and for symmetry of design), evaluations of my design by
selected faculty, and whether I needed to revise the design based on my reflections.

4.4 Assessing/Evaluating: Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.

EdTech 505 is an entire course devoted to evaluation. I learned the difference between
assessment, research, and evaluation. I evaluated the LMS used by my medical school
and developed an Evaluation Report which demonstrates my abilities to successfully
design and implement an evaluation project.

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.

In EdTech 501 I evaluated the ethical principles underlying a scenario in which an

anatomy instructor developed an online module consisting of a series of YouTube videos
and self-assessment activities. A multidisciplinary review found that the videos were not
captioned and the self-assessment activities were not able to be properly read by a
screen reader. The instructor was in a quandary because he wanted to improve the
accessibility of the materials but he didn't want to waste his time as no visual or
auditory impaired students are admitted to his medical school. During this exercise I
learned a lot about the AECT Code of Professional Ethics and incorporated its principles
into the solution I offer in my Ethical Scenario Reflection.

STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.

5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications
and technology.

The EdTech 504 Final Synthesis Paper demonstrates my knowledge of the contributions
of research to current theory of educational technology. I reviewed the evolution of social
presence theory and scales used to measure social presence. I also reviewed the
published research on the ability of Twitter to enhance social presence in online learning
environments. From this, I gained a foundational knowledge of social presence theory
and how social media can affect social presence.

5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.
 I enrolled in two doctoral level statistics courses to better understand how to analyze
educational research data. I have training in conducting and analyzing clinical study data
but wasnt sure of how best to conduct educational research. As part of EdTech 652, I
developed a data analysis plan to help the administration of a large private university
identify prospective students who were most likely to enroll as new freshmen in the fall
semester. A data set was utilized to determine the important predictors of prospective
students enrollment. I identified six independent variables (student having an email
address, campus visit, total number of contacts, 5-year high school enrollment rate,
attending a campus recruiting event, and average income) that were associated with
enrollment. The Final Project report demonstrates my abilities to apply research
methodologies to solve a problem.

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.

In EdTech 651 I designed a research protocol to relate spaced repetition using Twitter to
improvements in EBM knowledge in second year medical students at UAB School of
Medicine. I had the following primary questions: 1) Does spaced repetition utilizing
tweets containing EBM concepts increase the knowledge of EBM concepts in second
year medical students? And, if so, 2) How does spaced repetition utilizing tweets
containing EBM concepts increase the knowledge of EBM concepts in second year
medical students? The Final Project report documents my formal inquiry strategy
including the experimental design, data collection plan, and data analysis plan.

5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.

The design of my EdTech 651 Final Project meets accepted professional and
institutional guidelines and procedures as I received IRB approval for this project.

LIST OF ARTIFACTS

EDTECH 501 - (Introduction to Educational Technology): Saba, Fall 2014

1. RSS in Education Lesson Plan (1.1 Creating)
2. School Technology Maturity Evaluation (3.4 Managing)
3. Ethical Scenario Reflection (4.5 Ethics)

EDTECH 502 - (The Internet for Educators): Scoresby, Fall 2014

4. Mobile Learning Unit (1.2 Using)
5. Copyright Scavenger Hunt (1.5 Ethics)
6. Interactive Concept Map (2.2 Using)
7. Web Accessibility Webpage (2.5 Ethics)
8. Netiquette Page (3.5 Ethics)
 9. WebQuest Activity Teachers Guide (4.2 Leadership)

EDTECH 503 - (Instructional Design): Black, Summer 2015

10. Learner Assessment Survey (1.3 Assessing/Evaluating)
11. Instructional Design Project: Needs Analysis & Evaluation Sections (3.3
Assessing/Evaluating)

EDTECH 504 - (Theoretical Foundations of Educational Technology): McGrath, Summer 2015

12. Jigsaw Activity (4.1 Collaborative Practice)
13. Final Synthesis Paper (5.1 Theoretical Foundations)

EDTECH 505 - (Evaluation for Educational Technologists): Thompson, Fall 2015

14. RFP Response (1.4 Managing)
15. Evaluation Report (4.4 Assessing/Evaluating)

EDTECH 506 - (Graphic Design for Learning): Parlin, Spring 2016

16. Learner Self-Assessment Activity (2.3 Assessing/Evaluating)
17. Unit of Instruction Justification Paper (3.1 Creating)
18. White Space Assignment Reflective Blog Post (4.3 Reflection on Practice)

EDTECH 513 - (Multimedia): Hall, Spring 2015

19. Multimedia Presentation on Replacing Porsche Brake Pads (2.1 Creating)

EDTECH 523 - (Advanced Online Teaching): Rice, Spring 2016

20. Course Project (2.4 Managing)

EDTECH 597 - (Introduction to Openness): Baker, Summer 2016

21. Instructional Design Project (3.2 Using)

EDTECH 651 - (Introduction to Statistics for Educational Technology): Yang, Fall 2016
22. Final Project (5.3 Assessing/Evaluating, 5.4 Ethics)

EDTECH 652 - (Quantitative Research Methods): Hung, Spring 2017

23. Final Project (5.2 Method)

Artifacts/projects that are NOT from an EDTECH class, you can do this:
24. [Advanced EBM Elective]: Fall 2016 (3.6 Diversity of Learners)

REFERENCES

Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge

university press.