Evidence of Standards

Design: ETEC 5243 Integration Design Model

1.1 Identify differing instructional models of design:

This artifact allowed the same content to be viewed in a different context. One classroom

learning going off the same curriculum would be an at home classroom similar to courses

in the ETEC program while one would be the standard at school classroom.

1.2 Integrate into practice multiple instructional strategies:

The integration model allowed the instructor to create a standard lesson plan to be taught

in classroom while implementing the same lesson into an at home model.

1.3 Identify and create instruction for various learning styles:

This allowed to help students who do better learning and implementing teachings on their

own while at the same time allowing students who succeed better within the classroom

with in person instruction the opportunity to succeed as well.

1.4 Use appropriate delivery methods for instruction:

The integration artifact model allowed the instructor to attempt different delivery

methods and in the end evaluate which method is the most successful.

Development:

2.1 Appropriate use of print materials in order to enhance the learning process:
 The web design artifact succeeds within this standard as it provides the appropriate

materials for all viewers, new and old.

2.2 Integrate instructional materials that utilize two or more forms of media:

Both the web design and visual literacy artifacts touch on this standard. The web design

artifact displays multiple forms of media by providing by visual photos, text and videos.

The visual literacy artifact displays text, photo and color visuals.

2.3 Create visual materials that enhance the learning process:

The web design artifact hits on this standard. Throughout the website it includes multiple

different visuals in order to enhance to learning process.

2.4 Use Flash and/or similar types of computer-based software to create interactive

media presentations:

Both the web design and visual literacy artifact both implement different computer based

software to provide an overall media presentation in the end.

2.5 Engage Students using a variety of instructional materials:

All three artifacts, integration model, web design and visual literacy artifact all engage

students by implementing different instructional materials through media. The integration

model uses different forms of instruction, web design uses different visuals as does the

visual literacy artifact.

Utilization:

3.1 Utilize and implement various media:

 The web design artifact provides multiple different instructional materials as does the

integration model. The web design artifact provides multiple sources of information

while the integration design provides materials for students both at home and in the

classroom.

3.2 Develop a web-based project for the dissemination of media-based learning:

The web design and integration model again touches on this standard. The web design

artifact provides multiple web pages to provide endless information for the organization

that is the subject of the material. The ID model provides the same information inside the

classroom and out.

3.3 Develop and implement effective policies related to the utilization, application,

and integration of media-based learning in a specific institutional or organizational

context:

The web design artifact touches on this standard the most as the focus was keeping

general standards in line in order to keep the website in tack without any backlash from

any potential copyright issues.

3.4 Identify and address barriers impacting the utilization and implementation of

media-based learning methods:

One of the major focuses in the web design artifact was determining what can and cannot

be included within the website. Anything that was added had to be credited or the creator

risked having certain items flagged and not visible to their users.

Management:
4.1 Utilize project management techniques during the creation and implementation

of instructional technologies:

The integration model is used within this standard. The integration model uses the same

technologies within the classroom while also being included for the at home learner.

4.2 Effectively manage projects with multiple components. This includes the ability

to budget, evaluate, and further the project:

The integration model and the web design artifacts are implemented this standard. The

integration model allows students who take at home lessons have the same materials

included at the in classroom lecture. The web design artifact shows using multiple sited

resources to allow all content to be available to the viewer.

4.3 Manage multiple resources. This includes the ability to justify the allocation of

funds, document cost effectiveness, and the utilization of staff, time, supplies, and/or

instructional resources:

The integration model and web design model allow us to manage multiple resources. The

ID model allows us to view the learning of students learning both within and outside of

the classroom. The web design artifact allows us to see the final website on multiple

platforms.

4.4 Implement and manage various delivery systems of instructional technology.

This includes the ability to attend to hardware and software requirements, technical

support for both users and developers, and process issues such as guidelines for

learners, instructors, and support personnel:

 The web design artifact hits this standard as it allows the website to be viewed on a

computer, smart phone and tablet.

Evaluation:

5.1 Use both formative and summative strategies to evaluate the quality of

instruction:

The integration model hits on all complements of the evaluation standard. This allows the

instruction to evaluate their students both in and outside of the classroom.

5.2 Identify and implement appropriate learning measurements or assessment

instruments:

Final grades in the integration model are finalized and compared for the at home student

and the in classroom student and compared to see who has the higher success rate.

5.3 Develop an assessment plan to show evidence of an instructional problem or

opportunity for organizational growth:

Once the final grades are evaluated for both the in classroom and at home student the

future of the curriculum can be evaluated to see which delivery method would be most

effective moving forward.

5.4 Develop a long-range plan for the advancement of technology in an organization

or institution:

Once the final grades and exams are evaluated it can be determined if the in classroom or

at home learning model will be most effective. It will also allow instructors to see if

certain students need to learn in one setting or the other.