Technology Rollout

Click here for the Full GSheet. It is view only; you will need to make a copy if you wish to input any data in the evaluation column

I designed this tech roll-out rubric to encompass all the elements of a major tech roll-out such as a new VLE integration or a large integration such as that of Google Apps for Education. I have no doubt that finer divisions of the rubric scores could be achieved; I would expect that an evaluator would assess a firm categorisation and add appropriate comments to elucidate why they have chosen this category and any actual differences that are apparent in the integration. Comments that identify what has been done well and what needs to be improved would be expected.

While some rubrics expect an evaluator to indicate which assessment level they are selecting by ticking a box, these rubrics tend to have a separate sheet with descriptors for levels that require the evaluator to flick back and forward to. I have designed this rubric to incorporate both on one sheet using Google Sheet's new conditional formatting to highlight evaluation descriptions based on a drop-down selection of the evaluation for that element.

The Graph tab gives a visual representation of the evaluation; this is built as the evaluation column is completed.

Strategic Change Models: Educational Technology Goal

For the Educational Technology Goal project I have created an integration plan for a real e-Portfolio project. The task required that I identify obstacles to success; these are inferred in the design.

The Google Sites ePortfolio for Target Setting and Enrichment activities will be designed, trialled and implemented for Year 10 students by the end of Term 3, 2014.
The flowchart below outlines the individuals and groups with a stake in the success of the implementation of this new system. Adherence to the timeframes outlined will be essential to the success of the implementation of the ePortfolio for the Key Stage (Year 10 and 11) for the start of the next academic year.

Communication: Podcast for Professional Development

Podcasts for Professional Development

Podcasts are a convenient way to reach many people. As a leader, I can publish my views on technology with a human voice; emotion included. My listeners can subscribe to my podcasts and have the latest casts automatically downloaded onto their mobile devices. Personally, I like to listen to the podcasts I subscribe to as I drive to work; I can't read as I drive but I can still consume the latest goings on in the fields I am interested in. Podcasts allow listeners to come into contact with my ideas for using technology at a time that suits them and they can be doing something else as they listen! Teacher time is precious and finding a way to offer them PD without taking more time seems like an ideal use of technology.

Final Instructional Design Project: ePortfolio and Target Setting Google Site

In the ePortfolio site below, the instruction materials for the ID project are built and presented in the Help page. The other pages in the site are for the students to use for their evidence and it is the instructional materials in the help page that provide them with the info they need to edit a Google Site.

Videos were built in alignment with Multimedia Design Principles (Clark, R. C., & Mayer, R. E. (2008)), and the pace of the YouTube demos are appropriate and uses an appropriately “conversational” style.

View the full site here.

Final Instructional Design Project

Project Goals

Virtual Field Trip

http://edtech2.boisestate.edu/martinmullan/502/start.html

The Virtual Field Trip is a series of linked pages with different activities on each. Students navigate through the site completing the activities and do the research at the proposed sites; it is somewhat like a webquest but tries to "take" students to the real-world places they are studying, virtually!

I have embedded a specifically designed Google Map, a Mindmeister MindMap, and a YouTube clip. The various media and interactivity make this learning object engaging and a challenge to complete.

AECT Standards 2012: Learning Environments

AECT Standard 3 - Learning Environments: 
Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1)

Indicators:
• Creating - Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)
• Using - Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and effective practices. (pp. 8-9, 168-169, 246)
• Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6)
• Managing - Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)
• Ethics - Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3)
• Diversity of Learners - Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

NOTE: Parenthetical page references are to Educational Technology: A Definition with Commentary (2008, A. Januszewski & M. Molenda, Eds., Lawrence Erlbaum Assoc.)