Project Description

Every four years the Presidential election night turns into a countdown to 270 Electoral College votes, and the inevitable discussion of eliminating the Electoral College in favor of the popular vote.  The purpose of this instructional unit will be to explore what purpose the Electoral College serves today.  The project is broken down into five parts:

Standards Met

This project demonstrates proficiencies in the following AECT standards: Standard 1 – Content Knowledge, Standard 2 – Content Pedagogy, Standard 3 – Learning Environments, Standard 4 – Professional Knowledge and Skills, and Standard 5 – Research. 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 This instructional unit and its instructional materials were created using the ADDIE paradigm, of a continuous system of Analyzing, Designing, Developing, Implementing, and Evaluating instruction.
1.2 Using. Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. 1.2 The IU project is based on the ADDIE design paradigm and the topic of the IU specifically discusses and uses technologies for learning. The goal of the learning module is for voters to understand the electoral college and its purpose.
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 Having studied the U.S. Constitution and the electoral college extensively I used this content knowledge for the creation of my instructional materials and processes in addition to the resources cited.
2.2 Using. Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. 2.2 The IU project was created using several technologies. The content was created using Microsoft Word before posting it on the website. Images were created using Adobe Photoshop. Photoshop was also used to create several tables placed within the content sections of the project. PhotoStory 3 was used to create videos.
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. 2.4 The IU project is based on the ADDIE design paradigm and was built in Blackboard CourseSites. The course was available to students via the LMS any place they had internet access, on any device.
2.5 Ethics. Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. 2.5 The students taking this course must have internet access. The technology and instructional processes included should allow for equitable learning outcomes for the diverse, multicultural community.
Standard 3 – Learning Environments: Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Performance indicators: Justification
3.1 Creating. Candidates create instructional design products based on learning principles and research-based best practices. 3.1 The IU project uses the ADDIE design paradigm, Richard Mayer’s multimedia learning from both the student and instructor’s perspectives.
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. 3.2 Each section of the IU builds upon the previous section. The instructor of the class, Dr. Matthew Crosslin, and other reviewers provided feedback that was taken into consideration and used to evaluate progress and make improvements.
3.6 Diversity of Learners. Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. 3.6 Since this is a completely online instructional unit for students who have access to the required technologies, it empowers all learners regardless of their diverse backgrounds, characters, and abilities.
Standard 4 – Professional Knowledge and Skills: Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Performance indicators: Justification
4.4 Assessing/Evaluating. Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. 4.4 This project included a formative evaluation that provided feedback that allowed for a revision that more closely aligned with learning objectives 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. 4.5 Cultural diversity was considered to ensure that learners could equally benefit from this unit.
Standard 5 – Research: Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Performance indicators: Justification
5.1 Theoretical Foundations. Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. 5.1 I recognize that both the ADDIE approach and Mayer’s Multi-media Learning are helpful in creating and maintaining effective instruction and this understanding is reflected throughout my IU project.
5.2 Method. Candidates apply research methodologies to solve problems and enhance practice. 5.2 I followed the design principles provided by Branch and Mayer to develop instruction and formative evaluation tools.
5.3 Assessing/Evaluating. Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. 5.3 Instructional Design: The ADDIE Approach by Robert Maribe Branch and Multimedia Learning by Richard Mayer, were used to develop an assessment tool to evaluate the instructional materials and activities.

Modifications Made

UI 1 – Original Version | Final Version

  • Removed random statement about bias
  • Removed language about being apolitical
  • Changed language to me less leading and more informational
  • Corrected inconsistent fonts

UI 2 – Original Version | Final Version

  • Reworded introduction that was an attempt at humor that the instructor call biased and condescending
  • Added information about the reviewers
  • Changed criteria for performance objectives
  • Added learning domain

UI 3 – Original Version | Final Version

  • Added information that the course would be delivered in BlackBoard CourseSites

UI 4 – Blackboard CourseSites is no longer available

UI 5 – Original Version | Final Version

  • Removed details to hide the identity of the reviewers
  • Corrected section introduction
  • I still need to re-record the vocals.  I had esophageal surgery in January and my voice had still not healed because since then I’ve had trouble with asthma and allergies.