Project Description

This instructional unit explains how the Electoral College came to be and how it operates.  It covers the constitutional basis for the Electoral College, Presidents who lost the popular vote, how the President is elected and attempts to eliminate the Electoral College.

Cooperative Project

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.
1.1 Creating. Candidates demonstrate the
ability to create instructional materials and learning environments using a variety of systems approaches.
1.1 Blackboard CourseSites were used to create this instructional solution.  The instructional unit is divided into several learning units.
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 integration of multimedia and interactive elements was used throughout this Blackboard course.
1.3 Assessing/Evaluating. Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. 1.3 People from diverse backgrounds evaluated the course.  Learner assessment included multiple choice quizzes and discussion forums.
1.4 Managing. Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. 1.4 This web-based solution made it easy to manage the process and did not require financial resources.  The course is accessible anytime, anyplace there is internet access.
1.5 Ethics. Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. 1.5 The project complies with all professional ethics defined by the Association for Educational Communication 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 Specific media was selected to ensure learning goals and promote the best performance outcomes.
2.2 Using. Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. 2.2 BlackBoard CourseSites provided a simple to use platform to incorporate multimedia and interactive content.  Appropriate technology was for the students.
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. 2.3 Learner assessment included quizzes and discussion questions.  Quizzes were the best source for assessing knowledge and discussion was the best for assessing the assimilation of new information.
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 BlackBoard CourseSites was used because it makes content easily accessible to learners and is available anytime the learner wishes to have access.
2.5 Ethics. Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. 2.5 A variety of multimedia, technology, and ADDIE paradigms were used to appeal to a varied audience.
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 instructional design of this course was based on the learning principles in Multimedia Learning Theory by Patrick Jenlink 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. 3.2 BlackBoard CourseSites was selected because it is a user-friendly platform that is easily accessible.  It gives learners the ability to access the content anytime and anyplace they have internet access.
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. 3.3 The assessments in the training provided a tool for the instructor to determine the learner’s understanding of course content.  It also gave the learner immediate feedback.
3.4 Managing. Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. 3.4 BlackBoard CourseSites offers mechanisms that maintain the infrastructure to improve learning and performance.  Learners are able to navigate the site without instruction and
locate the material they seek.
3.5 Ethics. Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, respect for copyright, Fair Use, and appropriate open access to resources. 3.5 BlackBoard CourseSites supports a learning environment that promotes best practices and respect for copyright.
3.6 Diversity of Learners. Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. 3.6 A diverse population was used to evaluate the learning module
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
4.1 Collaborative Practice. Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. 4.1 The project was reviewed people from diverse backgrounds, the one thing they had in common was that they did not understand the electoral college.
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. 4.3 The project evaluators provided individual feedback that was used to correct incomplete information, clarify concepts that were unclear, and make sure that all information in the assessment was clearly covered in the content.
4.4 Assessing/Evaluating. Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. 4.4 The assessments were based on learning goals and instructional objectives.
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 All aspects of this project were developed using ethical standards and respect for the diversity of the target audience.