Project Description

The instructional unit, Understanding and Respecting Gender Identities, is primarily designed to help public-facing employees have an appreciation for the issues around gender identities.  It educates people about terminology and how to use nongender specific language.

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 The instructional solution was created using a website.  A WordPress template was used, images were created using Photoshop and PowerPoint, audio was created using Audacity.
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  This self-paced training e-learning
unit is delivered be in a website containing all the instructional and testing material.
1.3 Assessing/Evaluating. Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. 1.3 A quiz was used to determine mastery of terms.  Open-ended questions were used to allow learners to demonstrate the synthesis of information.
1.4 Managing. Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. 1.4 Because reviewers were located throughout the United States, Berlin,  and Scottland managing time was important.  Because I already owned everything necessary to complete the project there weren’t any financial expenditures.
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 training unit was created to meet the AECT ethical standards.  All resources were cited.  Inclusion was considered in image selection and content.
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 The instructional was created for people with no prior knowledge of the topic.  Navigation was used at the top and bottom of the page.
2.2 Using. Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. 2.2  This online course website is accessible from any place with internet access and can be taken at the learned convenience.
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 The audience for this training is people who need to use gender-neutral language.  The discussion questions were designed to allow them to practice their new vocabulary.
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 Using WordPress allowed me to focus on design and content instead of technology.  I use A2 Hosting which provides plugins for creating quizzes.  Because it is a web-based solution it is easily accessible.
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 media and technology were selected to represent and be accessible to our diverse, multicultural society.
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  Because I know my staff well and perform some of the same work they do, it was easy for me to determine what the course should contain.
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 A.D.D.I.E. design process was used to select and create learning resources.
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 Assessments included a discussion forum, quiz, and short answer questions.  The variety of types used were appropriate for the information being evaluated.
3.4 Managing. Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. 3.4 The website, having been created does not require much maintenance, unless content needs updating.  A2 Hosting makes software updates easy to install and they even give you the option for updates to install automatically.
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. 3.5 All non-original images used are free clipart.
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 review was performed by a subject matter expert who specializes in diversity inclusion and individually by several members of the staff for whom the course was designed.   Each reviewer evaluated the course remotely and alone.
4.2 Leadership. Candidates lead their peers in designing and implementing technology-supported learning. 4.2 After the evaluation process the instructional unit was made available to the intended audience.  Their feedback indicates that the instruction met their needs.
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 feedback received from the subject matter experts was that the content was on target.  The thing that didn’t occur to me was that some staff members would be offended by the class.  The course does not promote or endorse life choices, it only seeks to provide understanding and lessons on being respectful.  While my eyes are now open and I will take care not to offend people, I am still having trouble with the concept of people being unwilling to show respect to people because you disagree with them.
4.4 Assessing/Evaluating. Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities. 4.4 A quiz was used to evaluate understanding and discussion questions were used to give learners an opportunity to put into practice what they learned.
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 the project were developed ethically for a diverse culture with respect for the diversity of the intended audience.
Standard 5 – Research: Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Performance indicators: Justification
5.3 Assessing/Evaluating. Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. 5.3 Two formative evaluation strategies
were used. The varying feedback from a
SME and staff evaluations that focused on content, ensured the instructional solution met the intended goals and objectives
5.4 Ethics. Candidates conduct research and practice using accepted professional and institutional guidelines and procedures. 5.4 Professional and institutional guidelines and procedures were followed.

Modifications Made

  • Subject matter expert feedback

    1. In response to the subject matter experts’ recommendation, I changed most of the images to ones that were less stereotypical and more mainstream.  While she liked that I used clipart images, feared that the images may be misinterpreted as making fun of people.
    2. She approved of the content and felt it was all valuable and accurate, but felt that it went beyond what my intended audience needs to know.  I followed her suggestion and made an alternative, shorter version of the terms lesson.

  • Staff feedback

    1. I got a lot of blowback from staff who said the information went against their Christian belief the God created man and woman, one refused to complete the course.  I addressed this situation by creating a shorter version of the terms lesson as mentioned above that only includes the absolute essential terms.
    2. The class took them about an hour, I told them it would take about 30 minutes.  In the essentials version of the terms lesson, I shortened the definitions and also created a chart with fewer pronouns.

Original Terms Lesson | Final Terms Lesson