The redesign process for Program Learning Outcome 6, highlights the significant amount of knowledge gained throughout this degree program. It is evident, in reviewing projects designed for prior courses, the comprehension of instructional design in relation to teaching and learning has been enriched through participating in the MALT. The greatest challenge faced in developing evaluation and assessment for the chosen learning activity was in determining the particular technological resource to utilize.  Due to the plethora of possibilities that technology related tools offer, it seems that selecting the most valuable technological resource can be the most intricate part of creating curriculum. As there is an abundant amount of options available, often one more enticing than the next, and it can be difficult to decipher the best technological resource for individual activities. More research often equates to the introduction of additional possibilities, and as previously learned, simplicity and minimalism are often best when designing instruction. It is now more apparent why teachers may not be embracing the inclusion of technology and Web 2.0 tools into their learning environment, as it may be intimidating for an educator who already feels they have mastered the craft of teaching. Regardless, aware of the advantages that technological tools brings to the field of education only enhances the excitement and passion towards the continuation in developing my skill set in instructional design.

Conclusion

 

         The DID model and Bloom’s taxonomy provide a framework for incorporating technology tools into assessing and evaluating student learning. Technological resources can provide an accurate picture of students’ comprehension level, in comparison to traditional test/quiz formats that primarily measures the ability to memorize and recall.  Technology and Web 2.0 tools allow educators to connect the entire learning process from start to end and gives students the capacity to form conclusions of their accomplishments, forging meaningful and authentic experiences.

 

​

 

 

References

 

Bedard-Voorhees, A., Johnson, L.M., & Dobson, P. (2011). Letting them show what they know: Digital assessment strategies. [Book Submission Chapter Final Version]. In S. Hirtz and K. Kelly (Eds.) Education for a Digital World 2.0, Section F: eAssessment: Measuring in Ways that Matter. British Columbia: Province of British Columbia.  Retrieved from your online course.

 

Clark, R. C. & Mayer, R. E. (2011). E-Learning and the science of instruction (3rd ed). San Francisco. Pfeiffer.

 

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://aim.cast.org/sites/aim.cast.org/files/DI_UDL.1.14.11.pdf

 

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

 

Kalathaki, M. (2015). Evaluation tool for the application of discovery teaching method in the greek environmental school projects. World Journal of Education, 5(2), 40-n/a. doi:http://dx.doi.org/10.5430/wje.v5n2p40\

 

Lever-Duffy, J. & McDonald, J. B. (2015). Teaching and learning with technology (5th ed.).  Upper Saddle River, NJ: Pearson Education.

 

Moallem, M. (2007). Accommodating Individual Differences in the Design of Online Learning Environments: A Comparative Study. Journal Of Research On Technology In Education (International Society For Technology In Education), 40(2), 217.

 

Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4th ed.). Boston, MA: Pearson Education, Inc.

 

Partlow, K. M., & Gibbs, W. J. (2003). Indicators of constructivist principles in internet-based courses. Journal of Computing in Higher Education, 14(2), 68-97. doi:http://dx.doi.org/10.1007/BF02940939

 

Partnership for 21st Century Skills. (2004). Framework for 21st century learning. Retrieved from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

 

Porter, B. (2015). Digital Storytelling Across the Curriculum. Retrieved July 9, 2015, from http://creativeeducator.tech4learning.com/v05/articles/Digital_Storytelling_Across_the_Curriculum

 

Price-Mitchell, M. (2015, July 13). Teaching for Life Success: Why Resourcefulness Matters. Retrieved July 13, 2015, from http://www.edutopia.org/blog/8-pathways-why-resourcefulness-matters-marilyn-price-mitchell

 

Ribble, M. (2013). Digital awareness: Using technology appropriately. Retrieved from http://www

.digitalcitizenship.net/Nine_Elements.html

 

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on ELearning, 6(1), 81-94. Retrieved from http://search.proquest.com/docview/210364938?accountid=32521