Background

I am Marjorie and I am currently a graphic designer. I hold a Bachelor of Arts in English Literature from UBC and a Bachelor of Science in Interactive Arts from Simon Fraser University. Ever since I was a child, I have always been interested in stretching my imagination and finding any opportunity to be creative. Graphic and web design started out as a hobby when, during the late 90s, I began exploring the Internet and playing with applications such as Fireworks, Dreamweaver and Flash. In 2001, I finally decided to obtain formal education and training in interactive media arts and for five years now, I have been practicing graphic design professionally. During my studies, I worked part-time for two years at the Department of French at Simon Fraser University, where I had opportunities to assist with the redesign of their website and assist with some course development. Concurrently, in my final year of undergraduate studies, I explored topics in educational technology (i.e., ePortfolios and re-purposing games for use in education) as a Research Associate under the supervision of Dr. Griff Richards. Since then, I have always been intrigued by educational technology and instructional design. In a creative field where a career in design is competitive, I hope to set myself apart from the norm.

Objectives for ETEC 565A

In my research proposal and literature review for ETEC 500, I had the opportunity to explore pedagogical patterns in e-learning. One of the articles I found discussed the significance of experience (novice vs. expert) for instructional design. As a novice professional, I would like to learn more about the frameworks and models such as the ADDIE model, LAMS, SCORM, etc. that are used in conjunction with learning technologies. While learning more about the standards and models, I must also continue to implement interaction design principles with learning theories and pedagogical principles. In terms of educational technology, I am more familiar and confident with using technology than I am with applying learning theories and using pedagogical concepts. Thus far, while I have met instructional designers and curriculum developers in the program I have yet to discover another graphic designer by profession. In relation to the literature I had previously mentioned, there was one that posited the need for designers to understand pedagogical concepts in order to be able to communicate and address course development needs (Frizell & Hubscher, 2002; Goodyear, 2006).

As I journey through ETEC 565, I want to expand on my visual and instructional communication skills using Moodle, WebCT, and all the other technological goodies the web has to offer. More importantly, I want to focus on the synthesis of education and design to create unique and engaging learning experiences. This includes important principles covered by Chickering and Gameson’s framework of good practice as well as the SECTIONS model developed by Bates and Poole outlining key criteria about the selection and use of technologies (ETEC 565A, Module 1: Unit 2, 2009).

References

Frizell, S. S. & Hübscher, R. (2002). Aligning theory and web-based instructional design practice with design patterns. Retrieved April 24, 2009 from http://www.auburn.edu/~frizess/frizell-elearn.pdf

Goodyear, P. (2004). Patterns, pattern languages and educational design. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds). Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 339-347). Perth, 5-8 December. Retrieved April 29, 2009 from http://www.ascilite.org.au/conferences/perth04/procs/goodyear.html

Step 1
As a non-educator, I have not really had any formal teaching experience so this post will end up being more of a summary of how I apply five standards in NETS. Being a graphic designer, I believe my job requires the ability and the knowledge of informal teaching and learning. I have to know how to communicate information to different audiences whether it is abstract or straightforward. As well, I have to understand the impact of using different types of media to deliver a message such as how communicating on the web or using PowerPoint differs from communicating on print.

In actual workplace situations where colleagues need assistance, I take notice of how people learn and adjust to their learning needs. Instead of giving instructions, I work with the person so that they can figure (creatively, in some instances) out for themselves what to do, so they can ask their own questions and potentially reach their own solutions with the least amount of effort. Other instances of being able to understand and address different learning styles occurs when I am creating materials such as brochures or product labels where I must focus on the end-user. In a field where users and learners are mainly consumers, assessment usually comes in the form of feedback.

In relation to using technology to engage in professional growth and leadership and promote digital citizenship and responsibility, I believe that it is important to understand the functions, advantages and disadvantages of technology before applying it to a learning situation.

Step 2

While all the points in NETS are important, I would say that for this course, it is important for me to learn more about how to design, develop and evaluate authentic learning experience and assessments (#2) as well as engaging in professional growth and leadership (#5). Although it will be nice to experiment with the learning technologies, I think the assignments in this course will help me understand more about the teaching and learning processes involved with using technology. This would help me become more of a Digital Age Teaching Professional rather than just a Digital Age Professional.

*Originally posted in the ETEC 565A 66B Discussion Boards: May 12, 2009, 3:11PM.