Supporting Narrative: Communication

To communicate effectively both orally and in written formats, I

created a learning design plan that formatted objectives,
content, and activities using tables and bold headers for an
E-Learning course developed for EDCI 572, Learning
Systems Design, revolving around the development of an
E-Portfolio for the Learning Design and Technology
program. It focuses on expectations, objectives, and
information needed to create an E-Portfolio.
For the development of the E-Portfolio professional
development, open communication was vital for the
group, which consisted of Julie Ellis, Rachel Boutet-Font,
and Jessica Rosario. In order to maintain open
communication, we communicated via Google+ features
like Google Hangout and Google Docs. Being that we
were all over the U.S., this tool seemed like the best
option for creating and sharing the written pieces, as well
as chatting when we had questions. Working
simultaneously was advantageous to our production, and
commented where we had questions, comments, or
concerns about the document, which was efficient and
effective communication.
I also used this tool in my own classroom so that students
could because it mirrored a real-world scenario. I plan on
utilizing Google Docs frequently within my classroom and
projects that require clear communication and effective
collaboration because of this effective communication
tool, both oral and written.


In addition to the previous experience, a unit created on
how to promote a cause, revolving around the human
trafficking pandemic, provided the opportunity to effectively
communicate content though the design and delivery of
teaching/learning activities that integrate content and pedagogy.
Students were brought into the unit with an entry event
that consisted of bringing in an FBI agent who was the
director of the Human Trafficking Unit for the
Indianapolis office and viewing a mini-series about human
trafficking based on a true story. The content was
presented using the scaffold method and went from a
general overview of the topic to a more complex study
and understanding of the topic through varying
perspectives: victim, trafficker, agent, and activist.
The unit provided historical and geo-political foundation,
copies of current event articles, newscasts, and talk shows
to evaluate and analyze, and emphasized civic duty of
citizens to raise awareness and call society as a whole to
action. Students developed and designed various products
according to their level of expertise with technology and
comfort level with content when developing a product to
be shared. The process was assessed using rubrics
developed by the students per class.
By learning about human trafficking and creating a public
service announcement to share with the community,
students learned that they can make a difference and that
education is a valuable tool. Fortunately, many students
were able to make personal connections and were engaged
with the content and activities, as well as the novel read in
class. Students were inspired to take action the entire unit
and are still making connections to their learning.
Because I have such a diverse group of learners with
varying needs, I was able demonstrate the ability to adapt
instruction and assessment techniques to the needs of diverse
learners. My classroom is an inclusion classroom with
regular education students, special education students, and
ESL students, I had the students create checks for
understanding as my informal assessment pieces in class.
This ranged from 3-2-1 strategy, to a simple exit ticket, to
a checklist, and even a brief conversation discussing what
was accomplished and to see if the objectives were met
prior to leaving that day. The five-week process required a
strong commitment, open communication, and
collaboration in order to differentiate instruction during
the unit for those dealing with issues of personal instances
of human trafficking.
Learner analysis, motivation, and engagement are the keys
to designing effective instruction. Content knowledge and
creative measures will effectively communicate content via
a lesson design framework and delivery that integrates
content and pedagogy. Both of these projects allowed for
me to collaborate and generate ideas, come to a consensus
with group members and allowed me to communicate
objectives, content, and multimedia tools to my students
in order to foster learning and projects from infancy to
adulthood.