Student: Jessica Sender

Date: 9/11/2016
EDTECH 592-4203
Dr. Ross Perkins
Artifact Rationale Statements

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.
EdTech 502 Website: In my first course with the MET program, I created the EdTech 502
website, which is a website with many subpages and activities housed within those
pages. Creating instructional materials such as a scavenger hunt, a concept map, a
search activity, a mobile learning activity, and many others, I demonstrated my ability to
create engaging and educational activities that align with the AECT standard to create
instructional materials while understanding approach and learning environments.
EdTech 501 Lesson Plan: This lesson plan was designed for a course I taught at my
institution, WRA 135. This course is an introductory English class that all first years are
required to take. By creating this lesson plan, I demonstrated that I have the ability to
create engaging educational materials that incorporate technology as a research tool.
This artifact also demonstrates that learning environments can be face to face or online,
and that lesson plans can be designed to fit either of those delivery models. This artifact
also highlights the importance of creating lesson plans that have measurable learning
outcomes.

1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.
EdTech 523 Website: (This course requires a log in. Username:
jessicasender@u.boisestate.edu | password: EdTech2016!) This D2L course was
created for the DNP and PhD Library and Research Intensives that are held each
semester. I teach these intensives every semester and needed a way to better reach
students during the course of their studies, while also providing a way to incorporate
research skills. Both the DNP and PhD programs have a large online component (The
DNP program is almost entirely online, aside from the intensives week), so picking D2L
was a way to complement their educational experience and employ pedagogical theories
that support student learning. D2L is the campus LMS, so using it was a way to leverage
existing technologies to better support a students experience.

EdTech 542 Project Based Learning Site: This project based learning site required
evaluation and selecting technological resources that enhance and complement the
student learning experiences. By selecting a Google site, this artifact demonstrates the
ability to select a single technological resource, but also the ability to incorporate
summative and formative assessments, learner activities, and project building as one
student experience. This artifact demonstrates my ability to select a tool but also build
around that tool for the best pedagogical approach for learning outcomes.
1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate
the effective integration of appropriate technologies and instructional materials.
EdTech 505 Final Evaluation: This evaluation was a large undertaking and required IRB
approval from my institution to assess and evaluate student response and retention of
the DNP and PhD Intensives that are taught every semester at my institution. I worked
with the key stakeholders - the DNP and PhD coordinators, the head of the health
sciences library, and the students - to evaluate the effectiveness of the DNP and PhD
intensives and make recommendations to the program going forward. This artifact
assessed delivery methods of intensives, the development of the instructional materials,
and if the objectives of intensives were being met during the course of instruction. This
article demonstrates my ability to evaluate technologies, evaluate and assess teaching
strategies, and make recommendations for changes based on the outcomes of those
evaluations.
EdTech 512 Design Document: This course required the identification of a course that
would benefit from being in an online format, the assessment of the needs of the
population who would take the course, and subsequent development of resources that
would allow for students to enroll in the course. This document shows my ability to
assess and evaluate the integration of technologies and instructional materials because
it follows the trajectory of taking a formerly in person, face to face course and puts it in
an online format. This requires a significant amount of assessment and evaluation skill,
and demonstrated my ability to effectively conduct these levels of assessment.
1.4 Managing: Candidates demonstrate the ability to effectively manage people,
processes, physical infrastructures, and financial resources to achieve predetermined
goals.
EdTech 505 RFP Report: This artifact required submitting a proposal in response to a
company's Request For Proposal (RFP), as they were looking to create instructional
materials for one of their programs. This proposal incorporates personnel requirements,
subject matter expert needs, and a budget for the entire project, demonstrating my ability
to propose budgets, manage infrastructure constraints or developments, and lead a
team to successfully complete a project. Additionally, since the work for this would be
contracted, this artifact demonstrates my ability to work collaboratively to achieve goals
with constituents outside my institution.

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.
EdTech 501 Ethics Paper: This paper reflects on the theory behind ethics in a field such
as educational technology. In this paper I drew comparisons between the AECT Code of
Ethics and the American Library Association Code of Ethics, demonstrating my ability to
define ethics in a professional arena, and reflect on the implications of ethical questions
in my own workplace.
EdTech 504 Final Paper: This paper, titled Instructional Design and Educational
Technology: Connecting Theory to Practice, is an artifact that demonstrates my
understanding of ethics as defined by the AECT, as well as how those ethical guidelines
and codes influence subsections of the field of educational technology. By focusing on
the ethics of instructional design, and connecting the theory to practice, I am
demonstrating the practical aspects of ethics in our day-to-day work in instructional
design and educational technology.
IRB Approval: For EdTech 505, I had to obtain IRB approval to conduct studies with
human participants. I had to to submit to my institution documentation that showed my
survey would not be harmful to the participants, that their anonymity would be ensured,
and that I would handle the data properly to protect my subjects. This demonstrates that
I understand the professional ethics of the AECT, as I am taking precautions with my
study and my participants to ensure the study is conducted in an ethical manner.
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.
2.1 Creating: Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes.
EdTech 512 Online Course: For this course, I designed an online course that identifies
areas to improve learning and performance outcomes, and designed a deliverable in the
form of a course that utilizes best practices for design and development. The design
document, however, demonstrates my ability to create processes and technologies-even
before actually creating the deliverables-that can improve learning and performance
outcomes. By conducting a front-end analysis of needs, and then identifying problems
and subsequently identifying solutions to the pedagogical or learning problem presented,
this artifact shows how I am creating solutions and applying appropriate pedagogical
principles.

EdTech 542 Project Based Learning Site: This site employs project-based learning to
create a process for students to learn and improve their own understanding of different
topics. This site employs the best practices for project-based learning, and demonstrates
my ability to create appropriate applications -in this case, the actual project- in order to
improve learning and performance outcomes for students.
2.2 Using: Candidates implement appropriate educational technologies and processes
based on appropriate content pedagogy.
EdTech 522 Library Resources Course Site: This course site was designed to help
students learn about the library and its resources, and includes lesson plans that
incorporate search skills, database searching, and search evaluation activities. The
course is designed for a wide variety of students, of all backgrounds and skills, so it has
videos, visual and print resources, and other learning activities for students with different
learning styles. Since students will be learning about the library and its resources, as
well as how to conduct a search (this is the content) the pedagogy had to reflect the
different levels of ability for students. By using a platform that students are familiar with
(Moodle) and by developing lessons that introduce ideas in small parts and through a
variety of mediums, this artifact demonstrates my ability to select appropriate
technologies and processes that are based on appropriate content pedagogy.
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.
EdTech 505 Evaluation Project: This evaluation project was prepared for the DNP and
PhD Library Intensives, which is an instruction program that is scaffolded over two years
of DNP and PhD students education. For this project, I obtained IRB approval to survey
the DNP and PhD students on their experiences with the library instruction intensives,
and provided feedback and analysis of their responses, and of the instruction as a
whole. This assessed not only their general feelings about the intensives, but if the
learning objectives set out at the beginning were met, if the teaching was grounded in
good pedagogical practice, and if the use of educational technologies was a benefit or
hindrance to overall instruction. Additionally, the evaluation project made a number of
suggestions for the intensives that stemmed from the analysis of these areas. This
artifact demonstrated my ability to assess and evaluate instruction and educational
technologies, and provide feedback and suggestions for more effective learning
practices.
EdTech 523: Final Evaluation Project: This evaluation project focused on three main
areas- was online instruction the most effective form of delivery?; is the course content
easily navigable and appropriate?: and what is the rate of return to the online course site
over the course of the semester? By assessing and evaluation these three areas, this
artifact demonstrates my ability to administer an inquiry process that assesses and

evaluates technologies and process, but also ensure that the process is grounded in
reflective practice.
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.
EdTech 523 Project Plan: This outline demonstrates my ability to manage a large
project, and employ appropriate technological process and resources, as well as provide
opportunities for students to engage in supportive learning communities. The project that
this outline describes is a DNP and PhD Library Intensives D2L course, and includes not
only content inclusion and learning objectives, but a timeline, a way to incorporate new
and innovative learning environments that provide face to face contact even in a largely
online setting, and resources for students.
EdTech 523 DNP and PhD Intensives Course Site: (This course requires a log in.
Username: jessicasender@u.boisestate.edu | password: EdTech2016!) This course is
the culmination of the project outline described above. It incorporates the elements
designed to provide a flexible and diverse learning environment and the students that
encompasses, including discussion boards, synchronous meetings, and open office
hours.
2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
EdTech 502 Accessibility Website: This website emphasizes the importance of
accessible resources in the design and development of educational technology tool, as
well as in the development of websites and online resources. This site also narrows the
scope to focus on accessibility in libraries, an area of growing importance. This artifact
demonstrates my ability to design and select media that reflect the diversity of those who
may have a disability of some sort, and how libraries can use assistive technologies to
help patrons of all backgrounds.
EdTech 523 DNP and PhD Intensives Course Site: (This course requires a log in.
Username: jessicasender@u.boisestate.edu | password: EdTech2016!): This artifact is
included because it is reflective of the diverse and multicultural community it serves. The
DNP and PhD students are a varied group, coming from a wide variety of backgrounds
and clinical settings. This site demonstrates my ability to select media and technology
that emphasize their diverse educational backgrounds, and draw upon their varied
experiences in a variety of communities.
STANDARD 3 - LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.

3.1 Creating: Candidates create instructional design products based on learning

principles and research-based best practices.
EdTech 503 Instructional Design Report, Part One: This project centered around
teaching D2L to librarians at my institution. This requires a significant amount of
developing instructional materials suitable for librarians of all technological backgrounds
and abilities. By using research-based best practices, I created one on one instruction
that would allow for librarians to leverage D2L to best serve their constituents and faculty
at our institution. This article demonstrates my ability to create products based on
learning principles by showing that using small, deliverable action items is a good way to
introduce students to new ideas and technologies.
EdTech 542 Project Based Learning Site: In t this project-based learning course, we
spent a lot of time focusing on how project based learning can have a significant impact
on student enjoyment and retention. This course, focused on ancient rome, encouraged
students to work together on a project over the course of a semester, and develop a
timeline of significant events as an outcome. By employing project-based learning
principles, this artifact demonstrates my ability to create instructional design products
reflective of those principles.
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.
EdTech 502 m-learning Activity: This activity is a Stars, Planets, and Solar Systems
activity that is intended to be conducted outside, on a mobile device. By creating
activities that leverage mobile devices and creating instructional materials and websites
that can be viewed and completed on a phone or tablet, I am demonstrating that I can
select appropriate resources and even create appropriate resources that leverage the
environment and create an optimal condition for teaching and learning.

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.
EdTech 503 Final Instructional Design Project: This project required a needs
assessment, which was then analyzed to improve instructional practice, create learner
outcomes, and improve the learning environment. This artifact demonstrates my ability
to conduct a needs assessment and subsequently employ the data to make decisions
that best suit the learner and their needs.

EdTech 512 Outside Review: For my course Women in Ancient Rome, I had five
reviewers assess the course, including two subject matter experts (SME). I also had
students and other instructors review the course. This demonstrates my ability to employ
multiple assessment strategies-in this case, using the invaluable feedback from SMEs
to inform the decisions I made about instructional strategies, learner outcomes, and the
overall learning environment. Additionally, garnering feedback from students and
instructors provides additional feedback that is critical to developing a course that will be
successful.
3.4 Managing: Candidates establish mechanisms for maintaining the technology
infrastructure to improve learning and performance.

EdTech 523: Project Evaluation: This artifact employs the Quality Matters Rubric to
ensure the quality of online course design is consistent and adhering to standards. Since
much of the technology infrastructure relies on campus-wide collaboration or
administrative directives, ensuring that the infrastructure for my own courses is critical.
By employing a widely agreed upon rubric that adheres to strict standards, I am
establishing a way to maintain the infrastructure of my own courses that improve
learning and performance.
EdTech 505 Online Course: This artifact, an online course designed to respond to a
need for a course in this format, demonstrates my ability to maintain the course site
needed to successfully run an online course. By designing my course and maintaining
the technology infrastructure within that course, the course allows students to progress
through the content at their own pace. This demonstrates my ability to establish
mechanisms and leverage technology to improve student learning and performance.
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.

EdTech 502: Netiquette Page: This webpage outlines appropriate internet behavior
for adult learners in an online environment, and also provides guidelines for
behavior on social media platforms like Facebook, Twitter, and Pinterest. This artifact
demonstrates my ability to foster a learning environment where ethical and appropriate
behavior is not only defined, but expected.
EdTech 502: Copyright Scavenger Hunt: This artifact is a scavenger hunt that is
designed to help college students understand the intricacies and importance of copyright
and citation. It also delves into the issue of plagarism, a critical issue in the college
classroom. This artifact demonstrates my ability to provide information and teach
students about copyright, fair use, and open access resources.

3.6 Diversity of Learners: Candidates foster a learning community that empowers

learners with diverse backgrounds, characteristics, and abilities.
EdTech 523 DNP and PhD Intensives Course Site: (This course requires a log in.
Username: jessicasender@u.boisestate.edu | password: EdTech2016!): The learners in
DNP and Phd Intensives come from an extremely varied backgrounds and abilities.
Some have been in a clinical setting for a short amount of time, while others may have
been nurses for twenty or thirty years, and are just now returning to school. This artifact
has opportunities for engagement in a variety of different ways, and encourages
information sharing and questioning among students. This artifact demonstrates my
ability to foster a diverse learning community that empowers learners of all backgrounds.
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
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.
EdTech 503: Case Analysis: EdTech 503 was heavily focused on collaboration and
feedback, but this case analysis is an artifact that best shows the collaborative nature of
our work. Together, we analyzed a case that asked how we could implement new and
creative ideas in a curriculum that is already established. By working together, we each
took ownership of different aspects of the problem and proposed solutions that allowed
for innovative instruction. This artifact demonstrates my ability to collaboratively work
with peers and SMEs to analyze existing instruction, propose solutions, and provide
avenues for evaluation and impact on learners.
EdTech 512 Subject Matter Expert Review: For my course Women in Ancient Rome, I
had five reviewers assess the course, including two subject matter experts (SME). Both
of these SMEs had Masters degrees in ancient archaeology, which enabled me to
collaborate with them to develop and design curriculum and content that was reflective
of the era. This demonstrates my ability to employ multiple assessment strategies-in this
case, using the invaluable feedback from SMEs to inform the decisions I made about
instructional strategies, learner outcomes, and curricular impact.

4.2 Leadership: Candidates lead their peers in designing and implementing technologysupported learning.
EdTech 503 Instructional Design Final Project: This project focused on providing
instruction for using D2L for library resources to other librarians. As a librarian, this
artifact demonstrates my ability to lead my peers in designing and implementing

technology-supported learning in a number of ways. First, by instructing other librarians

on the uses of D2L, I am showing that I am a leader in this technology in my institution,
and can provide guidance on implementing this solution. Additionally, it shows that I can
implement this and other technologies to my peers and colleagues.
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.
EdTech 503 Final Reflection: This reflection is a culmination of the work done in
Instructional Design, and how I can apply the concepts and resources learned in this
course to my wider practice of instructional design. The final reflection demonstrates my
ability to reflect on the effective of design, development, and implementation of a wide
range of data and artifacts within technology-supported instruction.
EdTech 504 Learning Theory Paper: This artifact, a paper focusing on the theory of
constructivism and its basis and application to student centered instruction, is a
demonstration of my ability to reflect on different areas of instruction to enhance my
professional growth. Prior to EdTech 504, I did not have a solid grounding in theoretical
applications for data and artifact analysis. This artifact demonstrates my ability to use
theory to ground practice, and to use that theory and reflection process to influence
better design and development.
4.4 Assessing/Evaluating: Candidates design and implement assessment and
evaluation plans that align with learning goals and instructional activities.
EdTech 503 Final Project: The analysis of learners was critical to the development of a
course for librarians. The course proposed in this artifact was to teach librarians how to
use D2L, the campus LMS, to their advantage, connecting with their students, faculty,
and staff. As part of this project, analyzing and assessing the needs of the librarians was
critical. A needs assessment was conducted, and the outcomes of that assessment was
aligned with Blooms Taxonomy and the ARCS Model of Motivational Design to ensure
that the resource contained within the instruction matched the needs of the community.

EdTech 512 Outside Review: For the course Women in Ancient Rome, I had students
and subject matter experts review the course. By doing this, I asked them to take the
same quizzes, do the same assignments, and follow the same trajectory through the
course as students actually enrolled would do. In so doing, I was able to design and
implement assessment and evaluation plans that had feedback even prior to actually
having students follow the same assessments. This allowed me to ensure that the
assessment and learning activities were in line with the learning goals. This
demonstrates my ability to design and implement assessments and evaluation plans,
and ensure they are aligning with the learning goals and instructional activities that are
instrumental to the course.

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.
EdTech 501 Final Paper: This artifact is a paper entitled Educational Technology,
Professional Ethics: Navigating an Evolving Landscape. This paper provides a
background on ethical practices in educational technology, but also comments on how
ethics affect my work and my day to day processes while at my institution. Additionally,
this artifact reflects on issue of privacy, which has a direct correlation to the diversity of
learners in libraries. Libraries have long been a bulwark for privacy, and ensuring that
the ethics surrounding privacy for all patrons is respected is critical to the longevity of
libraries as a crossroads of educational technology and research.This artifact
demonstrates my ability to exhibit, demonstrate, and discuss ethical behavior within
cultural contexts (a library is perhaps one of the great cultural institutions in our society),
while maintaining respect for the diversity of all our patrons.
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.

5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications
and technology.
EdTech 504 Final Synthesis Paper: This paper, entitled Instructional Design and
Educational Technology: Connecting Theory to Practice, demonstrates my ability to
understand the foundational knowledge of educational technology research, and also
contribute to the growing body of research on theoretical frameworks of educational
technology. This paper outlines different ways that instructional design and educational
technologies can be taken from the theoretical to the practical, and easy ways to
implement ideas and theories into our classrooms and teaching.
EdTech 504 Learning Theories Paper: This paper focuses on the constructivism theory
and its role in education. This artifact clearly demonstrates my ability to understand the
foundational knowledge of the research of educational technology theory, while also
place it in a larger, more modern, context.
5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.

EdTech 501 Annotated Bibliography: This annotated bibliography focuses on gaming in

libraries, and highlights some of the most recent research done in the area of gaming in
libraries. This was a real life issue for me, as our library recently acquired a large set of
video games. This bibliography reflects my ability to evaluate and apply research to
collect a large body of research in a specific area. Additionally, this artifact demonstrates
my ability to conduct appropriate research, use search strategies, and apply
methodologies to create a bibliography of relevant resources.

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance.
EdTech 505 Evaluation Report This evaluation report focused on assessing the
effectiveness of DNP and PhD Library Instruction Intensives. It use a variety of
assessment and evaluation strategies, including qualitative and quantitative data.
Students were surveyed and asked for feedback. This type of survey required IRB
approval from my institution, to ensure the confidentiality and protection of the subjects
of the survey. Quantitative data was collected in the form of user statistics for guides on
the library website. Both types of data that were collected were evaluated to provide
feedback on learning objectives and student performance. This artifact demonstrates my
ability to employ different inquiry strategies to provide assessment and evaluation of the
DNP and PhD Library Instruction Intensive program, and provide a formal evaluation and
provide avenues for further engagement and improvement.
5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.
IRB Approval: For EdTech 505, I was required to obtain IRB approval to disseminate any
survey.I submitted IRB approval documents, and was granted exempt status for my
survey. This adheres to accepted (and required) professional and institutional guidelines
and procedures when conducting surveys or assessments on human subjects.

LIST OF ARTIFACTS
Please list all unique artifacts used in this paper. Simply list the course name and title of the
artifact. After the name, indicate the AECT Indicator it is used to illustrate. List the courses in
numeric order. If one of the artifacts is split into two or more parts (example, the EDTECH 503
ID project) as you describe it above, you can list the two parts as unique artifacts. Please
number the list so that the total number can be quickly ascertained.
EDTECH 501 -Introduction to Educational Technology: Parlin, Spring 2015
1. Lesson Plan (1.1)
2. Ethics Paper (1.5)
3. Final Paper (4.5)

4. Annotated Bibliography (5.2)

EDTECH 502 - Internet for Educators: Lowenthal, Spring 2015
5. Website (1.1)
6. Accessibility Website (2.5)
7. Netiquette Site (3.5)
8. Copyright Scavenger Hunt (3.5)
9. M-learning Activity (3.2)
EDTECH 503- Instructional Design for Educators : Perkins, Summer, 2015
10. Instructional Design Report, Part One (3.1)
11. Instructional Design Final Project, (3.3, 4.2, 4.4)
12. Case Analysis (4.1)
EDTECH 504 - Theoretical Foundations of Educational Technology: Hall, Fall 2015
13. Final Paper (1.5, 5.1)
14. Learning Theory Paper (4.3)
EDTECH 505- Evaluation for Educational Technologists: Thompson, Spring 2016
15. Evaluation Project (1.3, 2.3, 3.4, 5.3)
16. Request for Proposal (1.4)
17. IRB Approval (5.4)
EDTECH 512- Online Course Design: Lowenthal, Summer 2016
18. Design Document (1.3)
19. Subject Matter Expert Assessment (3.3, 4.4)
20. Course Site (2.1)
EDTECH 522- Online Teaching for Adult Learners: Ching, Fall 2015
21. Library Resources Course Site (2.2)
EDTECH 523- Advanced Online Teaching: Rice, Spring 2016
22. DNP and PhD Intensives Website (2.4, 2.5, 3.6)
23. Project Plan (2.4)
24. Final Evaluation Project (2.3, 3.3)
EDTECH 542- Technology-Supported Project Based Learning : Baek, Summer 2015
25. Project Based Learning Site (1.2, 2.1, 3.1)