Академический Документы
Профессиональный Документы
Культура Документы
Becky E. Harris
University of Arkansas
March 5, 2018
EPortfolio
EVIDENCE OF STANDARDS ACHIEVEMENT 2
1 Table of Contents
systems approach...................................................................................................................... 10
1.2 Using: Select and use technological resources and processes to support
1.5 Ethics: Demonstrate contemporary professional ethics of the field per AECT
Code. 15
2.1 Creating: Apply content pedagogy to create appropriate uses of processes and
2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate the
2.5 Ethics: Design and select media, technology, and processes that emphasize the
3.1 Creating: Create instructional design products based on learning principles and
conditions for learning based on principles, theories, and effective practices. ....................... 22
3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment. 24
3.5 Ethics: Foster a learning environment in which ethics guide practice that
promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate
4.1 Collaborative Practice: Collaborate with peers and subject matter experts to
analyze learners, develop and design instruction, and evaluate its impact on learners. ......... 29
learning. 31
4.4 Assessing/ Evaluating: Design and implement assessment and evaluation plans
4.5 Ethics: 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.
35
5 Research .................................................................................................................... 36
EVIDENCE OF STANDARDS ACHIEVEMENT 6
contribution of research to the past and current theory of educational communications and
technology. 36
5.2 Methods: Apply research methods to solve problems and enhance practice. 37
5.4 Ethics: Conduct research and practice using accepted professional and
References ........................................................................................................................ 43
EVIDENCE OF STANDARDS ACHIEVEMENT 7
Standards Matrix
1. Content Knowledge
1.1 Creating: Create
instructional materials and
learning environments using a
systems approach.
1.2 Using: Select and use
technological resources and
processes to support student
learning.
1.3 Assessing/ Evaluating:
Assess and evaluate the
effective integration of
appropriate technologies and
instructional materials.
1.4 Managing: Manage people,
processes, physical
infrastructures, and financial
resources to achieve
predetermined goals.
1.5 Ethics: Demonstrate
contemporary professional
ethics of the field per AECT
Code.
2. Content Pedagogy
2.1 Creating: Apply content
pedagogy to create appropriate
uses of processes and
technologies to improve
learning and performance
outcomes.
2.2 Using: Implement
appropriate educational
technologies and processes
based on appropriate content
pedagogy.
2.3 Assessing/ Evaluating:
Assess the adequacy of learning
and evaluate the instruction and
implementation of technologies
and processes.
EVIDENCE OF STANDARDS ACHIEVEMENT 8
3. Learning Environments
3.1 Creating: Create
instructional design products
based on learning principles and
research-based best practices.
3.2 Using: Select appropriate
processes and resources to
provide optimal conditions for
learning based on principles,
theories, and effective practices.
3.3 Assessing/ Evaluating: Use
multiple assessment strategies
to collect data for informing
decisions to improve
instructional practice, learner
outcomes, and the learning
environment.
3.4 Managing: Establish
mechanisms or plans for
maintaining the technology
infrastructure to improve
learning and performance.
3.5 Ethics: 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.
3.6 Diversity of Learners: Foster
a learning community that
empowers learners with diverse
backgrounds, characteristics,
and abilities.
EVIDENCE OF STANDARDS ACHIEVEMENT 9
5. Research
5.1 Theoretical Foundations:
Demonstrate foundational
knowledge of the contribution of
research to the past and current
theory of educational
communications and
technology.
5.2 Methods: Apply research
methods to solve problems and
enhance practice.
5.3 Assessing/ Evaluating:
Apply formal inquiry strategies
in assessing and evaluating
processes and resources for
learning and performance.
5.4 Ethics: Conduct research and
practice using accepted
professional and institutional
guidelines and procedures.
EVIDENCE OF STANDARDS ACHIEVEMENT 10
Evidence of Standards
1 Content Knowledge
1.1 Creating: Create instructional materials and learning environments using a systems
approach.
was most evident in the Instructional Design Model project. The Instructional
Design project was about bringing together existing systems used in educational
technology and creating a new system that works best for the designer. The
guide for the instructional designer. The instructional materials created using the
THINK then DO model was the Fiscal Processing Procedures document that
accurate manner for adult learners employed in a fiscal position. The project was
goals and variables such as the subject matter, the learning outcomes, the
audience, and assessing the prior knowledge expected. Next, the learning
computer lab with a lecture presentation. The detailed process of designing the
procedures and the evaluation and feedback procedures followed with a pre-
instructional content. Once satisfied with the THINK process of the model, the
1.2 Using: Select and use technological resources and processes to support student learning.
The Distance Learning project provided an excellent platform to meet the select
and use standard for content knowledge. The project was created as a self-
and primary technology resource needed. This need was met by using the
the Pikotochart application was used for a visual representation as well as the
EVIDENCE OF STANDARDS ACHIEVEMENT 12
typically written document. The course content and course objectives were
1.3 Assessing/ Evaluating: Assess and evaluate the effective integration of appropriate
standard. The design of instructional program had two evaluations and one
and determine if the needs of the instruction and the needs of the learner are
being met with the selected materials and technology. The pre-evaluation also
determines if the methods selected meet time and budget constraints. Any
learner, instruction, or methods that are not met require re-designing. Selecting a
computer lab for hands-on training was assessed as appropriate for interactive
learning and selected for delivery method for the instruction. The second
expected? Were suggestions offered? Are revisions necessary? Was the program
effective and did it meet your and your client’s expectations? The post-evaluation
always present a few areas that could use improvements in the instruction and
materials. The final assessment is provided by the learner in the form of a formal
The document asks four questions answered with satisfaction ratings from very
EVIDENCE OF STANDARDS ACHIEVEMENT 14
satisfied to very dissatisfied and allows for comments at the end. The questions
asked are:
1. Overall, how satisfied or dissatisfied are you with the instructional content?
2. Overall, how satisfied or dissatisfied are you with the quality of the
instruction?
Comment area: What additional training sessions would you like to see in the
future?
Evaluation and assessment of the integration and the technology has shown that
both were successful. Continued use has shown that the instructional program
works well with one individual at their workstation as it does with multiple
1.4 Managing: Manage people, processes, physical infrastructures, and financial resources to
displayed in the Strategic Technology Planning project conducted for the Ozark
Literacy Council. The variables of this project included a course outline, a non-
mandated procedures, a small facility, a busy and limited workforce, and no clear
idea of the available funding. The course outline was the process that directed the
EVIDENCE OF STANDARDS ACHIEVEMENT 15
order of the steps followed and the remainder was managed with the project
deadlines. Microsoft One Note provided the means to manage meeting notes,
that required technological resources to keep data available and ready, contact
assure meetings were scheduled, stakeholders were available, and facility visits
Strategic Technology Plan will require the same level of management to assure
1.5 Ethics: Demonstrate contemporary professional ethics of the field per AECT Code.
commitment to the individual, the AECT society, and the profession. A lot is
expected in professional ethics, but it is not very different from ethics in general.
extending these traits into your work. The Web Design project was designed to
practices and applicable laws. This translates into compliance with copyright laws
and university policies and procedures. Approaching the design and the content
with the intent to provide instruction and support to all individuals means that the
site is made accessible to all individuals. This translates into following the W3C
Web Accessibility Initiative to assure the site incorporates and regularly tests
designs.
2 Content Pedagogy
2.1 Creating: Apply content pedagogy to create appropriate uses of processes and technologies
The Instructional Design instructional project was designed with the idea that if
you take the central idea of the most significant learning theories and apply them
to instructional content, you will increase the chances of improving learning for a
instructor led course held in a computer lab. The instructor can provide
computer lab incorporates repetition and practice to encourage retention per the
lead at first and then allow the learner to complete the repetition tasks in their
own way. Providing instruction in a computer lab supports the learners acquisition
of 21st Century Skills necessary for the task and the digital age. And finally,
through further exploration and completion of the tasks support the Humanism
Theory. Actively engaging the student through questions and the completion of
systems. The instructional goal is to document and instruct the steps and
content pedagogy skills and experience to deliver the instruction, and verifiable
and executable content to allow users to complete the tasks instructed and
EVIDENCE OF STANDARDS ACHIEVEMENT 18
2.3 Assessing/ Evaluating: Assess the adequacy of learning and evaluate the instruction and
The Enhancement and Productivity Tools course designed for the Distance
Learning course includes several forms of assessment and evaluation. The first
measurement of learning. The skills assessment is not graded but it does provide
points for completion. Formative assessments are in the form of quizzes and are
included in every learning module. The quizzes measure the content learned for
assignments for each learning objective and module and serve as a measurement
and application of the skills learned. A final summative assessment is in the form
of a final project that the student will design and create and must include at least
two of the advanced skills learned in the course. The final project will serve as a
learned. A final technology skills assessment will be conducted and will serve as
an evaluation tool. The initial and the final technology skills assessment will be
2.4 Managing: Manage processes and resources to provide supportive learning communities,
create flexible and diverse learning environments, and demonstrate appropriate content
pedagogy.
Productivity Tools course due to the large number of applications and external
resources used in the course. The course was designed to operate in the
communication was online, and all assignments were completed with one or more
pedagogy began with the division of the learning environment into distinct
modules that worked with one primary application at a time. This meant that
when the learning module was teaching a PowerPoint activity, the primary
all learners and were appropriately related to the learning module was
2.5 Ethics: Design and select media, technology, and processes that emphasize the diversity of
our society.
modules and processes within can be completed in the order that benefits the
learner based on their educational needs, time constraints, skill levels, and job-
with ready access to the online services, internet-based tutorials such as GCF
collaboration inspired technologies such as wiki’s, discussion boards, and blogs to.
Through the Blackboard Discussions Boards, Wikis, and Blog features, multiple
learner further supports the diverse nature of the students learning through an
3 Learning Environments
3.1 Creating: Create instructional design products based on learning principles and research-
The Enhancement and Productivity Tools Distance Learning course was designed in
of Distance Education (Simonson, M., Smaldino, S., & Zyacek, S., 2014). Selecting
the Blackboard Learning Management system for the online course delivery
system was the appropriate first decision for management and administration of
the online course and for tracking learner’s progress. Identification of the target
The Enhancement and Productivity Tools course audience was designed for adult
integrated with the design of the independent final project and social interaction
was integrated in the discussion board and wiki assignments. The selection of
observed with the selection of productivity software already used by the learner.
collaboration and designing learning content that was relevant to the learner.
Graphic design principles for learning and performance (Lohr (2008)) and best
practices thereof were incorporated in the LMS, instructional media, and support
3.2 Using: Select appropriate processes and resources to provide optimal conditions for
Processes and resources selected in the design of the Instructional Design project
instructional design models in the THINK then DO Model and then following the
steps outlined in the THINK then DO Instructional Design Model. The theories
(P21, Partnership for 21st Century Skills, 2009), and Humanism (Maslow, 1908-
practice, inquiry, learner empowerment, and the acquisition of digital skills. The
EVIDENCE OF STANDARDS ACHIEVEMENT 23
design models selected were the ADDIE (Brown & Green, 2016), Isman
Instructional Design Model (Isman, 2011), ASSURE (Reiser, 2012), Id4T (Carr-
sense approach to the instruction design process. The step-by-step process of the
instructional design model was effective in the designing of the Graduate Assistant
Fiscal Processing instructional guide. The steps followed in the design process
methods for content delivery, a pre-evaluation of the steps followed to this point,
instructional program.
Processes and resources selected in the Distance Learning project are theories and
principles defined for optimal learning. Also considered and selected are best
practice principles for online distance learning courses. The Enhancement and
first considering best practices in the delivery of distance education and distance
learning content. Defining the learner and including both exploratory and
Implications (Dabbagh (2007)), are also best practices for effective learning and
were incorporated by offering the learner freedom to choose the direction of the
EVIDENCE OF STANDARDS ACHIEVEMENT 24
final project, the order of lesson completion, and a blog for free communication
provided by the instructor and the ADDIE model (Brown & Green, (2016)) provided
the appropriate process to follow to design and develop the course with an
3.3 Assessing/ Evaluating: Use multiple assessment strategies to collect data for informing
environment.
Design decisions made and/or altered based on the review of assessment and
evaluation results was demonstrated in the Instructional Design project. The steps
and through its execution, a pre-evaluation step before course development was
added as well as additional drill-down steps to further clarify the objectives and
delivery. One such decision resulted in the selection of delivery in a computer lab
feedback from the instructor and evaluates the effectiveness of decisions made
and identifies changes needed with regards to the learner outcomes and the
provided to the learners as they completed the course. The feedback form was
EVIDENCE OF STANDARDS ACHIEVEMENT 25
short asked for a satisfaction rating of the content, the instruction, the instructor,
and their prior knowledge coming into the course. The three assessments
collected evaluative data from the instructional designer, the instructor, and the
learner. The collective data will provide the information needed to make informed
3.4 Managing: Establish mechanisms or plans for maintaining the technology infrastructure to
instructor for the Enhancement and Productivity Tools course, the organization
instruction curriculum.
EVIDENCE OF STANDARDS ACHIEVEMENT 26
The most crucial mechanism and plan is to never re-post instructional content without
review to confirm all instructional content is still accurate and appropriate for current
program.
developed in the Strategic Technology Plan for the Ozark Literacy Council were
included in an Action Plan and Timeline. The implementation plan was a 5-year
plan with all but the hardware rotations to be completed in the first year. Years 2
for rotations occurring every year thereafter. Two computers were designated as
the quantity that could be effectively upgraded or replaced each year. The
and was dependent upon the funds, learning support, and performance of the
computer. The Action Time Line, see figure below, in the Strategic Technology Plan
planned for a purchased and installation of two computers in the Summer of 2017,
3.5 Ethics: 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.
The Web Design course project was designed, developed, and created with the
utmost care to ensure the site followed best practices in design and accessibility
and respected website design principles, copyright laws and regulations, and
EVIDENCE OF STANDARDS ACHIEVEMENT 28
followed the design of the department website for branding and cohesion with the
department the site was designed for. Permission to utilize the similar nature of
positions was requested and granted by the department chair before the design
were limited, not reproduced, have no effect on the potential market, and used in
accordance with the Educational Fair Use Guidelines. As an educational site for
educational purposes, the site has appropriate open access to resources through
accessibility, alternate content labels are included, and free accessibility tools were
the web. Ethics guided practice in the creation of The Graduate Assistant
Onboarding website by assuring that the contents were appropriate for the
3.6 Diversity of Learners: Foster a learning community that empowers learners with diverse
learners to learn, explore, and network with learners of similar skills and fields
from around the globe. By designing a distance learning course that is delivered
person at any time and empowers the learner with the means to improve their
external training and tutorial sites that are available free and in multiple
interaction, peer-to-peer dialogs, and free online tutorials and learning content.
skills using productivity software. Skills that can translate into increased
4.1 Collaborative Practice: Collaborate with peers and subject matter experts to analyze
learners, develop and design instruction, and evaluate its impact on learners.
Specialist as the adult learners. Assistance from the instructor as the subject
matter expert of the theories and models was via email and was integral in the
EVIDENCE OF STANDARDS ACHIEVEMENT 30
blending of theories and models which resulted in the design of the THINK then
knowledge necessary to post that data, and the employee positions that typically
project was a Consultant/Client relationship and the entire plan was dependent
with general discussions with the instructor and co-workers to compile a list of
potential clients. Questions regarding technology use and needs of the clients as
potential client, Ozark Literacy Council, sealed the deal. Collaboration practices
included several on-site visits to catalog existing equipment, review the layout of
the facility, and observe the interaction between staff, volunteers, and learners.
Meetings with the director were scheduled for point-blank questions that were
considered sensitive and for permission to speak with staff, volunteers, and one
learner. Collaboration with the staff, volunteers, and learners revealed different
EVIDENCE OF STANDARDS ACHIEVEMENT 31
everyone: Where are we now? Where are we going? How will we get there?
Direct questions were asked via email to keep disruption of work to a minimum.
overall concerns of the organization and was quite revealing as to how each staff,
instructor, and volunteer had smaller and sometimes more easily solved
concerns if only they were tackled one by one. Collaboration was key in this
The Instructional Design (ID) project and model provided an excellent framework
departments was accepted readily. Having the dual role of subject matter expert
and instructional designer has provided insights to the training needs of the
department as well as the training needs of the learner. Suggestions for future
technology supported learning has been well received but the designing of it for
a limited audience may prove to be the greater challenge due to the time
Leadership in the Distance Learning project was in the form of helping employees
motivational quote “Every job is a self-portrait; how will you autograph yours?”
to encourage pride in their work, and two objectives that adult learners are
4.4 Assessing/ Evaluating: Design and implement assessment and evaluation plans that align
multiple evaluation methods that are directed towards development, design, and
a timely and accurate manner. The Instructional Design project, the THINK then
lecture in a computer lab, to assure the needs of the learners and instruction
were aligned. The pre-evaluation also reviewed time, 2 hours, and budget
feasible and appropriate for the instruction and the learners. The pre-evaluation
creates a pause and reflection point during the initial stages of development
(THINK) when the audience, objectives, methods, and design were being aligned
implementation and assure the instruction was aligned with the intended
objectives and the needs of the learners. Once the evaluations are concluded,
the integration of the model and the design of the instruction can begin. The
multiple evaluations provide pauses for review and reflection necessary to assure
The learning goals of the Distance Learning course were to emphasize the use of
projects utilizing advanced tools and with weekly quizzes to show understanding
reflective paper sharing thoughts of the course and projects. All assessments and
Formative assessments were designed by first identifying the skills that the
advanced tools would develop and then utilizing the skill to complete a task. Skills
and graph activities. The summative assessment was designed to showcase the
various techniques and skills acquired and integrated into the final project selected
and designed by the learner that incorporates a minimum of two of the newly
assignment was designed as the evaluation tool. The students will be asked to
reflect on their challenges, success, tips, and tricks learned. Course grades will be
issued based on the standard of 90% or more of possible points earned will receive
and ‘A’ with the typical breakdown thereafter. Grades are necessary for
accountability with this credit driven course but optional if the course were to be
4.5 Ethics: 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.
respect the cultures and people we are working with. The Ozark Literacy Council is
places understand the local people and culture. I was fortunate to work with staff,
volunteers and learners from diverse backgrounds. The first display of professional
ethics was in the initial meeting with the staff and director to assure them that my
manner. While visiting the site and speaking with employees and volunteers, it
was very important that I listen to each person and give them the time to speak
EVIDENCE OF STANDARDS ACHIEVEMENT 36
and not act rushed or disinterested. Properly and securely handling equipment for
voice, or electronic, was extremely important because the Ozark Literacy Council
space and within their work time. Demonstrating positive and constructive
5 Research
research to the past and current theory of educational communications and technology.
The Instructional Design project provided the perfect platform for learning and
the design of the THINK then DO instructional model was derived from the belief
that research from the past contributes to applications in the present. Five
learning theories contributed to the first stage of the instructional model which
includes identifying the learner and the learning objectives, determining the best
methods for delivery of the content, and preparing a design of the plans and ideas.
The first stage of the instructional model is titled “THINK” to remind us to consider
the theoretical foundations that shape our curriculum. THINK about the research
EVIDENCE OF STANDARDS ACHIEVEMENT 37
behind the Behaviorist Theory (Skinner, 1904-1990) and the knowledge acquired
the Cognitive Theory (Thorndike, 1874-1949) that shows that repetition and
practice can lead to understanding and retention. THINK about the Constructivist
Theory (Piaget, 1906-1980) that showed us that greater learning can occur if we
allow the learner the freedom to interpret and solve a problem in his/her own
way. THINK about the Partnership for 21st Century Skills that supports the learners
acquisition of skills necessary to succeed in our digital age. And last but not least,
THINK about the Humanistic Theory (Maslow, 1908-1970) and its’ reminder that
learning. These five theories inspired the THINK portion of the model because
each theory is sound and has been proven to be correct. Learners of today, like
learners of the past and learners of the future, are human, complex, and diverse.
Applying all the research that contributes to understanding how we learn is the
5.2 Methods: Apply research methods to solve problems and enhance practice.
The Strategic Technology Plan prepared for the Ozark Literacy Council was a
project that sought to answer three questions; 1. Where are we now? 2. Where
interviews with the Director, Board Member, Instructor, and Program Director to
answer the question “Where are we now?” as well as to gather information on the
history of the organization and how past technology problems were approached
and solved. Information obtained included numbers such as how many adult
students were served per year, how many volunteers tutors and volunteer hours
were donated, and how many applications were processed. These numbers
provided the baseline figures for calculating projected needs based on the
determined by the age of the equipment and contribution, or lack of, to the
learners. Applying the research data collected regarding expected growth of the
city to the vision of the council helped answer the question “Where are we
going?” The scientific approach taken to answer the first two questions resulted in
a logical answer and solution to the final question, “How do we get there?” This
solution is referred to as the “Gap” because it identifies the gap between the
current situation to the ideal situation. The final research methodology used were
surveys. One survey was conducted through website to obtain a sample of the
opinions regarding the effectiveness and efficiency of the website. The second
survey was conducted with the staff by asking them to rank the identified needs
EVIDENCE OF STANDARDS ACHIEVEMENT 39
on Impact and Effort with a score of 0 to 10 with 0 being no impact or effort and
10 being maximum impact or effort. This method was selected because it requires
Results were tabulated and plotted on an Action Priority Matrix and the results
were provided to the Director. All results and findings were reviewed and
5.3 Assessing/ Evaluating: Apply formal inquiry strategies in assessing and evaluating processes
assessing and evaluating processes and resources for learning and performance
with the inclusion of a formal Evaluation Plan. The evaluation plan will assess the
volunteers, and students are able to implement and utilize the technology changes
needs?
strategic plan?
technology deficiencies?
2. Website Survey – Add a one question survey option at the end of the site
visit. The question is “Did you find what you were looking for?” Allow for
month during the first year, and quarterly in the remaining four years of
implementation.
These evaluation and assessment methods will rely heavily on how the staff and
5.4 Ethics: Conduct research and practice using accepted professional and institutional
Research and practices demonstrated during all phases of the strategic planning
process were conducted with the utmost care and concern for the client and their
being truthful and respectful with the personnel at the Ozark Literacy Council at all
assurance that all interaction and information was confidential and would not be
procedures were followed by providing the client with a copy of the course
syllabus, course schedule, and the provided week-by-week plan outlining each
adhered to. All policies and procedures outlined under the UA academic initiatives
and integrity were adhered whether the work or communication was conducted in
Ethics, professional behavior, and a positive and grateful attitude, never wavered.
EVIDENCE OF STANDARDS ACHIEVEMENT 43
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