AECT 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. 

The “Instructional Game Design" was created in EDET 652 during the 2023 summer semester. EDET 652 was a course aimed at the design and evaluation of games and simulations within instructional settings. This artifact was created to demonstrate how a video game could be utilized to teach content when intentionally centered around a related standard. The video game chosen for this lesson was What Remains of Edith Finch; this video game was developed by Giant Sparrow and produced by Annapurna Interactive.

To develop a lesson around this video game, I had to understand how video games could apply to learning theories, motivational theories, and the different learning domains. It was important to identify these elements so that there was certainty in the usability of the video game as an instructional tool. Once the video game was connected to pedagogy, content could be brought to the center focus to create a lesson.

This artifact was created solely for the course I was enrolled in; however, it is a lesson that I would love to teach in an English classroom. Designing a lesson around the video game was a part of a larger unit that ended with designing both the video game and a lesson to go with it. The artifact scaffolded my learning to be able to work towards the wholistic design of instructional video games. The scaffolding allowed me to understand the techniques used to make video games instructional and how it creates an interactive learning environment.

For this artifact, I was the sole designer of the lesson plan and the subject matter for the content reference. This artifact was not situated within a context in which I was able to work with others to design the lesson. Additionally, I was the only person who played the video game to evaluate its usefulness and its ability to merge well with student learning. 

When connecting this artifact to the Morrison, Ross and Kemp (MRK) and ADDIE instructional models, the instructional game design can be categorized within MRK’s stage of “Content Sequencing” and into ADDIE’s category of “Design”. For MRK’s stage of content sequencing there is a purpose of creating an “efficient ordering of content in such a way as to help the learner achieve the objectives in an efficient and effective manner” (Morrison et al., 2019, p. 122). The instructional game design is within the planning phase of the MRK model where the content is mapped out to ensure that there is a good structure for the lesson. Each element of the mini lesson, activity, and assessment are clearly laid out to make certain the order is effective. 

In connection with the design stage of the ADDIE model, “the focus is on learning objectives, content, subject matter analysis, exercise, lesson planning, assessment instruments used and media selection” (Kurt, 2018). The design phase of the ADDIE model emphasizes the attention to detail so that the product developed can be successful. This artifact fits under this description as each detail is given so that anyone who may create or use the lesson can easily implement it into their own instruction.

This artifact connects to standard 2 of the AECT standards. The reflected standard and the relevant indicators are listed below.

“AECT 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.

Indicator:

• Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)”

At the time of this artifact being created, I was able to bring a solid understanding of prominent learning theories and strategies for analyzing the instructional use of the video. On the other hand, I had to learn a lot about how game elements could support student learning. It was the combination of these two things that I was able to grow in while creating the lesson plan. So while this was not the beginning of my journey in instructional game design, it was not an expert artifact either. 

Since this artifact was from the middle of my time in the master program, there is certainly room for improvements that could be made. A general improvement that could be made is to include more details for the mini-lesson, worksheet, and final assessment items. This would allow for the creation of the lesson to run smoothly. The main improvement that I would make to the lesson would be guaranteeing that everything is accessible for diverse learners. The lesson was not created with accessibility in mind, at all, it was not something that I was very aware of at the time. Additionally, when I picked the video game for use, I did not check to make sure that there were options for accessibility. It is important to verify that each element can be adapted for learners who are not able to access information in the same manner as their peers. 

In connection with AECT Standard 2 on content pedagogy, this artifact fits within the indicator of “Using”. To create the lesson plan, different pedagogical theories were addressed to evaluate the video games effectiveness as an instructional tool. The process connected the instructional usage of the technology to prominent learning theories. 

The creation of the instructional game design and lesson plan was a moment during my graduate school program that I felt myself grow the most. It was an engaging challenge that connected various pieces of content that I had learned over the last year. I was able to apply this knowledge and make connections to my personal instruction. Not only was it impactful at the time, but it is one of the skills I have applied the most to my personal career. 

The “3 C’s Treatment Report and eLearning Module" was developed for EDET 703 during the fall semester of 2023. EDET 703 was a class centered around design and developmental tools of instruction. This artifact was developed to provide a learning resources for an instructional scenario; my chosen scenario was focused on classroom management for first year teachers. The artifact required the use of a rapid eLearning tool to create the module; this was a topic I was not well versed in, and I had to learn a lot about so that I could pick the right tool. After researching the rapid tools available, I selected to use the Articulate 360 Platform.

Before utilizing the rapid eLearning tool to create the module, a treatment report had to first be created. This was a skill I had never practiced before EDET 703 and there was a large learning curve as to what a treatment report was, its importance, and how to use it within the creation of eLearning. Once I created the treatment report, I used the details from the report to develop the final product.

This module was solely created for EDET 703; however, it could easily be utilized as a small training for teachers in need of improvement with their classroom management. In respect of EDET 703, the artifact a part of a larger unit that was focused on developing a web-based module, see artifact seven for more details on the finalization of this unit. The purpose of this artifact and its role in the larger scope of the unit was to build my understanding of the steps for detailing design ideas and then using it to develop the module. 

Within the development of this artifact, I served as an instructional designer and developer. While I also created the content for the module, I would not consider myself a subject matter expert on classroom management. I also was the only person who worked on this artifact as it was an independent assignment. 

When relating this artifact to the Morrison, Ross and Kemp (MRK) and ADDIE instructional models, the module fits into the development phase for both models. The MRK stage is referred to as the development of instruction. In this phase, “Learning activities are carefully designed to address specific objectives. A typical self-paced unit is organized into comparatively small, discrete steps, each one treating a single concept or segment of content” (Morrison et al., 2019, p. 208). The final product of an eLearning module on classroom management was aimed towards the goal of using effective strategies of planning so that a leaner could self-navigate through the learning scenarios. Details were carefully designed to support the development of the overall concept. 

The ADDIE development phase also focuses on details that are planned out for the creation of learning products. “In this phase, storyboards are created, content is written, and graphics are designed. If eLearning is involved, programmers work to develop and/or integrate technologies” (University of Washington Bothell, 2023). The treatment report represents a majority of the ADDIE development phase, along with the creation of the final product. The treatment report served as development map for myself as I created the artifact. 

This artifact is related to standard 2 of the AECT standards. The reflected standard and the relevant indicators are listed below.

“AECT 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.

Indicator:

• Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)”

This artifact represents the beginning of my understanding of properly planning and building an eLearning module. The idea of treatment reports and rapid eLearning development tools was brand new to me and I had never put it into practice before. I was previously not aware of how many details were needed to properly produce online learning products. 

While this artifact was created towards the middle of my time in the master’s program, there was a large learning curve still to come as it was my first time implementing the planning process. In reflection, I would have spent more time researching the articulate 360 program and all the features it had available. To have been fully aware of all the programs elements would have helped me better plan the module so that the treatment report could have been more useful. 

In connection with standard 2 of the AECT standards, this artifact can be identified under the indicator of “creating”. Pedagogy was applied to the creation of the module by using the three C’s strategy of scenario-based learning. This learning theory allowed for the instructional problem to be introduced while also presenting possible solutions to the learner. The innovation of rapid eLearning tools also allowed for the proper application of scenario-based learning within an online setting. 

This artifact was also created before I learned about creating learning materials with accessibility in mind. Which means that there may be elements of the treatment report and eLearning module that are not accessible for some learners. This is a repeating them for me, as accessibility was a class I took towards the end of my degree, yet it is one of the most important elements of creating learning materials. While the module may have accessibility features, it was not intentional. It is incredibly important to ensure that all instructional tools are accessible so that no student is kept from an equitable learning experience. 

Lastly, this artifact was a large moment of growth for me as an instructional designer and developer. It was a time when my understanding of the depth and details needed to plan instruction were strengthened. This includes not only the process of writing a treatment report and using rapid eLearning tools, but also the fine details of things such as storyboards, wireframes, and other outlines that can be used to build modules.