Brooke Marton's
ePortfolio
UTILIZATION
Definition
"Utilization is the act of using processes and resources for learning" (Seels & Richey, 1994, p. 46). This domain involves matching learners with specific materials and activities, preparing learners for interacting with those materials, providing guidance during engagement, providing assessment of the results, and incorporating this usage into the continuing procedures of the organization (AECT Standards). Basically, utilization considers the context and tools used when the learner participants in the instruction. This standard includes 4 subdomains: media utilization, diffusion of innovation, implementation and utilization, policies and regulations.
Reflection
Utilization focuses on learning using the instructional materials. As a learner, I can say that I have utilized many different forms of instructional materials from textbooks, to CD's, to watching documentaries, Lynda and youtube videos, to conducting internet research. I found that utilizing diverse resources are helpful when I am trying to learn something new. Textbooks tend to have the drawback of not being as visually stimulating and are more difficult to get a specific question answered. Although I have discovered several useful textbooks that are on my "forever" shelf because the offer in-depth information on instructional design and will prove as a useful resource to refer back to during my career.
Since going through the IDT program, I have learned to adopt a learner-centered approach rather than the teacher-centered approach. So while I developed the online rubric module, I considered the learners and how they will use and interact with the material. For example, I am designing an online lesson on using rubrics in Canvas. Most of the learners are new to Canvas so I am incorporating an audio-visual guided demonstration on how to create rubrics using the Canvas environment as well as opportunities to practice embedded into the module.
Another example of utilization is when I facilitate a face-to-face Canvas training session with learners and teach them how to utilize Canvas tools in such a way that provides context in order for them to better synthesize the information. It is one thing to learn HOW to perform a task, but if one does not know the "Why am I doing this?" or the "When would I do this?" then the learner has not fully learned the application of this new skill. Not to mention engagement may diminish if the workshop isn't conducted with context in mind. So when considering utilization, consider the learner and what would be the most appropriate strategy and technology.
Artifacts
3.1 Media Utilization
"The systematic use of resources for learning" (Seels & Richey, 1994, p. 46). Utilization is the decision-making process of implementation based on instructional design specifications (AECT Standards).
As stated in previous standards, this group project reflects several standards. In order to create this learning experience, we had to identify which technologies would best suit the need. At first we wanted to just use the app, but we decided to create a physical activity that would translate into what the learners would be doing in the game app. So by knowing the audience and goals, we could carefully select which tools would best achieve our goal. This artifact includes the materials, both physical and in-app, used to implement the instruction.
In this artifact, I created a lesson on the ancient Maya using the ASSURE model. The lessons involves using QR coding and a online mapping tool as media for learners to bring together information about the ancient Maya. These digital media were selected to familiarize students with said tools, provide opportunities to work independently as well as collaboratively, and allow for students to conduct research and share their findings on a course mapping website.
3.2 Diffusion of Innovations
"The process of communicating through planned strategies for the purpose of gaining adoption" (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption (AECT Standards).
This artifact was from a program evaluation project I did for the Program and Product Evaluation course. I conducted an evaluation on a cohort program and on pages 10, 11, 14, I offered some recommendations for the program.
In this artifact, we developed an instructional strategy to implement for learners to transfer the skill from physical form to the virtual form. We decided this based upon our learner analysis (5-10 year old children). This project was done in the context of a children's museum in hopes they would adopt this program to teach kids about coding.
Assessment Strategies in Distance Education
In this artifact, I conducted research into strategies that studies have shown as being effective in assessing the online learner. Part of the purpose of this research was to pull together these strategies in hopes that distance educators would utilize these strategies.
3.3 Implementation and Institutionalization
"Using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization" (Seels & Richey, 1994, p. 47). The purpose of implementation is to facilitate appropriate use of the innovation by individuals in the organization. The goal of institutionalization is to integrate the innovation within the structure and behavior of the organization (AECT Standards).
This project was implemented in a real-world setting and so I selected it to be under this standard.
In this real-world project, I designed, developed, implemented, managed, and evaluated an online module on building rubrics. The module is designed for faculty, who could sign up and participate in learning how to create rubrics using canvas. This module is a part of a series of modules and so I had to adhere to some of the standards set forth using Captivate.
Again, this artifact demonstrates a project that will be implemented this Fall. This is one of six workshops that focus on the tools in the new Canvas LMS. I included this here because this project is part of my job and is a real-world project I am working on. I had to create these within the standards of the department.
3.4 Policies and Regulations
"The rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology" (Seels & Richey, 1994, p. 47). This includes such areas as web-based instruction, instructional and community television, copyright law, standards for equipment and programs, use policies, and the creation of a system which supports the effective and ethical utilization of instructional technology products and processes (AECT Standards).
When conducting research, one often uses other people's work in order to support or contradict a claim. In this research paper, I examined strategies in distance education in order to determine which strategies are proving effective. In conducting this research, I read through many articles in order to collect information and present my findings through this paper. It is a crucial responsibility for anyone who uses another person's ideas to cite them on a reference page. So for this paper, I created a bibliography to give credit to those individual's ideas.
This certificate indicates that I completed the IRB ethics and integrity certification training. It reflects my commitment to abiding the IRB's core ethics and standards and to conduct my work responsibly.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.