Two artifacts were chosen to demonstrate the requirements for Competency 2: Create Knowledge:
- My final paper for EDCI 513: Foundations of Learning Design and Technology
- My final paper for EDCI 531: Learning Theory and Instructional Design
The final paper for EDCI 513 asked us to select a topic related to the field of educational technology and write a 10-page critical analysis or position paper where we define the specific problem we’re addressing, synthesize the current literature, and make an argument as to what we think the solution to that problem is, or at least could be. My paper, “Beyond Cost Savings and Grade Improvement: The Value of Open Educational Resources at Elite Institutions,” explored the topic of open educational resources (OER), and what benefits they can provide to upper-echelon colleges and universities, which aren’t often the focus of OER research. This paper is a good example of the sub-competency: “Demonstrates ability to describe common research methods in Educational Technology.” OER research is primarily survey-based, with both qualitative and quantitative results. When affordability is often the first cited reason for OER adoption, what does that mean for more elite institutions who traditionally did not have to worry about the financial security of their students? My paper explored other research measures that should be taken into consideration.
Similarly, my final papers for EDCI 513 and ECDI 531 demonstrated my ability to “read and evaluate Educational Technology research,” which is the second sub-competency. 531 was my first in the LDT program, and provided great foundational knowledge in various learning theories. We learned, in essence, how people learn, and what strategies could be deployed to meet those learning processes. My final paper for this course used the many readings and discussions on theories of human learning we had throughout the semester, and expanded on them to create a short training lesson. My paper, “Virtual Cognitive Apprenticeships to Fill High School to College Knowledge Gap,” detailed a developmental and college transition program and connected the research to my rationale for such a program. My suggestion for cognitive apprenticeships in an elearning environment provided an innovative, interesting way to approach a well-known model.
Both papers also addressed the third and final sub-competency: “Applies research findings to the solution of common problems in Educational Technology.” In both cases, I created knowledge after synthesizing current research, applying principles of human learning theory from class, and provided a solution to common problems in the field of educational technology. In 513, it was through the use of OER, and in 531, via virtual cognitive apprenticeships.