AECT Standard 1: Content Knowledge

Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.

Indicators:

  • S.1.1 Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
  • S.1.2 Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and enhance their pedagogy.
  • S.1.3 Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
  • S.1.4 Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
  • S.1.5 Ethics – Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

DIY Image Projector Using a Paper Cup Example Light and Shadow Projector Tutorial

Course: EME 6208 Interactive Media, Fall 2024

Artifact Details

  • Purpose and Nature of the Artifact: This artifact is an instructional tutorial video demonstrating how to construct a DIY light and shadow projector using a paper cup and everyday household materials. Its purpose was to create an engaging, highly accessible multimedia resource to teach foundational optics and physics concepts to elementary or middle school students.

  • Description of the Design/Development Process:  I began by scripting and storyboarding the step-by-step construction process, applying Mayer’s Multimedia Learning Principles to ensure clarity and reduce cognitive overload. I then filmed the tutorial using close-up angles for detailed tasks, edited the footage for pacing, and integrated royalty-free audio tracks alongside clear text overlays.

  • Explanation of How the Artifact Demonstrates the Sub-Standards:

    • S.1.1 Creating: This artifact demonstrates sub-standard 1.1 because it showcases my ability to create a high-quality instructional media product using a systematic design approach to build a structured learning experience.
    • S.1.2 Using: This artifact demonstrates sub-standard 1.2 because it demonstrates my ability to select and use low-cost, practical technological processes to enhance science pedagogy and make hands-on learning equitable and accessible for all students.

  • Competencies and Skills Gained: Through this project, I strengthened my skills in video production, storyboarding, scriptwriting, video editing, application of multimedia learning theories, and designing for low-resource educational settings.

  • Role and Specific Contributions: This was an individual project. I completed all phases of production, including conceptualization, scriptwriting, filming, editing, and compliance checking for copyright and digital accessibility.

Developing AI Literacy Lessons
Unit 1: Understanding AI Concepts and Real-World 

Course: EDF 6284 Problems in Instructional Design for Computers, Spring 2025

Artifact Details

  • Purpose and Nature of the Artifact: This artifact is an interactive online learning module built in Articulate Rise 360 titled "Unit 1: Understanding AI Concepts and Real-World Applications". Designed as a collaborative professional development curriculum, it prepares K–12 educators to systematically evaluate and integrate age-appropriate AI concepts into their classrooms.

  • Description of the Design/Development Process: Working as part of a design team, we structured the curriculum into a responsive, multi-device learning experience within Rise 360. We chunked the content using modular components such as accordion tabs, interactive flashcards, and multimedia embeds to scaffold learning. Our team applied cognitive development theories to map complex AI concepts to elementary, middle, and high school levels, and we included interactive knowledge checks throughout the module to formatively track learner progress.

  • Explanation of How the Artifact Demonstrates the Sub-Standards:

    • S.1.1 Creating: Our team demonstrated this by using a systems approach to design and build a fully functioning, interactive eLearning environment within Rise 360, selecting layout and navigation structures that optimize the learner experience.
    • S.1.2 Using: We utilized the advanced features of Rise 360 as an educational technology resource to enhance instructional delivery, ensuring the complex topic of artificial intelligence was presented in a highly visual and interactive format.
    • S.1.3 Assessing/Evaluating: We integrated Rise 360 quiz components and formative reflection activities to assess and evaluate learners’ understanding of age-appropriate AI applications.
  • Competencies and Skills Gained: Through this collaborative project, I strengthened my skills in rapid eLearning development using Articulate Rise 360, team workflow coordination, digital assessment design, curriculum scaffolding, and peer review processes.
  • Role and Specific Contributions: This was a group project. My contributions included curriculum mapping and target audience analysis. I was also responsible for authoring content sections within Rise 360 and developing interactive knowledge-check activities and formative assessment quizzes.

Digital Literacy and Spotting Misinformation

Course: EME6457 Distance Learning, Spring 2026

Artifact Details

  • Purpose and Nature of the Artifact: This artifact is an interactive eLearning course built in Articulate Rise 360 titled "Digital Literacy and Spotting Misinformation". Hosted as a web-based learning module, its purpose is to instruct college students on how to critically evaluate online content, identify media bias, and apply digital verification strategies to address misinformation in higher education contexts.

  • Description of the Design/Development Process:

    Working within a collaborative project team, we established the core goals for this digital literacy module. Within this framework, I led instructional content development by researching media literacy frameworks and writing all instructional materials for a college-level audience. To promote active learning, I integrated Rise 360 interactive elements such as decision-making scenarios, flashcard sorting activities, and immediate feedback quiz blocks to shift learners from passive consumers to active evaluators of digital information.

  • Explanation of How the Artifact Demonstrates the Sub-Standards:

    • S.1.1 Creating: I demonstrated this by using a systematic instructional design approach within Articulate Rise 360 to construct a fully responsive eLearning environment, organizing content into modular learning blocks and scaffolded instructional pathways.

    • S.1.2 Using: I selected and applied interactive Rise 360 features such as flashcard sorting, labeled graphics, and embedded activities to enhance learner engagement and support active learning.

    • S.1.3 Assessing Evaluating: I designed and embedded scenario-based questions and formative knowledge checks using Rise 360 tools to assess learners’ critical thinking skills and their ability to identify misinformation.

    • S.1.5 Ethics: This project reflects ethical instructional design by promoting digital citizenship and responsible information use. Accessibility considerations, including alt text and adherence to fair use guidelines, were integrated throughout the development process.

  • Competencies and Skills Gained: Through this collaborative project, I strengthened my expertise in rapid eLearning development using Articulate Rise 360, instructional content authoring, digital assessment design, and collaborative curriculum development.

  • Role and Specific Contributions: This was a group project. My primary responsibility was developing all instructional content. I researched digital literacy frameworks, authored all text for the college-level audience, and built the interactive learning components within Rise 360. I also designed scenario-based knowledge checks and developed formative assessments aligned with learning objectives.