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 infrastructure, and financial resources to achieve predetermined goals.
• S.1.5 Ethics – Candidates demonstrate contemporary professional ethics in the field as defined and developed by the Association for Educational Communications and Technology.

Artifact Title: Designing Connected Learning Environments to Strengthen Critical Media Literacy and Digital Evaluation Skills in College Students
Tool(s) Used:  Articulate Rise 360
Project Title: Digital Literacy and Spotting Misinformation
Course: EME6457 Distance Learning

View it in PDF format

Project Summary

"Digital Literacy and Spotting Misinformation" is a fully online, asynchronous, six unit training course designed to equip learners with critical thinking skills necessary to navigate the modern digital landscape. Developed within Articulate Rise 360, the course addresses the gap between being technically fluent and critically evaluative when consuming online media, social platform algorithms, and AI generated text.

By introducing professional verification frameworks such as lateral reading, reverse image searching, and the SIFT method, the module guides learners through analyzing misinformation, recognizing cognitive and media biases, and understanding the societal impact of viral echo chambers. The instructional experience leverages a Connected Learning framework, blending standalone interactive modules with community driven peer spaces such as Microsoft Teams and Padlet to foster social learning, authentic data investigations, and personal digital responsibility.

AECT Standard 1: Content Knowledge

S.1.1 Creating

  • Connected Learning Design: Designed a fully online, modular Technical Training course centered on the Connected Learning framework to support learner autonomy, authentic engagement, and social learning.

  • Systematic Course Structure: Developed an asynchronous 6-unit digital learning environment hosted via Articulate Rise 360 to deliver a structured, flexible, and community-driven experience.

  • Interactive Materials Development: Developed high-quality training program materials, including interactive learning modules built in Articulate 360/Storyline 360, embedded instructional videos, and practical scenario-based exercises.

  • Collaborative Learning Spaces: Selected and integrated Microsoft Teams as a central communication hub and Padlet as a visual workspace to foster peer collaboration and real-world application within a highly technical field.

S.1.2 Using

  • Pedagogical Strategy Recommendation: Recommended and deployed targeted instructional strategies such as case studies, media analysis, and active verification methods to move beyond passive lecture-based training.

  • Technology-Enhanced Instruction: Utilized specialized web-based tools, including reverse image search engines (e.g., Google Images, TinEye) and fact-checking databases, to directly support student investigative learning.

  • Active Resource Integration: Selected and implemented cloud-based collaborative editing spaces (Google Docs/Office 365) and interactive media like vocabulary flashcards to enhance digital engagement and student comprehension.

S.1.3 Assessing/Evaluating

  • Target Audience Assessment: Assessed the relevant characteristics of the target undergraduate audience, specifically analyzing their online habits, heavy reliance on digital platforms, and typical gaps in evaluating critical source credibility.

  • Setting Assessment: Assessed the relevant characteristics of the asynchronous online instructional setting, ensuring the course architecture matched the capabilities of the Articulate Rise 360 hosting system.

  • Objective Alignment: Wrote criterion-referenced, performance-based objectives that clearly outlined measurable goals, such as explaining algorithmic influences, identifying bias, and executing lateral reading strategies.

  • Weighted Assessment Systems: Established a robust grading framework consisting of Assignments (40%), Discussions (40%), and Quizzes (20%) paired with a formal evaluation rubric to measure student mastery of the learning outcomes.

S.1.4 Managing

  • Project Planning and Monitoring: Planned and monitored the end-to-end development process of the training project, structuring a clear modular timeline and concrete deliverables to meet instructional deadlines.

  • Process and Infrastructure Oversight: Coordinated the cross-platform infrastructure requirements, managing the delivery flow and student transition tracks between Articulate modules, Microsoft Teams channels, and Padlet environments.

  • Resource Management: Curated accessible, cost-effective instructional resources by balancing open-access foundational texts with critical peer-reviewed literature to optimize course delivery.

S.1.5 Ethics

  • Ethical Digital Citizenship: Dedicated a substantive portion of the instructional design (Unit 6) to the principles of responsible digital citizenship, prioritizing data privacy, mindful posting, and personal digital well-being.

  • Responsible AI Guidance: Formulated explicit ethical guidelines for leveraging generative AI and large language models, training users to maintain their authentic voice, avoid plagiarism, and properly cite AI-assisted materials.

  • Civil Discourse and Integrity: Implemented interactive case studies (e.g., "Alex's Last-Minute Decision") and collaborative discussion prompts to actively build peer trust, enforce academic integrity, and cultivate civil online behavior.