AECT Standard 3: Learning Environments

Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

Indicators:

  • S.3.1 Creating – Candidates create instructional design products based on learning principles and research-based best practices.
  • S.3.2 Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
  • S.3.3 Assessing/Evaluating – Candidates use multiple assessment strategies to collect data to inform decisions that improve instructional practice, learner outcomes, and the learning environment.
  • S.3.4 Managing – Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
  • S.3.5 Ethics – Candidates foster a learning environment in which ethics guide practice and promote health, safety, best practices, respect for copyright, fair use, and appropriate open access to resources.
  • S.3.6 Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.

Developing AI Literacy Lessons
Unit 2: AI Learning Goals, Teaching Strategies, and Best Practices

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 professional development module built in Articulate Rise 360 titled "Developing AI Literacy Lessons, Unit 2: AI Learning Goals, Teaching Strategies, and Best Practices". Developed as a collaborative project for EDF 6284: Problems in Instructional Design for Computers in Spring 2025, its purpose is to equip educators with the pedagogical strategies and instructional frameworks necessary to establish effective, technology-enabled learning environments in their classrooms.
  • Description of the Design Development Process: Working as a collaborative design team, we conducted a target audience analysis to examine how teachers integrate emerging computer technologies into their instructional practices. Based on our findings, we designed a professional development module focused on artificial intelligence literacy. Within the team, I took the lead on content development and interactive learning design. I researched contemporary pedagogical approaches to AI literacy, authored the instructional content, and developed interactive learning experiences. To ensure learners actively engaged with the material rather than passively consuming information, I created responsive Articulate Rise 360 activities, including flashcard interactions, scenario-based matching exercises, and immediate-feedback knowledge checks that guided learners through advanced teaching methodologies.

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

    • S.3.1 Creating: We demonstrated this standard by using a systematic instructional design approach within Articulate Rise 360 to develop a cohesive, web-based learning environment that applies multimedia learning principles to support complex artificial intelligence instructional goals.
    • S.3.2 Using: We selected and implemented interactive tools within the authoring platform to optimize learning conditions, ensuring that the technological delivery method enhanced adult learning through active participation and engagement.
    • S.3.3 Assessing Evaluating: We designed and integrated embedded scenario-based activities and formative assessments throughout the module to evaluate learners’ understanding of artificial intelligence implementation strategies in real-time.
    • S.3.5 Ethics: This module promotes ethical technology use by instructing educators on responsible AI practices, safe data management, and appropriate technology integration. Additionally, accessibility features were incorporated to support equitable access to learning resources.
    • S.3.6 Diversity of Learners: The module supports diverse learners by providing a self-paced and responsive learning experience that accommodates varying levels of technical proficiency and demonstrates how AI tools can support students with diverse learning needs..
  • Competencies and Skills Gained: Through this project, I strengthened my expertise in rapid e-learning development using Articulate Rise 360, digital learning environment design, formative assessment development, AI literacy curriculum design, and collaborative project management.
  • Role and Specific Contributions: This was a group project. While the overall project scope and instructional framework were developed collaboratively, my primary responsibility was creating the instructional content. I was solely responsible for researching and writing the lessons for the educator audience, designing the interactive learning activities, and configuring the embedded formative assessments used to measure learner understanding and skill development within the digital learning environment.

Usability Testing Report: Using Duolingo as a Testing Example Activity

Course: EME 6208 Interactive Media, Fall 2024

Artifact Details

  • Purpose and Nature of the Artifact: This artifact is an empirical research study titled "IMA2 Usability Testing Report: Using Duolingo as a Testing Example Activity" created for EME 6208 Interactive Media in Fall 2024. Its purpose is to conduct systematic user testing on the worlds leading language learning application to evaluate its interface design, measure user learnability, track error distributions, and formulate data driven recommendations for mobile instructional software.
  • Description of the Design Development Process:  I designed a comprehensive usability testing protocol consisting of a welcoming script, three core operational tasks, observation sheets, and post session satisfaction questionnaires. I recruited a diverse group of four participants to capture a wide range of user experiences. After conducting individual testing sessions and tracking quantitative performance metrics such as time on task and user mistakes, I synthesized the data into statistical charts and authored a formal technical report detailing the intersection of gamification, learner motivation, and software interface optimization.

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

    • S.3.3 Assessing Evaluating: I utilized a multi method evaluation strategy to collect user data, tracking performance variables like task completion rates and time metrics to formulate actionable recommendations that improve digital instruction and technical navigation workflows.
    • S.3.5 Ethics: My analysis models ethical educational technology practice by auditing software privacy policies regarding child users and evaluating compliance rules that secure data protections and parental control mechanisms for minor students.
    • S.3.6 Diversity of Learners: The testing environment intentionally empowered a diverse user community, evaluating how individuals of different ages ranging from youth to retirement, multicultural native languages, and distinct technical capabilities interact with digital learning designs.

  • Competencies and Skills Gained: Through this project, I strengthened my skills in quantitative usability data analysis, user experience testing methodologies, technical research writing, digital privacy policy evaluation, and human computer interaction assessment.

  • Role and Specific Contributions: This was an individual project. I was solely responsible for designing the evaluation framework, preparing the test scripts, recruiting the diverse participants, conducting the user testing sessions, recording all empirical data metrics, analyzing the user outcomes, and authoring the final technical report.

ADHD Family Resource Hub: A Hybrid Project Management Approach

Course: EME 6235 Technology Project Management,  Fall 2025

Artifact Details

  • Purpose and Nature of the Artifact: This artifact is a comprehensive project management and design presentation developed for EME 6235: Technology Project Management in Spring 2026. Its purpose is to establish a structured framework for an ADHD Family Resource Hub within Pasco County Schools that equips K–12 families with accurate, evidence-based information and accessible support resources.
  • Description of the Design Development Process: Working as the Project Manager and Content Creator, I guided the digital transformation project from initial conception through to implementation planning. I conducted a thorough content audit based on CDC guidelines and national ADHD organizations to design a family-friendly site architecture with five major content sections. To ensure a high-quality user experience, I mapped out the project using a hybrid project management approach, balancing structured traditional phases with agile iterations. I built low-fidelity wireframes and collaborative UI/UX mockups in Figma, managed team workflows using Asana and Microsoft Teams, and established a detailed content development schedule to ensure the hub could be seamlessly populated and integrated into the district platform.

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

    • S.3.1 Creating: I demonstrated this by using a hybrid management framework to build a cohesive, web-based resource environment that centralizes dispersed instructional materials and features an organized, five-section structure to scaffold complex information for K-12 families.
    • S.3.2 Using: For this project, I selected and implemented specific professional tools, including Figma for interactive prototyping, a responsive Content Management System (CMS) to support cross-device usability, and cross-browser testing platforms to optimize technological delivery and ensure accessible learning experiences.
    • S.3.3 Assessing/Evaluating: I designed a robust data collection and quality assurance framework that utilizes quantitative Google Analytics 4 tracking for resource downloads alongside qualitative parent and staff feedback surveys to systematically measure impact and inform environment updates.
    • S.3.4 Managing: I established rigorous infrastructure maintenance mechanisms by utilizing secure district staging and production servers, coordinating automated backup solutions for risk mitigation, implementing a formal Change Order Management process to control scope creep, and organizing a sustainable technical handoff to district IT and communications teams.
    • S.3.5 Ethics: This project prioritizes ethical and legal standards by incorporating a mandatory district SSL certificate to encrypt data and protect family privacy, while explicitly allocating budget funds to properly license a culturally sensitive, inclusive image library that respects copyright and fair use guidelines.
    • S.3.6 Diversity of Learners: The hub architecture empowers a highly diverse community by mandating 100% compliance with WCAG 2.1 AA standards, utilizing professional screen readers like JAWS and NVDA during testing, and incorporating keyboard navigation and color contrast checks to remove accessibility barriers for all families.
  • Competencies and Skills Gained: Through this project, I strengthened my expertise in digital learning environment architecture, hybrid project management coordination, cross-functional team leadership, responsive web design workflow planning, budget estimation, risk mitigation, and strict WCAG 2.1 AA accessibility compliance auditing.
  • Role and Specific Contributions: This project highlights my independent leadership and management capabilities. Serving as the Project Manager and Content Creator, I was solely responsible for the overarching project scope, defining human and technical resource requirements, writing the SMART goals, and creating the 15-week development roadmap. I also designed the stakeholder communication plan, developed the change order workflow to manage technical risks, established the key performance indicators, and formulated the long-term sustainment plan to guarantee the hub remains active and reliable for the school community.