Rationale Paper

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Amber Hoye
Instructional Design Consultant
Boise State University
March 4, 2013

Shortly before embarking upon my EDTECH journey at Boise State, I accepted a position as a trainer (otherwise known as Creative) for Apple. This was my first exposure to full-time training and I quickly fell for this marriage of technology and teaching. Wrapping up my undergraduate degree in Mass Communication & Journalism from Boise State University, I found myself with a desire to keep learning and to continue my education. While writing had always been a passion, I found myself looking for a pathway that would allow me to continue teaching adults, while incorporating elements of design, technology and communication theory.

One day, while looking through the Boise State Graduate Catalog, I found the Masters of Educational Technology program. Reading through the course offerings, titles such as “Graphic Design for Learning,” “Online Teaching for Adult Learners,” and “Incorporating Educational Technology into the classroom,” were so exciting! I was also intrigued by the unique online-only nature of the program. On one hand, this would allow me to accomplish my degree while still working full-time. On the other, I was instantly reminded of some of the online classes I took during my undergraduate degree. While mostly positive, I recalled the feeling of being alone in some online courses and the little interaction I had with my peers.

I decided to take a risk and applied to the Educational Technology Program in the spring of 2011.  “With my resonant passion for teaching, communication, and technology paired with BSU’s online classes, focus on emerging trends, and an offering of a Masters Certificate concurrently with a degree, I am confident the Boise State Masters of Educational Technology will allow me to deliver these meaningful experiences to my students as well,” I shared enthusiastically in my personal statement (Hoye, 2011).

Now at the end of this program, I can say the feelings of community I experienced in this program have far exceeds my initial expectations! In each of my courses, there was ample place for communication and discussion with peers and faculty.  I have formed great professional relationships with so many of the M.E.T. participants and I know these friendships will continue outside of the program. It has been such an amazing experience to work with educators, trainers and instructional designers from around the world. I truly believe this is one of the greatest assets of the M.E.T. program at Boise State.

The artifacts highlighted in this paper are taken from my primary and elective courses in the M.E.T. program. Each artifact contains an explanation for its selection, my personal learning takeaways, its relation to my mastery of AECT standards, and how the artifact has been used in my professional career.


1.1 Instructional Systems Design

Course Final Project (EDTECH 505)

“Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating” instruction (Seels and Richey, 1994).

EDTECH 505: Evaluation for Educational Technologists was one of the most challenging and rewarding classes of the M.E.T. program. In this final course project, I created an evaluation proposal for a fictional lab called “Far West Lab” (FWL). As a project for most of the semester, this evaluation proposal involved working through each of the steps of Instructional Systems Design and I used the ADDIE model as my guide for the project.

First, I needed to work through the steps of defining the laboratory’s goals for learning and evaluation. FWL was interested in evaluating their Determining Instructional Purposes (DIP) training program. “The company had developed this program for use in educating school administrators and educational administration graduate students in the necessary skills for planning and maintaining effective school programs” (Lavoie, p.1). Next, I worked to develop an outline for the evaluation method and materials, listing evaluation and data sources such as interviews, observations, tests, and student and school administrator attitudes. I elected to use the “Decision-Making” model as it focused on questions like “was the program effective?” and “what aspects of the program were effective?” and looked at the long-ranged effectiveness of the program (Boulmetis & Dutwin, 2011). After listing the evaluation methods and materials were outlined, I implemented a detailed task schedule and budget for myself and a co-evaluator. This budget detailed the hiring costs for both myself and the co-evaluator, as well as items such as consumable supplies, travel expenses, and technical equipment. Finally, I provided a plan for how the evaluation data would be used to evaluate the effectives of the DIP training program.

In my current role as an instructional design consultant, planning for assessment is a critical elements to the pilot programs that we roll out. One of the significant components of the Mobile Learning Initiative at my institution is a program called the mProgram, where students of a program such as the Masters of Applied Historical Research purchase a mobile device for use in their coursework. Learning more about evaluation strategies has been an important component of this program as we prepare to expand this initiative into other programs on campus. In addition, the evaluation processes I’ve learned in this class have helped me to establish clear plans for assessing these projects and effectively telling the story of our pilots to individuals on and off campus.

1.2 Message Design

Personal Introductory Image (EDTECH 506)

“Message design involves planning for the manipulation of the physical form of the message” (Seels and Richey, 1994).

Before taking EDTECH 506: Graphic Design for Learning, I had always considered myself fairly savvy when it comes to creating graphics and organizing type. However, through the assignments in EDTECH 506, I learned how to take the basic design skills I had acquired throughout the years to the next level. Each assignment forced me to tailor and simplify the graphics that I create for both educational and personal use, discovering that as an instructional designer, I have two types of “visual responsibilities: (1) [I] must interpret visual messages and (2) [I] must create visual messages” (Lohr, p.5).

The Personal Introductory Image I created at the beginning of the course provides an example of well-planned message design through a concept called Universal Design, or the creation of graphics that are “accessible to as many people as possible” (Lohr, p.5). I was inspired by the concept that graphical images could convey meaning to people of all backgrounds and literacy levels, so I decided to create a name tag with icons as a conversation starter. Using the ACE Model, I reflected on the purpose of my graphic, the process I would take to create it, and how I would make sure that the graphic was effective (LOH, p.71).

The icons I selected represented sentimental ideas: a silhouette of a dog to represent my own, a graduation cap to indicate I was graduating soon, and a camera to represent my love of photography.  While the name tag is simplistic in color and layout, it is able to clearly give the viewer a sense of who I am as an individual.

I was able to see a similar idea used at the ELI EDUCAUSE conference this past February, where participants could apply “interest stickers” to their name badges.After sharing the conversational nature of this name tag with a few colleagues, we decided to utilize this format in our upcoming Mobile Learning Summer Institute. I’m excited to use the knowledge acquired in this class to design the name badge and icons for our Institute. Each participant will share a few of their interests such as “e-Textbooks,” “flipping the classroom,” “Info-graphics,” and more, and these interests will be placed as an easy to recognize icon on their name tag.

1.3 Instructional Strategies

Using Social Media in the Classroom

“Instructional strategies are specifications for selecting and sequencing events and activities within a lesson” (Seels and Richey, 1994).

EDTECH 541: Integrating Technology into the Classroom Curriculum, was one of my favorite courses in the M.E.T. program. Throughout the semester, we created a wide array of assignments that focused on implementing technology into the classroom in creative and powerful ways. While implementing technology into our instruction was a huge focus, the secondary focus was lesson planning and creating successful activities.

One of the lessons plans I’m most proud of from this course is my Using Social Media in the Classroom unit. This unit describes three separate, but related activities that could be completed in an online, graphic design course. The activities focus on the learning objectives of increasing communication between students and keeping up-to-date on the latest design trends in their respective fields. The Google+ Hangout and Flickr assignments were designed as weekly activities, while the Twitter assignment was designed for students to access on a daily basis. Centered on a constructivist and connectivist approach, students were expected to find and share their knowledge with their peers. By allowing students to create and share the content for the course, we had greater flexibility to focus on areas of student interests and the ability to have several “micro-design focuses” throughout the course.

This activity has served as a great example for incorporating social media into classroom activities in my workplace. Many of the faculty I work with have started to use Facebook and VoiceThread to extend conversation beyond their classroom walls. In addition, Pinterest has become a popular tool not only for faculty to share resources with students, but for students to exhibit course projects and learning reflections as well.

1.4 Learner Characteristics

Virtual Field Trip (EDTECH 502)

“Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process” (Seels and Richey, 1994).

The artifact I selected to represent Learner Characteristics is my Virtual Field Trip Assignment for EDTECH 502: The Internet for Educators. As discussed in Integrating Educational Technology into Teaching, “field trips provide a wealth of opportunities for language acquisition but are being greatly limited by funding. Virtual field trips provide opportunities for students to go places that would be impossible for them to see otherwise” (Roybler & Doering, 2013). Reflecting upon this idea that field trips give students an immersive and unique experience, I created a classroom assignment that would simulate the traditional experience of a face-to-face field trip online.

I designed my field trip with the adult learner interested in French language or culture as an “introductory excursion” into the land of French language, landmarks, history, and museums. One learner characteristic that was a unique challenge was sharing the culture of France with an audience who may or may not speak its language. For this reason, I included interactive activities like a language section where students used Google Translate to find the French translations of English phrases, then use a website called Forvo to hear the phrases pronounced by a native French speaker. Another challenge was to engage the casual learner who wasn’t interested in just one area of France. To address this challenge, the site includes a variety of interactive activities including videos, Google Maps, Google Translate and more that cover a wide variety of French cultural topics.

While this site is not currently used for any formal purpose of instruction in my workplace, it does help to serve as example of the ways interactive web components can help bring a topic to life! In the future, I plan to expand the site and include items on French food, fashion and France’s education system. In addition, I also plan to incorporate some unique aspects of mobile learning into the project, include an app called World Lens that allows students to view an augmented translation of French documents such as menu, map and more, instantly on their iPad or iPhone.


2.1 Print Technologies

Final ID Project (EDTECH 503)

“Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes” (Seels and Richey, 1994).

EDTECH 503 was the course that really encouraged me to pursue Instructional Design as a career! Learning concepts such as the ADDIE model have proven invaluable and provided me the foundation to be successful in my current position.

One of the activities that I complete on a weekly basis is the creation of instructional materials for faculty. In my final ID project on “Using Info-Graphics in the Workplace,” I developed several learning worksheets and materials for faculty interested in incorporating these types of graphics into their courses. Within the project, an instructor will find all the activities they need to lead students through creating their own info-graphic including: three guided-practice sheets, a Photoshop “cheat sheet,” peer feedback form, and workshop post-survey. These materials were created to be printed and used in a face-to-face course, but could also be used as PDFs on an iPad with an annotation app.

These materials have also served as a great example of using scaffolding to support student learning, “allowing them to learn complex ideas that would be beyond their grasp if they depended solely on their own cognitive resources” (Wiske, Franz & Breit, 2005). In the Fall semester, I’ll be co-leading a workshop on info-graphics and I am excited to use the learning materials and surveys that I created in this course!

2.2 Audiovisual Technologies

Personal Introductory Image (EDTECH 506)

“Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages” (Seels and Richey, 1994).

In EDTECH 522: Online Teaching for Adult Learners, I created a video tutorial on using Adobe InDesign and a website called Issuu to create online magazines. While not a terribly difficult project to complete, the interfaces of both InDesign and Issuu can be overwhelming to first time users. Before starting my project, I considered some of the Hypermedia Design Principles explained in Integrating Educational Technology Teaching. I determined that viewers would have the best experience if I omitted “non-essential information” (coherence principle) and presented “narration and animation concurrently rather than one following the other” (Roybler & Doering, 2013).

By creating a video with Camtasia Studio, I was able to visually and audibly walk viewers through the creation of their magazine and the process of turning it into an interactive creation. Through the process of creating this video tutorial, I discovered that one benefit of creating a video for instruction is the ability to for the learner to pause or re-watch content as needed till they understand the concept. This has encouraged me to record my face-to-face workshops so that participants may re-watch the content when they are creating their own materials!

I received a significant amount of positive feedback from my peers and instructor for this assignment and was delighted to hear that some of my peers from this course are using the video to help students create their own digital magazines. In my workplace, I now create video tutorials with great frequency  These tutorials can be for faculty located out-of-state, instructors looking to master a complex task (and can benefit from the ability to re-watch materials), or instructors looking to use the materials on their online classes with students (the materials I create a easily embedded inside Blackboard or Moodle.)

2.3 Computer-Based Technologies

EDTECH Home Page (EDTECH 502)

Content Area Presentation on Art (EDTECH 541)

“Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources” (Seels and Richey, 1994).

EDTECH 502: The Internet for Educators introduced me to the world of DreamWeaver and CSS. Throughout the course of the semester, I had the opportunity to create several webpages for information, assignments, and activities and My EDTECH Home Page was created to be a “launching” or “landing” spot for these sites. I had the opportunity to design and create the site using DreamWeaver and for the first time, created web graphics using Adobe Fireworks. The site features a clean design that makes content easy to find, while still highlighting elements of my personality. While I’m choosing to use my WordPress blog as a landing page for my final EDTECH course site, this page was a close second!

Creating graphics in Fireworks was challenging and overwhelming experience (there was a plethora of tools!) at first, but I’m grateful that I took the time to learn the tool set. The creation of web graphics is a task that I’m frequently assigned to complete in my workplace and I now know how to make visually-pleasing, accessible, and fast-loading graphics.

Another artifact that demonstrates this principle, is my Content Area Presentation on Art created in EDTECH 541: Integrating Technology into the Classroom Curriculum. This site hosts a variety of digital resources including a YouTube video and Glogster presentation. Creating the Glogster poster was a fun element of this assignment and helped me to create accurate instructions for students who would be using the tool as well.

2.4 Integrated Technologies

Web Quest (EDTECH 502)

Networking Project (EDTECH 541)

“Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels and Richey, 1994).

The Web Quest assignment I created in EDTECH 502: The Internet for educators is a great example of using integrated technologies to create interactive experiences for online learners. As discussed in Integrating Educational Technology into Teaching, a webquest is “an inquiry-oriented lesson format in which most or all of the information that learners work with comes from the web” (Roybler & Doering, 2013).

Students using the website travel throughout the web to discover information on Idaho’s Landmarks. Interactive learning activities include a series of videos, an exploration of the state via Google Maps, creating a summary of their findings in Google Drive, the opportunity to create a poster using digital or physical media, and an interactive evaluation guide. While this assignment is not currently used by students, I use the site in my workplace as an example of how interactive experiences can be stitched together by faculty who are teaching online and hybrid based courses.

One other example of creating interactive activities that give learners control is my Prezi presentation on “How Does Networking Work?” Created in EDTECH 541: Integrating Technology into the Classroom Curriculum, this was my first Prezi presentation. I enjoyed creating the slides that students could progress through at their own pace and the ability to incorporate both video and graphics. Technology such as Prezi and other presentation software can make complex topics accessible and fun to explore. In addition, these tools are a great resource for students to use for reflection and knowledge demonstration.


3.1 Media Utilization

Plagiarism Video (EDTECH 501)

Concept Mapping (EDTECH 503)

“Media utilization is the systematic use of resources for learning” (Seels and Richey, 1994).

During my first semester in the EDTECH program, I created one of my most memorable assignments, an Xtranormal video presentation about plagiarism. This video was designed to play out a scenario between “Professor Bear” and “Blue Rabbit,” which could realistically take place in a classroom environment. Using a tool like Xtranormal helped to bring my script to life and bring some fun into an otherwise serious topic. In addition, it provided the benefit of “better accuracy and timeliness of information” and “improved efficiency and productivity ” because I did not have to employee actors and a camera operator to produce my content (Roybler & Doering, 2013)! Instead, I was able to create the material and easily edit the dialogue as needed. If information become out-of-date, it will be a minimal task to alter or add information. Currently, I use this video in my workplace as an example of creating visual simulations or scenarios and have suggested the technology to faculty interested in creating case studies.

Another example of a media utilization artifact would be the concept maps that I created in EDTECH 503: Instructional Design. Using a tool as such as Google Docs to create a concept is a simple, interactive way to organize data. This flow chart shows the processes the learner will go through to create an info-graphic in my instructional design project. The material is available as a PDF so instructors of the course may download and print the sheet, as well as annotate the chart on an iPad or other mobile device. I use this material in my workplace as example of an “out-of-the-box” way to organize student activities and processes. Creating a mind-map or flowchart can be especially helpful when planning significant activities and help ensure that no steps are overlooked.

3.2 Diffusion of Innovations

Tech Trends (EDTECH 501)

“Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption” (Seels and Richey, 1994).

In EDTECH 501: Introduction to Educational Technology, I created a reflective essay on the Technology Trend of eBooks. While just beginning to gain popularity in the classroom when I wrote this article, eBooks were something that had been on my mind for many years. I selected to write this article to help bring awareness and interest to the use of eBooks and to explore options for trial and adoption. Currently, in my workplace, we are putting together an eTextbook pilot and it was so exciting to look back on this piece and see that some of my ideas and suggests had already or were about to come true. I’ve since use some of the facts and figures and trial information in this presentation to raise awareness and educate faculty about the growing use of mobile devices among students.

3.3 Implementation and Institutionalization

Adaptive/Assistive Technology Presentation (EDTECH 541)

“Implementation is 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 and Richey, 1994).

Providing accessible technology options to students has always been a passion of mine, so I enjoyed providing examples of the newest innovations in tools for those with special needs. In addition, prior to this assignment, I hadn’t thought much about adaptive technology. As I worked through this presentation, I enjoyed learning about tools that could be used to enhance the learning experience for At Risk and Gifted and Talented students and some of the legal and policy directives that affect “how we do business” in education. For example, Section 508 compliance means that students with special needs enrolled in online or hybrid courses should have “equivalent access” whenever possible, and when not possible, “alternative access” (United States Patent Office). In my workplace, I have the resources from these activities on file for faculty interested in learning more about assistive and adaptive technology. I also frequently recommend these tools at workshops and work with vendors to ensure their compatibility with our LMS and other products.

3.4 Policies and Regulations

Internet Safety (EDTECH 541)

“Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology” (Seels and Richey, 1994).

In this blog entry for EDTECH 541: Integrating Technology into the Classroom Curriculum, I focused on three elements of internet safety that affect the overall use of technology and experience for students and faculty. It is important that students understand that just as real life actions have consequences, so do their actions on the web. Sometimes, these actions aren’t immediately visible (as with viruses and fraud) and sometimes it may take weeks, months, or years for the consequences to come to fruition. For example, a student who posts an inappropriate photo on their Facebook page and takes it down, only to find that it resurfaces on a public blog a month later, may not realize the concept of web permanence.  I wrote this rule that I share will all the students and faculty I interact with in privacy discussions, “[if you wouldn’t feel] comfortable having this information on the front page of a newspaper or magazine,” then don’t share it (Hoye, 2012)! Another aspect for students to consider is that, in addition to the policies posted on the sites they frequent, their institutions or workplaces may have a separate set of rules that the user must follow.


4.1 Project Management

Grant Memo (EDTECH 551)

“Project management involves planning, monitoring, and controlling instructional design and development projects” (Seels and Richey, 1994).

With the intent of applying for a grant application for increasing “college-readiness” in high school seniors, I prepared a memo to Jimmy Takata, Educational Technology Coordinator for the Idaho State Department of Education. This memo outlined the needs of the school applying for the program, laid out a budget for technology and provided a list of activities that could be evaluated in their ability to improve student’s readiness. While I did not submit this application (I’m not currently employed by Boise School District School), this memo has helped increase my skills in project funding requests in my own department. This past fall, I used a similar format (which included a budget, negotiations, and evaluation steps) to apply for and receive the approval for a “Gadget Garage” in my department, which will provide faculty staff with the opportunity to use and try-out new mobile devices and technology.

4.2 Resource Management

Implementation Plan (EDTECH 512)

“Resource management involves planning, monitoring, and controlling resource support systems and services” (Seels and Richey, 1994).

In EDTECH 512: Online Course Design, I created an implementation plan for implementing my course on Creating Mobile-Friendly Materials and Sites. This plan provides time estimates and a list of duties for the instructor, operations manager, administrative and technical support staff. Additionally, a list of activities and relative strategies are provided that should be completed before, during, and after course completion. While this course is not currently used by students, the preparation materials have been very helpful in supporting faculty developing hybrid courses this semester. I have found it to be critical to define who while accomplish tasks such as technical support before the beginning of the course! I hope to implement this course in the future and feel confident that this implementation plan will help to support a successful launch.

4.3 Delivery System Management

Final Project (EDTECH 512) (Login in as a Guest)

Lesson Plan Moodle Project (EDTECH 522)

“Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner” (Seels and Richey, 1994).

In EDTECH 512: Online Course Design and EDTECH 522: Online Teaching for Adult Learners, I used two free Learning Management System platforms: Moodle and Blackboard Course Sites. Both tools offer instructors a wide array of tools to organize course content, creating interactive elements such as quizzes and discussion boards, and grading options. I selected to use these tools as an alternative to Blackboard, as I want to familiarize myself with these other platforms and learn more about the workflow for instructors, designers and support staff. In addition, both of these LMS platforms are mobile friendly and allow students to access the course from their device. (Student can even download the Moodle app for iOS.) With a growing number of student accessing their courses from a mobile device, I wanted to make sure that both courses would provide them with an easy and intuitive experience.

4.4 Information Management

Annotated Bibliography (EDTECH 504)

“Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning” (Seels and Richey, 1994).

In EDTECH 504: Theoretical Foundations of Educational Technology, each student completed an annotated bibliography full of resources that were later added to a class Wiki. Using a resource called Zotero, I found it easy to save memorable materials and to leave a short entry with a summary and how they might be used in my research or other projects. By compiling a list of instructional design and relative educational theories, I was able to begin to compile an information database for my current career.

At present time, I use a site called Diigo to manage these new resources and follow the same concept of writing a short paragraph or two about the article before hitting “save.” This practice has led to more efficiency in my bookmarks and when I share articles with my colleagues or faculty, I usually have a short description that I can send along with the link.


5.1 Problem Analysis

ID Job Description (EDTECH 503)

Relative Advantage Chart (541)

“Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies” (Seels and Richey, 1994).

I’ve selected two artifacts that both address the concept of Problem Analysis in unique ways. The first, an Instructional Designer Job Description created in EDTECH 503: Instructional Design, looks at the problem of “What makes a good instructional designer?” and “What skills should an institution prioritize when hiring an instructional designer?” Before taking this course, I wasn’t familiar with day-to-day tasks required by instructional designers and knew little about the overall industry. Creating this job description helped me to get acquainted with the role and after looking over twenty or so job ads from universities, uncover the skills that were valued by a majority of institutions.   After completing this course, I had decided that I want to pursue instructional design as a career and was able to revisit this job description to begin to focus my courses and tailor my resume.

Another example of problem analysis can be found in my Relative Advantage Chart created for EDTECH 541: Integrating Technology into the Classroom Curriculum. This chart focused on the learning challenges a student interested in learning web design and coding might face. The learning challenges, such as accommodating visual or hearing disabilities, are paired with a technology, such as assistive technology built into an operating system that will help a student overcome and master an obstacle. In addition, specific advantages of each technology and the expected outcomes of employing it are listed in the chart as well. Prior to completing this chart, I was familiar with several resources that faculty or students could use to learn about web design. However, I hadn’t thought much about why each tool could solve a problem faced by the amateur designer. Creating this table helped to reflect on the benefits of each tool and what the learner could expect to accomplish by using it. I have this chart on file in my workplace and use the technologies and relative advantages to help colleagues or faculty interested in learning more about web design.

5.2 Criterion-Referenced Measurement

Lesson Plan Moodle Project- Rubric for Activities (EDTECH 522)

“Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content” (Seels and Richey, 1994).

This rubric was created for my Discovering Web 2.0 tools module for EDTECH 522: Online Teaching for Adult Learners. I selected this rubric because it provides a list of the learning objectives for the module along with a standardized rubric that students could use for self-grading, along with instructor use. The rubric provides descriptions of how a student could achieve a score of 1-4 on key concepts such as project organization, content knowledge, visual and sample material, and mechanics. While I had created rubrics in the past, I had often found their organization to be unappealing and overwhelming for students. I am especially proud of the appealing layout of this rubric and the simplistic language that was selected. While I do not often have to write rubrics in my current position, I do work with faulty in creating rubrics in Blackboard on a regular basis. Creating this rubric has helped me to see that clear scoring guides can set students up for success, by laying out the “recipe” for a great assignment ahead of time. With a standard rubric such as this, it helps to prevent confusion and frustration with instructor grading as the expectations are laid out ahead of time.

5.3 Formative and Summative Evaluation

Formative/Summative Project (EDTECH 512)

Evaluation Proposal (EDTECH 505)

“Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization” (Seels and Richey, 1994).

For my examples of Formative and Summative evaluation, I’ve selected my Formative/Summative project from EDTECH 512: Online Course Design and my Evaluation Proposal from EDTECH 505: Evaluation for Educational Technologists.  In my project from EDTECH 512, I looked at how I would measure student understanding of learning objectives throughout the course (to improve and tailor the material throughout the semester) and how I would “determine whether students have met the course goals or student learning outcomes at the end of a course or program” (University of Texas, 2006).

For the formative assessment, I described how a “one-to-one” tryout of the site would take place: a student will explore and try out the resources on the site, then share their initial thoughts on the site’s layout and graphics. After completing several of these “one-to-one” tryouts, the instructor would revise the site based upon feedback. Then, a small group trial of about five learners and the site designer would take place. Students would look at the materials and asked to create a sample project to evaluate their comprehension of course materials and instruction.

The summative component of this assessment would include a student portfolio and participant surveys as well as interviews. The portfolio would help the site designer and instructor evaluate if learners were able to achieve course learning objectives The surveys and interviews would help to revise the course format (if necessary) and learn how participants planned to use their knowledge in their own courses.

Additional examples of formative and summative assessment can be found in the evaluation proposal I created for Far West Labs. The laboratory was interested in measuring the effectiveness of their Determining Instructional Purposes training and needed to decide whether to continue using the program. I designed a plan that would feature regular attitude assessments and observations (formative) and concluding interviews and comprehension tests (summative.) This information would be organized and analyzed for the laboratory and compiled into a final report.

5.4 Long-Range Planning

Tech Use Plan Presentation (EDTECH 501)

Final Grant Proposal (EDTECH 551)

“Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future” (Seels and Richey, 1994).

I’ve selected two examples for evidence of mastery in long-range planning: a Technology Use Plan Presentation for EDTECH 501: Introduction to Educational Technology, and a Final Grant Proposal for EDTECH 551: Technical and Grant Writing. The Technology use plan looks at how a high school may develop a plan to keep up-to-date with current technology, manage the effectiveness of current tools owned by the school, how future purchases of equipment should be handled/budgeted, and who should be involved. In this discussion on creating a five-year plan, I reflected upon the following vision statement: “Today’s students, more than ever, demand innovative ways to explore, discover, and learn. We believe technology is not a replacement for instructors nor experience. Rather, it is a powerful tool that can bring material to life and instill a lifelong passion for learning” (Hoye, 2011). This statement aligns with teachers concerns that technology instead of teaching may become the school’s focus. It also encourages school administrators and those in the community to become involved in the school’s commitment to create lifelong learners. In creating this plan, I’ve learned the elements required to successfully implement new technology into a school. As my campus works to create an eBook pilot and potential “Bring Your Own Device” strategy, the concepts I’ve learned help to guide me in contributing to our plans.

The second example of long-range planning come from my final Grant Proposal for EDTECH 551. This grant proposal asks for funding for a “Real-World” program that will help increase college-readiness in high school seniors. Once more, I discovered the importance of laying out a long-term plan for budgeting, implementation, and assessment. In this course, I also discovered the effectiveness of pairing each objective with a measurable evaluation item. Especially when working with grants or funding projects, we should be able to show how effective the technology implementation has been in achieving our learning outcomes through data such as surveys and student portfolios.


Looking back on the artifacts compiled for my portfolio, I feel so proud in what I have been able to accomplish in the M.E.T. program. Through the course of this two-year program, I’ve learned about innovative technologies which I’ve paired with new and familiar pedagogies, development a skill-set around graphic and web design for education, effectively implemented assessments into my current projects, and further ignited my passion for education and technology. The program opened many training and design opportunities in my past position at Apple and enabled me to work in my current position as an instructional design consultant at Boise State University. I’m excited to see what the world of educational technology holds for me in the next few years, and if it is anything like the past two, I know it’s going to be a blast!


Boulmetis, J., & Dutwin, P. (2011). The abcs of evaluation:timeless techniques for program and project managers. (3 ed., pp. 110-111). San Francisco, CA: Jossey-Bass.

Formative and Summative Assessment. (n.d.). Active Learning for Critical Thinking Website Portal at UT Arlington Website Portal at UT Arlington!. Retrieved February 20, 2013, from http://activelearning.uta.edu/facstaff/formsum.htm

Hoye, Amber (2011) “Tech Use Plan.” [Video file]. Retrieved from http://www.youtube.com/watch?v=z1seKWOTHMc&feature=youtu.be

Hoye, Amber (2012) “Internet Safety for Students”

Hoye, Amber (2011) “Personal Statement for the M.E.T. Program”

Lohr, L. L. (2003). Creating graphics for learning and performance: lessons in visual literacy. Upper Saddle River, N.J.: Merrill.

Roybler, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching. (6th ed., pp. 298-299). Boston: Pearson.

Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Bloomington, IN: Association for Educational Communications and Technology.

United States Patent Office. (n.d.). Section 508 reference guide e-learning and multimedia. Retrieved from http://www.uspto.gov/about/offices/cio/section508/06elearning.jsp

Wiske, M. S., Franz, K. R., & Breit, L. (2005). Teaching for understanding with technology. (pp. 130-131). San Franciso: Jossey-Bass.