Artifact 1 - Instructional "How-to" Poster
Click on the image to the right to open and preview the document.
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 3: Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Objective 9: Engage in ethical reasoning and decision-making by applying frameworks, policies and standards of ethical practice such as the AECT and ISTE-C professional standards and the JMU Ethical Reasoning in Action eight key questions framework for ethical decision making.
The instructional handout was created using Microsoft Word in order to visually assist learners and to ease them into the development of the instructional material. The instructional poster was saved as a PDF file to ensure ease of access to the materials for all viewers (Objective 9). Microsoft Word was used to create this document, which is a basic word processor tool with limited design features. Therefore, the designer of the document must be aware of design principles, the technological content, the audience that will be using the content, and the instructional technologies being used (Objective 1). The goal of the project was to provide the public with a visually innovative method of accessing the accessibility features on an iPhone, iPad, or similar tablet device operating on IOS8 (Objective 3). This also may mean that the viewer will assist individuals who are visually impaired in accessing these features. The handout demonstrates how to not only access this information on these Apple devices, but it also allows the learner to track each step in locating these features. Since the design of the handout effectively used white space, incorporated large fonts, and demonstrated the use of the highlighting feature, these specific program objectives were effectively met (Objective 1 and 2). The highlighting and magnification tools were utilized to ensure that the learner would pay close attention to specific directions that were provided throughout the document. These accessibility features allow learners of all ages to appreciate and model the process effectively.
Artifact 2 - Interactive PowerPoint - Rainforests
Click on the image to the right to automatically open the .pps file in Dropbox.
You may be required to complete a download of the project to open the show.
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 3: Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
This Interactive Learning Object Project (ILO) was created in Microsoft PowerPoint in order for students, at an elementary level, to understand various concepts related to the rainforest habitat (which aligns directly with our Charles County Public School curriculum). In order to meet the goal of this project, a table of contents acts as a navigation page to ensure that learners are able to easily access all content (Objective 1). The content within the PowerPoint includes understanding what a rainforest is, where they are located, animals that may inhabit the area, and applying this knowledge in a non-linear manner. The progression through the project allows viewers with ample opportunity to receive necessary feedback after completing formative and summative assessment questions. This also allows the learner to gain an authentic learning experience with peers and content in diverse contexts (Objective 2 and 3).
Although this Interactive PowerPoint is geared towards elementary aged students, learners of all ages are able to interactively engage in the PowerPoint and learn new information about rainforests. Since the goal of this project is to provide authentic instruction to a diverse set of learners, it incorporates effective use of visual design, graphics, maps, data tables, assessment features, and interactive buttons that allow the user to navigate through the presentation (Objective 1, 2, and 3). This rainforest content is used as a source of familiar information for students and provides students with an authentic learning experience with information that they may be unable to access in their own learning or living environment.
Artifact 3 - Screencast Demonstration
Click on the image to the right to open the screencast video in my YouTube channel.
Objectives Met -
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 3: Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Objective 6: Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design andchange emerge.
The video screencast simulation demonstrates a basic video tutorial instructing users through how to manipulate or edit an image using the Photoshop application. Since manipulation of Photoshop and image editing skills are becoming a necessity in any technology related job force, this single instructional screencast, could potentially become a “how-to series” benefitting a global population. The screencast visually illustrates how to easily utilize cropping features and methods to remove the background of an image in Photoshop. The video includes an audio narration, transition features (from one page to another), intro/outro music, visual narration, and title screens (Objective 2, 3, and 6). The creation of this video diversifies the online learning environment and uses a simple and effective tool in order to teach a specific skillset within a given time frame (Objective 2).
Since the topic of this screencast is related to technology-based image applications, students should be able to transfer the learned skills to other content areas and other image editing applications as well (Objective 3). This also means that the knowledge of these skills could create a user interest in the use of Photoshop or other image editing applications, which will allows students to explore the use of other types of similar applications as well.
Artifact 5 - Adobe Captivate Module - Visual Literacy
Click on the image to the right to view the screenshot presentation of the module.
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (e.g. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 3: Use modern technologies, and techniques (e.g. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Objective 5: Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Objective 6: Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design and change emerge.
Objective 8: Analyze, develop and evaluate professional development programs and initiatives that advance the technological, pedagogical and content knowledge of learners.
This interactive, Adobe Captivate Module was uniquely designed based on research conducted on the topic of visual literacy and its impact on the brain. Since the previously planned design was researched prior to its creation, this module was purposefully constructed using both quantitative and qualitative information that allowed for more accurate learning results (Objective 5). Applicable and effective resources were also provided to learners to ensure that the skills taught were also being reinforced throughout the module. Successfully integrating these technology tools and resources allows learners to more effectively retain the information and transfer this knowledge to other applicable situations (Objective 2 & 3). This allows for lifelong learning and use of visual design skills in not only related applications, but also diverse environments where the range of strategies varies.
Future learners are also able to actively engage in the module while being immersed in an innovative technology experience. Since the art of visual design is essential while creating a web based learning experience, this skill set will allow new learning and design strategies to emerge and be effectively implemented in the future (Objective 6). Since the skills of visual design could be considered a strategy of effective online learning (or teaching online learning), this could also be a part of a specific professional development plan allowing teachers to develop increased strategies to promote successful online learning (Objective 1, 2, 8). As a result, learners will be well equipped to withstand the design challenges in an online learning environment, while gaining authentic e-learning environmental experience (Objective 2 & 3).
Artifact 6 - Photoshop Created Children's Book
Click on the image to the right to enjoy the book yourself!
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 6: Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design andchange emerge.
This Photoshop created, interactive children’s storybook, illustrates the struggles of having a rare vision disorder that does not allow individuals to see color (Objective 1 and 3). Since children have a difficult time understanding why they are different from others, this storybook provides children with strategies to cope with stressful situations or encounters with their peers (Objective 2). This engaging storybook also allows these students and their peers to understand their unique experience and assist them in the coping process.
Since this storybook is made in the Photoshop application, there are very little interactive qualities that allow the user to engage in manipulating the images. This project demonstrates that although Photoshop is viewed as an image editing application, there are many features involved in its use. This also means that Photoshop and other similar image editing applications are necessary for use as an essential twenty first century technology tool (Objective 6). Although Photoshop is viewed as an image editing application, this storybook proves that the user is able to create in Photoshop using a variety of tools to accommodate for a diverse set of learners. Several cropping tools and editing features are used while creating the book. This online storybook includes specific colors, shapes, textures, and images that create an experience specific for the reader (Objective 1).
Artifact 7 - E-Portfolio
Click on the image to the right to access my home page.
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 6: Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design andchange emerge.
Objective 7: Engage in and reflect upon one’s own professional development, dispositions and growth in the discipline.
This professionally created webpage demonstrates personal strengths that have been exhibited over the past several years as an Educational Technology graduate student at James Madison University. Since the purpose of this webpage is to determine and validate the learner’s experiences, not only has the viewer been provided with personal reflection statements, but viewers have the opportunity to view professionally designed and objective-aligned work. The audience will also encounter many of the learner’s personal, related interests that continue to expand knowledge of educational technology ideologies. This knowledge initiates positive change and flexibility while innovating new techniques and design principles into daily work (Objective 1, 6, and 7).
Although a professional webpage builder was utilized (i.e. hosted by Wix), there were coded entries that were implemented in order to create the design features exhibited within the website as well. This means that instead of only using the editing features and tools available on the Wix webpage creator, there were aspects of the page that were hand coded using personal experiences with HTML language. This knowledge of HTML, CSS, and JavaScript was self-taught with the use of a variety of educational online video tutorials, informal You Tube videos, and text book resources (Objective 1, 6, and 7). Each of the displayed artifacts corresponds with a personal reflection statement that allows the learner to consider growth that has been exhibited since the summer of 2014. While viewing the webpage, the professional development, professional growth, and professional experiences were evident (Objectives 1, 6, 7, and 9).
Artifact 8 - HVAC Instructional Handout
To view the three designs created for review, click on the icon to the right.
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 3: Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Objective 8: Analyze, develop and evaluate professional development programs and initiatives that advance the technological, pedagogical and content knowledge of learners.
This project was specifically designed to create an Instructional Handout to assist learners through the steps of any learning process using appropriate visual literacy skills. This means that the designer must have knowledge of appropriate use of fonts, spacing, white space, image placement, document flow, and effective visual design strategies. While creating these documents, the designer must be able to visually communicate the steps of the process using a limited amount of words (Objective 1 & 2). This will not only make the poster more comprehensive to the learner, but it will also allow the designer to include only necessary information to ensure clarity of steps (Objective 3).
In understanding the need for these visual design skills, I sought out a company that desired additional assistance with not only branding their company, but also increasing the efficiency of their business with the use of visual design skills. I first created instructional posters that were specifically designed for the Active Aire Heating & Air Conditioning Company in order to distribute informational posters, flyers, and/or magnets in order to troubleshoot their HVAC systems (Objective 2). The goal of this was to increase awareness of troubleshooting steps to follow prior to seeking additional assistance. As a result, customers felt more comfortable seeking out assistance from Active Aire employees. Company employees were also not only called when necessary, but they were also able to consider troubleshooting steps while consulting with customers. This allows the company employees to make efficient use of their company time, while developing and growing professionally by proactively assisting customers (Objective 8).
Artifact 4 - Bring Your Own Device (BYOD) Action Research
Click on the document image (upper right) to view the literature review project.
To view the BYOD presentation webpage, click the image to the lower right.
Objectives Met -
Objective 1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Objective 2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Objective 5: Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Objective 6: Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design andchange emerge.
Objective 8: Analyze, develop and evaluate professional development programs and initiatives that advance the technological, pedagogical and content knowledge of learners.
Objective 9: Engage in ethical reasoning and decision-making by applying frameworks, policies and standards of ethical practice such as the AECT and ISTE-C professional standards and the JMU Ethical Reasoning in Action eight key questions framework for ethical decision making.
This Educational Technology Action Research project illustrates, evaluates, and reviews the process and theory behind the development of the Bring Your Own Device (BYOD) program. The series of conducted research was utilized in order to implement the BYOD program into elementary classroom environments. Since there are many forms of the BYOD program, the research was based on various implementation methods in order to evaluate which would best facilitate for learning (and e-learning) in the classroom (Objective 2 and 6).
This research assignment allows increased opportunities to not only assess and understand the research design process, but it also allows for opportunities to design an interactive research project plan, to be implemented in a future educational setting. Since the plan requires the student to pose a targeted research question, define key terms, and research related literature, the researcher is able to effectively design the research project with use of accurate resources (Objective 6 and 8). Given the complexity of the task, the researcher must first determine a topic that directly addresses a specific issue in the field of educational technology. This topic must be thoroughly researched prior to initiating the implementation process to ensure data driven decisions influence reasonable and ethical use of participants throughout the process (Objective 5 & 9).
Since the Bring Your Own Device program had a variety of data associated with it, the information compiled was presented in the form of a self-created Wix webpage (Objective 5). The collected data and research are visually arranged on a webpage to ensure that the audience is able to effectively articulate and organize the information provided to them (Objective 1 and 6). The webpage presentation is selected in order to create a visual representation that allows the viewer to form a data-driven opinion and select a BYOD program that meets the requirements of their objective or work setting (Objective 2 and 5).
Artifacts, Program Objectives, Reflections
Each artifact below directly reflects the JMU Educational Technology objectives.
Artifact 9 - Bath Spa University Instructional Design Module
To view the created video presentation of work, click on the icon to the right.
Objectives Met -
Principle #1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Principle #2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Principle #3: Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Principle #4: Design and develop a strategic vision and plan for the implementation, management and evaluation of educational technologies, programs and systems.
Principle #5: Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Principle #7: Engage in and reflect upon one’s own professional development, dispositions and growth in the discipline.
This international, distance-education internship with Bath Spa University allows students to collaborate with a faculty member, mentored by a Learning Technologist (LT), in order to redesign a module in Blackboard VLE (Minerva) intended for blended or distance learning. This experience requires students to increase his/her awareness of Instructional Design principles in order to effectively redesign a Graduate level course, while collaborating with a real client (via e-mail or Skype) on a weekly basis.
It was my duty to completely reinvent a graduate level course within the School of Education by collaborating with an educator who was unexposed to blended learning implementation techniques. Since this was a summer course, contact was limited, therefore, I took the initiative to become the Subject Matter Expert (SME) by exploring the contents of the module prior to editing the materials within the course. I began utilizing effective Instructional Design Principles, combined with the use of effective visual design, and principles of Universal Design for Learning (UDL) (Objective 1 & 2) in order to create a storyboard presentation (Objective 3). Taking on the role of a researcher, I sought out data on previously enrolled scholars to understand and meet the needs of future students. I produced enriching content utilizing PowerPoint, videos, interactive simulations, and other forms of self-created multimedia. This allowed me to increase my ability to implement multiple modalities within my own instructional practices (Objective 4, 5, & 9).
I continued to reflect upon my skills, techniques, and implementation of instructional methods by producing a shared, collaborative, Google Document. This allowed all parties involved to not only see the demonstrated scope of the project, but it also enabled others to share ideas and practices in order to benefit my experience (Objective 3, 4, & 7). These experiences empowered me to create a reflective video presentation, by comprehensively arranging and sharing designed content using multimedia tools such as iMovie, Camtasia, and Screencast-O-Matic (Objective 3 & 7).
Artifact 10 - "Under the Hood" - Self-Designed Web Page
Click on the image to the right to access screenshots of the hand-coded Web Page in a PDF
presentation format. This demonstrates the development of the Web Page over time.
Zip file available upon request.
Objectives Met -
Principle #1: Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Principle #2: Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Principle #3: Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Principle #5: Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Principle #7: Engage in and reflect upon one’s own professional development, dispositions and growth in the discipline.
Students immerse themselves in the task of becoming a web designer by using HTML5, CSS, and/or JavaScript to create a website, specifically designed for an intended audience. The Web Page requires the designer to increase opportunities for frequent user interaction to enhance the User Experience (UX). Students create a storyboard, administer usability tests, refine the web page according to results, and report results of the effectiveness of the User Experience. This is completed while actively collaborating and reflecting upon Web Page interactions with peers.
While creating this Web Page, it was critical to analyze how various accessibility options impact how diverse individuals interact with web-based features. The objective of my project was to provide a functional Web Page that allows users to easily access additional support and interact with content for Heating and Air Conditioning components that may otherwise cause confusion to the general public (Objective 1 & 3). Examples of these design features include, but is not limited to, use of color, page layout, the role of white space, necessary content, content placement, audio/visual enhancement options, etc. (Objective 2). In order to incorporate all of these aspects effectively, it was necessary to first create a prototype of the page (Objective 1 & 3).
In an attempt to understand how users interact with the created product, proper usability testing protocol was administered. The results allowed me to reflect upon, improve, and refine the product. After administering Usability Testing protocol, I was able to refine my product by increasing content accessibility, designing increased options for users using advanced coding options (self-taught), and incorporating effective use of visuals for increased content flow, content chunking, and customer satisfaction. As a result, the audience was able to more effectively comprehend and process the provided information in order to troubleshoot his/her HVAC system (Objective 5 and 7).
Artifact 11 - Coaching as a Professional Development
Click on the text above to access the professional development Web Page.
To access the compiled professional development document, click on the image to the right.
This includes all image files and resources.
Objectives Met -
Principle #1 - Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Principle #2 – Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Principle #3 - Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Principle #4 - Design and develop a strategic vision and plan for the implementation, management and evaluation of educational technologies, programs and systems.
Principle #5 - Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Principle #6 - Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design and change emerge.
Principle #7 - Engage in and reflect upon one’s own professional development, dispositions and growth in the discipline.
Principle #8 - Analyze, develop and evaluate professional development programs and initiatives that advance the technological, pedagogical and content knowledge of learners.
Principle #9 - Engage in ethical reasoning and decision-making by applying frameworks, policies and standards of ethical practice such as the AECT and ISTE-C professional standards and the JMU Ethical Reasoning in Action eight key questions framework for ethical decision-making.
The goal of this assignment was to design, implement, and evaluate a personalized professional development experience appropriate for an identified population of learners (Objective 5, 6, & 8). A needs assessment was first developed and administered to a group of potential participants (Objective 5). The learning procedures were then developed based on specific learning theories which would benefit and accommodate for the target population. This was also based on the facilitators previous knowledge of learning theories and his/her beliefs on how effective PD should be conducted (Objective 1, 2, & 4). The facilitator was then expected to evaluate the effectiveness of the PD and determine modifications that could be made to ensure future success in PD implementation (Objective 5, 6, 7, & 8).
I purposefully select coaching as the appropriate method of professional development and aligned it to ISTE Coaching Standards (Objective 1, 3, & 4). The PD was conducted in a K-5 elementary school setting with two teachers who required assistance with effective technology integration in the classroom setting. I aligned this coaching experience with the constructivist learning theory allowing learners to gain, develop, and construct their own knowledge and understanding of content through reflective participation. To increase the relevance of learning content, learners were encouraged to socially engage in authentically developed activities (Objective 2, 6, & 8). Other essential theories or principles used to frame this PD experience were: Albert Bandura’s theory of self-efficacy, social cognitive theory, distributed cognition, and Howard Gardener’s Theory of Multiple Intelligences.
Participants successfully identified, located, and accessed various online resources appropriate for his/her classroom use. They were additionally encouraged to explore and socially engage with diverse perspectives in the learning community (Objective 2 & 6). Learning activities were authentically designed to provide clear examples referencing how to use materials and infuse them into the classroom (Objective 2). Online content was also created to permit access to all training materials after the training was conducted (Objective 1, 3, & 9). All resources were designed to be accessible to diverse learners by using components of visual design, differentiation, scaffolding, multiple modalities, and Universal Design for Learning (UDL) (Objective 2 & 9). This experience inspired me to continue to refine my implementation techniques by being responsive to the needs of my clients (Objective 4, 6, 7, & 9).
Artifact 12 - Action Research -
Blended Learning and Peer Coaching In Action
Click on the text above to access the research paper.
To access the summarized PowerPoint presentation, click on the image to the right.
Objectives Met -
Principle #1 - Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Principle #2 – Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Principle #3 - Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Principle #4 - Design and develop a strategic vision and plan for the implementation, management and evaluation of educational technologies, programs and systems.
Principle #5 - Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Principle #6 - Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design and change emerge.
Principle #9 - Engage in ethical reasoning and decision-making by applying frameworks, policies and standards of ethical practice such as the AECT and ISTE-C professional standards and the JMU Ethical Reasoning in Action eight key questions framework for ethical decision-making.
This research project was selected due to the increased necessity for rigorous professional development experiences designed to increase technology implementation in the K-12 classroom. Since professional learning opportunities impact the teaching experience, peer coaching was selected as the method of professional learning to ensure supportive, sustainable, and authentic learning opportunities (Objective 3 & 6). As a result of this research, professional leaders, teachers, and administration will see the demonstrated impact of peer coaching methods on teacher attitude, comfort levels, and preparedness with technology and blended learning implementation.
The design of this study was constructed based on various adult learning theories and peer coaching research, demonstrating the importance of peer interactions embedded in professional learning (Objective 1 & 2). Since I was expected to select relevant research in Educational Technology, I used my current K-12 work environment which allowed me to more authentically and effectively design resources to accommodate for the participants (Objective 4 & 5). All learning materials were flexibly designed to enforce differentiated approaches to learning. Additionally, peer coaching and blended learning training materials were self-created and made available in an online format to allow increased accessibility of files inherently reinforcing learning content (Objective 2, 3, 4, & 9). Implementation methods were also selected using a variety of contexts to promote near and far transfer of learning (Objective 2 & 3).
