EDT Portfolio Leann Poston

Welcome to my Portfolio

This portfolio was developed to fulfill the requirements of the M.Ed in Educational Technology at Wright State University.

About the Author:
Leann Poston is a pediatrician and educator by training. She has 11 years experience practicing Pediatrics, 12 years experience in teaching dual-credit high school science classes and 3 years experience working in higher education at WSU-BSOM where her primary responsibilities include developing and leading a career development program, writing curriculum, serving on committees and directing the admissions process. She has earned her Masters in Educational Technology degree and will complete her MBA at Wright State University in Spring 2019.

Visit Leann's website to learn more about trends in online education as well as to hire her to help you convert your written training or education content to an online format.

www.ltpcreativedesignllc.com

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Sequence of courses in the M.Ed in Educational Technology

The Masters Degree in Educational Technology IDDL series of courses taught at Wright State University by Dr. Sheri Stover and Dr. Noah Schroeder covers effective instructional design in both a face-to-face and online classroom in a masterful way. The course combines various technologies to design interactive modules, design a portfolio and videotape lectures with a series of cutting edge textbooks on educational theories. The masters program is challenging, but fun and provides the opportunity to learn practical skills.

EDT 8110: Learning in a Digital World

In this course the book Make it Stick: The Science of Successful Learning by Brown, Roediger and McDaniel (2014) is used to discuss how active learning and retrieval practice result in more durable learning. In addition, technical skills using Camtasia and SnagIt are developed by making a video demonstrating the concepts in the text as well as using "Beyond Bullet Point" design.

Largely as a result of this course, Make It Stick is a required text for incoming 1st year medical students at WSU-BSOM. Since I am an adult learner, I have utilized the lessons in this textbook repeatedly in my own studies.

This instructional design course uses the book The Understanding by Design Guide to Creating High Quality Units by Wiggins and McTighe (2011) to teach learners how to use the UBD template to develop curricular units in a backwards design. In addition each learner developed the curriculum for a class they are teaching using the UBD template.

All of the courses at WSU-BSOM are formatted in a UBD template format including the Professional Identity course that I helped design. It is an effective way to organize and align teaching.

EDT 8120: Instructional Design for Digital Learning

In this course the text E-learning in the 21st Century: A Community of Inquiry Framework for Research and Practice (2017) written by Garrison and describing the Community of Inquiry Framework developed by Garrison, Anderson and Archer was used to teach how to develop effective PowerPoints in a "Beyond Bullet Point" design and use these to teach an online, interactive course.

As a result of this course, I have moved several of my required information sessions for medical students to the online classroom. It is more convenient for them and in many cases more effective than face-to-face in an auditorium.

EDT 8130: Making Online Courses Interactive

EDT 8140 Learning Management Systems & Evaluation

The purpose of this course was to combine learning the ins and outs of learning management systems with writing an effective evaluation of two systems, Canvas and Desire 2 Learn, and then presenting an argument for or against each in a concise persuasive way. In addition, I completed the Applying the Quality Matters Rubric certificate.

I utilize the Desire 2 Learn LMS for my Career Services information and video repository. As a result of this course, I reformatted the home page to make it much easier for students to navigate. A better understanding of the LMS has led to a better experience for students when seeking career advice.

In this course the text The Adult Learner by Knowles, Holton and Swanson (2015) was used to teach the theory of andragogy. The concepts in this learning theory were utilized to develop an instructional video on a topic of the learner's choice. In addition to explaining the concept they were teaching learners had to explain how it fit the andragogical model by producing three videos using a green screen technique.

In this course I learned the difference between andragogy and pedagogy and was able to trace my teaching style history of the last 12 years from pedagogy to andragogy. The second goal of the course was developing skills in video editing and green screen techniques.

EDT 8150: Digital Professional Development

The Cognitive Load Theory by Pass and Sweller (2014) and the Cognitive Theory of Multimedia Learning by Mayer (2014) were explored and discussed in depth along with methods to decrease cognitive lead and use of refutation text to help motivate conceptual change.

This class allowed me the opportunity to continue to work with Camtasia and video editing as well as improve my writing skills. I learned that many of my presentations could be improved to decrease cognitive load for my learners.

EDT 8210: Applied Psychology Learning Theory for Digital Learning

EDT 8220: Instructional Design Concepts and Theories

In this course, methods of instructional design are reviewed. The main project in the class is to develop a full instructional design client report.

In my report the admissions process of a medical school was examined and a plan was developed to host a workshop at which committee members would develop a rubric to evaluate and prescreen medical school candidates for the medical school. An emphasis was placed on a step-by step process evaluating the needs, tasks and learners before writing goals and objectives and then the final report.

This course is designed to prepare students for conducting research. The focus is on research in education using technology. A mock qualitative and quantitative project is required.

For my projects, I utilized the new WebAdmit admissions software and looked at how some of its new features may allow admissions officers to take a more holistic view at applicants.

EDT 8230: Digital Scholarship of Teaching: Research Methodologies

Digital scholarship for literature review is a course to teach learners how to write a literature review. Learners begin by choosing an educational technology and then start a coding sheet to keep track of literature read. A series of three drafts of the literature review are prepared and evaluated so feedback is received throughout the course.

EDT 8240: Digital Scholarship of Teaching: Lit Review

EDT: 8250 Digital Citizenship

In this course, after preparing a detailed storyboard, each participant used a 30 day sample of Articulate Storyline 3 to develop an interactive module on a topic that illustrates appropriate digital citizenship. My course went over all aspects of the ERAS online application for medical residency and some of the ethical issues that applicants must consider. I enjoyed working with this software so much that I purchased it and will continue to develop online modules.