Foundations:
EDIT 6100 (Fall 2014): I suppose it doesn’t get more “foundational” than my initial thoughts and reflections on the definition of Instruction Technology from one of the first courses in the program. I created this graphic using a free, web-based infographic app called easl.ly. This was one of several free apps that we were encouraged to experiment with. It’s not perfect, but then again, it’s not supposed to be. To me, this infographic, flaws and all, represents the beginning of not only my definitely of IT, but the beginning of my experimentation with different technologies. Believe it or not, I’m far from the typical definition of a “techhie.” While I do recognize the need and importance for technology, especially in the education and library field, I was never been terribly interested in staying on top of the latest trends. This class, and this project, taught me that I don’t have to become an instant expert on every new app or know everything there is to know about every emerging trend in technology. The important part is overcoming the fear of trying new technology and most importantly, making time to experiment with new tools and have the forethought to accept the fact that I do not have to master every single one. Reflecting on it now, I find it beneficial to think about where I was at the beginning of the IDD program and where I am now, especially as it relates to my skill level and mindset.
Analysis:
EDIT 6400 (Fall 2014): This is another one of the classes that I was enrolled in during my first semester in the IDD program, in which I created the “Using Transformative Learning to train faculty regarding their library’s resources.” I will admit that the title is a bit long, but I believe the point is fairly clear. I attempted to tackle one of the biggest issues that I have recognized first-hand: the disconnect between faculty and the resources that are available through the Middle Georgia State University Libraries. Reaching students is vital to the success and effectiveness of all academic libraries and I have learned that one of the best ways to do this is within a specific class by working with a professor. The problem that I recognized anecdotally: many professors are unaware of the resources and services available through the library. This notion was verified with data from our latest Library services survey, which went out in the Fall of 2014. I also hope to implement a survey of my own (as outlined in the plan) in Fall 2017 that incorporates our graduate faculty as well.
Design:
EDIT 6190E, part II (Summer 2015): Just before I started the IDD program in Fall 2014, a friend approached me for some research help. He had stumbled upon a brewery that existed in Macon, GA in the late 1800’s and early 1900’s and wanted to see if I could dig anything up on it. It turns out, I was able to accommodate his request, finding mountains of information. We brought in two history professors and before we knew it, we had a book deal with a local University press. In an effort to generate interest and give a broad overview of the project, I decided to create an interactive module using Articulate Storyline that employed some of the research and best of all, some of the images that I discovered while researching the project.
Development:
EDIT 6500 (Summer 2015): Admittedly, this class was pretty intense due in no small part to the fact that as a summer class, everything is accelerated. That being said, I feel like I learned a lot from the class. I’ve included the storyboard and the treatment along with the final “introductory” video that I put together for this class. You’ll notice that my storyboard is far from fancy, which was an important realization for me – a reminder to use the most effective tool for the job. In this case, the most effective storyboard for me was simply pen and paper. The big idea was to hash out a plan for shots, music, narration, etc. before shooting the video. As far as the video goes, I took a slightly less formal approach with the goal of breaking down the “librarian” stereotype in an effort to convince students that librarians are approachable, albeit a little goofy at times, and most importantly, here to help both students and faculty.
Implementation:
EDIT 6200E (Fall 2015): For many years, staff at UGA Gwinnett has found an increase in student requests for information on how to remove holds from Athena accounts prior to registering for classes. The holds prevent students from applying for class registration, for financial aid, and for graduating. To fix this, Dr. Laura Crawley (the Assistant Vice President for Academic Affairs and the Director of UGA Gwinnett) requested that the team create a web page with helpful tips and frequently asked questions on account holds that can easily be integrated into the current UGA Gwinnett website. Recognizing the need for this project came from Mega Power Ben Hall, who dealt with these hold issues on a regular basis in the library at UGA Gwinnett. The purpose of the project was to design and implement tutorials for students at the UGA Gwinnett campus to remove account hold flags in Athena without needing to contact the registrar’s or bursar’s office.
Evaluation:
This document defines the processes that will be taken to evaluate the training program provided by the Office of Online Learning (OOL) for faculty members in the University of Georgia’s Online Learning Fellows program. This plan includes the background, purposes, stakeholders, questions and decisions, methods, instrumentation, sample, limitations, logistics, and timeline developed to evaluate the training.
This plan has been developed by four graduate students in the Learning, Design, and Technology graduate program at the University of Georgia (UGA) in order to fulfill the requirements for the graduate course e-Learning Evaluation and Assessment (EDIT 7350 in Spring 2016). The plan has been developed in consultation with staff from OOL including Karah Hagins, Flint Buchanan, James Castle, and Keith Bailey. The four authors of this plan were Stephen Bridges, Cheryl Despathy, Ben Hall, and Chris Nylund (the Mega Powers). My role as Lead Evaluator gave me invaluable insight into the nuance of effective evaluation and project management.