Competency 1: Synthesize Knowledge
For Competency 1, I selected my research paper from EDCI 531: Learning Theory and Instructional Design. My paper addressed clarifying the terminology of STEAM education as a prerequisite to evaluation.
Demonstrates ability to read & understand educational literature related to Educational Technology
My ability to synthesize knowledge was demonstrated in part by my change of focus when it became apparent that terminology such as project based and problem based were used interchangeably with resulting in-exactitude. Originally intended as an analysis of STEAM education, my research turned to an understanding of the language used prior to attempting an evaluation of the program. Rather than accepting the very upbeat language describing STEAM education, I questioned and probed to decipher foundational knowledge. To do so, I looked more closely at Merrill’s Pebble in the Pond problem-based learning theory for my EDCI 513 ID Model Wiki.
Demonstrates ability to describe fundamental theories of human learning
In Pebble in the Pond, Merrill emphasizes the necessity for a problem or explicitly defined task to be the starting point of learning. There is debate as to how closely defined the problem should be with Merrill opting for detailed specifications of the initiating task. In project-based learning, the instructor defines the ‘what’ of the outcome or product while the student develops the form.
In problem-based learning, the student has both freedom and control not only over the outcome but also over in which the discipline the product will be based. Problem-based learning requires students to utilize higher order thinking skills such as creating, designing and analysis which are also seen as Twenty-first Century Skills. The ability to differentiate between these theories of learning equips me to make more thoughtful and reasoned choices as both a designer and a teacher.
Applies knowledge of human learning, diversity, and effective pedagogy to solution of problems
The topic of STEAM education provided a diverse blend of claims and learning environments. I was required to analyze the suitability of a program across a broad range of platforms and situations. STEAM education offered the opportunity to weigh the benefits of a poorly-defined idealistic program within a multitude of settings.
Merrill, M. D. (2002) A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39 – 44