Lynn Werre's Instructional Design Portfolio
AECT Standards
The Association for Educational Communications and Technology (AECT) is an international organization that is actively involved in developing a systematic approach to learning. It has established standards which serve as a guide to Instructional Designers in the development of high-quality, evidence based learning materials.
Throughout my program, I was given many opportunities to create Instructional Design materials that reflect at least one of these standards. My goal as a student was to reflect mastery in each of these standards to ensure that I would be able to create quality learning materials while using technology to its fullest potential.
Each of the standards is detailed below, with the accompanying sub-standards.
Standard 1: Content Knowldege
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical application of educational technologies and processes.
S1.1. Creating
Candidates demonstrate the ability to create instructional materials and learning environments using a variety of system approaches.
S.1.4. Managing
Candidates demonstrate the ability to effectively manage people, process, physical infrastructures, and financial resources to achieve predetermined goals .
S.1.2. Using
Candidates demonstrate the ability to select and use technological resources and processes to support learning and to enhance their pedagogy.
S.1.5. Ethics
Candidates demonstrate the contemporary ethics of the field as defined by the Association of Educational Communication and Technology.
S.1.3. Assessing/Evaluating
Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Standard 2: Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
S.2.1. Creating
Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
S.2.4. Managing
Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
S.2.2. Using
Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
S.2.5. Ethics
Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.
S.2.3. Assessing/Evaluating
Candidates demonstrate an inquiry process that assess the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
Standard 3: Learning Environments
Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
S.3.1. Creating
Candidates create instructional design products based on learning principles and research-based best practices.
S.3.4. Managing
Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
S.3.2. Using
Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
S.3.5. Ethics
Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to learners.
S.3.3. Assessing/Evaluating
Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
S.3.6. Diversity of Learners
Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
Standard 4: Professional Knowledge and Skills
Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
S.4.1 Collaborative Practice
Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
S.4.4. Assessing/Evaluating
Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
S.4.2. Leadership
Candidates lead their peers in designing and implementing technology-supported learning.
S.4.5. Ethics
Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
S.4.3. Reflection on Practice
Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
Standard 5: Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
S.5.1 Theoretical Foundation
Candidates demonstrate foundational knowldedge of the contribution of research to the past and current theory of educational communications and technology.
S.5.4. Ethics
Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.
S.5.2. Method
Candidates apply research methodologies to solve problems and enhance practice.
S.5.3. Assessing/Evaluating
Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.