MALTL Reflection

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According to the Tuckman and Jensen Model for group processes, the final stage in a group’s activity involves adjourning. In an online course, the last week of activity is a time for reflection and ending the formal group interaction. The same strategy can be applied to the end of a program of study. Therefore, we would like to model adjourning by offering you this space to reflect, debrief, and bring closure to our time together in this course and the MATLT program.

To participate in the Reflection discussion, post a media-rich farewell that reflects on your learning experiences in this course and then the MATLT program as a whole. Next, reflect on any design and development challenges you experienced during the creation of your final project for this course and make at least one constructive suggestion for how the final project experience could be improved. Conclude with a reflection on your journey from enrollment to this moment in the MATLT program. You are encouraged to highlight friends, family, instructors or fellow learners and even your Ashford University staff contacts, such as an advisor or librarian, who has contributed to your success!

Attach or link your creation to your response.  The reflection might be a brief video, such as with YouTube or VoiceThread, a narrated PowerPoint using Snap!, or a Glogster, or any other media-rich presentation addressing the questions. Remember to cite any graphics, audio, video, and ideas you incorporate into your creation that are not yours. I WOULD PREFER POWER POINT AND THEN I WILL ADD NARRATION.

 

This Capstone course requires students to synthesize their skills and knowledge acquired throughout the MATLT program. The Capstone project must present a practical application that is appropriate for a professional environment in the students’ chosen field of work, be appropriate for inclusion in a professional portfolio, and incorporate a relevant problem or issue that can be supported through formal research. Furthermore, the project should demonstrate significant content across the spectrum of MATLT courses and promote the accomplishment of professional and personal goals. In addition, students will create a professional brochure highlighting their skills, strengths, and educational preparation.

 
Course Design

The EDU697 MATLT Capstone course design follows principles of effective learning design and satisfies the description of the course in the catalog according to the established Program Learning Outcomes and Course Learning Outcomes at the time of redesign (Submitted to developers September 10, 2012). 

The Course Learning Outcomes (CLOs) are focused on the application of instructional design principles and theory in the redesign of prior coursework activities into an educationally sound capstone project, use of previous MATLT content in that project, and a general reference to reflection on design and development challenges encountered. Therefore, weekly learning activities were designed specifically to support these CLOs. Additionally, each weekly activity works as a scaffold toward mastery of one or more of the Program Learning Outcomes (PLOs) to support the construction of the Final Project. 

A minimalist approach to the design was taken to afford deeper levels of activity and greater mastery by learners in the specific Weekly, Course, and Program Learning Outcomes. That is, the minimum expected number of activities and high quality resources were chosen to provide the largest return on investment (ROI) for learners’ efforts while maintaining Ashford University expectations for graduate course rigor and weekly engagement.  Further supporting the minimalist and efficient design framework is that each Week 1-5 activities are formative scaffolds toward the creation of the summative final project, which is a centerpiece of the CLOs.

Broadly, based on the current catalog and website description for EDU687, the final project of the EDU697 MATLT Capstone is one where students demonstrate attainment of the eight program learning outcomes with a special emphasis on the application of an applied research topic related to an educational setting, need or interest. The final project experience is designed to explore a topic within the student's area of interest which utilizes a technology solution. Ultimately, the product of the final project experience demonstrates an application of Program Learning Outcomes 1-8 and acts as a mini-portfolio in varied mediums depending on the learners’ choice for production. Learner choice/customization is a theme the program Chair (LM Johnson) desires as a mainstay of the program and should be regarded in all MATLT course (re)designs. 

Additionally, being mindful of Ashford University’s commitment to affordable education for all, the EDU697 MATLT Capstone course incorporates prior program course materials, Ashford University library, and open content web resources as required resources and trial or free versions of software for the educational media production expectations.

 
Course Learning Outcomes

Upon successful completion of this course, students will be able to:

  1. Use instructional design principles and theory to redesign a student or work project to create an educationally sound Capstone project.  
  2. Use previous MATLT course content to add value to your project.  
  3. Discuss the design and development challenges you experienced.
 
Course Map

 

The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.

LEARNING OUTCOME

WEEK

ASSIGNMENT

  1. Use instructional design principles and theory to redesign a student or work project to create an educationally sound Capstone project.
1

2
3
3
4
4

5
5

6
6
  • Instructional Design Principles and Theory 
  • Technology-Enhanced Strategies 
  • Ethical Practices 
  • Ethical Practices of Technology Usage
  • Assessment and Evaluation 
  • Assessment and Evaluation Using Technology
  • Technology and Leadership 
  • Supporting Learning and Leadership with Technology
  • Final Project Feedback
  • Final Project
  1. Use previous MATLT course content to add value to your project.
1

2
3
4

5

6
6
  • Instructional Design Principles and Theory 
  • Supporting The Needs of All Learners
  • Ethical Practices of Technology Usage
  • Assessment and Evaluation Using Technology
  • Supporting Learning and Leadership with Technology
  • Final Project Feedback
  • Final Project
  1. Discuss the design and development challenges you experienced.
1

2
3
4

5

6
6
6
  • Instructional Design Principles and Theory 
  • Supporting The Needs of All Learners
  • Ethical Practices of Technology Usage
  • Assessment and Evaluation Using Technology
  • Supporting Learning and Leadership with Technology
  • Reflection
  • Final Project Feedback
  • Final Project
 
Graduate Institutional Outcomes

Ashford Grad ILOs

Ashford University Masters Program Graduates:

  1. Synthesize core proficiencies in the major area of study in a manner appropriate to the degree level to important issues within the field.
    1. Utilize the relevant skills so that knowledge acquired can be utilized in a manner appropriate to the degree level in the major field and/or career.
    2. Provide scholarly support for conclusions related to issues associated with the field and/or career using discipline-appropriate reasoning.
  2. Integrate skills from core competencies in order to respond to civic, societal, environmental, and economic challenges.
    1. Apply the principles of critical thinking to contemporary issues.
    2. Exhibit clear, sustained, and coherent arguments and narratives
    3. Utilize information literacy skills appropriate to the graduate degree level, by contributing to, expanding, evaluating or refining the information base within the field of study.
    4. Construct and defend solutions to problems through qualitative or quantitative analysis and/or computational skills and practices.
  3. Synthesize theories and approaches to the discipline in solving complex problems.
    1. Develop problem solving framework and construct solutions to complex unstructured issues and problems through reasoned analysis, including consideration of diverse views.
    2. Apply knowledge of commonalities and differences across varying cultural, economic, and geographic populations as part of global citizenship.
  4. Construct ethical responses to
    1. Evaluate key ethical issues and apply theory-based knowledge to the concerns of society.
    2. Demonstrate service to the community in responding to local, national, and global challenges.
    3. Evaluate the application of ethical standards in research and practice.
  5. Demonstrate lifelong learning skills and self-reflective capacity by engaging in continuous professional and scholarly development.
    1. Apply discipline-specific content and skills to produce works appropriate to the field.
    2. Evaluate contemporary research within the field.
    3. Apply collaborative skills in teams to solve problems.
    4. Demonstrate professional dispositions and behaviors appropriate to the discipline.

 

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