MY PERSONAL GOALS
The ISDT program has helped me to identify my purpose within the ISDT field; I intend to be a leading expert on online multi-modal assessment methods. I would like to stress the importance of creativity within this concept, while exploring and expanding on previous literature of the creativity-focused, technology-fluent mindset. My studies have identified a need for differentiated assessments within the online platform, specifically with students who possess unique needs. I believe that creative use of multi-modal assessments, delivered via technology, can reach these vulnerable students while promoting student voice, diversity and engagement.
On a professional level, I would like to promote this concept as an educational author, speaker, and consultant. In the future, I plan to create a line of educational materials that guide teachers in the use of classroom technology. Specifically, I intend to write a creative assessment book, create technology “idea decks,” and launch a mobile app that helps teachers define the necessary technology while suggesting multimodal assessment strategies to employ. My manuscript is currently in its second edit with ISTE Books, and I have formed an LLC to develop my mobile app. These projects are part of my motivation as I continue my literature review and move towards my dissertation. My long range goals are to continue to produce and promote low-cost, sustainable educational products that make technology easier and more accessible to all instructors, while focusing on creative applications for technology in the classroom. This pathway also allows me to continue my research in the future.
I want to de-mystify technology for both students and instructors.
ABOUT THE JOURNEY
The ISDT program has exposed me to a variety of instructional models and design systems that have changed the way I approach these creative ideas. I have learned the value of analytic planning and execution. Before the ISDT program, I relied on antecdotal evidence, with little needs analysis nor reflection. The program taught me that intuition and creativity are not enough; an effective instructional program requires a thorough understanding of both learner and organizational needs based on sound research, long before the design process begins. Data analysis is a crucial component of system design, and the reflective process is not only necessary to adjust and maintain successful systems, but also to ensure that organizational resources are not wasted. Technology sustainability has become a cornerstone of my projects; I would like for my educational products to not only support effective learning, but also be a sound investment for the organizations who buy them.
Multi-modal Assessments & the CFTF Mindset
I am intrigued by the creativity-focused, technology fluent (CFTF) mindset presented by Rohit Mehta, Danah Henriksen, and Joshua Rosenberg. They state that teachers “need a research-based approach that builds their creative instincts so they can incorporate technology for teaching and learning without dependence on specific tools” (Mehta, Henriksen, & Rosenberg, 2019). With the constant evolution of educational technology products, I see the value of this idea. However, the researchers leave that approach open to interpretation. In an effort to define this concept further, I’ve begun to identify research in four areas: creativity, instructional design, educational technology, and assessments. I would like to take the concept of CFTF mindset and establish a framework. However, the research is still emerging, so there is a need to establish a firm foundation before this framework can be developed.
My first step in this process is to determine if kinetic skills can be assessed within an online course. There is little research available regarding this topic, and it addresses the use of video in conjunction with a rubric as an assessment tool. In the future, I hope to use my service activities to promote this concept. If my research finds that varied assessments have an effect in an online environment, the implications could help bridge the achievement gap in several at-risk populations and encourage future research for special populations.
SPECIAL ED STUDENTS
Accommodations and modifications can be tailored to fit the media best suited for the student’s disability, and alternate assessments may reveal deeper content understanding.
ENGLISH LANGUAGE LEARNERS
Alternative assessments may be a better gauge of non-English content mastery, as they allow the student to express understanding without the limitation of language barriers.
AT-RISK STUDENTS
Students who suffer from non-SPED classified disabilities and conditions may use alternative assessments as a measure of understanding and mastery that traditional assessments limit.
GENERAL POPULATION
As creativity and problem-solving rise in the list of employer-desired characteristics, the entire general population can gain value in a creative approach to knowledge expression.
I am an advocate for all students, and I feel certain populations are underserved in public education. I want to change that.
KNOWLEDGE AND EXPERTISE
The ISDT program has given me the toolset to ensure that my products are more than ed tech gimmicks. My educational products use constructivist learning theories with a focus on technology sustainability, student engagement, and personalized learning; these were not concepts I understood prior to the program.
The ISDT program has also refined my understanding of online instruction and assessment design. This has had an immediate impact in my job as an instructional designer for SHSU. Every day, I have the opportunity to put my knowledge into practice. The concepts I have learned enable me to create engaging interactive courses for our students. I have used our assignments as opportunities to push instructional design forward here at the university, with a focus on instructor prescence, student engagement, increased interactivity, and effective use of our learning management system, Blackboard.
Moving forward, I would like to increase my knowledge of assessments, particularly construction and effectiveness. There is a wide body of research on traditional assessment methods; I would like to explore which methods are most effective within an online environment, and possibly contribute to the field. I would also like to explore the construction of assessments, and possibly develop a framework for effective online testing methods with a focus on student choice.
