Artifact
1
5442
Final Report: Nutrition Affecting Attentiveness
Annotation: This report was created as a class (group)
project within EDF 5442, Inquiry and Measurement. The template was provided, but the student
group created the content, data collection tool, and analysis. Graphics were created through both student
efforts and online survey tool mechanisms.
Each group member contributed to the survey design, deployment, data
analysis and reporting. My particular
contribution to this report was the findings section. Our group did work collaboratively, using
email, google docs, and telephone conferencing.
Abstract
Objective: To
determine if eating habits and nutrition affect high school students’
attentiveness during class. Literature Review: Methods:
A survey of 22 high school students and interviews of a high school
parent, teacher, and principal were administered to collect data. The
data gathered from the survey was analyzed by an online source and further
analyzed using Microsoft Excel. The interview data was compiled and used
to supplement data gathered from the survey. Findings: Surveys indicated
that while students do note a correlation between nutrition and their
attentiveness in school, they may not put enough weight in this relationship to
impact daily nutrition habits. Interviews confirmed the connection
between nutrition and student attentiveness, but mixed reviews were offered
regarding the impact of nutritional programs on student habits. Most
student nutrition choices are still most heavily influenced by cost,
availability, and taste. Conclusion: Based on the finding of our
surveys and interviews, we identified some of the key factors that determine
what food choices students will make, and used this information to make some
recommendations
Figure 2: Histograms of Student
Responses for Eating Breakfast, Lunch, and Snacks and Losing Attention in Class
Regarding student nutrition habits and choices, the
survey indicated that only 9% of students report eating nutritiously every day
of the week. Factors that influence student food choices are
availability/ convenience (41% of respondents), cost (32% of respondents), and
taste or desire/craving (18%). Students surveyed did not recognize
parents, teachers, friends, or advertising as having any influence over food
choices.
Artifact
2
5457
Final Project: Technology in Distance Education
Artifact 2 Full Project
Annotation: This
project served to review instructional applications of technologies that may be
used in distance education and to demonstrate use of the technology applied to
an activity within the course. It was
prepared for EME 5457 Introduction to Distance Education, as an individual
student project. The components and
guidelines were provided at the outset, but content, discussion, and analysis
were created specifically for this project.
Introduction
The
purpose of this project is two-fold. It
includes the exploration of strengths, limitations, affordances, and
instructional applications of a particular technology used in distance
education as well as the demonstration of this technology applied to an
activity or assignment within EME5457.
This paper contains an overview of the features and functions of a
selected distance education technology, an identification and demonstration of
an activity or assignment from EME5457 that could be improved with the
technology, advantages/disadvantages of the technology, and a comparison of
vendors/models for the technology in the current market.
The
technology chosen here for presentation is an online collaboration tool; the
particular vendor/model is VoiceThread.
VoiceThread supports many different types of media files, and allows
access, modification, and feedback deposition by numerous users. VoiceThread can be utilized by organizations
for training, webinars, demonstrations, and project management across a
geographical distance. It can also be
implemented for traditional educational usage by K12 and higher education. Presentations (posted by users/students) may
be maintained as collaborative efforts, with editing as well as commenting
abilities enabled for all identified group members. As an alternative, presentations (posted by
an instructor) may be set to allow comments but not editing by
users/students.
Artifact
3
5601
Needs Assessment Group Project
Artifact 3 Full Project
Annotation: This
needs assessment was created as a group project for EME 5601 Introduction to
Instructional Systems. The content was
provided by the instructor in order to allow students to use a needs assessment
progression to identify the performance gap and develop a needs assessment plan
and budget. The project was not taken to completion, it was simply an exercise
within this particular course.
Artifact
5
5608
Final Paper
Veterinary
Assisting Instruction in Florida Public Schools:
Equipping Teachers to
Succeed
Annotation: This paper was a final report prepared for EME
5608 Trends and Issues in Instructional Design and Technology. It explores a performance gap that can be
found among public school teachers in Agriculture curriculum offerings in the
state of Florida, and was prepared as an individual assignment. The framework and expectations were provided
in the course, and the content was created by me. The workplace application was not taken to
completion. The paper reviews mobile
learning aplications, communities of practice, and coaching/mentoring
relationships as techniques that could be utilized to bridge the demonstrated
performance gap.
Excerpt Below = COP exploration from paper
Communities of Practice
Communities of practice (COPs) set up and
foster collaborative opportunities for learners regardless of their
location. They are becoming a fairly
standard tool used in adult education; both for academic and training based
learning. The ‘social software’ often
seen in COPs can encompass e-mail, discussion boards, chat rooms, synchronous
conference rooms, and other technologies (Reiser, 2012).
1.
Collaboration.
Communities of practice enable collaboration between
people of similar interests. Individuals
who are interested in a particular topic can self-identify and easily
participate in a community of practice (Reiser, 2012). Most adults today already participate in
communities of practice, whether or not they recognize this nomenclature. They may participate in groups aligned with
professional interests, hobbies, family pursuits, sports, religion, or even
political aims. Creating a
purpose-driven community of practice gives individuals a place to turn as they
come across challenging topics within the area of interest or study.
2.
Flexibility.
Communities of practice allow
individuals to work together across time as well as distance (Reiser,
2012). Synchronous and asynchronous
tools can be facilitated within a community of practice; individuals will be
able to contribute to the process regardless of their location and over
time. Having online mechanisms that
allow for synchronous meetings and discussions will encourage a direct creation
of professional colleagues. Using
asynchronous mechanism can foster reflection and assessment by the
learners. These features should be well
accepted by most adult learners today; with the variety of online asynchronous
tools that individuals use on a regular basis, some are already participating
in these types of support systems.
3.
Resource
Integration. Communities
of practice integrate formal and informal learning opportunities. Structured, highly designed learning
opportunities can be a part of the community of practice. Individuals who experienced this learning
environment or experience can then collaborate or explore further in an
informal fashion. The material may be
passed on in this fashion, and prompt more participants to join the formal
learning collaboration.
4.
Accessibility.
Communities of practice can allow
groups of learners to share decentralized tools and resources (Reiser,
2012). Access can be provided to
advanced models and animations, online collaborative tools, and even high-level
experts in the field. Knowing that the
community of practice brings benefit in and of itself will prompt some learners
to participate in a more active fashion than they might in a simple ‘class’ or
‘course’ presentation.
Artifact
6
6356
Social Media Marketing Analytics Project
Annotation: This
analytics case study was created as a group project for EME6356 Learning and
Web Analytics. It was designed as a
review of a particular use of social media analytics, and was only a case study
review of an example of social media analytics that we located in a current
periodical. We focused on the use of
marketing analytics to alter public perception of Super Bowl marketing,
identify implications for analytic tool use, and review real-time monitoring
and assessment of marketing activities.
