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
4
5603
Report 1: Task, Learner, and Context Analysis
Annotation: This
project is a task, learner, and context analysis for an instructional model
being designed in EME5603 Introduction to Systematic Instructional Design. It is an individual project that will be
taken to completion. This is the final
version of the task, learner, and context analysis, but further reports will be
generated as the semester continues.
Excerpt Below = task analysis
Goal
Analysis
|
Subordinate
Skills Analysis
|
1.
Recognize
companion animal veterinary patient categories or types that will benefit
from serial blood gas analysis (ABG)
|
|
1.a.
recognize patient categories with compromised gas volume movement
|
1.a.1.
list physiologic disease or injury conditions that will compromise
respiratory gas volume movement
1.a.2. recall
what injury processes or disease conditions may compromise function of diaphragm
or thoracic cavity
|
1.b.
recognize patient categories with compromised physiologic gas exchange
|
1.b.1.
list physiologic disease or injury conditions that will compromise
respiratory gas exchange
1.b.2.
recall what injury processes or
disease conditions may compromise gas exchange at the alveolar/arterial
interface
|
2.
Identify
components of arterial blood gas profiles
|
|
2.a.
pH
|
2.a.1.
define pH (hydrogen ion content)
|
2.b.
PaO2
|
2.b.1.
define PaO2 (partial pressure of oxygen dissolved in arterial plasma)
|
2.c.
PaCO2
|
2.c.1.
define PaCO2 (partial pressure of carbon dioxide in arterial blood)
|
2.d.
HCO3
|
2.d.1.
define HCO3 (bicarbonate; body buffer)
|
3.
Given
blood gas profile results, indicate whether results are normal or deranged
|
|
3.a.
compare pH to normal parameters
|
3.a.1.
state normal parameters for ABG pH results
3.a.2.
compare patient results to normal parameters
3.a.3.
distinguish between numerical
values; differentiate higher and lower
|
3.b.
compare PaO2 to normal parameters
|
3.b.1.
state normal parameters for ABG PaO2
3.b.2.
compare patient results to normal parameters
3.b.3.
distinguish between numerical
values; differentiate higher and lower
|
3.c.
compare PaCO2 to normal parameters
|
3.c.1.
state normal parameters for ABG PaCO2
3.c.2.
compare patient results to normal parameters
3.c.3.
distinguish between numerical
values; differentiate higher and lower
|
3.d.
compare HCO3 to normal parameters
|
3.d.1.
state normal parameters for ABG HCO3
3.d.2.
compare patient results to normal parameters
3.d.3.
distinguish between numerical
values; differentiate higher and lower
|
3.e.
indicate whether patient ABG is deranged
|
3.e.1.
characterize any above results that are outside of normal parameters (i.e.
are results above or below normal range)
3.e.2.
characterize ABG as acidotic or alkaloid based on pH
3.e.3.
distinguish between numerical
values; differentiate higher and lower
3.e.4.
recall that acidotic is pH lower
than 7.35 and alkaloid is pH higher than 7.45
|
4.
Determine
what body mechanism is driving the blood gas derangement or compensation
|
|
4.a.
identify which ABG component has adjusted between two sequential ABG profiles
|
4.a.1.
if PaCO2 is out of normal parameters, respiratory system is compensatory
mechanism
4.a.2.
if HCO3 is out of normal parameters, metabolic system is compensatory
mechanism
|
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.