Introduction

Welcome to my ePortfolio web page. This is a showcase of the projects which I have completed during the Master of Educational Technology (M.E.T) program to demonstrate my professional growth and personal learning as well as academic skills and knowledge.

The Boise State College of Education seeks to prepare professionals by using integrated teaching and learning practices. This is the core of the M.E.T program, and the use of many different approaches has broadened my ability to present information in many ways and to many audiences. The challenges presented in the courses have followed the mission of the EdTech department. Each course clearly promotes and requires the use of current and emergent technologies for teaching and learning in a global environment.

About Me

I have a B.A. in English Instruction from Azad University in Mashhad, Iran. I began studying at Boise State University in Spring 2009. I am a qualified Persian medical interpreter, and a qualified interpreter for the Ada County Court. I have tutored both English and Persian in Iran and the US.

I translated and published an English novel “The Dark End of October” into Farsi in 2004 and 2005. I was trained and employed as a translator and project coordinator in the Jahan Translation Agency, Iran. Upon graduation I intend to teach Persian in traditional and on-line formats.

My goal is to instruct Persian language at language schools in order to introduce the Iranian culture, tradition, and people beyond what is shown in the news media, which is mostly for political purposes. My dream is to help rebuild the connection between Iran and America, as the two countries used to be close allies.

 

AECT Standards

STANDARD 1 DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1 Instructional Systems Design: Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.	EDTECH 503:ID Project 2 EDTECH 512: Introduction to the Persian Language
1.2 Message Design Message design involves planning for the manipulation of the physical form of the message.	EDTECH 506: Unit of Instruction: In Iran
1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.	EDTECH 502: Women’s Rights in Islamic Countries EDTECH 502: Jigsaw
1.4 Learner Characteristics Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.	EDTECH 512: Analysis
STANDARD 2 DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.	EDTECH 504: Synthesis Paper
2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.	EDTECH 522: Adobe Connect Use Tutorial EDTECH 522: Subjective Pronouns in Persian Language
2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.	EDTECH 502: Virtual Adventure to Iran EDTECH 506: Process Visuals
2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.	EDTECH 512: Persian 101 - Moodle Course
STANDARD 3 UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.1 Media Utilization Media utilization is the systematic use of resources for learning.	EDTECH 506: Principle Visuals
3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.	EDTECH 596: EDTECH Showcases
3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.	EDTECH 504: Lesson Plan Activity EDTECH 502: mLearning
3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.	EDTECH 512: Syllabus EDTECH 502: Netiquette
STANDARD 4 MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects.	EDTECH 505: Evaluation Proposal
4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services.	EDTECH 504: Annotated Bibliography
4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner.	EDTECH 522: Presenting in Adobe Connect Pro - Blackboard Course EDTECH 523: Group Project
4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.	EDTECH 522: Ning Blog EDTECH 505: Reflection Blog
STANDARD 5 EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies.	EDTECH 505: Evaluation Report
5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content.	EDTECH 502: WebQuest Rubric EDTECH 522: Rubric
5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization.	EDTECH 503: Formative Evaluation Plan EDTECH 512: Summative Evaluation
5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future.	EDTECH 501: Technology Use Plan

 

The purpose of this paper is to provide a rationale for the artifacts of the M.E.T program by using the standards of the Association of Educational Communications and Technology.

Introduction

This paper represents the culmination of a journey which has led me from the distant county of Iran to the dry but welcoming community of Boise, Idaho and Boise State University. As my personal life has brought me across oceans and continents to find a new home, it has been heartwarming to also find an avenue to pursue my professional goals and desires here in the city in which I have made my new home.

My experience in the Masters of Educational Technology program was different than many students, in that I am not a teacher; I have not dealt with the administration and bureaucracy that comes with public instruction. My goals for my future career involve instructing adults in my native Persian language, which is something I have only done in a one-on-one tutoring situation. Therefore, all of my projects were designed hypothetically, utilizing a US military audience such as those soldiers who study at the Defense Language Institute. I used this institution as the main scenario for most of my course design and presentation, and I hope that my concentration on the instruction of US governmental employees will be looked on favorably as I begin my active search for employment.

This paper presents several of the projects that I completed in the Masters of Educational Technology program at Boise State University, and shows their connections to established standards accepted by the academic community. I have aligned these projects to the standards set by the Association of Educational Communications and Technology (AECT, 2000), and also used by Boise State University. These AETC standards are delineated into five main areas of focus – design, development, utilization, management and evaluation. I will provide specific examples of my work and present their connection to the associated standards to give a correlation between the work assigned and completed in each course, and its relevance to the overall field of educational technology.

This rationale paper is organized based on the five main AECT standards of design, development, utilization, management and evaluation. Through this process I will strive to show my accomplishments and growth as a professional educator. Each section will contain links to artifacts that I created that best showcase this growth.

Standard 1: Design

1.1 Instructional Systems Design- This subdomain is a principle to design instruction and proceeds through three major phases of instructional analysis, instructional strategy, and evaluation (Smith & Ragan, 2005). The instructional design project that I have completed for the 503 class (ID Project 2) is a compatible example for this sub-standard which focused on teaching subjective pronouns in Persian language. As teaching Persian language is my ultimate goal, determining the best instructional design by learner analysis and level of the material difficulty and the ability to find the proper design model is very important for my future teaching career. What I have discovered through ID Project 2 was that, the content is just as important to the decisions the designer make other than the only focus on the learners and their individual level. I learned to include philosophical perspectives into the design work and the ability to prescribe proper design for the particular circumstances (Smith & Ragan, 2005).

Another project which presents instructional design principles is the Introduction to the Persian Language for the 512 class. This project was a web-based instructional design and more practical with the ability to design for an online course which required a different learning theory and employing web-based tools to facilitate the learning transition effectively. Through this project I learned the practical aspects of instructional design by creating a real syllabus and modules for the entire course which is an invaluable experience to get ideas for my future teaching thoughts.      

1.2 Message Design- The well-suited artifact which presents the physical form of the message is the Unit of Instruction-In Iran for the 506 class. This project has used different medium and visuals to make the language learning process – Persian – more effective and interactive, especially in the grammar section. For this project I used the five-step visual design model (Clark & Lyons, 2004) to present the material the best way. Using authentic images of Iran to activate the learner’s relevant prior knowledge, using audio and interactive visuals to decrease the memory load and engage the learner. 

1.3 Instructional Strategies- In the 502 class we created several activities which were designed and sequenced as strategies for instruction. The WebQuest activity which I created is about women’s right in Islamic countries and allows learner to follow the instruction path to find the answer of the main question while learning about a topic. This WebQuest is based on the model which was developed by Bernie Dodge and Tom March at the University of San Diego in 1995. I tried to provide valid and reliable online sources to lead the learners on the right track because WebQuests promote learner motivation and authenticity, develop thinking skills, and encourage cooperative learning (March, 1998). However, I learned that for teaching history and culture along with the language, WebQuest is an excellent strategy to introduce reliable and educational resources to learners.

Another assignment that I completed for the 502 class as an instructional strategy is Jigsaw activity, which is about a Persian mystic poet: Molana, to learn about different segments of his life and his works. This Jigsaw is designed based on the Elliot Aronson's Jigsaw Classroom model. The Jigsaw activity process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. This cooperation by design facilitates interaction among all students (Aronson, 2000).

1.4 Learner Characteristics- This subdomain deals with those facets of the learner's experiential background that impact the effectiveness of the learning process which is appropriately presented in my Analysis assignment I did for the 512 class. I developed a table of questions categorized to collect information about the target learner’s general characteristics, motivations to learn Persian, prior knowledge of the language, and technical skills which are required for a web-based course. Learner and context analysis is the initial step to have a clear image of the needs which impact the learning process. The purpose is that to address these needs to maximize and facilitate the instruction.

Standard 2: Development

2.1 Print Technologies- An artifact which represents this subdomain well is the Synthesis Paper that I co-wrote for EDTECH 504. The paper is titled Technology in the Classroom: The Impact of Teacher’s Technology Use and Constructivism which looks at the importance of employing technology and appropriate learning theory to improve the outcome of the teaching and learning process. This synthesis paper discussed why teachers should use technology in the classroom, factors of teacher’s proficiency in using technology, and the advantages of constructivist learning theory in technology integration in the classroom. I tried to present a new combination of a learning theory incorporation with technology tools which are not normally applied in a foreign language learning field. I developed a lesson plan in which to apply this idea. I used Social Development Theory by Lev Vygotsky which is one of the key texts expanding on the strands of Constructivism Theory, to create an effective learning process guide in listening and speaking skills (Constructivism: Constructivist Theory And Social Development Theory, 2002). The paper also successfully benefited from database materials and resources that were used.

2.2 Audiovisual Technologies- The essence of the M.E.T program is employing technologies, especially audiovisual, as a way to produce or deliver materials in an auditory or visual presentation. An artifact which well-presented this subdomain is Adobe Connect Pro Use Tutorial I did for the 522 class. As a coordinator and host of the Showcase presentations of the EdTech Department, I had the opportunity to create a tutorial on using Adobe Connect Pro basic features as a delivery tool for educators. The initiative of this assignment was the idea for my future class to utilize audiovisual instructions for my Persian language learners rather than written format for complicated subjects. 

I developed another audiovisual tutorial for the 522 class which represents proficiency of this subdomain. Subjective Pronouns in Persian Language tutorial is designed for instructors on Adobe Connect Pro using Power Point slideshows. I reviewed each of the slides and how they work, however, I wanted to give instructor the flexibility to change and add to the course so that it meets their style and the needs of their students. This tutorial also includes a quiz and exercises which are used to evaluate the learning outcome of the students. This project enabled me to show how to utilize Power Point slides effectively and interactively for abstract concepts like grammar in language learning.

2.3 Computer-Based Technologies- The majority of projects in M.E.T program are computer-based technology where the materials are produced or delivered on or via a computer. One of the many examples in my work is the Visual Adventure to Iran which is a virtual field trip activity for the EDTECH 502. This computer-based strategy enables Persian language learners to explore and learn more about a few major cities of Iran in a purposeful way. Through this activity I learned for my future classroom that I can use the same technology and strategy to teach about ethnicity, traditions, society, and culture of all cities and regions of Iran.

Another project I completed for the EDTECH 506, Process Visuals is another example which well-fitted for this subdomain. This project is a conversation practice for the listening skill of the Unit of Instruction. I used correlated visuals along with associated translations and also an audio record to provide more practice opportunities for the learner to comprehend and modelize the concept. As a language learner, I found this activity a suitable way to adopt effective computer-based technologies to instruct listening and vocabulary activities more purposefully.

2.4 Integrated Technologies- The Learning Management Systems (LMS) are the applicable platform to produce and deliver materials which include several forms of media via computer. The typical examples for LMS are Moodle and Black Board where I experienced working with them as a learner and creating in them as an instructor. For EDTECH 512 I designed thePersian 101 course (a hybrid course) in Moodle which is an introduction to the Persian language through five modules with a variety of activities and assignments to improve the learner’s language skills with focus on conversation and speaking skill with a focus on conversation and speaking skill.

Standard 3: Utilization

3.1 Media Utilization- There are projects in EDTECH 506 which utilized different mediums as a systematic use of resources for learning. The Visual Principles project is designed to cover a small portion of the exercise section of the Unit of Instruction. The use of representational visuals, transformational graphics, and video as resources are managed for less cognitive load and higher level of engagement with the activity to ease the learning of the principles. This activity is designed based on Problem-Centered Learning (PCL) model to visualize principle-based tasks (Clark & Lyons, 2004). Real scenarios and effective use of media emphasize a real-life task that would help learner to remember and recall easily.   

3.2 Diffusion of Innovations- I had the opportunity to be a Graduate Assistant for the chair of the Department and coordinate and host the EDTECH Showcase webinars which was a great experience and I continued this position as an Independent Study (EDTECH596). EDTECH Showcase is actually a platform for faculty and students to share their projects or productions with the community. The delivery tool for this purpose is Adobe Connect Pro with its cons and pros. However, I used the EDTECH Showcase as a formatted demonstrative tool to allow presenters to present their various areas of expertise and educational webinars to persuade or add to the knowledge base of the audience with the advantage of synchronous communication.

3.3 Implementation and Institutionalization- The artifact which best represented this subdomain, using instructional materials and strategies in real-life settings is my Lesson Plan Activity for the 504 class. This lesson plan was developed using Social Development Theory by Lev Vygotsky for one listening/speaking session to teach Greetings in Persian. This lesson occurs in a videoconferencing environment in Adobe Connect Pro, providing two-way communication between the learners and instructor. My project is a detailed, ready-to-use lesson plan which can be useful for Persian language learners who are not able to attend physical classroom. Through this lesson they are able to benefit from an interactive strategy of actual conversation with native speakers.

Another artifact which presents the use of instructional materials in real-life setting is my Mobile Learning Activity that I designed for the EDTECH 502 class project. The activity was designed around the city of Isfahan, one of the most historically interesting and beautiful cities in Iran. Introducing the entire nation, culture, country, and traditions are part of the language learning process. This activity enables the learners to have access to reliable resources in their own language. Searching maps, tourist guides, and videos about the city of Isfahan and by viewing images of Isfahan’s sights are also resources that can be used in cell phones or mobile devices with internet access as navigation tools to find instant information.

3.4 Policies and Regulations- Online learning environment is not an exception from other social etiquette rules. In terms of using online instructional technology, following the rules and policies is an issue which needs efficient attention. The Netiquette guidelines that I made for the EDTECH 502, is a clear set of rules and policies which is part of social manners and common sense in order to create a safe environment where everyone feels free to express openly and participate.

Another artifact which also talks about policies and regulations is the Syllabus I designed for the EDTECH 512. The experience of having an instructor’s perspective while designing a syllabus for a course which embraces all the needs of the curriculum and modules helped me to understand how important it is to set the rules and expectations at the beginning to direct the course on the right path. Writing a comprehensive and effective syllabus not only communicates important information but also helps to share the instructor’s vision for the course objectives.

Standard 4: Management

4.1 Project Management- Several courses in the M.E.T program use group projects as a technique to practice planning, monitoring, and controlling instructional design and development projects. The artifact which matches this subdomain is the Evaluation Proposal project for EDTECH 505. This project was based on a fictional organization – Far West Laboratory for Educational and Research Development – centered around their Determining Instructional Purposes training program, for which my partner and I prepared a request for proposal (RFP) to determine the evaluation process, requirements, and outcomes. The entire assignment was a practical evaluation experience which required a lot of reading to choose the most appropriate evaluation model and draw an outline for the proposal procedure. In the end, in a competition arranged by Dr. Perkins between the teams, our project was the winning proposal, which was quite a surprising reward. As an educational technologist, gaining the skill on how to develop and manage an instructional project using everything learned in a practical situation is invaluable. Evaluating is a skill which gives me a career advantage to conduct evaluations for instructional organizations.

4.2 Resource Management- This subdomain involves planning, monitoring, and controlling resource support systems and services, which fits the Annotated Bibliography that I developed for the 504 class. Constructivist Theory as a Framework for Educational Technology was the subject of my annotated bibliography where I tried to prove that, based on presented studies and research, constructivism has been perhaps the most effective learning theory when it comes to technology integration into the classroom and curriculum. I tried to collect precise data and resources to support this perception; furthermore, I was learning the American Psychology Association’s guidelines (APA) to write my entries, which is something that wasn’t emphasized much in my undergraduate study. We created and uploaded our bibliography in the class Resource Wiki which was another means to learn how to manage and update your resources with peers.

4.3 Delivery System Management- Since information in the M.E.T program is delivered through Moodle and Blackboard; it supplies a platform in which a combination of medium and method of usage is employed to present instructional information to learner. In EDTECH 522 I had a chance to design a course in Blackboard - Presenting in Adobe Acrobat Connect Pro. This course includes introductory information about the lesson, assignment, and evaluation. The lesson plan was created based on an interview of the learner to make the course more effective for the target students. The whole procedure of creating and designing a course in Blackboard was very beneficial because it gave me the opportunity to explore Blackboard, gain some hands-on experience, and become proficient with a new tool.

Another of my artifacts which meets the definition of this subdomain is the Persuasive Writing lesson I completed for EDTECH 523. In this group project we designed a lesson for a 4th grade audience via the Adobe Connect Pro delivery system to instruct a writing lesson. It was a great experience to plan, design, manage, and present a lesson with peers. We adopted visuals and collaborated on the layout of the tool to interact with the learner.

4.4 Information Management- The artifact I felt best represented this subdomain, which involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning, is my Ning Blog for the 522 class. Blogs provide the perfect forum for the learner to express their learning, thinking, and meaning making (Dawley, 2007). In the 522 class we were assigned to share our thoughts and reflection over the reading materials as well as comment on our peer’s blog entries in the Ning Weblog. This asynchronous blog community in Ning caused higher-order thinking as “the students have the opportunity for additional cognitive scaffolding when receiving feedback” (p. 211).

Another artifact which represents this subdomain is my Reflection Blog entries in Word Press for the EDTECH 505. As part of my assignment for the class, I was required to write entries like a personal expression and reflection of the concepts I was learning and evaluation throughout the course. Through this writing process, I documented my progress during the course, what I have learned and how this learning helped me to put my knowledge in practice for the class projects. It actually helped me to illustrate the larger image – the major rationale of evaluation and its key components – in my mind.

Standard 5: Evaluation

5.1 Problem Analysis- In EDTECH 505 I learned that evaluation is a systematic process in terms of having a plan with set goals, methods to evaluate, tools to collect data, and a variety of evaluation types to meet different purposes. As a result my Evaluation Report that I completed for this class is an appropriate artifact for this subdomain because by using information-gathering and decision-making strategies I tried to verify the parameters of the problem. My evaluation report is a formative evaluation for the Defense Language Institute’s Persian-Farsi headstart program to determine its effectiveness and usability to provide quick instruction to the audience who requires basic language skills. The attempt to answer the question “where a program is currently and where it would like to be” (Boulmetis &Dutwin, 2005, p. 8) in fact identifies the possible problems and areas in the program which need to be improved.

5.2 Criterion-Referenced Measurement- The majority of the projects that I have accomplished in the M.E.T program in some way contain at least one criterion-referenced measurement in order either to assess the learning outcome of the target audience of a specified content or to review and determine our peer’s mastery in a project. One of the artifacts which fits this subdomain well is the Task Evaluation Rubric of the WebQuest I developed for the 502 class. Based on this rubric, all the criteria - organization, quality of information, grammar and spelling, and number of words - which will be evaluated on the WebQuest task are clearly described.

Another artifact which fits this subdomain is theAssessment Rubric for the final project of the 522 class. I developed this rubric essentially as a tool to evaluate my own project. This is a detailed assessment rubric which addresses all areas of my project with a thorough list of elements that need to be concentrated on. It was interesting that this particular assignment helped me to design a constructive and indeed specified rubric to enable the user to effectively make an assessment. Creating an assessment rubric for my own project taught me to be more responsible and precise for each criterion I point out. In general, by establishing and explaining a set of rules and instructions for the learners for the project initially, they will be aware of what the instructor will expect and what they must to do to meet these expectations.

5.3 Formative and Summative Evaluation- Part of the ID Project 2 for the 503 class is devoted to formative evaluation. My instructional design project 2 is about subjective pronouns in Persian language. My Formative Evaluation Plan is a strategy to gather information from the subject matter expert (SME) and through the formative tryouts to review the instruction for weaknesses and make the necessary changes. As Smith (2008) mentions “practice with an opportunity to make mistakes, evaluate performance, and correct those mistakes is one of the best ways to learn also directs us toward formative evaluation with the opportunity to improve performance” (p. 34).

The main purposes of the summative evaluation are to determine the value of the program in terms of its goals and content, if the program provided a value added, and if the program should be continued (Davidsone-Shivers & Rasmussen, 2006). For my Summative Evaluation (EDTECH 512) I considered questions in three areas of goals/content, learner/instructor, and context to determine the effectiveness, efficiency, and appeal of the program (p. 314). Additionally, I provided a timeline of the proposed time frame for data collection and data analysis for each task of the evaluation.

What I have learned through completing two projects of formative and summative evaluations is that in order to develop an effective instruction I need a formative evaluation to polish the program from the existing flaws. Moreover, in the summative stage I need to collect data through focused questions to guide me as to whether or not the instruction should be continued.

5.4 Long-Range Planning- In the first semester of the program, I designed a Technology Use Plan in EDTECH 501 for the Defense Language Institute which fits this subdomain. This is long-term planning to integrate more technology into the curriculum and facilitate opportunities for distance learning and future success. During this strategic planning I tried to focus on the organization as a whole and considered goals, objectives, need assessment surveys, evaluations, and timelines to support a more successful learning outcome.

Conclusion

The artifacts that are represented in this list not only showcase the wide range of projects and activities that I have created through the course of this program, but also show adherence to the AETC standards for academic integrity. This program has helped me lay a strong foundation, as shown by the projects listed above, which demonstrate the wide range of instruction across many various subject areas, but which all return to one overarching focus – the instruction of today’s new educational technologists. I will use this knowledge to innovate and grow as an educational technologist, and as an adult foreign language instructor.

References

Aronson, E. (2000). Overview of the technique. Retrieved February 27, 2011, from The Jigsaw Classroom website: http://www.jigsaw.org/overview.htm

Association for Educational Communications and Technology. (2001). Retrieved March 03, 2011, from http://www.aect.org/standards/initstand.html

Boulmetis, J., & Dutwin, P. (2005). The abc's of evaluation. San Francisco: Jossey-Bass.

Clark, R. C., & Lyons, C. (2004). Graphics for learning. San Francisco: John Wiley & Sons.

Constructivism: Constructivist Theory And Social Development Theory. (2002). (Trinity College, Dublin) Retrieved March 19, 2011, from National Development Plan: http://www.scss.tcd.ie/disciplines/information_systems/crite/crite_web/lpr/teaching/constructivism.html

Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning. New Jersey: Pearson Prentice Hall.

Dawley, L. (2007). The tools for successful online teaching. Hershey, PA: IGI Publishing.

March, T. (1998). WebQuests for learning: Why WebQuests? An introduction. Retrieved February 27, 2011, from http://www.ozline.com/webquests/intro.html

Smith, P., & Ragan, T. (2005). Instructional design. John Wiley & Sons, Inc.

Smith, R. M. (2008). Conquering the content. San Francisco: Jossey-Bass.

Reflection Video