Sivyu Chia
Student Learning Outcomes
Learning outcomes from the Educational Technology & Media Leadership Master's program and examples of my work.
SLO #1
Apply knowledge of multicultural, ethical & legal issues pertaining to using ICT with the global community.
Robotics Presentation
Final Reflection
ETEC 525 | Digital Culture and Society
Artifact 1: Robotics Presentation:
Expected SLO: Evaluate ways in which information technologies and media influence the lives of learners. This PowerPoint presentation is about robotics, the use in education, and the effect that they had on people.
Artifact 2: Costa Rica Video and Final Reflection:
Expected SLO: Demonstrate knowledge of international implications of information technologies and their role in learning. Analyze issues of equity pertaining to information technologies and media. This video and final reflection is about my study abroad trip to Costa Rica. It dealt with issues of equity and politics of technology in Costa Rica and the United States.
Reflection:
I took the ETEC 525 class as a summer study abroad course in Costa Rica. I was able to see firsthand the social and cultural implications of technology and media in a foreign country. It was my first time presenting in a symposium, which was one of the highlights of the trip. The first artifact is a robotics presentation. I chose robotics because it was something that I was familiar with but it was eye opening to look at more research concerning the social impact that they had on learners. Costa Rica is very invested in implementing technology into their K-12 curriculum. I visited a school where first graders were designing, building, and programming robots. The second artifact is a video about my trip. It was a stark comparison the United States. In Costa Rica, they were doing more with less funding while finding ways to impact more students. They took what we might consider outdated materials and found ways to make them work. They were also utilizing ICT in different ways because many of the students did not have internet access or computers at home. They used more mobile technology instead.
SLO #2
Synthesize leadership principles within the practice of information and educational technology.
Discussion Section Faciliation
Grant Proposal
ETEC 530 | Leadership in Technology & Media
Artifact 1: Discussion Section Facilitation:
Expected SLO: Define effective leadership attributes necessary to lead a technology-rich environment. This is the final reflection of my discussion board facilitation on Leading with Soul.
Artifact 2: Grant Proposal: Expected SLO:
Research technology-related funding opportunities. This is a grant proposal I wrote for the CSULB Student Excellence Fund.
Reflection:
ETEC 530 was on first course I took in the master’s program. It gave me a good background on what it meant to be a leader in educational technology. It also provided an opportunity to use skills that I have carried over into my career. The first artifact is a collection of my discussion board facilitation. This was my first time leading a discussion board facilitation. I asked my classmates what they thought was the most important gift a leader could give in the work place, what makes a good leader, and how to build community. It was interesting to see the differences in opinion classmates had on leadership styles. The second artifact is a grant proposal for the Student Excellence Fund. The grant proposal was something I was doing for school and my actual workplace. It was the first time I had written a grant proposal so it was great to have input and advice from Dr. Adams and my classmates. Our proposal was partially funded and we received over $400,000 for our various projects.
SLO #3
Apply instructional design principles to locate, evaluate and develop educational materials.
ETEC 570 | E-Learning Design & Development
Artifact 1: Digital Photography 101 Course:
Expected SLO: Develop a plan for the design and development of an e-learning module. Together with a classmate, I created a syllabus, learning outcomes, and four week course outline for a digital photography 101 class at a university.
Artifact 2: Zebra Zapps Tutorial and Assessment:
Expected SLO: Create interactive multimedia applications that incorporate text, graphics, sound, and digital movies. This is a video and interactive quiz created for the digital photography class.
Reflection:
ETEC 570 centered on e-learning design and development. The first artifact is the signature assignment for the course. I created a class using e-learning theory and learning principles. This was one of the toughest classes for me because I am not a teacher. I learned so much about how to create an effective course that integrated technology in a thoughtful manner. The second artifact is a Zebra Zapps tutorial and assessment. I spent a lot of time working on Zebra Zapps. At first, I did not realize what a powerful tool it was but after I got over the steep learning curve I found out so many things that you could use it to do. I used it to create an engaging online assessment. I also used Powtoons for the first time to make an instructional video. The combination of video and assessment made an effective learning tool. All the background on learning theory and principles were applied to make a course that utilized forms of technology I was not previously aware of to make a great class.
SLO #4
Integrate theoretical perspectives to review, interpret, and apply research in educational technologies.
Digital Photography Course
Gender Violence Prevention Training Literature Review
Multimedia and Foreign Language Research Proposal
ETEC 510 | Foundations of Educational Technology
EDP 520 | Quantitative Research Methods
Artifact 1: Gender Violence Prevention Training Literature Review: Expected SLO: Identify learning and instructional theories and their applications to technology-enhanced instruction. This is a literature review on the effectiveness of gender violence prevention trainings at college campuses.
Artifact 2: Multimedia and the Foreign Language Research Proposal: Expected SLO: Plan an experimental and quasi-experimental study that includes an experimental group and a control/comparison group. This is a research proposal with a literature review and experiment on technology and multimedia integration in the foreign language classroom.
Reflection:
This SLO applied to many of the courses in the ETEC program, but I decided to focus on the two main research courses. ETEC 510 was an introduction to research, theory, and philosophy of educational technology. I learned about many theories and how they applied to teaching. My first artifact used that to research the effectiveness of different methods of gendered violence prevention training. I found that many trainings do not apply any theory making them ineffective. EDP 520 was a quantitative research methods class where I learned research design, statistics, and how to design a study. My second artifact is a research proposal where I wrote a literature review on multimedia and technology in the foreign language classroom and designed an experiment to see how effective it is in the classroom. I learned so much in this class about to evaluate sources and research papers, how to use SPSS, and different experimental methods.
SLO #5
Demonstrate effective written, electronic, and oral communications that reflect critical thinking and information literacy.
ETEC 523 | Information and Digital Literacies
Artifact 1: Digital Citizenship PSA:
Expected SLO: Promote digital citizenship. This is a PSA I created on digital citizenship focusing on digital etiquette.
Artifact 2: Persepolis Webquest:
Expected SLO: Enable students to use technology to advance their learning. This is a webquest on the graphic novel Persepolis.
Reflection:
ETEC 523 concerns information and digital literacy. This is another core class that taught crucial information for the program but also focused on aspects of professional development to use in our careers. It blended assignments into real world learning objects that could be used in the classroom. The first artifact is a digital citizenship PSA. I had used Audacity before to make a podcast, but did not utilize the editing capabilities. This PSA took what we learned in class about what constitutes a good digital etiquette and I created something that could be used year after year. The second artifact is a webquest on Persepolis. It covers some California 9th grade English and model Library standards. The students read the graphic novel and create their own autobiographical graphic novel. It has a mix of students using technology by using Comic Life 3, reading/watching different forms of informational media, and an assessment. I really enjoyed designing this webquest because it utilized a lot of information from the course work into something real.
SLO #6
Locate, assess, and apply online resources to create learning experiences.
Online Algebra Quiz
ETEC 551 | Education and the Internet
Artifact 1: MS Word Screencast:
Expected SLO: Develop skills related to the instructional design potential of Internet-based learning systems. This is a screencast on how to do an auto generated table of contents in MS Word.
Artifact 2: Online Algebra Quiz:
Expected SLO: Learn how modern technology tools are used to design and manage Internet-based educational content for delivery to students. This is an online algebra quiz.
Reflection:
ETEC 551 was based on using the internet in education. I learned how to vet internet sites for educational usage and create my own materials for use in the classroom. This was another class that through the course I was able to develop material for use in my professional life. I manage a computer lab and the students often repeatedly ask the same question regarding the MS Office suite. We were tasked with making a screencast, and I decided to make one on something that students ask all the time so I could just refer them. How to auto generate a table of contents comes up many times over the semester, and now I have a video I can show instead of demonstrating it to every student every time they ask. The second artifact is an online quiz using Google Forms. This was the first time I used aspects of Bloom’s Taxonomy to make an assessment. This was a great tool because you could see the students’ scores and working on this strengthened my ability to make assessments.
SLO #7
Promote reading for learning, personal growth and enjoyment.
Beverly Cleary Graphic Novel
Chinese American
Collection Development
ETEC 545 | Reading for Leisure and Learning
Artifact 1: Beverly Cleary Graphic Novel:
Expected SLO: Promote reading for learning, personal growth, and enjoyment. This is a graphic on the children’s author Beverly Cleary.
Artifact 2: Chinese American Collection Development:
Expected SLO: Evaluate and recommend a wide range of children’s, young adult, adult, professional literature and informational text in diverse formats and languages. This is a collection development on Chinese American children’s books.
Reflection:
ETEC 545 was one of my electives. It was my favorite course out of the program. Over the course of the semester, I read over 40 books ranging from children’s literature to high school aged books. I enjoyed the reading but this class also taught how to use digital resources, how to do a book talk, ways to promote the library, and how to choose inclusive literature. My first artifact is a graphic novel biography on Beverly Cleary. I chose her because she was my favorite author as a child. Using Comic Life 3 was easy and it produced a beautiful result that would promote interest in reading. My second artifact is a collection development on Chinese American children’s books. This was a great assignment because it mixed evaluation and digital tools for an underrepresented group. I chose to focus on the second generation immigrant experience because it was something that I went through but found no representation for growing up.