Educational Technology Strategy Plan for Williamsburg Prep High School
Master Thesis Project
This strategy plan applies a modified version of the ADDIE Model to implement a plan of educational technology for Williamsburg Prep High School (WBP) under three main learning areas, Scholar Wellness Program, Student Career Prep and Program Tracking System. Various open source and affordable educational technology tools along with their implementation strategies are recommended in order to compliment WBP's existing curriculum and assist educators in better achieving the program's targeted learning goals.
First, within the Scholar Wellness Program, the plan recommends healthy food and recipe websites as well as the creation of a class blog to increase positive healthy food experiences for students. Second, under Student Career Prep, all students are asked to create professional online profiles and select students are recommended to create multimedia electronic portfolios using open source blog platforms. Third, for WBP's Program Tracking System, multiple high quality open source student management system are recommended.
In order to evaluate the quality of the recommendations, feedback on the strategy plan are collected through WBP administrator and educator surveys. Reactions from staff and results from implementation of the plan would be collected. Information collected from the evaluation could serve as a framework for future programs with similar learning goals including fitness, nutrition, career prep and program tracking.
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Self-Theory of Instructional Design
This proposed self-theory of instructional design aims to make students become lifelong learners who are able to transfer school learned knowledge and apply it outside of school in different contexts. Inspired by the knowledge integration perspective, the theory incorporates several elements from major instructional design theories, including anchored instruction, contrasting cases and metacognitive theory. The instruction process begins with a realistic challenge which requires learners to solve by combining inert knowledge with targeted new information. Second, create a supportive social environment with scaffolding in order to foster learner metacognition. Third, use contrasting cases and time for telling to analyze all potential solutions. Last, assign learner metacognitive reflections as the final learning goal assessment. This theory emphasizes the values of knowledge transfer and metacognitive processes in problem-solving for learners, as well as stresses the importance of realistic learning environments and the implementation of a variety of instructional strategies for instructors.
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