Recent Changes

To provide context, I feel that it is necessary provide a generation of the demographics presented by the student population. Students are primarily males, between the ages of 18 and 25. These students are predominately Kinesthetic and Spatial/Visual learners who have some informal knowledge of the subject matter. A large percentage of the student population are not academically strong, or have special needs/exceptionalities. These learning disabilities are presented as attention deficit/hyperactivity disorder (AD/HD) and Posttraumatic Stress Disorder (PTSD).
Apply research to support learning in a technology-enhanced environment.
Douglas Koch, Douglas titled The
structure and pedagogy underlying such learning. These studies form the basis for my current theory of designing instruction.
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On May 2, 2016 I will complete my Masters of Arts Degree in Teaching and Learning with Technology MATLT, from Ashford University. For the Past 7 years I have succeeded as an instructor at Nashville’s Lincoln College of Technology, where I taught 10 to 14 courses per-year to a diverse group of adult learners. Prior to this I lead the development and transition to an in-house technical training department for the Metropolitan Transits Authority (MTA) Nashville. In both of these position I have gain experience in delivering in a wide verity of technologies, ranging from interactive PowerPoints to Podcasts.
to discuss thisthe views expressed at imlayd@bellsouth.net ThankThank you in

On May 2, 2016 I will complete my Masters of Arts Degree in Teaching and Learning with Technology MATLT, from Ashford University. For the Past 7 years I have succeeded as an instructor at Nashville’s Lincoln College of Technology, where I taught 10 to 14 courses per-year to a diverse group of adult learners. Prior to this I lead the development and transition to an in-house technical training department for the Metropolitan Transits Authority (MTA) Nashville. In both of these position I have gain experience in delivering in a wide verity of technologies, ranging from interactive PowerPoints to Podcasts.
I would like the opportunity to discuss this views expressed in the following portfolio. Please contact me via email at imlayd@bellsouth.net Thank you in advance for your time.

may encounter. As Doctor Ya-Hui Su states “the difference between learning competence and developing commitment …help learners who are not only competent in adapting to their environments but are also committed to living out and fulfilling their existences and subjectivities during periods of change” (p.4).
Collaborative or cooperative learning has great potential in synchronous as well as asynchronous environments, as long as it is done right. Clark and Mayer (2011) list three criteria collaborative activities must meet to be effective, Social Interdependence, outcome goals, and dialog quality (p. 281). Each of these three criteria are essential if the collaborative/cooperative activities are to “result in higher achievement, greater long-term retention of what is learned, more frequent use of higher-level reasoning and meta-cognitive thought, more accurate and creative problem solving, more willingness to take on difficult tasks and persist in working toward a goal” (Clark, Mayer, 2011 p.281). However, in my career field collaboration and cooperation are not new learning methods, if fact these are the foundational methods used to teach auto mechanics. What is new is the incorporation of these methods into a computer-supported model for learning/training. As a normal course of business, I would use the technology provided by my school’s Learning Management System (LMS) to facilitate the creation of an effective assessment and evaluation, further, this technology allows for the quick collection and analyzation of data.
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{me professional pic.png} As an instructor at a technical college I am always looking for additional ways to motivate/reach my students. Therefore, it is hoped that this e-portfolio will demonstrate my knowledge/skills using current and emerging instructional technologies as they relate to learning with technology. Further, I hope to demonstrate my ability to design learning opportunities that apply technology through enhanced instructional strategies to support the needs of all learners. Apply research to support learning in technology, and exemplify ethical practices of technology usage. I also hope to demonstrate my ability and skill in evaluating technology resources to facilitate effective assessment and evaluation, utilize technology to collect and analyze data, interpret results, and communicate findings to stockholders. Lastly, I would like to demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership. As a classroom instructor I have ordered these sections in this particular order based on its value to my learning environment. However, this does not reflect my belief that one section is more important than the other section. I hold the belief that to facilitate a holistic learning environment all stockholders must become fully engaged team members, thus the ordering of these sections would change based on this engagement.
To provide context, I feel that it is necessary provide a generation of the demographics presented by the student population. Students are primarily males, between the ages of 18 and 25. These students are predominately Kinesthetic and Spatial/Visual learners who have some informal knowledge of the subject matter. A large percentage of the student population are not academically strong, or have special needs/exceptionalities. These learning disabilities are presented as attention deficit/hyperactivity disorder (AD/HD) and Posttraumatic Stress Disorder (PTSD).
WithApply research to support learning in a technology-enhanced environment.
With this group the process.
What What the study technical college. In another study Siebert, Mills, and Tuff, (2009) debated the relationship between the nature of work-based learning and the
structure and pedagogy underlying such learning. These studies form the basis for my current theory of designing instruction.
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Reference
Koch, D. (2011) The Effects of Solid Modeling and Visualization on Technical Problem Solving. Journal Of Technology Education 22, no. 2: 3-21. Retrieved March 23,2016 from ERIC, EBSCOhost
Siebert, S., Mills, V., & Tuff, C. (2009). Pedagogy of work-based learning: The role of the learning group. Journal of Workplace Learning, 21(6), 443-454. doi:http://dx.doi.org/10.1108/13665620910976720 Retrieved September 26, 2015 from ProQuest. Web.

change” (p.4). {TPACK-new.png.jpg} TPAC.ORG (n.d.)
Collaborative or for learning/training. As a normal course of business, I would use the technology provided by my school’s Learning Management System (LMS) to facilitate the creation of an effective assessment and evaluation, further, this technology allows for the quick collection and analyzation of data.
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Utilize technology to collect and analyze data, interpret results, and communicate findings.
In both synchronous and asynchronous Computer-Supported Collaborative Learning (CSCL) the chief difference between what we (trade school instructors) have done in the past can be found in the quality of collaborative dialog. Learning in groups has a rich history in automotive field, however, when you add an e-learning component the dynamic changes, “Merely asking pairs or small teams to work together, or to discuss the project may not generate the rich collaborative exchanges that lead to deeper learning. Shallow or non-participation is common in collaborative assignments” (Clark, Mayer, 2011 p.283). In the structured shop environment, promoting discussion is not difficult and creating an environment that promotes effective dialog among students becomes an extension of the lesson.

Wikis, and Blogs I have completed up to this point, and nothing quite fit the bill, nothing that applied to Digital Citizenship or focused on Ethical Practices. As I re-read an article I had written for Doctor Sorensen’s EDU651: Collaboration & Learning in a Virtual
Environment class, the challenge became clear. As Richardson, (2010) states “From a student standpoint, teachers have to be ready to discuss what should and should not be published online… They need to ask themselves, ‘What if someone finds this
technology use”. {safety stop.jpg} The use tool pictures.jpg} {safety stop.jpg}
To facilitate this discussion an examination of the technologies used in the Web 2.0 may prove helpful in determining the Collaboration, Ethical, and Safety Considerations, as well as critical thinking value of these technologies. The redesign for EDU 697 of this activity is in a blog format, the instructional design principles and theory used in this redesign embraces the concept and benefits of communication/feedback and collaborative learning. “Environmental factors, psychological factors, and personal filters are among the many variables that affect learning” (Lever-Duffy, 2011 p. 28). Therefore, the use of a blog gives the learners the chance to respond, poise questions, and possibly interact with peers in a group discussion.
“Blogs, as they are known, are easily created, easily updateable Web sites that allow an author (or authors) to publish instantly to the Internet from any Internet connection. They can also be interactive, allowing teachers and students to begin conversations or add to the information published there”. (Richardson, 2010 p.10). The use of a Blog to discuss their use will assist students in the navigation of blogs, as well as discussing how to avoid some of the darker aspects of the web.