Rafael Morales, Jr.
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I will use this page to demonstrate how we will be using our portfolio pages in Etap 623. You probably think of a portfolio as a demonstration of your work. This portfolio will also be a demonstration of your work, with the focus being on the work you put into developing your mini course. Everything you do related to the instructional design process except the actual content of the course will go here.
Since we are doing a different component each week, it makes sense to put some headings in right away. If you need to add or change headings to suit your needs, you can do so as we go. Feel free to use a similar layout as a fellow student.
About me
Latino (Dominican) Born and raised in New York City, live in the Bronx, NYC
Currently work for the City of New York as a trainer/webcast developer
Graduate of Buffalo State College (Public Communication, BA)
Professional background in training, communications, and video editing
Took a break from the CDIT program, and now I’m back
I hope to complete the CDIT program and transition into an Instructional Designer and Curriculum Developer for adults
Huge NY sports fan (Mets, Jets)
Big pop culture fan, especially film
My Topic/Purpose
How to create a webcast
Needs Assessment
Problem: Aiding participants/educators in creating effective webcasts that will enhance and supplement their traditional course instruction.
What is to be learned: How to create a webcast using an an online resource.
The Learners: Participants who teach in the physical classroom setting. Also, participants who are new to teaching online. Instructional Context: Content will be divided into lessons that will start the participant with generating ideas of what content to deliver online, by viewing examples. Then they will look through different models of how to present the instruction/content online and lastly have the participant reflect on how this will change their teaching style and how it will change their in-class instruction.
Exploring problems and solutions: Participants may be overwhelmed with which parts of their in-class instruction to pick and choose to deliver online. Participants may also not have an understanding of technology to use and there may be a gap between wanting to deliver content online but not having the technological awareness. Solutions may include having participants pick one or two examples in a lesson of what can be delivered online. Also, giving participants examples of technologies that can be used, with how-to instructions.
Goals: Participants will be presented with a plethora of examples of blended learning examples and also models of blended learning environments. With this information, participants will have a working knowledge of how blended learning works and be able to apply what is learned into their own classrooms and lessons.
