Monday, July 26, 2010

Reflection on Artifact 3

The big aspect that i learnt from this task in to differentiate from goal and objective. The major work in the process was not the content (an abridged version is posted as the artifact), but deciding at the start what the content would accomplish. I look back on this in terms of what prof Katy Campbell told me in a forum posting as trick of teaching: set the question paper first before starting the course.

The proposal set forth what i wanted to explain in the portfolio, how i address each member of my target audience and in what way it is relevant.

Artifact 3 - E-portfolio

Assignment 1 – Portfolio Proposal – Shriram R

Audience, Purpose and Goals:

Purpose: This portfolio will be a collection of the meaningful work done by me to demonstrate my mastery over the content to reflect on my achievements and the skills and knowledge that I have gained 

“A portfolio shows who we are and what we want to be” Jane Hansen in Martin Kimeldorf [1]

By following a method similar to the generic ADDIE model [2] which consists of a) Assess/Decide, b) decide/plan, c) develop, d)implement and e) evaluate and the [3] which proposes the three steps a) Define, b) Design and c) Deliver, i hope to achieve the goals.

Helen C Barret [4] outlines the processes of a) collecting, b) selecting, c) reflecting, d) projecting, e) celebrating.

In step 1 completed in this document, the aim is to conduct an assessment of the audience, the content needed and the tools needed to achieve the goals.

In this, the portfolio will show the learning that has taken place programme and showcase the knowledge in key functional areas of Instruction Design.


  • Fellow researchers in Instructional Design – The portfolio and reflections will showcase the work of the learner in the domain and outline the specific directions in which the learning is progressing. This can be used as a starting point for collaborations between the learner and other researchers working in similar domains.

The correlation between the above is in the following way. The portfolio will be organized in to the following sections so as to satisfy my own outcomes

  • Teaching: The content that will showcase the key attainments from the teaching perspective. This content will consist of the specific context, its outcome and the application.

  • Research: This section will focus on the key thoughts from a research angle such as the project work undertaken, the assignments done which have a research import, the future plans and the ongoing research undertaken in partnership with the colleagues in the course.

  • Extension: This section will zero in on the various contributions that can help the extension activities of the organization. Extension by definition here is organization centric
Thus, an overall balance is achieved in the course with material organized for the different subsections of the target audience. The aim is to strike a coherent narrative which caters to the different sections of the audience without losing sight of the overall goal. At the same time, i am conscious of the fact that these three aspects have significant overlaps in the content and have modeled the content accordingly.

Who is the primary audience? I would take the primary audience as the MIDT facilitators. This is line with the target set by Prof Putri. By having the MIDT team as the overall audience, my split up in terms of Teaching, Research and Extension is doubly relevant and inclusive. The emphasis by Prof Putri has been mainly on the reflection aspect. This is accomplished by the TRE classification as there is a lot of scope for reflection this way. For e.g. An assignment for Human Performance technology must be classified into the category it fits in in the TRE classification and then the additional context will be the reflections that throw more light on the assignment for the readers. The artifacts by themselves are not enough without the additional context.

As an academic and an administrator, my targets are in terms of Teaching, Research and Extension. Hence, the portfolio will be relevant in satisfying my own outcomes also.

In this the portfolio will combine the best aspects of the developmental, summative and showcase portfolios.

The way Teaching, Research and Extension fit in with the target audience is as follows. The administrators are mostly concerned with the extension activities. The Teachers focus on the teaching activities and the fellow researchers with the research domain respectively.


The software will consist of a reflection of each course and how the course fits in to my overall goals and objectives.

The hardware will consist of my sample work in the form of assignments, forum posts, and other content forms like videos, wikispace content, etc.

*The artifacts i propose to include are

  • My most successful work as given by grades or feedback from the instructors

  • My 'wow' moments where i learnt a great deal about the topic in a single brain wave and will carry all my life for e.g. The TEAM philosophy for forum discussions!

  • My most nerve racking content. For e.g. The quizzes in the course

  • The content which triggered most debate in the class and how?

  • The ideas which i turned into a paper, project etc.

  • ...

The reflective aspect of the content will consist of

  • the aspects of portfolio i enjoyed the most

  • the feelings before, during and after the process

  • the list of skills acquired during the process, the skills i requested help of others, the skills i found myself wanting

  • the benefits of the portfolio

  • an introspection into whether the portfolio will serve the goals i think it should

  • whether the target audience will be able to perceive the subtleties i have introduced

  • how the portfolio will be in the future and how to manage change.


[2] Matthew K. Boggan, Sallie Harper, Creation of electronic portfolios in an educational leadership cohort, Journal of Case Studies in Education

Artifact 2 - Slideshare

Here is the artifact i did for the HMID 6303 Current Trends and Issues in Instructional Technology course.

Lessons Learnt
At first glance, this looked very very simple. A PPT for a course. This is what i do. My bread and butter. Then the kicker comes in. How do i hold the attention without compromising on content and how effective can the content be. What is the purpose? To tittillate, to educate, to make the audience think, to do all of the above?

A topic so rich in content as second life can have a lots of images and excite the audience. But is that the purpose.

The same can be applied in text as a wiki like clone. But, why do we need a PPT then?

To think?

To hold attention?

In the end, i shot for all of the above aspect. It took a lot of attempts and some cooperation from my students. But, it was worth every single minute as i was learning what to do and how to do it. Also, knowledge of using second life actually helped in this lesson

What this lesson taught me remains with me everyday when i make a PPT.

Artifact 1 - Screen casting

About Artifact 1 - This is a screen cast that we created for the subject HMDD5603 - Design and Development of Interactive e-content Course - Moderated by Dr. Colin Geissler.

Basic objective:
The task was to create a Screencast for a chapter of a book using the Techsmith toolkit.

The task was very simple at first glance. All i had to do was to give a 'voice over' to the PPT. When i looked at the results, it was an unmitigated failure. And, it gave me a pause into my whole teaching learning process. Why did it fail? Here is where content design of electronic content comes in.

After a lot of iterations into the content and by using the models of learning and all the lessons i learned in the courses especially the HMID5003 Principles And Practices Of Instructional Design, i was able to settle down on what i wanted and how i was going to deliver it.

The next task was to understand how to deliver it and make choices on the media. One choice example was between use of mind maps and PPTs for the task and how to use diagrams and text in the screencast.

The overall outcome was long lasting and memorable. Over a period of time, i have used the Screencasting tool a lot for everyone of my big presentations - My Ph.D. viva voce is a notable example. The big lesson learnt was not just a tool but a process of learning.

I have seen also the benefits of the knowledge of MIDT. Others have used Jing under my guidance and had different results. In a Teacher Training programme without the knowledge of the pedagogy, this tool becomes a micro teaching tool. In the same programme with the benefit of pedaogogy, it becomes a wonderful weapon.


Dear Friends

This is Dr.R.Shriram from Chennai, India. Welcome to my blog.