AECT Standards Met: This project meets the following standards:

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Standard 1: Content Knowledge

• 1.2 - Our team decided to design a multimedia video as our learning solution. Google Slides, Keynote, YouTube, and iMovie were utilized to create a multimedia video inclusive of engaging graphics and images, text, audio narration. We selected Google Sites, as the holding and project delivery platform of the instructional solution. The team agreed that these multimedia choices best functioned to create, develop, utilize, manage and deliver the instruction

• 1.5 - As a team, we made sure to follow the professional ethics in both the design proposal and in the solution: multimedia video presentation. All resources used were carefully documented with the proper licensing and attribution information required.

Standard 2: Content Pedagogy

• 2.5 - The team ensured its commitment to address and emphasize not just the diversity in our individual learners but in our society as a multicultural community throughout the development of the proposal by continually reflecting back to our learner characteristics analysis as decisions and choices were made.

Standard 3: Learning Environments

• 3.1 - The proposal’s content was created using a storyboard template and from the initial stages until its completion the five design principles to cognitively and psychologically optimize the presentation were maintained. Our goal was to provide a design and processes that would respect diversity and foster different abilities along the way while highlighting important information and maintaining learner engagement.

• 3.5 - Throughout the proposal design project, the team ensured that the referenced resources were properly cited with respect for copyright, fair use, and appropriate open access to resources. All resources’ citations are documented on the “Resources page”.

Standard 4: Professional Knowledge and Skills

• 4.1 - Our team collaborated to analyze learner characteristics, develop instruction to meet specific needs, and provided a solution that closed a gap through a dynamic learning opportunity. Weekly meetings were attended via Zoom, along with ongoing frequent communication via text and email, where team members would brainstorm, exchange ideas and discuss the project. The use of Google Suite: Docs, Slides, and Sites allowed live editing remote collaboration that brought the project to live as all members simultaneously worked at the same time. To complete the design project, team members independently researched necessary selected areas that were then combined to create the multimedia presentation.

• 4.5 - Through careful consideration of the needs and an awareness of the cultural diversity of our learners, our team presented a highly efficient, easy to use, accessible, and at the same time culturally respectful and relevant multimedia presentation solution.

Standard 5: Research

• 5.1 - Each team member collaboratively conducted research on questions relevant to the solution being addressed in our multimedia presentation. Topics were justly delegated for further independent analysis with members searching various sources including our course textbook, Trends, and Issues in Instructional Design and Technology, videos, scholarly articles, and the Internet to fully answer questions and support our responses.

AECT Standards Met: This project meets the following standards:

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Standard 1: Content Knowledge

• 1.1 - The instructional design has demonstrated the ability in creating instructional materials and learning environments using a variety of systems approaches by successfully creating a goal, displaying first-level task analysis, accurately describing objectives and assessments by taking environmental factors in mind; such as count times, recreational times, etc.

• 1.2 - Selected technological resources utilized in supporting student learning for selected audience was Google Slides; where videos were also displayed to benefit the learner and enhance their pedagogy.

Standard 2: Content Pedagogy

• 2.1 - The instructional unit project has displayed appropriate applications of processes and technologies in improving learning and performance outcome by accurately describing a step-by-step instruction that the learners must follow.

• 2.2 - Educational technologies such as Google slides, Gmail and YouTube were implemented appropriately in unit based on appropriate content pedagogy.

• 2.4 - Instructional solution can be accessed online to support and provide learners with a flexible learning environment.

• 2.5 - Selected media such as YouTube, has been selected to emphasize the diversity of the technical skills of the multicultural community.

Standard 3: Learning Environments

• 3.1 - The instructional design product was based on learning practices and research based best practices by utilizing Google Slides and adding YouTube videos that learners can visually see in order to decrease cognitive overload and expand their pathways of information.

• 3.2 - The storyboard was created and learners were taken into consideration by the creator by selecting appropriate processes and resources in providing the learners with optimal conditions for learning. Learners were able to access slides through their own smart device, with all needed was access to internet and their own Gmail account.

• 3.6 - This unit fosters a learning community that empowered learners with diverse backgrounds, characteristics and abilities. Learners technical abilities were successfully taken into consideration by supplying learners with visuals and a step by step instruction.

Standard 4: Professional Knowledge and Skills

• 4.4 - The instructional unit successfully designed and implemented assessments according to learning and instructional activities by ultimately having learners send instructor an email by adding an image and cc other email addresses.

• 4.5 - Ethical behavior was displayed by taking the diversity of learners into consideration. YouTube videos were displayed not just to engage the learners, but also for those learners who don't know how to read.

Standard 5: Research

• 5.1 - The instructional unit has displayed fundamental knowledge of contribution of research of educational communications and technology by selecting an audience, studying the audience, selecting goals that audience can benefit from, creating, designing, and implementing a solution with Google Slides and adding visuals such as videos from YouTube, and selecting an assessment that can evaluate the learners attainment of instruction.

• 5.2 - Participant observations and observational trails research methodologies have been utilized to solve problems and enhance practice to benefit the future learners by observing actual learners.

• 5.3 - Learning solution and goals have been based on accurately assessing and evaluating process of the audience for learning and performance.

AECT Standards Met: This project meets the following standards:

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Standard 1: Content Knowledge

• 1.1 - In this project, I've displayed and demonstrated my ability to create instructional material and learning environments using social media, such as Google Blogger for a community that have similar interests in common (AI enthusiast).

• 1.2 - Technological resources utilized in this project to support student learning and to enhance their pedagogy are online presentation platform such as Powtoon, curation content website such as Scoop It!, Google Blogger, and YouTube where multimedia presentation has been uploaded.

• 1.3 - Appropriate technologies such as Google Blogger have been integrated for selected learners to socialize, share knowledge, support them in their professional and personal lives. Google Blogger was selected because all learner/participant needs is a Google account in order to engage in discussions.

• 1.4 - Google Blogger has been selected to build relationships online for AI enthusiasts because the facilitator is able to manage the community of learners by facilitating discussions, and there is no fees in signing up with Google Blogger.

• 1.5 - Project throughout this course demonstrated the contemporary professional ethics of the field as defined and developed by the Association for Education by accurately quoting and referencing/siting others - by giving credit where it due.

Standard 2: Content Pedagogy

• 2.1 - In project 1, we re-designed a poorly executed presentation we found online, in order to improve learning and performance outcomes.

• 2.2 - Accurate content was utilized such as images, articles, videos in presentation for the AI enthusiasts community. Images consisted of AI related content, and articles utilized defined latest news of AI material.

• 2.3 - By creating a script before the presentation, I've successfully did the inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies.

• 2.4 - Google Blogger was the selected social media platform in which the facilitator will create a blog for AI enthusiasts. By selecting Google Blogger, the learner is able to learn from anywhere in the world, at anytime - a flexible and diverse environment.

• 2.5 - Diversity was an important factor in creating this blog. Learners with all types of backgrounds and cultures are able to engage in blog, as anyone is able to sign up for blog.

Standard 3: Learning Environments

• 3.1 - By creating a redesigned video for project 1, I've displayed I am able to create, instructional design products based on learning principles, and research-based best practices. As the first video displayed, a lot of words were displayed and little imagery. By recreating the video, I've added only important words, while voicing the others - in order to fully engage the learner and not produce cognitive overload.

• 3.2 - Effective practices and processes have been displayed, such as creating script, to create optimal conditions of learning. In order to create a good presentation, one that flows, it is important to have a script to make it flow smoothly to benefit the learner.

• 3.3 - In the Google Blog for AI enthusiasts, the facilitator assessed the community by posting up-to-date material, and asking questions. This will actively engage the community, and provide them with an active learning environment.

• 3.4 - To improve learning and performance, technological infrastructures have been established. Strategically implementing such technologies such as Google Blog, learners from all over the world are able to improve their personal growth and be able to learn.

• 3.5 - Copy right has been respected by accurately citing sources throughout assignments and in APA format.

• 3.6 - The facilitator of Google Blog empowered learning by actively engaging in blog, asking questions, actively requiring community to be engaged by updating information, and constantly adding updated articles.

Standard 4: Professional Knowledge and Skills

• 4.1 - Although subject matter was not used in this project because course was substituted, working collaborate with peers was utilized through course. Throughout course we were required to post on discussions about our projects which also required us to comment on others assignments. This helped in me a variety of ways, to name a few, this gave me an insight on how I can update, correct or make changes to projects in order to benefit the learners of the community.

• 4.3 - Having analyzed and interpret data and artifacts helped me reflect on the effectiveness of the design, development and implementation of the overall project. By constantly having classmates comment on my material, I was able to accurately make adjustments as necessary before submitting projects.

• 4.4 - The type of assessments utilized in this project was integrating discussions on Google Blog that required community to engage in.

• 4.5 - By creating a discussion on a social media platform, such as Google Blogger, learners from all over the world are able to engage with one another. This respects all cultures and diversity of learners in each setting.