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Much like the ADA, I know and have completed task anaylsis before BUT I did not identify how it could be utilized for an outline for projects of tech based nature. Not only can it help build slides or interactive presentations but I also see it being successful as a starting point for a manuscript for video based lectures or information . Even more so, I was able to learn from Dr. McMillian 's feedback to further breakdown my information into specifics that will best help the rely of information.

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This is crucial to me as a speech language pathologist, as so many of my patients need modifications due to acquired or congenital deficits. I obviously " know" of the ADA but I did not know what it all entailed as far as creation of education material. It has given me much insight to projects I have created for the hospital that do not fit these guidelines, which again as an SLP, I am sensitive to my lack of knowledge. This is something I cannot " unknow!"

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My question with SAMR is in relation to how to know on which " enhancement " to use. It is a bit confusing to me because most articles and websites have the underlying tone that R is the highest effectiveness but I wonder if some time that substitution is " enough" pending the needed information to be relayed. It is difficult to put this question into words but hopefully someone understands!

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Being a therapist is near and dear to my heart, so when the module regarding how learners process and retain information was shared I was so very excited, as these are often a large focus of my work when dealing with cognitive linguistic patients (i.e. status post brain tumor removal, stroke, TBI, ). We focus heavily on the ideas of chunking and a mulitmodality approach for retaining. Even though technically, this is not " new" , for me, re learning cognitive load theory allowed me to pivot what I already utilize and apply it to material in the education ( vs therapy) setting.

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I love the idea of authentic assessments, especially in relation to a field where you will be working with real people and not pen and paper. But I am curious on validity and reliability of scoring such assessments. I know as you are reading, the word " rubric!" is likely popping into your head, but I wonder what more there is to " score" such assessments. Thoughts?

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I had such good intentions for some of my projects as technology is very easily able to have your imagination run wild. As I dove deeper into the projects with the medium I chose, I found myself wishing I chose something else or something easier. I believe this is frankly due to the idea that is " new". Anyone else feel this way as they dive deeper? Thoughts on aborting the machine or staying deliberate to get the work done?

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SAMR is a tool, a tool that you can use all the time or some of the time and even none of the time. I cannot imagine a course that utilized modification and redefinition for every assessment. That would be SO overwhelming to student's and the teacher. I think this tool is great for helping you decide what to do and how to enhance learning with technology when you are thinking about adding new technology. You dont have to do it for everything and substitution and augmentation create learning experiences as well.

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I think there are times that you need to stick with it and finish and times you need to cut your losses (time and energy) and start over. I have stopped, found a new tool and started over many times. Some tools look like they might work and they dont. Some are hard to use and are frustrating. You will most likely pick a few tools that work for you and use them more because once you are comfortable, they make the design process go faster.

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Hi Chelsea, I also think about the validity and reliability of authentic assessments. According to the Standards for Educational and Psychological Testing, there are five validity elements of an assessment: (1) test content, (2) response processes, (3) internal test structure, (4) relations to other variables, and (5) test consequences. Authentic assessments such as measure for skills, they have better response validity where the thoughts of test-takers match the reasons why the instructors aim to design the evaluation. But as you care about, the authentic assessment may not be standardized, limiting the generalization of assessments. Thus, the internal test structure may not be very good.

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I hear you!  I did try using a couple of tech tools and got very overwhelmed and needed something more simple.  Since I am just starting to dive into all of the technology tool options, I figured it is best to start very simple and then enhance-whether adding features from within the same tool or transferring the information to another tool-as I go. I agree with Dr McMillan that the more you use the tool, the faster the design process goes, and sometimes you just have to stick with the tool until you figure it out.  I hadn't worked with Nearpod until this class,  and my first few slides took a while to create because I had to play with all the features and really wanted to see what I could all do to enhance my slides.  What I have to remind myself is that adding technology to a course is a process-you can start somewhere and then build/enhance as you go, it doesn't have to be done all at once.