Artifact: Interactive E-Learning Lesson (IMA4 – EME 6208, Interactive Media)
Role: Sole Creator
Type of Project: Interactive e-learning module (Adobe Captivate)

Rationale for Selecting This Artifact

This artifact was selected because it demonstrates the ability to develop a fully functional interactive lesson using Adobe Captivate and to publish and deliver that lesson through web hosting as part of a working website. As the final assignment for Interactive Media, it provides strong evidence of end-to-end capability: producing an instructional module, packaging it for delivery, and integrating it into an online environment so it can be accessed as an authentic learner-facing product. It also reflects competence in troubleshooting and implementation decisions that occur when instructional media must move from an authoring tool into a deployed web context.

AECT Standard 1.1 – Creating

Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.

The IMA4 Interactive E-Learning Lesson demonstrates this sub-standard by translating instructional intent into a complete instructional product with an organized structure, purposeful interactions, and a coherent learner pathway. The artifact reflects systematic design choices—sequencing content, designing learner actions, and incorporating feedback—so the lesson functions as an integrated learning environment rather than a static collection of slides or media. The module’s instructional flow and interaction design indicate the application of instructional design principles to create a learning experience that supports comprehension and engagement.

AECT Standard 1.2 – Using

Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.

This artifact demonstrates this sub-standard through the intentional use of Adobe Captivate’s authoring and publishing features to support learning outcomes and deliver instruction effectively. The design and delivery decisions reflect the use of technological processes to move from development to implementation: authoring an interactive lesson, exporting it for online delivery, and integrating it into a website environment through web hosting. This shows an applied understanding of how instructional technology is selected and used not only to build a lesson, but to make that lesson accessible to learners in a real delivery context.

Competencies Demonstrated

• Competency: Develop training program materials

This artifact demonstrates Develop training program materials through the production of a complete, learner-ready instructional module. The lesson reflects deliberate attention to how training materials function in practice: clear learner flow, coherent structure, and integrated instructional components. The final deliverable represents a fully developed instructional product appropriate for implementation, rather than a partial prototype or draft artifact.

• Competency: Select instructional media

This artifact demonstrates Select instructional media through informed decisions about the platform and delivery method used to support instruction. The selection of Adobe Captivate as the authoring tool and the integration of the published lesson into a web-hosted environment reflect evaluation of media affordances, constraints, and usability. The artifact shows that media and delivery choices were made to enable learner access and interaction in an authentic setting, aligning the instructional purpose with appropriate technology.

Artifact: Data Visualization Project – Final Revision (EME 6346, Data Visualization in Education)
Role: Sole Author and Analyst
Type of Project: Data cleaning, visualization, analysis, and evaluation report

Rationale for Selecting This Artifact

This artifact was selected because it demonstrates applied proficiency in working with authentic datasets to support data-driven analysis, visualization, and evaluation. The project required cleaning and transforming raw data, selecting appropriate visualization tools—including Power BI and ArcGIS—and designing charts and maps that communicate trends and relationships effectively. The artifact was intentionally chosen to highlight the ability to translate complex data into interpretable visual representations while making informed judgments about the effectiveness of different technological tools and visualization approaches.

AECT Standard 1.2 – Using

Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.

This artifact demonstrates AECT Standard 1.2 through the deliberate selection and use of data visualization technologies to analyze and communicate insights derived from the dataset. Tools such as Power BI and ArcGIS were chosen based on their affordances for representing quantitative and geospatial data, enabling the creation of charts, dashboards, and maps that support pattern recognition and comparison. The project reflects informed use of technological processes including data cleaning, variable selection, and visualization design to transform raw data into meaningful graphical representations. These practices demonstrate applied content knowledge related to the use of technology as a means for supporting understanding through data-driven inquiry.

AECT Standard 1.3 – Assessing and Evaluating

Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

This artifact demonstrates AECT Standard 1.3 through critical evaluation of the effectiveness of selected visualization tools and representations. Visualizations were examined for clarity, accuracy, and interpretability, with attention to how design choices influenced the communication of Key Performance Indicators. The project required reflection on the strengths and limitations of different visualization formats and platforms, including consideration of how well each supported analytical goals and audience interpretation. This evaluative component illustrates the ability to assess technology integration not only for functionality, but for its instructional and analytical effectiveness.

Competencies Demonstrated

Competency: Perform job, task, and/or content analysis

This artifact demonstrates Perform job, task, and/or content analysis through the identification and examination of Key Performance Indicators within the dataset. Variables were analyzed to determine which measures most effectively represented performance outcomes, trends, and variation. This process involved examining relationships among variables, identifying patterns, and determining which indicators were most meaningful for analysis and interpretation.

• Competency: Recommend instructional strategies

This artifact demonstrates Recommend instructional strategies by using visualized data to support evidence-based inferences and recommendations. Analytical techniques such as trend analysis, comparative analysis, correlation, and descriptive statistics were used to interpret Key Performance Indicators. Visualizations highlighted patterns that suggest implications for instructional planning, evaluation, or intervention, demonstrating the ability to move from description to interpretation and recommendation.

• Competency: Develop training program materials

This artifact demonstrates Develop training program materials through the production of a comprehensive analytical report that integrates narrative explanation with visual evidence. The final product presents data visualizations in a structured and interpretable manner, supporting stakeholder understanding and decision-making. The report functions as an instructional resource that models data literacy practices and effective communication of analytical findings.