Artifact: Group Meeting Report (EDF 6284, Problems in Instructional Design for Computers)
Role: Contributor and Group Member
Type of Project: Collaborative meeting documentation

Rationale for Selecting This Artifact

This artifact was selected because it provides documented evidence of collaborative professional practice within an instructional design team. The group meeting report captures how team members collectively negotiated project scope, identified audience needs, established instructional goals, and determined division of labor for a shared instructional design task. Although the artifact does not include a formal peer evaluation, the act of documenting group discussion, decisions, and responsibilities provides a basis for reflective consideration of collaboration, accountability, and professional conduct within a team-based instructional design context.

AECT Standard 4.1 – Collaborative Practice (Primary Alignment)

Candidates demonstrate the ability to collaborate effectively with others to plan, design, and implement instructional solutions.

This artifact demonstrates AECT Standard 4.1 through documented participation in a collaborative instructional design process. The meeting report details how group members contributed individual perspectives, negotiated instructional focus, and collectively defined the structure and goals of an on-demand learning module for parents of high school students. Collaborative planning is evident in the group’s shared decisions regarding target audience, instructional priorities, content sequencing, and task responsibilities.

The artifact further demonstrates effective collaboration through explicit role delineation and shared responsibility for project components. Tasks were assigned based on member strengths and availability, reflecting professional norms for collaborative work. The meeting documentation illustrates how structured communication and negotiated decision-making support instructional coherence and project feasibility, rather than fragmented individual effort.

AECT Standard 4.5 – Ethics (Secondary Alignment)

Candidates demonstrate ethical behavior in professional practice, including accountability, responsibility, and respect for others.

This artifact provides secondary support for AECT Standard 4.5 through evidence of accountability, transparency, and respectful professional interaction documented in the meeting report. Ethical professional behavior is reflected in the group’s attention to equitable workload distribution, clear communication of expectations, and acknowledgment of differing perspectives during project planning. The documentation of responsibilities and timelines demonstrates accountability to both the group and the instructional task.

Although the artifact does not include a formal ethical analysis or peer evaluation, the meeting report itself serves as a reflective artifact by making group processes visible. This transparency allows for consideration of professional responsibility, mutual respect, and integrity in collaborative instructional design work, supporting a limited but defensible alignment with ethical practice.

Competencies Demonstrated

• Competency: Collaborate with stakeholders

This artifact demonstrates Collaborate with stakeholders through structured group interaction focused on defining instructional goals, audience needs, and success criteria. The meeting report shows how multiple perspectives were integrated to shape instructional decisions, reflecting professional collaboration skills essential to instructional design practice.

• Competency: Communicate effectively in professional contexts

This artifact demonstrates Communicate effectively in professional contexts through clear documentation of meeting agendas, discussion points, decisions, and next steps. The written report models professional communication practices that support shared understanding, accountability, and continuity within a collaborative project.

• Competency: Engage in reflective practice

This artifact demonstrates Engage in reflective practice by providing a documented record of group decision-making that allows for post hoc reflection on collaboration, role clarity, and instructional planning processes. The meeting report creates an opportunity to examine how decisions were made and how group dynamics influenced instructional outcomes.

• Competency: Demonstrate professional responsibility

This artifact demonstrates Demonstrate professional responsibility by documenting attendance, participation, task assignment, and follow-through expectations. These elements reflect accountability and responsible conduct within a collaborative instructional design project.

Artifact: Final Reflection Paper (EME 6356, Introduction to Big Data and Learning Analytics)
Role: Sole Author
Type of Project: Reflective analysis of professional learning and ethical considerations in data use

Rationale for Selecting This Artifact

This artifact was selected because it documents systematic reflection on learning experiences, skill development, and ethical considerations related to big data and learning analytics. The reflection analyzes personal growth across technical, analytical, and professional domains, while also examining challenges, limitations, and areas for continued development. The artifact provides evidence of reflective practice as a professional skill, demonstrating how experiences and coursework are interpreted to inform future professional growth and responsible practice in educational data analytics.

AECT Standard 4.3 – Reflective Practice (Primary Alignment)

Candidates demonstrate the ability to engage in reflective practice to improve professional performance.

This artifact demonstrates AECT Standard 4.3 through structured reflection on learning experiences throughout the Big Data and Learning Analytics course. The paper analyzes how exposure to advanced analytics concepts, data visualization tools, and predictive modeling reshaped prior understandings of educational data use. Reflection is used to examine both successes and challenges, including the balance between theoretical readings and applied assignments, time management demands, and the development of confidence in independent analytical work.

The artifact further demonstrates reflective practice by identifying transferable skills—such as data cleaning, visualization, and analytical reasoning—and articulating how these skills will inform future professional work. Reflection is not limited to retrospective description; instead, it is used to evaluate learning processes, assess professional readiness, and identify areas for continued growth. This demonstrates intentional self-assessment aligned with professional improvement.

AECT Standard 4.5 – Ethics (Secondary Alignment)

Candidates demonstrate ethical behavior in professional practice, including responsibility and consideration of ethical implications.

This artifact provides secondary support for AECT Standard 4.5 through reflection on ethical considerations associated with educational data use. The paper explicitly acknowledges privacy concerns, responsible data handling, and the potential risks of data-driven decision-making when working with student information. Ethical reflection is framed as an ongoing professional responsibility rather than a one-time compliance task.

The artifact also reflects ethical awareness by recognizing the limitations of analytics and the importance of balancing data-informed decisions with respect for learners. While the reflection does not present a formal ethical framework, it demonstrates emerging ethical reasoning appropriate to professional practice in learning analytics, supporting a defensible secondary alignment with ethical standards.

Competencies Demonstrated

• Competency: Engage in reflective practice

This artifact demonstrates Engage in reflective practice through systematic analysis of learning experiences, challenges, and professional growth. Reflection is used to evaluate both technical skill development and personal learning processes, demonstrating intentional self-assessment aligned with professional improvement.

• Competency: Analyze professional learning experiences

This artifact demonstrates Analyze professional learning experiences by examining how specific assignments, tools, and course structures contributed to skill development in data analytics, visualization, and predictive modeling. The reflection connects experiences to future professional application rather than treating them as isolated academic tasks.

• Competency: Demonstrate ethical responsibility

This artifact demonstrates Demonstrate ethical responsibility through reflection on privacy, data integrity, and responsible use of educational data. Ethical considerations are acknowledged as an integral component of professional practice in learning analytics.

• Competency: Communicate professional insights clearly

This artifact demonstrates Communicate professional insights clearly through coherent written reflection that synthesizes course content, personal experience, and professional implications. The paper models professional communication appropriate for reflective and analytical contexts.

Artifact: Distance Learning – Final Reflection & Peer Evaluation (EME 6457, Distance Education)
Role: Project Manager, Contributor, and Reflective Practitioner
Type of Project: Reflective analysis, peer evaluation, and documented collaborative design process (including video walkthrough)

Rationale for Selecting This Artifact

This artifact was selected because it provides comprehensive evidence of professional collaboration, ethical practice, and evaluation of individual and group contributions within a distance-learning design project. The final reflection and peer evaluation document how responsibilities were distributed, how contributions were assessed, and how ethical collaboration was maintained throughout the creation of a mini-learning module in Articulate Rise. The included video walkthrough further documents the design and development process, illustrating leadership, coordination, and reflective evaluation of professional practice within a collaborative instructional design context.

AECT Standard 4.4 – Assessing Professional Practice (Primary Alignment)

Candidates demonstrate the ability to assess their own professional practice and the contributions of others.

This artifact demonstrates AECT Standard 4.4 through systematic evaluation of individual and group contributions documented in the peer evaluation and reflective narrative. The peer evaluation explicitly assesses the scope and balance of contributions across group members, identifying areas of responsibility such as content development, assessment design, peer feedback strategies, and instructional alignment. These evaluations reflect reasoned judgment rather than superficial participation metrics, demonstrating the ability to assess professional contributions within a collaborative project.

The final reflection further supports this standard by critically examining personal performance in areas such as project management, instructional design decision-making, and facilitation of group processes. Strengths and limitations are identified, including early hesitation to share drafts, the impact of late-stage design changes, and lessons learned about iterative design and feedback. This demonstrates reflective evaluation of professional practice grounded in evidence from the project experience.

AECT Standard 4.5 – Ethics (Primary Alignment)

Candidates demonstrate ethical behavior in professional practice, including responsibility, accountability, and respect for others.

This artifact demonstrates AECT Standard 4.5 through documented ethical collaboration, transparency, and accountability within a team-based distance-learning project. Ethical practice is evident in the equitable distribution of work, clear acknowledgment of peer contributions, and respectful engagement with feedback. The peer evaluation reflects honest assessment without disparagement, aligning with professional norms for ethical teamwork.

Ethical responsibility is also demonstrated through instructional design choices discussed in the reflection, particularly the emphasis on assessment transparency, academic integrity, and learner fairness in the context of generative AI. By prioritizing visible process, peer feedback, and authentic assessment, the project reflects ethical concern for learner agency and instructional validity. These considerations demonstrate ethical reasoning applied both to professional collaboration and instructional design decisions.

Competencies Demonstrated

• Competency: Assess professional performance

This artifact demonstrates Assess professional performance through structured self-reflection and peer evaluation that examine the quality, scope, and impact of individual contributions. Assessment is grounded in documented responsibilities and outcomes rather than subjective perception.

• Competency: Collaborate in instructional design teams

This artifact demonstrates Collaborate in instructional design teams through sustained participation in planning, development, and refinement of a shared instructional product. The reflection documents how collaboration evolved over time and how challenges were addressed through coordinated action.

• Competency: Demonstrate ethical professional behavior

This artifact demonstrates Demonstrate ethical professional behavior through accountability, transparency, and respect in peer evaluation and group interaction. Ethical conduct is reflected in fair workload distribution, constructive feedback, and shared responsibility for project outcomes.

• Competency: Manage instructional design processes (Applied)

This artifact demonstrates Manage instructional design processes through the documented project-management role assumed during the mini-learning module development. Responsibilities included scheduling meetings, setting agendas, maintaining meeting minutes, facilitating design decisions, and coordinating delivery and execution of the Articulate Rise module. The accompanying video walkthrough provides evidence of process orchestration and design oversight.

• Competency: Communicate professionally in digital environments

This artifact demonstrates Communicate professionally in digital environments through written reflections, peer evaluation documentation, meeting coordination, and recorded walkthroughs. Communication supported alignment, accountability, and shared understanding within a distributed design team.