反思实践
考生分析和解释数据和工件，并反思技术支持的教学和学习的设计、开发和实施的有效性，以促进他们的专业发展
神器说明
此神器是在 2021 年夏季与 Carbonara 博士一起在 GDIT 716“用户体验设计”中开发的。该作业要求参与者开发线框或产品原型，通过使用技术可能对学习者有用。 工件只是整个项目的一部分，但更侧重于一个产品的设计与实现.
Reflection
在展示的工件中，我们的团队描述了我们在为医师助理、护理和药学学生开发应用程序以用 于他们的临床经验时所进行的线框过程。 我们考虑了设计、简化使用、吸引人的视觉效果和图形、硬件的兼容性以及相关研究数据。在项目的最后阶段，我们提出了一个名为“Clinical GO”的应用程序，该应用程序在助理医师系的教员中非常受欢迎，我们可能会在不久的将来将其作为一个可行的应用程序来追求。很难说这个工件完全与标准挂钩，但我相信它提供了一个如何开发和实施技术来支持学生学习和成长的视角。
Artifact 1
Artifact 2
Description of Artifact 2
This artifact was developed in GDIT 719 "Learner-Computer Interaction" in Fall 2021 with Dr. Heo. Participants were to create a project to nudge learners toward information to which they should pay closer attention. In instructional design, designers would use the "nudging" technique to gently move learners toward information they need to learn for assignments, etc. Visual cues are helpful in online learning environments in which the instructor may not be present to discuss the relevant material. Nudges can also serve to reinforce messages or items which are being discussed during class meeting sessions.
Reflection on Artifact 2
In developing this artifact, I opted to create an info graphic about wearing masks. During the COVID-19 pandemic, the efficacy of wearing masks was being debated all over the world and in the United States in particular. I did not develop this project as a form of political statement, but as an example of how an instructional designer might use signaling and cueing to nudge the viewer to the information deemed to be the most critical. Although this artifact does not completely reach the standard, I believe it touches upon the effectiveness of design and development as noted in the standard.