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Technical: Case Briefing (ED 795A, group project)
Context
During the Seminar ED 795A class, we worked in groups to complete a Case Study Briefing. Each group was assigned a scenario, and we had to work together to identify stakeholders, performance issues, solutions, and predicted outcomes for the fictional situation. Our group had to help Davey Jones, who was tasked with designing an electronic performance support system for WidgetMart.
Standard -- Technical: Use software and other tools appropriate to the task.
This artifact demonstrates the Technical standard. Our group chose to create a movie with narration and still images. We also used PowerPoint and Keynote to create visuals such as charts, graphs, and lists. We included photographs we took of people I work with and other images we obtained from Flickr via Creative Commons Search. We used a variety of technologies to obtain and create our content, as well as combining these items to create a finished product and host it online.
Opportunities Disguised as Problems
One problem we faced was that we initially did not fully understand the scope of the project. It wasn't until we met several times and asked our professor some questions that we realized we were missing one important point: Davey's proposed solution may not have been the best or only way to address his company's needs. Another issue we dealt with was coordinating our efforts to have all the parts we needed to create our video. I ended up spending the entire day and night of Halloween, into the "wee hours" compiling the video based on a script written mainly by one other member of the team. We all contributed early on, but then the product resulted from just over half the team's efforts.
My Strengths
There were several ways in which this artifact demonstrates my strengths. I enjoy making creative products, injecting humor into my work, and putting in extra time and effort to produce work that clearly "goes the extra mile." I already had a lot of experience using iMovie, so I used its features to maximum benefit. I also have a good voice for narration, so I employed that for the project as well.
What I Learned About Myself in Educational Technology
This experience taught me that I struggle at times with the front-end analysis that leads into the part of a project that I excel in. I often rely on team members or the professor to get me to the point where I am comfortable enough with the content or the objective so that I can dive in to the creation process. Perhaps I over-analyze the wrong aspects and overlook what's important in my rush to get to the part that is fun for me. I am accustomed to working in isolation and having to make all the decisions about my products in my workplace. I have discovered that I need to spend more time breaking down and analyzing what's ahead of me before being so eager to begin creating the product.
Rossett, A. (2009). First things fast. San Francisco, CA: Pfeiffer.
During the Seminar ED 795A class, we worked in groups to complete a Case Study Briefing. Each group was assigned a scenario, and we had to work together to identify stakeholders, performance issues, solutions, and predicted outcomes for the fictional situation. Our group had to help Davey Jones, who was tasked with designing an electronic performance support system for WidgetMart.
Standard -- Technical: Use software and other tools appropriate to the task.
This artifact demonstrates the Technical standard. Our group chose to create a movie with narration and still images. We also used PowerPoint and Keynote to create visuals such as charts, graphs, and lists. We included photographs we took of people I work with and other images we obtained from Flickr via Creative Commons Search. We used a variety of technologies to obtain and create our content, as well as combining these items to create a finished product and host it online.
Opportunities Disguised as Problems
One problem we faced was that we initially did not fully understand the scope of the project. It wasn't until we met several times and asked our professor some questions that we realized we were missing one important point: Davey's proposed solution may not have been the best or only way to address his company's needs. Another issue we dealt with was coordinating our efforts to have all the parts we needed to create our video. I ended up spending the entire day and night of Halloween, into the "wee hours" compiling the video based on a script written mainly by one other member of the team. We all contributed early on, but then the product resulted from just over half the team's efforts.
My Strengths
There were several ways in which this artifact demonstrates my strengths. I enjoy making creative products, injecting humor into my work, and putting in extra time and effort to produce work that clearly "goes the extra mile." I already had a lot of experience using iMovie, so I used its features to maximum benefit. I also have a good voice for narration, so I employed that for the project as well.
What I Learned About Myself in Educational Technology
This experience taught me that I struggle at times with the front-end analysis that leads into the part of a project that I excel in. I often rely on team members or the professor to get me to the point where I am comfortable enough with the content or the objective so that I can dive in to the creation process. Perhaps I over-analyze the wrong aspects and overlook what's important in my rush to get to the part that is fun for me. I am accustomed to working in isolation and having to make all the decisions about my products in my workplace. I have discovered that I need to spend more time breaking down and analyzing what's ahead of me before being so eager to begin creating the product.
Rossett, A. (2009). First things fast. San Francisco, CA: Pfeiffer.
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Copyright ©2010 Diane Main. All rights reserved.
Created for the Educational Technology Department San Diego State University |
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