Image by William Iven

DESIGN CONCEPTS

// Artifact Selections for Design Concepts

In order for good design to come together, you need to have a strong understanding of the core design elements and principles. Some of the these elements include: Color, Value, Lines, Shapes and Space. As well, to properly combine elements together, you need to also understand the principles of design, in order to properly combine the elements together in a unified and cohesive theme. 

When I teach design theory, I lay down this foundation of core concepts in the same way the MET program has the required 4 core courses that all students must go through to get the pedagogical foundations of educational technology. 

As with anything new, it's important to start with the basics before you can advance and be proficient at a new skill. I entered the MET program very much with an open mind, eager to learn as much as what this program would provide. As it is with design, it's like being provided with some important theoretical concepts as well as some guidance with some tools that allows designer to take a blank document into a beautiful designed digital piece.


Each of the courses covered in this section expanded my knowledge on  various pedagogical frameworks, notable figures, applied theory and practices and new different educational technologies. 

Artifacts selected under this category will include many from the MET core courses having a stronger theoretical learning approach.

 

DESIGN CONCEPT ARTIFACTS

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MINDMAP OF PURPOSEFUL S.T.E.A.M. LEARNING

ETEC500 // GOAL #3

This mindmap was one of the first assignments in the program that had me think deeply about what educational topics interested me and which aspect I would want to spend more time learning, applying and synthesizing important research oriented skills.  I look back and see that I was unsure of what I was really interested in the grand scheme of just joining this program. It wasn’t until I was exposed to more courses that I would begin to develop areas of more focused interest.

Image by Sebastián León Prado

QUALITATIVE CRITICAL REVIEW OF STEM LEARNING THROUGH ENGINEERING DESIGN

ETEC500 // GOAL #3

After learning about proper research methods, writing correct citations and online accessible libraries, I had an opportunity to apply my critical research skills as well as my research writing skills towards a STEM learning study that was tied into my initial interest in that area. However, since that first term, I’ve discovered a whole new area of academic interest that I’m now pursuing at my school.  That area is in e-learning and applications of technology to facilitate enhanced student engagement and collaboration.

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AIMEE’S PERSONAL LEARNING THEORY

ETEC512 // GOAL #4

I’m including this concept map because it was the first time I listed out visually all the learning approaches and strategies that I have used in my teaching. I was surprised that many did align to known constructivist approaches and further reinforced the importance of peer collaboration and practice in this type of learning.

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VIRTUAL CONFERENCE ON CONSTRUCTIVISM

ETEC512 // GOAL #4

I was part of a group that created a learning conference presentation for Constructivism, covering different aspects of this learning theory from the main figures, key concepts, to applicable constructivist approaches in different classroom scenarios.  This was certainly the main learning theory that most students also subscribed to in their teaching methods.

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D3 DESIGN ACTIVITY LEARNING ANALYSIS

ETEC512 // GOAL #3

This learning activity required an analysis and rationale of an in-class scenario that utilized various learning theories effectively.

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IP#2: TOOLS OF INTELLECT - FROM TRADITION TO INNOVATION: ENCYCLOPEDIAS

ETEC565B // GOAL #2 & 3

This project utilized a new presentation tool, Canva to built this visually rich, infographic-oriented presentation around the media ecology of encyclopedias. As well, it delves into understanding McLulan's theoretical framework as it relates to this medium.