Completed 100% Online
The University of Texas at Brownsville (now Rio Grande Valley) is over 550 miles from where I live. I absolutely had to complete my Program of Study 100% online. Within the Educational Technology department the coursework, instruction and class design were excellent. Outside of the department, where the professors areas of discipline are not design based, the classes were a bit rougher. It was fascinating to experience to the 2 sides of the program and it provided a wonderful education on how to develop, and not develop, effective learning environments. Lessons I carry with me now as I design coursework that must be completed online.
The coursework for Master’s of Educational Technology degree was extremely rigorous, stimulating and progressive. The Instructional Design curriculum was based on the A.D.D.I.E. framework, but other processes were incorporated and implemented. Web 2.0 tools were a major component of the coursework, as were collaborative learning environments (in various forms such as: forums, Second Life, Google Hangouts, Blackboard Collaborate, Office 365 and Google Docs). The thread that united the entire program was its adherence to sound learning theory, not only in the instruction but in the curriculum as well. The theories of Gangé, Skinner, Maslow, Bandura, Piaget and Vygotsky were instrumental to the development of my projects (see “Portfolio”).
A portfolio was developed in lieu of a traditional thesis, though I believe it to have no less work than a thesis. The portfolio is a look at the the key artifacts of the Educational Technology degree as well as the key projects of each class. It also includes a Matrix of how each core class met AECT standards. Please click on the image below to be taken to this Portfolio ↓.
“I had the extreme pleasure of serving as Ben Caulder’s faculty advisor and instructor through the Master of Education in Educational Technology at the University of Texas Rio Grande Valley (http://utrgv.edu/edtech). During his time in our program, I had multiple opportunities to observe Ben’s instructional design knowledge and skills flourish. His coursework was always among the best in class and his projects addressed real-world instructional needs of his students or training opportunities for other faculty and staff at his school. His exceptional work was noticed by his peers and administrators, which led to Ben becoming the Campus Technology Liaison at Eaton High School. I am extremely proud to have graduates like Ben Caulder represent our Educational Technology program. I believe Ben has a bright future in EdTech and he will be someone to watch in the coming years.”