Rationale for Standard 1 Design: I believe I have demonstrated the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. According to ACET Standard 1 of Instructional Systems Design (ISD), it is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. Design also include demonstrating the ability of "message design," which involves planning for the manipulation of the physical form of the message. Moreover, ACET standard 1 includes instructional strategies that are specifications for selecting and sequencing events and activities within a lesson while using elements of "learner characteristics" that involves facets of the learner's experiential background that impact the effectiveness of the learning process.

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Rationale Statement for ACET Standard 2: Development. Animation Component, Audio Component, Graphic Component, Text Component, image folder, and completed index2. I feel I have met the requirements, as specified in the guidelines of The Association for Educational Communications and Technology (AECT) Standards 2 by developing the relevant skills as outlined. “Development”, according to AECT, refers to the process of translating the design specifications into “physical form”, which I truly believe I have successfully accomplished. As part of the development portion of my learning object, I gained knowledge about theories that relate to designing effective and efficient multimedia learning objects. For example, I learned that during the development stage of designing multimedia that it is imperative to present instructional content that captures the attention, engages the interest of the learner, and effectively communicates clear learning content. I have included in the development of my learning object elements of Mayer (2008) five principles for reducing extraneous processing: Coherence – reduction of extraneous material Signaling – highlighting essential material Redundancy – absence of on-screen text to narrated animation Spatial Contiguity – placement of printed words next to corresponding graphics Temporal Contiguity – presented corresponding narration and animation at the same time

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Rationale Statement for Standard 3: Utilization: I believe I have met required Standard 3: Utilization of the (AECT) Association for Educational Communications and Technology. For example, over the course of eight weeks I completed my final course project by revisions of the original plan by utilizing the standard of research knowledge, skills, and dispositions of processes and resources for learning by applying principles and theories of research to media utilization, diffusion, implementation, and policy making. For example, in the media utilization part of the standard, I research complementary multimedia and learning products and services needed to build my scenario 4 orientation course project. In the research, design, development, implementation of my orientation course project, I utilized the Coursesites by Blackboard (LMS) Learning Management System while taking considerable knowledge of distance learning, learning and pedagogical theories and research of the Media Utilization Standard 3 regulation. My project is now ready for diffusion and implementation. I utilized technology under the rules, terms, and agreements of copyright laws for educational purposes. The course is entitled "Orientation Course for Braiders T55422" at the following URL: http://trevaegolden@coursesites.com

Rationale Statement for ACET Standard 4 Management: I, Trevae Golden-Oloye, sincerely believe that I have demonstrated my acquisition of knowledge in project management skills via my disposition to plan, organize, coordinate, and supervise an instructional technology project as depicted in my course project for class EDUC 6145 – 2. For example, as for sections 4.1, 4.2, 4.3, and 4.4 of the ACET Standards, I successfully demonstrated my skills via the plan to monitor, control resources, support, delivery, and information systems management, controlling storage, transfer and processing information in order to provide resources for learning. As technologies evolve in the field of ID/PM, I will continually improve upon the skills I learned by further training, research, and employment opportunities in the field.

Rationale for ACET Standard 5: EVALUATION I believe that I have demonstrated knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. Moreover, I have demonstrated my understanding of the domain of evaluation through considering and using activities such as problem analysis, criterion referenced measurement, formative evaluation, and summative evaluation via collecting, analyzing, and interpreting data to modify and improve instruction.

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Rationale of ACET Standards: 1, 2, 3, 4, and 5. The capstone EIDT 6901 course syllabus lists eleven learning objectives specific to the design, development, implementation, and evaluation for the instruction that I developed as the solution to the identified workplace problem identified by the client and substantiated by me via research and analysis. I believe I have exhibited all five ACET Standards for demonstrating the knowledge, skill sets, and dispositions associated with proposing to design, development, implementation, and evaluation of an instructional solution for an authentic problem. I have successfully performed the following competencies as depicted in my Adobe portfolio and the final deliverables seen in the LMS at the following URL: https://trevaegolden.coursesites.com/. The course is entitled " Biology: Microbiology." No password is needed.