The document discusses the final course in an online MATLT program. It provides instructions for students to create a reflective media-rich presentation summarizing their learning experiences in the course and program. Students are asked to reflect on challenges with their final capstone project and suggest improvements. They should also reflect on their journey through the program and acknowledge people who supported them.

1. According to the Tuckman and Jensen Model for group
processes, the final stage in a group’s activity involves
adjourning. In an online course, the last week of activity is a
time for reflection and ending the formal group interaction. The
same strategy can be applied to the end of a program of study.
Therefore, we would like to model adjourning by offering you
this space to reflect, debrief, and bring closure to our time
together in this course and the MATLT program.
To participate in the Reflection discussion, post a media-rich
farewell that reflects on your learning experiences in this course
and then the MATLT program as a whole. Next, reflect on any
design and development challenges you experienced during the
creation of your final project for this course and make at least
one constructive suggestion for how the final project experience
could be improved. Conclude with a reflection on your journey
from enrollment to this moment in the MATLT program. You
are encouraged to highlight friends, family, instructors or
fellow learners and even your Ashford University staff contacts,
such as an advisor or librarian, who has contributed to your
success!
Attach or link your creation to your response. The reflection
might be a brief video, such as with YouTube or VoiceThread, a
narrated PowerPoint using Snap!, or a Glogster, or any other
media-rich presentation addressing the questions. Remember to
cite any graphics, audio, video, and ideas you incorporate into
your creation that are not yours. I WOULD PREFER POWER
POINT AND THEN I WILL ADD NARRATION.
This Capstone course requires students to synthesize their skills
and knowledge acquired throughout the MATLT program. The
Capstone project must present a practical application that is
appropriate for a professional environment in the students’
chosen field of work, be appropriate for inclusion in a
professional portfolio, and incorporate a relevant problem or
issue that can be supported through formal research.

2. Furthermore, the project should demonstrate significant content
across the spectrum of MATLT courses and promote the
accomplishment of professional and personal goals. In addition,
students will create a professional brochure highlighting their
skills, strengths, and educational preparation.
Course Design
The EDU697 MATLT Capstone course design follows principles
of effective learning design and satisfies the description of the
course in the catalog according to the established Program
Learning Outcomes and Course Learning Outcomes at the time
of redesign (Submitted to developers September 10, 2012).
The Course Learning Outcomes (CLOs) are focused on the
application of instructional design principles and theory in the
redesign of prior coursework activities into an educationally
sound capstone project, use of previous MATLT content in that
project, and a general reference to reflection on design and
development challenges encountered. Therefore, weekly
learning activities were designed specifically to support these
CLOs. Additionally, each weekly activity works as a scaffold
toward mastery of one or more of the Program Learning
Outcomes (PLOs) to support the construction of the Final
Project.
A minimalist approach to the design was taken to afford deeper
levels of activity and greater mastery by learners in the specific
Weekly, Course, and Program Learning Outcomes. That is, the
minimum expected number of activities and high quality
resources were chosen to provide the largest return on
investment (ROI) for learners’ efforts while maintaining
Ashford University expectations for graduate course rigor and
weekly engagement. Further supporting the minimalist and
efficient design framework is that each Week 1-5 activities are
formative scaffolds toward the creation of the summative final
project, which is a centerpiece of the CLOs.
Broadly, based on the current catalog and website description
for EDU687, the final project of the EDU697 MATLT Capstone

3. is one where students demonstrate attainment of the eight
program learning outcomes with a special emphasis on the
application of an applied research topic related to an
educational setting, need or interest. The final project
experience is designed to explore a topic within the student's
area of interest which utilizes a technology solution. Ultimately,
the product of the final project experience demonstrates an
application of Program Learning Outcomes 1-8 and acts as a
mini-portfolio in varied mediums depending on the learners’
choice for production. Learner choice/customization is a theme
the program Chair (LM Johnson) desires as a mainstay of the
program and should be regarded in all MATLT course
(re)designs.
Additionally, being mindful of Ashford University’s
commitment to affordable education for all, the EDU697
MATLT Capstone course incorporates prior program course
materials, Ashford University library, and open content web
resources as required resources and trial or free versions of
software for the educational media production expectations.
Course Learning Outcomes
Upon successful completion of this course, students will be able
to:
Use instructional design principles and theory to redesign a
student or work project to create an educationally sound
Capstone project.
Use previous MATLT course content to add value to your
project.
Discuss the design and development challenges you
experienced.
Course Map
The course map illustrates the careful design of the course
through which each learning objective is supported by one or
more specific learning activities in order to create integrity and

4. pedagogical depth in the learning experience.
LEARNING OUTCOME
WEEK
ASSIGNMENT
Use instructional design principles and theory to redesign a
student or work project to create an educationally sound
Capstone project.
1
2
3
3
4
4
5
5
6
6
Instructional Design Principles and Theory
Technology-Enhanced Strategies
Ethical Practices
Ethical Practices of Technology Usage
Assessment and Evaluation
Assessment and Evaluation Using Technology
Technology and Leadership
Supporting Learning and Leadership with Technology
Final Project Feedback
Final Project
Use previous MATLT course content to add value to your
project.
1
2
3
4
5
6
6

5. Instructional Design Principles and Theory
Supporting The Needs of All Learners
Ethical Practices of Technology Usage
Assessment and Evaluation Using Technology
Supporting Learning and Leadership with Technology
Final Project Feedback
Final Project
Discuss the design and development challenges you
experienced.
1
2
3
4
5
6
6
6
Instructional Design Principles and Theory
Supporting The Needs of All Learners
Ethical Practices of Technology Usage
Assessment and Evaluation Using Technology
Supporting Learning and Leadership with Technology
Reflection
Final Project Feedback
Final Project
Graduate Institutional Outcomes
Ashford Grad ILOs
Ashford University Masters Program Graduates:
Synthesize core proficiencies in the major area of study in a
manner appropriate to the degree level to important issues
within the field.
Utilize the relevant skills so that knowledge acquired can be
utilized in a manner appropriate to the degree level in the major
field and/or career.
Provide scholarly support for conclusions related to issues

6. associated with the field and/or career using discipline-
appropriate reasoning.
Integrate skills from core competencies in order to respond to
civic, societal, environmental, and economic challenges.
Apply the principles of critical thinking to contemporary issues.
Exhibit clear, sustained, and coherent arguments and narratives
Utilize information literacy skills appropriate to the graduate
degree level, by contributing to, expanding, evaluating or
refining the information base within the field of study.
Construct and defend solutions to problems through qualitative
or quantitative analysis and/or computational skills and
practices.
Synthesize theories and approaches to the discipline in solving
complex problems.
Develop problem solving framework and construct solutions to
complex unstructured issues and problems through reasoned
analysis, including consideration of diverse views.
Apply knowledge of commonalities and differences across
varying cultural, economic, and geographic populations as part
of global citizenship.
Construct ethical responses to
Evaluate key ethical issues and apply theory-based knowledge
to the concerns of society.
Demonstrate service to the community in responding to local,
national, and global challenges.
Evaluate the application of ethical standards in research and
practice.
Demonstrate lifelong learning skills and self-reflective capacity
by engaging in continuous professional and scholarly
development.
Apply discipline-specific content and skills to produce works
appropriate to the field.
Evaluate contemporary research within the field.
Apply collaborative skills in teams to solve problems.
Demonstrate professional dispositions and behaviors
appropriate to the discipline.