Resume

Objective

To be on the cutting edge of educational technology, assisting others in integrating technology into their classrooms and schools.

Summary

Charles is an English as a second language instructor currently teaching aviation English and communication skills to foreign military aviators.

Education

M. Ed. Educational Technology, University of Texas, 2010 (in progress)
B.A. English, Mesa State College 1996.

Experience

Defense Language Institute, Lackland AFB, TX

7/2009 – Present

Specialized English Instructor

Taught English to aviators. Taught other military English skills classes as needed.

Defense Language Institute, Pensacola, FL

7/2009 – 12/2009

Specialized English Instructor

Managed training in Aviation English skills for foreign pilots entering into flight training at Pensacola Naval Airstation. Taught the Defense Language Institute Aviate, Navigate, Communicate course on site.

Defense Language Institute, Tbilisi, Georgia

9/2007 – 12/2007

Team Leader

Lead three member mobile training team in the Republic of Georgia. Served as liaison to the Georgian military. Taught general English skills to interpreters.

Defense Language Institute, Lackland AFB, TX

10/2006 – 9/2007

Curriculum Writer

Developed curriculum materials and course texts for the American Language Course Responsible for technical projects for the general curriculum department including the 789 objectives database, processes and procedures, and other technical tasks and advising of other course writers as needed. Primary contact for locating photos and line-art for the text from various local and Internet sources.

Defense Language Institute, Bratislava, Slovakia

1/2006 – 6/2006

ESL Instructor

Served on the Mobile Training Team in Slovakia teaching general English to ministry of defense officers.

Defense Language Institute, Lackland AFB, TX

10/2004 – 1/2006

ESL Instructor

Planned, prepared, and coordinated instructional activities Conducted EFL/ESL instruction for international and U.S. Students Established learning environment conducive to adult EFL/ESL learning Participated in planning of special projects and in service training

Delta Wireless Internet, Delta, CO

1/2003 – 10/2004

Manager

Contract manager for a high speed wireless Internet company. Coordinated installation and repair, solicited new customers, and provided technical support in house and to members. Doubled number of subscribers and company revenue in the first year. Created online management tools that allow the company to track work requests, monitor users, and facilitate employee communication. Created and maintained the company web site.

Follett Software Company, McHenry, IL

5/2000 – 10/2002

Technical Writer

Responsible for creation of user manuals for library automation software. Designed online help files. Insured product design met customer needs and design specifications. Prepared product use cases. Cross trained as a product tester. Created test plans and frameworks. Provided feedback to product engineers. Regression tested products to insure compatibility with previous versions

S.E.L. Foreign Language Institute, Poun, Korea

1/1997 – 1/2000

ESL Instructor

Responsible for teaching English grammar and usage to children and adults. Prepared lesson plans for all classes. Delivered business English classes and materials to corporate and government clients. Initiated and maintained the school’s Internet presence. Recruited teachers for schools in Korea and Japan.

Rich Enterprises, Grand Junction, CO

5/1992 – 12/1997

Owner

Responsible for creation of all promotional materials, management of contracts and design and maintenance of company web site. Established sources of supply for the sales catalog and local and Internet sales. Assessed client automation needs and designed and implemented databases to meet them. Created user guides for PC desktop applications for ease of use by all levels of user. Coordinated and staged training based on clients’ needs. Created classroom and tutorial instruction manuals, handouts and presentation materials.

Center for Independence, Grand Junction, CO

5/1996 – 12/1996

Technical Assistant

Reported to the director of the Assistive Technology Resource Center. Responsible for providing high and low tech solutions for disabled consumers’ everyday needs. Documented procedures for maintenance, training and design of equipment. Trained disabled individuals on the use of adaptive equipment including keyboards, speech synthesizers and software. Created documentation for users and service providers. Presented programs to consumers, service providers and community members.

US Army, Various Locations

8/1986 – 5/1992

Computer Machine Operator

1990 to 1992, Aberdeen Proving Grounds, MDAutomation Asset Manager. Reported to the chief of operation security. Responsible for supervision of maintenance, acquisition and training on all automation (computers, typewriters, copiers, fax machines, projectors, etc.). Advised staff on automated data processing security regulations and created procedures pertaining to daily operations and technical information. 1986 to 1990, Fort Huachuca, AZ and Yongsan, Korea Computer Operator. Responsible for operations and maintenance of mainframe computers and PCs, creation of SOP manuals, conducting training, and designing and implementation of database and network designs.

What is Educational Technology?

Generally when I tell people I am an educational technology specialist their eyes gloss over and they tune out what I am saying pretty much automatically because the expect me to start spewing out mathematical equations and programming code. While I do know how to write applications, I have to admit I pretty much fall into the mathematically challenged category. Frankly, algebra makes my head hurt.

Luckily, for most people educational technology has little to do with creating Flash applications or spending countless hours trying to get a web script to behave properly. Don’t let the technology tag scare you, most of the time the things we refer to as educational technology are fairly simple to use.

So what is educational technology? In a nutshell, it’s any computer or online tool that makes it easier for you and your students to communicate, collaborate, create, or learn. You can equate it to a real life classroom, but with far fewer constraints and limitations. I like to illustrate it with the following scenario:

Imagine you are a college professor and you have been asked to work with a hundred students who have had difficulty in various humanities classes in their first year of college. Your job is to assess each student’s needs and help them learn the skills they need to succeed in college. Oh, and you have one semester in which to do it and your class meets for an hour twice a week. You can divide the students up into two classes, if that will help. Can you help us out? Think about it for a minute. If you’re like me you are feeling pretty overwhelmed and we haven’t even met the students yet.

So how would you go about tackling this situation? Needless to say this is a nearly impossible task given a standard classroom environment and lots of unknowns. But companies like Sylvan Learning tackle issues like this every day. Okay, so they don’t deal with 100 students at a time, but they still work in fairly large scale with challenging students. How do they, and we, do it? With the right tools and tactics of course. Here are just a few ideas off the top of my head:

• Have students submit all work online – this allows you to look assignments over in your own time and better track your progress. Not only that, but you can give access to aids and colleagues who can help you if you are overwhelmed.
• The same goes for testing. If student assignments can be tested through a multiple choice quiz then by all means use that for assessment. If this is done online then both you and the student get immediate feedback and don’t have to wait until the next class to make adjustments.
• Better is to have students collaborate on assignments, checking each others’ work, drafting papers, and such before it’s ever submitted. I’ve found Google docs to be a great way for students to collaborate. It’s almost like they are sitting right next to each other and talking about the assignment. Sometimes it seems like students communicate better in this medium.
• Have students submit writing assignments to SmartThinking, or other online tutoring services. Smart thinking allows students to submit papers to an online editor who will give them feedback on grammar, mechanics, and content. I’ve found that I have to do a lot less correction on papers that have gone to SmartThinking first.
• Give students a place to communicate with you and with other students. The problem with most classes is that the students usually come up with the really hard questions an hour after they left the classroom and forget them before the next class. Online discussion forums are good because other students may be able to answer their questions as well, taking even more burden off of the instructor.
• A wiki is very useful for creative projects. Students can collaboratively create and edit a wiki page and you basically just sit back and watch the page build itself.

These are just a few ideas using very simple online technology to meet the challenge. The cool thing is that there is almost nothing to learn to use the tools I’ve mentioned here. If you know how to create a document on your computer then you already possess the necessary skills.

By the way, I really do want to know how you would use technology to address the scenario given above.  Click the comment link below to share your ideas. And don’t be afraid to go out and explore some technology; here are some links to get you started:

Related Links

4 Shared http://www.4shared.com/ allows users to share documents online for free.

Google Docs http://docs.google.com online collaboration tools from Google. The editor used looks and acts a lot like MS Office and you can collaboratively create docs, PowerPoints, and more.

PBWorks http://my.pbworks.com/ allows teachers to create a free wiki for use as they see fit. Give it a try, it’s a lot of fun to see what students create.

SmartThinking http://www.smarthinking.com/ Online tutorial and writing services.

Charles T. Rich

chazrich.geo@yahoo.com

http://www.oneworldclassroom.com

Charles Rich’s Profile

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Matrix

Responsibilities	Performance Indicators	Project 1	Project 2	Project 3	Project 4	Project 5	Practicum
Leadership	1.1		X	X	X	X	X
	1.2
	1.3
Design	2.1	X
	2.2	X
	2.3
	2.4	X
	2.5
Development, Utilization and Management	3.1
	3.2	X
	3.3	X
	3.4
Evaluation	4.1						X
	4.2						X
	4.3						X
	4.4						X
Research	5.1
	5.2
	5.3
Collaboration	6.1	X
	6.2	X
	6.3	X

Project 1: Telecommunications Grant Request Project Description: The purpose of this project was to provide an additional computer lab and other automation resources at Delta-Montrose Technical College for student and community use. The project proposal would have provided twenty-five additional workstations in a central location as well as laptops and e-book readers and wireless network coverage for the entire campus. The concept behind this project was to eventually de-centralize automation at the college and instead make it easily accessible everywhere on campus. While the school was building a new computer lab, they were keeping it intentionally smaller and be encouraging students to purchase their own laptops, or borrow them from the school and assist them in finding funds to eventually provide their own equipment. Technology development is moving at an astounding rate and by the time many students enter the work place they will find it necessary to have learned how to use a whole new crop of devices. Smart phones, pocket data devices like USB flash drives and MP-3 players with data storage are quickly changing how we carry data and documents. Book readers and ultra-light notebook computers are changing the way we create and access that data. Soon, if one shows up to a employment interview with a paper resume or to a college classroom with an armload of books then he or she will be considered old-fashioned and certainly behind the power curve. Project Link | Artifact Report Responsibilities Met: Responsibility 2: Design 2.1, 2.2, 2.4 Responsibility 3: Development, Utilization and Management 3.2, 3.3 Responsibility 6: Collaboration 6.1, 6.2, 6.3

Project 2: Second Life Group Project Project Description: Vestibulum vel odio eget metus faucibus ullamcorper. Proin sodales urna quis velit. Mauris eros diam, egestas eu, consectetuer nec, semper sit amet, eros. Fusce ac libero. Aliquam sapien. Aliquam erat volutpat. Cras varius orci sed pede. Fusce eleifend tincidunt odio. Aenean magna. Duis sed leo et mi fermentum viverra. Phasellus nisi turpi, adipiscing sed, adipiscing placerat, convallis ac, sem. Aenean at turpis in nisi pulvinar ullamcorper.Project Link | Artifact Report | Revised Project Responsibilities Met: This project meets responsibilities:Resposibility 1: Leadership 1.1, 1.3, Responsibility 2: Design 2.1, 2.2, 2.4 Responsibility 6: Collaboration 6.1, 6.2, 6.3

Project 3: Evaluating the Quality of Research Resources Project Description: Vestibulum vel odio eget metus faucibus ullamcorper. Proin sodales urna quis velit. Mauris eros diam, egestas eu, consectetuer nec, semper sit amet, eros. Fusce ac libero. Aliquam sapien. Aliquam erat volutpat. Cras varius orci sed pede. Fusce eleifend tincidunt odio. Aenean magna. Duis sed leo et mi fermentum viverra. Phasellus nisi turpi, adipiscing sed, adipiscing placerat, convallis ac, sem. Aenean at turpis in nisi pulvinar ullamcorper. Project Link | Artifact Report Responsibilities Met: This project meets responsibilities:Resposibility 1: Leadership 1.1, 1.3, Responsibility 2: Design 2.1, 2.2, 2.4 Responsibility 6: Collaboration 6.1, 6.2, 6.3

Project 4 Title Project Description: Vestibulum vel odio eget metus faucibus ullamcorper. Proin sodales urna quis velit. Mauris eros diam, egestas eu, consectetuer nec, semper sit amet, eros. Fusce ac libero. Aliquam sapien. Aliquam erat volutpat. Cras varius orci sed pede. Fusce eleifend tincidunt odio. Aenean magna. Duis sed leo et mi fermentum viverra. Phasellus nisi turpi, adipiscing sed, adipiscing placerat, convallis ac, sem. Aenean at turpis in nisi pulvinar ullamcorper.Project Link | Artifact Report | Revised Project Responsibilities Met: This project meets responsibilities:Resposibility 1: Leadership 1.1, 1.3, Responsibility 2: Design 2.1, 2.2, 2.4 Responsibility 6: Collaboration 6.1, 6.2, 6.3

Project 5 Title Project Description: Vestibulum vel odio eget metus faucibus ullamcorper. Proin sodales urna quis velit. Mauris eros diam, egestas eu, consectetuer nec, semper sit amet, eros. Fusce ac libero. Aliquam sapien. Aliquam erat volutpat. Cras varius orci sed pede. Fusce eleifend tincidunt odio. Aenean magna. Duis sed leo et mi fermentum viverra. Phasellus nisi turpi, adipiscing sed, adipiscing placerat, convallis ac, sem. Aenean at turpis in nisi pulvinar ullamcorper.Project Link | Artifact Report | Revised Project Responsibilities Met: This project meets responsibilities: Resposibility 1: Leadership 1.1, 1.3, Responsibility 2: Design 2.1, 2.2, 2.4 Responsibility 6: Collaboration 6.1, 6.2, 6.3

Capstone Project Project Description: Vestibulum vel odio eget metus faucibus ullamcorper. Proin sodales urna quis velit. Mauris eros diam, egestas eu, consectetuer nec, semper sit amet, eros. Fusce ac libero. Aliquam sapien. Aliquam erat volutpat. Cras varius orci sed pede. Fusce eleifend tincidunt odio. Aenean magna. Duis sed leo et mi fermentum viverra. Phasellus nisi turpi, adipiscing sed, adipiscing placerat, convallis ac, sem. Aenean at turpis in nisi pulvinar ullamcorper.Project Link | Artifact Report | Revised Project Responsibilities Met: This project meets responsibilities:Resposibility 1: Leadership 1.1, 1.3, Responsibility 2: Design 2.1, 2.2, 2.4 Responsibility 4: Evaluation 4.1, 4.2, 4.3, 4.4 Responsibility 6: Collaboration 6.1, 6.2, 6.3

Responsibility #1: Leadership and Professional Development.

The candidate will demonstrate leadership and continued improvement of professional practice that requires critical inquiry, professional development, and reflective practice (e.g., membership in professional organizations, submission of a paper for publication, attendance at a local, state, regional, or national conferences.) The candidate demonstrates knowledge of past, present and future trends in instructional technologies.

Performance indicators:

1.1 Attends minimum of one regional, state or national conference that directly supports professional growth in instructional technologies.

1.2 Joins a minimum of one professional organization.

1.3 Submits a 3000-word formal paper (in APA format) that describes past, present and future trends in instructional technologies and/or ISD.

Responsibility #2: Design.

The candidate is knowledgeable of the history of instructional systems design and development. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.

Performance indicators:

2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.

2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective.

2.3 Demonstrates ability to select and integrate into instruction a vareity of research-based instructional strategies.

2.4 Demonstrates ability to develop and select appropriate assessment instruments.

2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process.

Responsibility #3: Development, Utilization and Management.

The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.

Performance indicators:

3.1 Demonstrates ability to develop instruction using a minimum of three different medias.

3.2 Applies research-based rationale for the selection and utilization of technologies for learning.

3.3 Demonstrates ability to manage projects and evaluate progress and improvement.

3.4 Uses the results of evaluation methods to revise and update instructional materials.

Responsibility #4: Evaluation.

The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.

Performance indicators:

4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.

4.2 Demonstrates ability to use summative summative strategies to evaluate the quality of instruction.

4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives.

4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process.

Responsibility #5: Research.

The candidate collects, evaluates, and synthesizes research from a variety of appropriate sources in order to support decision-making in design, development, implementation and evaluation of instructional systems.

Performance indicators:

5.1 Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic in instructional technology.

5.2 Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities.

5.3 Uses research to justify selections of instructional strategies.

Responsibility #6: Collaboration.

The candidate demonstrates the ability to form electronic teams in order to identify and solve problems and opportunities in the field of instructional technology. The candidate demonstrates effective team building skills in a distributed collaboration environment, and demonstrates how candidate’s own students can take advantage of electronic collaboration for distributed team building.

Performance indicators:

6.1 Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions.

6.2 Identifies trends in distributed instruction.

6.3 Demonstrates effective utilization of tools necessary to implement distributed instruction.

Welcome

Welcome to my Master’s portfolio. Here you will find sample lessons and other pertinent educational projects.

Post a Message

You can also contact me by posting a message here! Keep in mind that it can be seen by the general public.

Courses Taken

EDUC 6304 Learning and Cognition

This course has been designed to provide educators with the most up-to-date information concerning the teaching-learning process. This course will provide an opportunity for students to incrementally develop an educational theory and practice based on solid research and theoretical concepts. Students will be provided with a working knowledge of learning theory from various viewpoints, developmental influences, practical application and teaching methods. Students will also become familiar with approaches dealing with the management and motivation of students and measurement of individual differences.

EDTC 6320 Instructional Technology

This course provides a history and overview of the field of instructional technology. Demonstrations of technologies in different educational settings are explored. Practical and theoretical means for ascertaining the needs of learners, implementations of specific technologies to meet those needs, and assessment of effectiveness of those technologies in meeting learner’s needs are presented.

EDTC 6321 Instructional Design

This course uses a standard model for designing instruction to guide the student in systematically developing an instructional unit. Theoretical and practical issues in designing effective instruction are examined. Alternative models of instructional design are presented.

EDTC 6323 Multimedia/Hypermedia

This course looks at pertinent issues in the development of web-based multimedia and hypermidia for instructional purposes. Participants will develop an interactive product to meet specific instructional objectives, field test their product, and assess its effectiveness.

EDTC 6325 Educational Telecommunications

This course addresses the development of educational telecommunications systems, networking, teleconferencing, digitized video, and compressed video. The role of educational telecommunications in the instructional process is emphasized.

EDTC 6329 Selected Topics in Educational Technology

This course addresses the study of significant topics related to utilization of technology in educational settings. In this case I worked with an EFL instructor to develop her course wiki.

EDTC 6332 Practicum in Education Technology

This is the capstone course for the Educational Technology Graduate Program. Guided observation and practice in the applications of technology to a specified educational setting are emphasized.

EDTC 6340 Applications of Advanced Technology

Course emphasizes the skills required of the Master Teacher of Technology certification including applications of: multimedia, web-based materials, desktop publishing, streaming media, and media currently used in scientifically based research of instructional technology applications in PK – 12 classrooms.

EDTC 6341 Student Centered Learning

This course provides the Master Technology Teacher (MTT) with the skills and conceptual knowledge for instructional design and development of student-centered learning activities in the K—12 classroom. The course also addresses critical issues in this instructional design and development process, including effective modifications of instruction that uses advanced technologies for special needs students, and mentoring other faculty members.

EDTC 6351 Web-Based Multimedia in Instruction

This course provides a framework by which distance educators can infuse learner-centered principles into the design and development of multimedia for online education. In this course you will learn how to create, capture, prepare, and publish audio/video products using a variety of multimedia authoring tools.

EDTC 6358 Theory and Practice of e-Learning

This is the capstone course for the e-Learning Graduate Certificate Program. Students are expected to apply previously learned skills and knowledge to plan and manage an e-learning project in a real-life context.Taken as an Elective.

PMCH 6381 Applied Research Methods

The student will be given the opportunity to demonstrate a knowledge of: (1) historical and policy issues and the basic approaches used in research; (2) whether a problem is amenable to investigation by formal research methods, (3) specific theoretical research models and techniques for analyzing and developing both quantitative and qualitative forms of research and evaluation studies; (4) specific methods and procedures for reviewing and assessing the research literature, and (5) designing his/her own research or evaluation study.

Reflection Letter

February 1, 2010

Dear Educational Technology Faculty,

I present for your review my portfolio outlining my educational philosophy, some of the projects completed while in the Educational Technology program, and lessons learned from the process.

I am not what many may view as a traditional teacher. I have spent most of my career teaching English as a Second Language (ESL) to students abroad and continue to do so for the US military. I have a background in computer technology as well, so obviously educational technology suits me well. I see earning a Master’s degree in Ed Tech as a natural progression for me and a marriage of my loves for teaching and technology.

Where do I see Ed Tech fitting into the scheme of things in the near future? These days technology has become commonplace. Our students come to class with cell phones in their pockets that make the mainframe computers I worked on in the 1980s look like toys. The game machines most of the younger generations have at home render realistic first person shooter scenes that seem far more realistic than even our own imaginations. Technology allows us to track the whereabouts of our friends, keep up on what they are doing, and coordinate impromptu meetings and share timely information with a few flicks of a finger. Who knows what we will be capable of next year.

I see so much potential, and yet the primary methods of teaching among my colleagues still seems to be something on the order of “sit down, turn off your cells phones, ipods, and laptops and follow along with me in this fifty year old book on English grammar. . . only thirty more pages to go before the end of the semester.”

Realizing, of course, that I can’t change the whole world, I do hope to bring a more modern view of education to the table in my organization. We have already found that some of our online learning systems help us shave weeks, if not months, off of a lengthy process of turning non-native English speakers into bonafide military partners. We are quickly modernizing our process and I’m happy to be right in the middle of it.

Sincerely,

Charles Rich