Initially, my goal was to promote awareness of the E-Portfolio as a tool for high-impact learning, however, I realized that the problem was on a much grander scale. Thinking globally, I began to realize that quite a few educators, not just faculty, were intimidated by the use of educational technology tools for instruction. My own journey played a significant role in designing E2, for it was extremely time-consuming and cumbersome to learn how to use these tools. It was then that I realized that I needed to simplify this process.

Design Process

After conducting the survey to determine Faculty Attitudes on the Integration of Educational Technology Tools into Instructional Methods, I was pleasantly surprised to determine that faculty were interested in assessing and reinventing their pedagogy. Unfortunately, time constraints, lack of professional development and E-Leadership were serious road blocks. I began to brainstorm how I could get the information to the faculty in the most efficient way possible and in a palatable way. As experts in their respective fields, faculty do not like feeling vulnerable in front of their peers.     They prefer their learning processes occur autonomously or in a safe  environment where their inadequacies are not highlighted. Additionally, faculty prefer to spend their time researching their subject matter rather than instructional methods.
    To meet this demand, Educational Technology Services was born.  The idea behind Educational Technology Services is to provide a series of  online technical training lessons on how to use the educational technology tools available in the market. The purpose is not to teach educators how to teach, but how to use the tools. In this way, faculty can pick and choose which tools might be beneficial for teaching their content without feeling insecure about their own teaching practices. http://prezi.com/znij3eovpxsh/?utm_campaign=share&utm_medium=copy
After mind-mapping my thought process, I began to question how I could get this information across to educators with limited time. I realized that the only way this audience might consider integrating technology into their instruction would be if they could quickly become "expert users." If professors could "download" the techniques quickly, they would develop a sense of confidence.


Global Design Considerations



























While mind mapping my prototype, I realized the potential uses for E2 are not limited to faculty development, but could be useful for any educator who is interested in learning alternative methods for presentation/engagement.

The Final Prototype