I genuinely enjoy the instructional design process. Collaborating with SMEs and stakeholders, I begin with a user story to establish a clear purpose and set outcomes to guide the course. Next, I create a course blueprint, methodically mapping out the cognitive journey that learners will embark upon, module by module, ensuring that every resource, media element, and activity harmoniously aligns with the desired outcomes.
When writing content, I select words and examples diligently to convey knowledge and simplify complex concepts effectively. Once the text is complete, I create supporting graphics, videos, and interactive simulations, adding visual context and diversity to the learning experience to engage learners on a deeper level.
Assessment is a crucial component, and I like to include formative assessments throughout the learning journey, encouraging active engagement and reflection on the content. For summative assessments, I prefer to design activities that allow learners to apply their knowledge to real-world scenarios. While traditional exams and quizzes have their place, there are more meaningful activities that can assess a learner’s ability to achieve outcomes.
Learning is not just my profession but my passion. My ultimate goal is to create meaningful, enjoyable, and memorable learning experiences that drive significant changes in a learner’s knowledge, skills, and behavior.
I designed and developed two Storylines to support a training course I created to help teachers and coworkers understand common accessible issues when working with images in a digital environment. Click each Storyline below to view, or access the course Create Accessible Images to view them in full context.
I create micro-courses for ClassLink that teach school administrators how to use our products. In addition to writing course content, creating custom screenshots, and how-to videos, I also create simulated walkthroughs of the products I’m assigned. As of this moment, I’ve created 16 simulations.
Due to the proprietary nature of our software, I can’t publicly share them, except for the following, to give you an idea of what I do.
While working at Pearson, my role involved scripting interactive scenarios, arranging voiceovers, storyboarding, creating images, and collaborating with the multimedia team to bring it all together. I was the sole team member with a graphic design background, and my contributions significantly improved the visual appeal of our interactives.
While I’d love to share the specific content, I’m restricted from doing so because Pearson and our clients retain the rights. However, I can provide a glimpse of the visual design and layout I employed in some of the interactives I designed.
Learners in a social work course were given five branching scenarios to help someone with anger issues. Each scenario opened with a short animation explaining the process phase and then had the learner interact with a character to manage their anger. The characters reaction would change depending on the learners response. Here are the storyboards for Phase 3 and 4.
In a social work course, students engage with three vulnerable individuals in society: a pregnant teenager, a physically abused gay man, and a registered sex offender. They aim to harmonize their personal faith values (blue) with the mandated NASW code of ethics (red) to identify shared principles and ethical considerations (purple).
Learners in this educational psychology course learn about Bronfenbrenner’s four systems of human development. After learning about each level, they assess which system is impacting four different students. Finally, they analyze Alex’s school-related challenges and assess which system(s) might contribute to his difficulties based on the evidence provided.