ARTIFACTS

M.S. Learning Design & Technology

Here you can see some examples of my work from the courses I have taken in this program, and how they align with the Association for Educational and Communication Technology's (AECT) standards for graduate students in this field. The artifacts on this page are organized chronologically, with the corresponding standards included in color-coded strips, as they are displayed on the AECT standards page of this Portfolio.

Fall 2020

EME 6055: Current Trends in Instructional Technology

In this introductory course, which I took in my first semester, we learned about and evaluated various educational technologies such as learning games, mobile learning, AR and VR. In addition to that, we also learned about many of the prevailing theories of learning and instruction, such as constructivism and social learning theory, as well as instructional design models such as ADDIE and SAM.

For our final project, we were tasked with describing our vision of "The Classroom of the Future." This paper builds on the work of critical educational theorists and technologists such as Paulo Freire and Audrey Watters to imagine a future in which educational technologies are used to promote dialogue and equity in education, and mobile learning is used as a means of bridging the Digital Divide. You can read it here.

S.1.1. | Creating S.1.3. | Assessing & Evaluating

S.1.5. | Ethics

S. 5.1. | Theoretical Foundations S. 5.3. | Assessing & Evaluating S. 5.4. | Ethics

While this paper was mostly theoretical and research-based, I attempted to put those ideas into practice in my final project for Dr. Fisk's EME 6347: Digital Media & Learning, which I will describe next.

EME 6347: Digital Media & Learning

This was another course that I took in my first semester and this is where I was first exposed to the work of Paulo Freire and Audrey Watters that inspired the previous project, as well as the Connected Learning Guide, which became the theoretical framework for this ambitious final project.

For this project, my partner and I organized a diverse group of English language learners (ELLs) via Facebook and invited them to participate in four activities, using the emerging educational technologies of Flip (formerly known as "Flipgrid"), Metaverse (AR), VoiceThread, and Nearpod. We then asked our participants to reflect on their experience using the technology and compare it to the other technologies they used.

In general, we found these tools to be less user-friendly than advertised, especially when working with a diverse population of ELLs with a myriad of connectivity issues. All in all, it was an enriching and eye-opening experience and the results are often amusing. You can read about them in detail here.

S.1.1. | Creating S.1.2. | Using S.1.3. | Assessing &Evaluating

S.1.4. | Managing S.1.5. | Ethics

For this project, we created our own activities using the technologies mentioned. We managed the learners' use of these technologies, with the ultimate goal of assessing and evaluating them according to the authentic reactions of our learners. The purpose of this was to determine the ethics of using such tools with this population of learners. We determined that these tools can be fun and engaging for our learners but that implementing them requires a lot of patience and attention from an instructor, and without that human presence the tools themselves would not facilitate learning.

S. 2.1. | Creating S. 2..2. | Using S. 2.3. | Assessing &Evaluating

S. 2.4. | Managing S. 2.5. | Ethics

S. 4.1. | Collaborative Practice S. 4..2. | Leadership

S. 4.3. | Reflection on Practice S. 4.4. | Assessing &Evaluating

S. 3.5. | Ethics

S. 3.1. | Creating S. 3..2. | Using S. 3.3. | Assessing &Evaluating

S. 3.4. | Managing S. 3.5. | Ethics

S. 5.1. | Theoretical Foundations S. 5..2. | Method S. 5.3. | Assessing &Evaluating S. 5.4. | Ethics

Spring 2021

EME 6457: Online Teaching & Distance Learning

In this course, I worked collaboratively with four other graduate students in the M.S. LD&T program to design, create, and implement an online mini-course via Canvas, with the help of Flip (formerly known as "Flipgrid"). The goal of the course was to introduce students to the three most widely-spoken languages in the world: English, Spanish, and Chinese. In creating the course, we strove to include the three types of interaction that are critical to creating a successful online learning environment:

Learner-Content Interaction
Learner-Instructor Interaction
Learner-Learner Interaction

We created lessons using PowerPoint, which introduced learners to the basics of the three languages, such as greetings and how to form simple sentences. I created the lessons for English and Spanish, and Chuan Ni created the lessons for Chinese. Cynthia Weaver created a website to house interactive versions of our learning content, which could be accessed outside of Canvas. Unfortunately, the site has been taken down, but until recently it was available here.

However, you can view the Canvas course by enrolling in it using this link, or check out one of our Flipgrid topics here.

All in all, it was a very enriching experience to see what it is like to actually facilitate an online course with real learners. You can see each group member talking about their contributions and reflecting on the experience in this video, edited by Jeffery Ramon, as well as some clips from a synchronous session which I facilitated and several members attended.

S.1.1. | Creating S.1.2. | Using S.1.3. | Assessing & Evaluating

S.1.4. | Managing S.1.5. | Ethics

S. 2.1. | Creating S. 2..2. | Using S. 2.3. | Assessing &Evaluating

S. 2.4. |Managing S. 2.5. | Ethics

S. 3.1. | Creating S. 3..2. | Using S. 3.3. | Assessing &Evaluating

S. 3.4. | Managing S. 3.5. | Ethics

S. 5.1. | Theoretical Foundations S. 5.3. | Assessing &Evaluating

EME 6208: Interactive Media

In this course we learned a wide variety of skills related to the design, development, and testing of interactive media for learning.

You can see all of my work from the course here, in

IMA5 | A mini-portfolio made using HTML and CSS which holds artifacts from that course such as the following:

IMA1 | A Job Aid, made using Adobe PhotoShop as well as the "Performance Problem Analysis" that justified the design.

IMA2 | A "Usability Test" of the popular language learning app, Duolingo.

IMA3 | Two Instructional Videos:

A narrated PowerPoint which covers Dr. Richard E. Mayer's "Personalization, Voice and Image Principles"
A whiteboard animation video which shows "How to Make Simple Sentences in English"

IMA4 | An e-Learning module made using Adobe Captivate (2019) which teaches the past tenses of the verb "be" in English.

S.1.1. | Creating S.1.2. | Using S.1.3. | Assessing &Evaluating

S.1.4. | Managing S.1.5. | Ethics

S. 5.1. | Theoretical Foundations S. 5.3. | Assessing &Evaluating

Fall 2021

EDF 6284: Problems in Instructional Design for Computers

In this course, my partners Nicole Trapp, Jeffery Ramon, and I worked together to create a computer-based training (CBT) under the hypothetical premise that the school where I worked, the Institute of Intensive English (IIE), was going to begin offering online classes as a means of reaching new students, and thus needed to train its teachers to deliver these classes.

We began by conducting a Front-End Analysis and drafting an Instructional Design Proposal. This process involved interviewing several current IIE teachers to gain a better understanding of the target audience and creating a chart of personas to represent members of the target audience. We then made a Course Flow Diagram to map the overall flow of the course, which would cover many aspects of online teaching, such as Benefits & Challenges of Online Teaching, Tools to Use, and Tips for Teaching Online based off of our teacher interviews.

We then created two Prototypes:

Jeffery and I wrote most of the course content and Jeffery and Nicole produced some videos for the course with an actress who played a prospective online student. I also created several student personas with compelling backstories that were presented as someone you might meet in your online classroom. The teachers were then prompted to share lesson plan ideas for that student using Flipgrid or Padlet.

Nicole built the course using Joomla 3, but unfortunately it is no longer on the web. While it was live, however, we did manage to conduct several rounds of user testing and write a Formative Evaluation Plan and Summary.

All in all, I think that the teachers who tried our course mostly enjoyed it, and you can see videos of some of our user testing sessions in the "Formative Evaluation Summary" document above. Videos of teachers reviewing or final product can be found here and here.

S.1.1. | Creating S.1.2. | Using S.1.3. | Assessing &Evaluating

S.1.4. | Managing S.1.5. | Ethics

S. 2.1. | Creating S. 2..2. | Using S. 2.3. | Assessing &Evaluating

S. 2.4. | Managing S. 2.5. | Ethics

S. 3.1. | Creating S. 3..2. | Using S. 3.3. | Assessing &Evaluating

S. 3.4. | Managing S. 3.5. | Ethics

S. 5.1. | Theoretical Foundations S. 5.2. | Method S. 5.3. | Assessing &Evaluating

EME 6235: Technology Project Management

For this course, I imagined myself in the role of "Project Manager" for a very real technology project: the online course that my team was building for EDF 6284: Problems in Instructional Design for Computers.

In this course we learned about the AGILE methodology and how it compares with more traditional, top-down or "waterfall" approaches to technology project management. We also conducted many different types of the project management process, such as Requirements Gathering (pictured below), Defining Parameters (Statement of Work),Creating a Budget,

creating a Communication Plan,

a Facilitation Plan and a Final Project

which ties it all together.

The theme of the course was "Digital Transformations," and of course for a traditionally in-person language school to pivot to offering online classes would involve a big digital transformation. While this transformation did not actually take place (remember it was hypothetical), conceptualizing the ways that someone in a management position would have to navigate those changes and lead their team through it was a useful experience. There are so many things to consider, like for example which video-conferencing tool to invest in. This was the subject of my Midterm Project, but I won't spoil the ending here. Although this course focused much more on managing technology projects of any kind, rather than those specifically related to learning and instruction, it was nonetheless a very potent source of professional skills and knowledge that would be useful on the job.

Spring 2022

EME 6356: Big Data & Learning Analytics

In this course, we learned how to use major public databases like the U.S. Census Bureau's American Community Survey (ACS) and the Florida Educator Dashboard to gather information about topics, as well as discuss the ethical and societal implications of the proliferation of Big Data.

Here you can see a PowerPoint that I made in which I used data from the ACS dashboard to compare housing costs and average in comes between Honolulu, HI and Tacoma, WA, and how those numbers compare to the nation as a whole.

For our final project, Nicole Trapp, Kathleen McManus, and I used data from the New York State Department of Education's data dashboard to see how course of study for students with disabilities (SWD) in New York state compared with General Education students in the state. Our main finding was that all students are disproportionately enrolled in "Humanities" as a course of study, but that after "Humanities" as a category was removed we could see that students labelled as having a disability are disproportionately enrolled in programs like "Career Development," whereas Gen Ed students were more often enrolled in "STEM Math" or "STEM Science" as a course of study.

This was a great opportunity to work collaboratively in a team and to conduct research on a topic of interest using real data and research methodology.

Nicole analyzed the data using SAS and Kathleen created some diagrams to help represent the data. I compiled the information and wrote the paper, as well as designing the layout and ensuring that it met APA guidelines.

S. 5.1. | Theoretical Foundations S. 5..2. | Method S. 5.3. | Assessing &Evaluating S. 5.4. | Ethics

Summer 2022

EME 6419: Motivational Design for Learning Technology

In this course, we learned about John Keller's ARCS model for Motivational Design, which involves creating elements that get learners' Attention, establish Relevance, boost Confidence, and provide opportunities for Satisfaction. As a final project, I applied Keller's systematic approach to motivational design to a very real-world motivational problem I have experienced in the workplace: motivating young people to want to learn Spanish. You can read my final paper here, or watch this video presentation.

S.1.1. | Creating S.1.2. | Using S.1.3. | Assessing &Evaluating

S.1.4. | Managing S.1.5. | Ethics

S. 2.1. | Creating S. 2..2. | Using S. 2.3. | Assessing &Evaluating

S. 2.4. | Managing S. 2.5. | Ethics

S. 3.1. | Creating S. 3.2. | Using S. 3.3. | Assessing &Evaluating

S. 3.4. | Managing S. 3.5. | Ethics

S. 5.1. |Theoretical Foundations S. 5..2. | Method S. 5.3. | Assessing &Evaluating S. 5.4. |Ethics

Spring 2023

Capstone Course

EME 6613: Development of Technology-Based Instruction

Storyline Courses

DEI Training

Mayer's Principles of Multimedia Design

(Prototype) LEAD Training | Moffitt Cancer Center

For this course, we began by using Storyline 3 to create some practice e-Learning modules. Here you can see two practice pieces that I made in the first few weeks of this course.

One is the first section of a DEI Training for Educators, in which the learner will see the Course Objectives, learn the definitions of Diversity, Equity, and Inclusion, and do a short self evaluation of prior knowledge and experience with DEI issues.

The other is a section on the Spatial and Temporal Contiguity Principles of Dr. Richard E. Mayer's Principles of Multimedia Design, which includes screen-recording and an interactive "drag-and-drop" quiz which tests learners' knowledge.

For our culminating project, I worked with Neil Bleiweiss and Megan Derrick to design, develop, iterate, and implement an e-learning course for a real-life client: Moffitt Cancer Center. The Patient Experience team at Moffitt has been conducting a successful and popular in-person training on the L.E.A.D. approach to service recovery for several years, but time constraints are learning them to consider converting the course into an e-Learning module.

As a group, we drafted a Detailed Learning Game Design Document, a Project Proposal, Storyboard, and several Prototypes. We communicated frequently with our client about content and design and incorporated their feedback into final product. As I am currently taking this course and this project is under development, the final product is not yet available to view here.

S. 3.1. | Creating S. 3..2. | Using S. 3.3. | Assessing &Evaluating

S. 3.4. | Managing S. 3.5. | Ethics

S.1.1. | Creating S.1.2. | Using S.1.3. | Assessing &Evaluating

S.1.4. | Managing S.1.5. | Ethics

S. 2.1. | Creating S. 2..2. | Using S. 2.3. | Assessing &Evaluating

S. 2.4. | Managing S. 2.5. | Ethics

Additional Skills Acquired:

EME 6207: Web Design

In this course, I learned how to code and design CSS Grid and Responsive Web Pages using Adobe Dreamweaver.

I also improved skills with PhotoShop through making "hero images" such as the one pictured. For the final project, I made a responsive online lesson for how to greet someone in English and Spanish.

EME 6930: Web Programming

In this course, we learned how to make webpages using HTML for content, CSS for styling, and JavaScript for dynamism.

We revisited the topics of CSS Grid and Responsive Web Design, before delving into such JavaScript concepts as Functions, Objects, Forms, Arrays and Loops. You can see my final project here, or see the full evolution here.

You can view the full class page for Dr. Smith's Spring 2022 course here.

EME 6209: Digital Video

In this course we learned some classic filmmaking techniques, such as Camera Angles & Movement, as well as Digital Storytelling, Video Poetry, Instructional Video: Cooking and Tech Tutorial, Persuasive Video, and the Full Journalistic Package. I have included all of those videos here, so that you may see the full progression.

EME 6215: Instructional Graphics

In this course, I learned to use Adobe InDesign, Illustrator, and PhotoShop to make quality infographics, a cookbook, and an online English lesson for a final project.