Below you will find sample work completed while earning my M.S. in Learning Design and Technology at USF (2020-2022).
These artifacts address five areas of standards developed by the Association for Educational Communications & Technology (AECT).
Standard 1 — Content Knowledge
Demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
K-12 Math Remediation Program
This artifact was created through the project-based course, Technology Project Management. It was very comprehensive and was completed incrementally throughout the entire course. We chose a hypothetical project around which to apply and build project management processes.
My hypothetical project was to create a K-12 Remediation Program. My project primarily used the Critical Path Method, however I incorporated some iterative processes to allow more flexibility in project planning and implementation.
Final Report | Math Remediation Program Overview | Comparison of Learning Management Systems
Mobile App Review
This assignment’s objective was to critically review a mobile application for education. This involved providing a summary of the app’s purpose, its usability, how it can be used by students and/or educators to enhance learning, creativity, and innovation, and to identify problems or barriers a student or educator may experience.
I chose to review a mobile application that provides mini lessons on coding and programming. I enjoyed putting myself in the perspective of a learner or educator as I tested this application myself and discovering how it could be used and improved.
Slides show a typical beginner user’s experience with the application.
Standard 2 — Content Pedagogy
Demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Infographic
This artifact’s objective was to create an infographic, using learning design principles, that illustrates what I consider to be 5 top online learning principles based on supporting theories of distance education and general learning theories.
Job Performance Aid
This artifact includes a Job Performance Analysis and the Job Performance Aid created as a solution to an identified performance problem.
The Job Performance Analysis was conducted on a real world scenario and my analysis was completed largely through the application of this helpful flowchart provided by Dr. Park.
A performance problem was identified from this analysis, and the Job Performance Aid that I created as a solution was legitimately put into practice in the workplace and resolved the problem.
Linear Learning Module
The objective of this project was to create a linear learning module using Captivate. This was a great way to learn the basics of using Captivate for the first time to incorporate multimedia and interaction in order to address a specific learning problem. This process included writing a proposal (link below), creating a storyboard (link below) of the planned Captivate slides, and then creating and publishing the module (a recording of the module is displayed on the right).
While I have experience with writing proposals and previously created a storyboard for a video production, I found it very beneficial to gain experience with creating storyboards for digital, interactive slides. Deciding the layout, purpose, content, and triggers of each slide ahead of time was very helpful when finally creating the slides in Captivate.
Standard 3 — Learning Environments
Facilitate learning by creating, using, evaluating, and managing effective learning environments.
Multimedia Design Principles (Presentation)
This presentation on the worked examples principle in multimedia learning is based on Chapter 16 of the Cambridge Handbook of Multimedia Learning by Richard Mayer.
The presentation defines and includes a detailed description of the principle and discusses various related studies that support the principle.
I found the application of this principle effective in “real life” with creating multimedia lessons in science and math for students in middle school and high school.
Phonics Course Development and Implementation
This was a group project with the goal of creating and implementing a two-week online “mini” course on a chosen topic using the platform Canvas. The members of this group were all experts in some component of phonics instruction and decided to create a mini course primarily targeted towards parents or instructors of children who are in need of developing fundamental phonics skills.
We all agreed on the goal of establishing and fostering a community of inquiry for this mini course, which proved to be difficult in such a short timespan.
We first focused on the design of Learner-Content Interaction, Learner-Learner Interaction, and Learner-Instructor Interaction outlined by Moore (1989).
Once the course structure and designs were set up in Canvas, we launched and implemented the course with volunteer students.
Usability Test
The objective of this artifact was to apply usability concepts learned in the course to evaluate a language learning application. I chose to evaluate Memrise because it appears to be more immersive than other language applications. This evaluation was conducted through a standard usability test, which requires novice users to complete 5 pre-determined common tasks within the app.
Usability Test Process: App Preparation | Script Practice | Find Target Users | Testing | Compiling and Reporting
Standard 4 — Professional Knowledge and Skills
Design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Rise 360 Course Design and Implementation for the HIPPY Organization
This artifact was created during the project-based course, Problems in Instructional Design for Computers.
This course provided us the opportunity to design computer-based instruction to solve a “real life” educational problem. We were presented with an education problem for the HIPPY (Home Instruction for Parents of Pre-School Youngsters) organization. Due to COVID restrictions, their virtual HIPPY Orientation was not as effective as their in person orientation due to one-way communication and lack of interactivity via recorded presentations or Zoom presentations. Our class was tasked with creating a more interactive, engaging, and asynchronous computer-based orientation.
Our class divided into groups and each group was designated a module of the orientation to create. Proposals, drafts, and prototypes were regularly shared with HIPPY Subject Matter Experts, our professor, and other groups in the class for review and feedback.
Instructional Design Proposal | Outline and Flowchart | Storyboard | My group’s contribution to the orientation | Entire Orientation
Retrospective Analysis for Phonics Course
This artifact demonstrates analysis and interpretation of data and artifacts and reflection on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance one’s professional growth.
Standard 5 — Research
Explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Motivational Design Proposal
This Motivational Design Proposal identifies a motivational problem for high school biology students and provides a solution based on the ARCS Model by Keller and various other studies. It applies these theories to the creation of a detailed instructional plan and recommended instructional strategies for a hypothetical high school biology class.
Big Data & Learning Analytics Report
This project provided me with the opportunity to apply data analysis skills from my undergraduate studies to a very large database of information in order to address a research topic that is very important to me.
The general objective of this project was to use real-world national data to push for a change to a current program, service, course, etc. in education. I chose to use data from the High School Longitudinal Study (2009) from NCES to evaluate the effect of multiple variables related to teaching practices and values on student self-efficacy, identity, utility, and interest in math and science. The data analysis supported a push for implementing certain teaching practices and values to increase student engagement and perseverance in math and science curriculum.