Key Artifacts
The AECT standards and the12 competencies and skills for instructional designers play a crucial role in shaping effective educational experiences. These standards provide a framework that guides instructional designers in creating impactful learning environments by ensuring that they possess the skills and knowledge. By adhering to these guidelines, professionals can enhance their ability to evaluate, design, implement, and assess instructional materials, ultimately leading to improved learner outcomes. Emphasizing these competencies fosters a culture of continuous improvement and innovation within the field of instructional design. The Key Artifacts below are examples of my work developed through the MS Instructional Design Technology program and have been selected to demonstrate mastery of these standards and skills.
Articulate 360 Hazard Communication Training
EDF 6284 Problems in Instructional Design for Computers
Fall 2023
Standards: S.1.2, S.2.4, S.4.2
Instructional Designer Competencies and Skills:
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Perform a needs assessment/analysis
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Plan and monitor training projects
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
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Write criterion-referenced, performance-based objectives
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Select instructional media
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Recommend instructional strategies
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Develop performance measurement instruments
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Develop training program materials
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Prepare end-users for implementation of courseware materials
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Evaluate instruction, program and process
In this example, the actual project and the process of developing the project are equally evidence of the sub-standard mastery. This project was completed over the course of the semester. We developed the CBT through an iterative process based on the SAM ISD model. We completed a front-end analysis, created behavioral objectives, developed an IDP/Plan, storyboarding, style sheets and assets, creation of multiple prototypes, testing and evaluation using Kirkpatrick’s Model of Evaluation. This project was my greatest source of pride during the program in large part because of the team I worked with on it. We were very supportive and complementary of each other. I assumed the role of project manager very early on and we had weekly check-in meetings to run through progress, work distribution and any issues that arose. I utilized a variety of technological tools to keep the team informed and on track. There wasn’t anybody that worked in isolation, we each contributed to every phase of the project, and it was very rewarding.
Captivate Training
Mindset
EME 6055 Current Trends in Instructional Technology
Fall 2022
Standard: S.1.3
Instructional Designer Competencies and Skills:
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
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Write criterion-referenced, performance-based objectives
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Select instructional media
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Recommend instructional strategies
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Develop performance measurement instruments
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Develop training program materials
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Prepare end-users for implementation of courseware materials
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Evaluate instruction, program and process
This was an assignment in the first course I completed in the program. Through this semester we were introduced to multiple different media development tools. I selected the Captivate training to highlight a creation of instructional materials because it was the earliest opportunity I had to use a digital learning tool. During the semester we were also exposed to Adobe tools such as Photoshop, Video lesson published on YouTube. This assignment required a front-end analysis which established the need, identification of target audience, implications of the assessment, and goal/task analysis. The captivate training was a culmination of the lessons learning throughout the semester focusing on learning theories, instructional models, motivation and learning, and integration of digital tools and learning.
Project Management
EME 6235 Technology Project Management
Fall 2024
Standard: S.1.4
Instructional Designer Competencies and Skills:
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Develop a project management plan
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Develop cost-benefit analysis
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Develop budgets and schedules
This is a complete project management plan that was developed for the creation of my website portfolio project.
Canvas Cooking Course
EME 6457 Distance Learning Spring 2023
Standards: S.2.1, S.3.1
Instructional Designer Competencies and Skills:
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Plan and monitor training projects
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Assess relevant characteristics of the target audience
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Assess relevant characteristics of the setting
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Perform job, task and/or content analysis
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Write criterion-reference, performance-based objectives
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Select instructional Media
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Recommend Instructional strategies
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Develop performance measurement instruments
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Evaluate instruction, program and process
This CBT was developed over the course of the semester as a group assignment. The team collaborated on the application of theory, the learner interaction design, the development of the course framework and the introductory module 0 of the mini course. We then divided the lessons in the course for continued individual development. I was responsible for the creation of all aspects of Lesson 4 and the evaluation. Through this course I was able to design learning content aimed to motivate students and effect learning outcomes.
Instructional Design Proposal: Hazard Communication Training
EDF 6284 Problems in Instructional Design for Computers
Fall 2023
Standards: S.2.2, S.4.1
​Instructional Designer Competencies and Skills:
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Perform a needs assessment/analysis
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Plan and monitor training projects
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
-
Perform job, task, and/or content analysis
-
Write criterion-referenced, performance-based objectives
-
Select instructional media
-
Recommend instructional strategies
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Develop performance measurement instruments
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Develop training program materials
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Prepare end-users for implementation of courseware materials
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Evaluate instruction, program and process
This proposal was the result of a peer reviewed design process. This IDP/Plan includes a needs assessment and identification of target audience, learner characteristics and user personas. We established meaningful goals and performance objectives as a defining structure of the design development, setting expectations. The content structure was created through a collaborative team effort guided by research-based instructional strategies. This team worked exceptionally well together and while each of us took an independent lead based on individual strength, we all contributed to every phase of the project. I took the lead throughout this project on the learning goals and objectives and alignment to the course content, assessments and the organizational planning and management of the process.
Motivational Research Proposal: Motivational Factors of Project-Based Learning
EME 6419 Motivational Design for Learning Technology
Summer 2024
Standard: S.2.3
Instructional Designer Competencies and Skills:
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
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Write criterion-reference, performance-based objectives
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Recommend instructional strategies
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Develop performance measurements instruments
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Evaluate instruction, program and process
This proposal involved measuring motivational characteristics utilizing Keller’s systematic process for motivational design, the ARCS model. I identified motivational problems relating to project-based learning. I then suggested motivational strategies and interventions through a process that involved analysis of the course, audience, materials, objectives, assessments and instructional and design tactics. Motivational problems were identified, and interventions/strategies were recommended to support highly effective learning opportunities.
Motivation in Education at a Time of Global Change
EME 6419 Motivational Design for Learning Technology
Summer 2024
Standard: S.3.2
Instructional Designer Competencies and Skills:
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Plan and monitor training projects
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
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Select instructional media
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Develop performance measurement instruments
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Evaluate instruction, program and process
This presentation took an in-depth look at the current motivational theories that are relevant to learning during times of global change. This was a collaborative group project where we read through the research article then collaboratively established the framework of our presentation. In addition to setting up the completed the sections including slide 2: motivational theories, slide 10: my connection to practice, and slides 12 and 13: Relevancy. Our group presented this live to the class during a synchronous Teams meeting.
HTML CSS JavaScript Website Development
EME 6207 Web Design
Spring 2024
Standard: S.3.4
Instructional Designer Competencies and Skills:
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Perform job, task, and/or content analysis
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Develop training program materials
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Prepare end-users for implementation of courseware materials
The framework for this website was created over the course of the semester in the Web Design course. I learned how to develop HTML, CSS and Javascript code to support a functional and working website. The front and back-end development incorporated multimedia components into an effective design. The process included information design, graphic design, interface design, document production, scripting and programming and multimedia content creation.
Usability Study
EME 6208 Interactive Media Spring 2023
Standards: S.4.3, S.5.3
Instructional Designer Competencies and Skills:
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Plan and monitor training projects
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Assess the relevant characteristics of the target audience
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Assess the relevant characteristics of the setting
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Perform job, task, and/or content analysis
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Select instructional media
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Develop performance measurement instruments
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Evaluate instruction, program and process
This study was completed over the course of the semester to analyze the learning experience and usability of the Duolingo learning platform. Each member of the group performed the assessment with two participants and then the group worked collaboratively to make determinations and recommendations to support learning. Results were analyzed based on task completion success, time to complete, clicks per task, errors, learnability, satisfaction, and user experience. We had regularly scheduled meetings to evaluate progress and work collectively on the shared document that would become the final report.
Distance Education Research
EDF 6481 Foundations in Educational Research
Spring 2024
Standard: S.5.1
Instructional Designer Competencies and Skills:
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Select instructional media
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Develop training program materials
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Evaluate instruction, program and process
This presentation involved an evaluation of two separate research studies. The first explored the motivational factors of collaborative learning and the second focused on the analysis of relationships and the link to expectancy, task value, cognitive engagement and behavioral engagement. The evaluation included a brief overview of the studies, their strengths and limitations, and key findings. Patterns, similarities and differences were identified and applied through reflection and continued development of practice.
Big Data and Learning Analytics Report: Correlation Between Dollars Spent and Student Graduation Rates
6356 Big Data and Learning Analytics
Summer 2023
Standard: S.5.2
Instructional Designer Competencies and Skills:
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Select instructional media
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Develop training program materials
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Evaluate instruction, program and process
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Perform job, task and/or content analysis
This project involved in-depth analysis of multiple quantitative variables found in the U.S. census and FLDOE data sources. We Identified four different districts, two with large enrollments and two with small enrollment populations. We compared multiple statistical data sets, made an interpretation of the data and arrived at implications based on the findings. Our project included a logic model and graphs to illustrate our findings. This was completed in partnership with another student. The research was divided evenly and the analysis, interpretation of findings and compilation of reports were completed collaboratively through Zoom meetings and live document editing.
Job Aid
EME 6235 Technology Project Management
Fall 2024
Standard: S.1.2
Instructional Designer Competencies and Skills:
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Select instructional media
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Develop training program materials
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Evaluate instruction, program and process
This CBT was developed over the course of the semester as a group assignment. The team collaborated on the application of theory, the learner interaction design, the development of the course framework and the introductory module 0 of the mini course. We then divided the lessons in the course for continued individual development. I was responsible for the creation of all aspects of Lesson 4 and the evaluation. Through this course I was able to design learning content aimed to motivate students and effect learning outcomes.