Artifacts
Table of Contents
Learning Management System (LMS) Samples
Canvas LMS - "Gamification" Course
Competencies -
Stay current about advances in instructional systems and learning technology
Apply learning theory to design practice
Apply interaction design principles
Collaborate effectively with others
Produce clear, concise, and grammatically correct messages
Context – Gamification is the strategy of adding game-like elements to lessons or courses to increase learner motivation. These artifacts are part of a gamified lesson on Gamification, created in Canvas LMS. This lesson was a group project in EME 5608 Trends and Issues in Instructional Design (Fall 2021).
Conditions – The lesson needed to be no more than 30 minutes long and fully asynchronous. My team of 5 collaborated on all parts of the project, including establishing objectives, creating a timeline, and creating content for the lesson. Access to the Canvas LMS was provided by FSU's IT department.
Scope – This project has been kept internal to the course and is not currently being used for instructional purposes. This was a final product, although there are still areas for improvement that would be addressed if this course were to go live.
Role – I created the Why Gamify? quiz, a post-quiz reflection page, provided studies about gamification for learner review, and conducted final edits to the course. I took the lead in organizing a timeline for the project and organizing a collaborative outline of tasks in Google Docs.
Click here to watch a 15 minute video reviewing the full lesson.
Canvas LMS - Travel Training 101 Train the Trainer Course
Competencies -
Design a curriculum, program, or learning solution
Generate appropriate instructional strategies and activities
Design assessments to measure learning and performance
Select and use appropriate technology and media for specific outcomes
Use technology tools in the design process
Give and receive constructive feedback
Context – In EME 5456 Online Pedagogy and Course Design (Fall 2022) I designed and created a “proof of concept” online course within the Canvas LMS, complete with a syllabus, synchronous and asynchronous learning activities, and assessments. I chose to create a train the trainer course on Travel Training. The target population for this course includes working professionals, parents, volunteers, and others seeking to teach individuals with disabilities how to use public transportation.
Conditions & Role – This course was an individual project. I independently designed the 10-week course and identified topics to be covered, and also created the syllabus, assignments, and course schedule from scratch. I utilized existing technologies and revised existing learning content for synchronous and asynchronous lectures. Access to the Canvas LMS was provided by FSU's IT department.
Scope – This is a prototype course that showcases skills I learned in the class, but is not fully developed. It has been kept internal to the course and is not currently being used for instructional purposes.
Click here for a course-specific portfolio with more details.
Web-Based Learning
Google Transit Tutorial/Simulation in Adobe Captivate
Competencies -
Design a curriculum, program, or learning solution
Identify the scope and sequence for instructional solutions
Use technology tools in the design process
Apply interaction design principles
Design assessments to measure learning and performance
Align outcomes, strategies, and assessments
Context – This was the final project in EME 6415 Development of Computer Courseware (taken in Summer 2020), and was meant to showcase our skills in designing a tutorial, writing test items, and using software such as Adobe Captivate, PowerPoint, screencapture technology, and recording audio and video.
Conditions & Role – I was the sole contributor to this project. I created this project within 3 weeks' time with no prior experience using Adobe Captivate. I wrote the objectives and assessment items, and I utilized YouTube tutorials and open source screencapture technology to gain knowledge not provided in the course.
Scope – This project has been kept internal to the course and is not currently being used for training purposes.
Instructional Video: How to Board and Deboard a Bus
Competencies -
Design interventions to address learning and performance
Establish project scope and goals
Work with subject matter experts and other team members to design interventions
Use visual design principles appropriately
Provide a rationale for technology and media decisions
Recognize and accommodate individual and cultural differences
Context – This work was completed in Spring 2021 during the COVID-19 pandemic by my team and I at Valley Metro Travel Training. The goal was to create a socially-distanced form of travel instruction for individuals with disabilities. The video features directions on how to board and deboard a Valley Metro bus for ambulatory passengers and for passengers using a wheelchair.
Conditions – This video was written and created within the span of two weeks. I developed the objectives and wrote the script. As Travel Trainers, my colleague and I were the subject matter experts for this project.
Scope – This is the final product and is available for use by Valley Metro Travel Training at any time.
Role – This was a team project: I wrote, directed, and acted in the film, while my colleague Hernan Farias conducted the filming and video editing.
Microsoft PowerPoint
Briefing - Preliminary Cost Estimator Tool
Competencies -
Develop a management plan.
Build positive relationships with team members, clients, and other stakeholders
Collaborate with team members, clients, and stakeholders.
Use technology correctly for professional communication purposes.
Apply learning theory and systems thinking to design practice.
Context – In my Student Internship with the Federal Aviation Administration in Summer 2023, I led a collaborative project with another Student Intern to revise an instructional briefing on a Preliminary Cost Estimate (PCE) Tool to be utilized by the FAA Air Traffic Instructional Design Team (AJI-2430) and other stakeholders.
Conditions – This project, which would normally have taken a year to complete, was completed within 10 weeks. An original version of this briefing was provided that I revised for improved instructional soundness. I collaborated with an SME on this project.
Scope – This is a final version of the PCE Tool Briefing. It was presented in an instructor-led training to AJI-2430 Instructional Design Leads at the end of the internship. It will be utilized by the FAA's Instructional Design Team.
Role – I formed a team with a PCE Tool SME and led the project of revising the PCE instructional briefing. I designed and developed the instruction for this project.
Professional Development Training for Air Traffic Controllers
Competencies -
Adhere to legal guidelines and ethical standards of the profession.
Recognize and accommodate individual and cultural differences.
Give and receive constructive feedback.
Provide a rationale for design decisions.
Apply learning theory and systems thinking to design practice.
Context – In my Student Internship with the Federal Aviation Administration in Summer 2023, I collaborated with Deer Valley Tower Air Traffic Manager Tyler Howard on a PowerPoint presentation on professional/career development for Air Traffic Controllers. This presentation was designed to be delivered in an instructor led training (ILT) and disseminated to learners as a study guide afterwards. The presentation features visual aids, links to external sources, instruction presented in accordance with multimedia principles, and roleplaying videos.
Conditions – Tyler Howard began the project but handed it over to me after I became aware of the project and volunteered to contribute. The project was completed within a three week time frame. I was responsible for editing content Tyler had written, as well as creating new content.
Scope – This project represents a final product that was delivered as ILT to Air Traffic Managers in the Southwest Region on July 13th, 2023. It will be disseminated nationally to FAA Air Traffic Controllers, Supervisors, and Managers.
Role – Tyler Howard was a primary SME while I served as a secondary SME. I primarily served the role of instructional designer and developer for the project. Below is a list of my contributions:
Added an interactive table of contents to increase its suitability as an asynchronous study aid.
Created an advance organizer for the first instructional slide.
Revised content in accordance with cognitive load theory.
Utilized text and images in accordance with multimedia design principles.
Linked supplemental resources throughout and at the end of the presentation.
Ensured ethical integrity and avoided copyright infringement by utilizing images from the public domain and with Creative Commons licensing.
Adhered to accessibility standards by adding alt-text to images and transcripts to videos.
Provided expertise on the topic and added to existing instructional content.
Advised the Air Traffic Manager on ILT strategies consistent with cognitive load theory.
Writing Samples
Job/Task Analysis: Chemical Engineering Manager
Competencies -
Apply effective questioning and facilitation techniques
Practice active listening
Use a variety of analysis practices such as job, task, and context analysis
Use appropriate data collection methods and tools to conduct analyses
Write analysis reports and disseminate findings to stakeholders
Collect, analyze, and summarize data
Job Task Analysis - Chemical Engineering Manager for Flex Foam.docxContext – This assignment was completed in EME 5601 Intro to Instructional Systems (Summer 2021). I conducted a job/task analysis for the position of Chemical Engineering Manager at Flex Foam in Phoenix, AZ. Job tasks were analyzed and knowledge, skills, and attitudes needed for the job were identified.
Conditions & Role – I conducted an interview with Bryton Dias, who was in the position at the time. The outline for the paper was provided by the professor, but the interview, analysis, and writing were done entirely by me. I was not able to observe Bryton working due to company policy and safety hazards at the worksite.
Scope – The purpose of the assignment was to practice the actual data collection and analysis process involved in conducting a job and task analysis. For this reason, this assignment is not meant to represent a complete analysis for creating a job description or designing a training.
Research Study: Transit Skills and Autism Spectrum Disorders
Competencies -
Construct valid and reliable data collection tools
Apply appropriate qualitative and quantitative data collection methods
Collect, analyze, and summarize data
Write analysis reports and disseminate findings to stakeholders
Analyze the characteristics of existing and emerging technology
Adhere to legal guidelines and ethical standards of the profession
Summary – This study examines whether popular classroom-based interventions are beneficial from instructors’ perspectives in helping students with Autism Spectrum Disorders (ASD) master public transit skills, generalize skills to multiple natural settings, and reduce anxiety. Roleplay, instructional videos, picture prompts, social stories, task analysis, and virtual reality (VR) and computer games were examined. A survey and two interviews were conducted on a sample population of Travel Trainers and Special Educators. Results found that the most popular interventions were roleplay and task analysis, and that job field had a significant effect on how effective respondents felt their preferred intervention was at teaching mastery of certain travel skills. No respondents reported usage of high tech interventions such as instructional videos, virtual reality (VR) games, and computer games. This finding was unexpected for two reasons: first, because most of the prior research found during the literature review used VR and gaming as successful interventions for teaching public transit skills to students with ASD; second, because high tech interventions are usually better options for socially distanced learning, especially during and recently following a pandemic. Future research should be done to find the extent to which high-tech interventions are being used to teach travel training and the reasons why they are not being used in some settings.
Context – This was a group project created in the course EDF 5442 Inquiry & Measurement for Practitioners in Spring 2023.
Role – I was the Team Lead for this project. The group consisted of myself and my teammate Meredith Groff. I scheduled and facilitated team meetings, wrote the literature review and discussion sections, analyzed and wrote results for raw data, and conducted final editing. Both of us worked equally on identifying research questions, gathering information from published studies, creating an inquiry plan, developing and distributing a survey, conducting interviews, and writing the paper.
Conditions – FSU provided access to Qualtrics, which was used to develop the survey, distribute it, and do some data analysis. Further data analysis was conducted in Microsoft Excel.
Scope – This is the final draft of our research study. It has not been published, but the results were shared with survey respondents. The course instructor may be using this project as an example for future students.
Miscellaneous
Data Analysis of Overtime Trends - Deer Valley Air Traffic Control Tower
Competencies -
Use appropriate data collection methods and tools to conduct analyses.
Use technology correctly for professional communication purposes.
Produce visuals that adhere to the principles of message design.
Use visual design principles appropriately.
Context – In my Student Internship with the Federal Aviation Administration in Summer 2023, I conducted data analysis on the Deer Valley Tower’s (DVT) overtime data from 2015-2023 to provide a customizable data visualization for use in Air Traffic Controller schedule and overtime negotiations with the National Air Traffic Controller Administration (NATCA). Two visualizations were created for different viewing purposes.
Conditions & Role – After receiving the raw data from the DVT Air Traffic Manager, I served as the DVT data analyst and completed this project totally independently within a time period of one week.
Scope – These visualizations were included in the final product and were used in FAA negotiations with NATCA in July, 2023. This work may be used to inform future projects at DVT.
Learning Game Prototype: PuzzleBus
Competencies -
Apply interaction design principles
Provide a rationale for design decisions
Analyze the cost and benefit of technology and media use
Provide a rationale for technology and media decisions
Conduct a formative evaluation of an instructional intervention
Give and receive constructive feedback
Summary - PuzzleBus is a strategic puzzle simulation on how to plan a trip from Point A to Point B using public transit. It specifically targets individuals with disabilities who need assistance learning how to plan their trips. The visual game screen is a map with a starting point, an ending point, and roads. Symbols used in the map are similar to "universal" symbols that are often used in trip planning apps such as Google Maps or Apple Maps. The player must click and drag their mouse to draw the optimal path of travel. As the game progresses, this will include walking directions, choosing the best bus stops, and choosing the best transit routes for the trip. Additional variables unlocked upon progression will include: dangerous walking paths, choices about street crossing, unusual intersections, distance to destination, emergency backup routes, and more.
Players will have the opportunity to come to an understanding of the meaning behind trip planning app symbols through play, instead of trying to decipher what may seem to be a difficult “code” to crack when given the task of planning a trip in the “real world.” Additionally, player choices will result in positive or negative consequences as they choose which are the fastest and safest bus routes to take, bus stops to use, and walking path to travel.
Context – This paper prototype was my final assignment in EME 5614 Design of Learning Games (Spring 2021). Students in this course were tasked with creating a protype game level on a topic of their choice.
Role & Conditions – This project was entirely brainstormed, created, and tested by me over the course of a 3 month semester. It was my first attempt at designing a video game. Tools used in this project were Microsoft Word and www.draw.io.
Scope – This product is a paper prototype of a game that, if it were to be fully developed, may be played on a website or a phone app. As of now, this game is not in development.
Click here to view a playtester's experience with PuzzleBus.