Communicates effectively in oral and written formats

• In EDCI 672 (Advanced Design), I worked through several instructional design cases, identifying certain challenges instructional designers were facing and potential solutions. I had to communicate these components effectively through our case analysis and peer discussions. One of the case analysis I worked through was the Lynn Dixon case where she needed to design a high-functioning kiosk at an aquarium with limited funds and resources. I was able to design a solution (see powerpoint) detailing the potential kiosk flow. Throughout this course, and this case in particular, I had to communicate the challenges and potential solutions within each case, and how they related to the ADDIE process. 

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Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy

• In EDCI 569 (Intro to E-Learning), I found this to be the most challenging course, despite thinking this would be the course I would enjoy the most. The entire course was comprised of the process of an e-learning proposal, storyboard design, and final prototype. I used Adobe Captivate as my e-learning software along with Powtoon and other e-learning resources. For this course assignment, I developed an e-learning course for new hires for my current employer. The company is a mid-level payroll company, which worked with me so I could develop an effective telephone communication course. This course was designed as a 15 minute training which would work to assess new hire knowledge of this topic, and their expertise. Then I added components so learners would hear real phone conversations with associates and clients. Through these interactions, new hires will see the service expectation. Finally, the learners were assessed on their knowledge and confidence level following the course. 

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Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners

• In EDCI 572 (Learning Systems Design), I worked with a team to create a Fakebook lesson for a wide range of middle school age history students. This project allowed us to usewww.Fakebook.com so middle school students could:

• • Experience using social media in a safe environment

  • Develop a profile for a historical figure, and answer peer posts as if they were that historical figure. 

• This project presented some opportunities to adapt instruction as this lesson was designed for all middle school students, which some had a background of using social media, in particularFacebook while others had not. The instruction was designed to reach both learning spectrum's. In order to this, we had an experienced student pair with a novice to work together. Due to this pairing, the teacher was able to assess the pair of students in a collaborative environment. 

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