Doctoral Coursework Projects
Print-based instructionOne of the first concentration courses in my doctoral program was Introduction to Instructional Design. In this course, we were tasked with designing a procedural lesson that could be completed by learners in 30 minutes or less. My professor did not think the lesson I proposed was realistic for the parameters of the assignment (or should I say the time constraint), but I love a good challenge. So, I set out to design materials that would allow learners, with a basic knowledge of sewing, to create a dress out of a pillowcase for a young girl in that time frame.
I used the Dick and Carey Instructional Design Model to guide the development of this learning activity. As part of this project, I needed to conduct a Hierarchical Analysis. This diagram is displayed in fig. 1. The instructional materials and formative assessment are provided as a pdf below. 
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Click on the picture above to view a larger image
fig. 1 Hierarchical Analysis Diagram
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web-based lesson
As an assignment for Principles of Distance Education, we needed to create a web-based lesson. For this assignment, we needed to design a 10-15 minute web based lesson on a single concept relevant to distance education. The topic I selected for this project was the Wisconsin School of the Air. For your convenience, you may view the lesson plan by downloading the WSA Lesson Plan pdf and you may access the web-based lesson by clicking on the WSA Web Lesson button.
A fun little side note about this project...
While I was gathering information for the lesson I contacted the Portal Wisconsin organization to see about using photos and audio for my lesson. A very helpful person, Tammy Kempfert, responded. She informed me that as long as I credited Wisconsin Public Radio for the source then I could use what I needed for my lesson. When I completed my lesson I sent Tammy a link to the lesson and she asked if she could blog about it on the Portal Wisconsin blog.
A fun little side note about this project...
While I was gathering information for the lesson I contacted the Portal Wisconsin organization to see about using photos and audio for my lesson. A very helpful person, Tammy Kempfert, responded. She informed me that as long as I credited Wisconsin Public Radio for the source then I could use what I needed for my lesson. When I completed my lesson I sent Tammy a link to the lesson and she asked if she could blog about it on the Portal Wisconsin blog.
| WSA Lesson Plan.pdf |
Content Based Learning ModuleIn the Advanced Instructional Design course, we were required to create a narrated learning module using Articulate Presenter and Quizmaker. This instruction was designed for upper elementary education students. The purpose of the lesson is to introduce students to Monarch butterflies. During the instructional module students learn about the physical characteristics, the life cycle, and defense mechanisms of Monarch butterflies. The material is presented with a balance of text and images to illustrate and reinforce the oral content of the narrated presentation.
The format of the Monarch butterfly presentation follows a systematic instructional design approach. To begin, the interest and attention of the learner is elicited. Prior to instruction, the goals of the instruction are presented to the learners. Then, the content of the lesson is presented in a sequential manner following the stated objectives. Finally, to conclude the lesson, the content of the presentation is summarized. In addition to the systematic instructional design of the lesson and based on a suggestion provided, an interactive built in quiz was embedded into the lesson in order to provide the learner with feedback on whether they met the learning objectives of the instruction. The assignment did not require an assessment; however, it is important to include evaluation as part of the instructional design process. This learning module received the Nova Southeastern University Award for Outstanding Practice by a Graduate Student in Instructional Design, Honorable Mention Award from the AECT Division of Design & Development at the 2014 AECT International Convention in Jacksonville, FL. |
COMING SOON
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Graduate student design & development competition
curriculum/program development
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Through the AECT Design and Development Competition, graduate students are given the opportunity to work in pairs to address a problem statement by formulating a solution. There are three phases to the competition. In the initial stage a 1500 word proposal is submitted to a panel of judges for review. The judges identify around six teams to proceed to the second phase of the competition which entails expanding upon the initial proposal using the feedback provided by the panel of judges. In that second phase of the competition, a mentor is assigned to each team to guide the team members through the development of the final plan. For the third phase of the competition, three teams are selected by the judges to present their solution at the annual AECT International Convention.
In 2013, the problem statement centered around ewaste education. Holly Marshburn, another doctoral student at Nova Southeastern University, and I decided to enter the competition and made it through to the third phase of the competition. As part of our solution, we developed a curriculum for educating K-12 students about the problem of ewaste. The 2013 problem statement, our final proposal, as well as the curriculum we developed for the competition are available through the Essential Ewaste Education link on the right side of this page. Holly and I presented our final solution at the 2013 AECT International Convention held in Anaheim, CA. Our presentation was selected by the panel of judges as the winning presentation. |
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Instructional design & technology presentation
Technology integrationWhile completing coursework for a concentration in Instructional Technology and Distance Education, I also took courses for a minor in Curriculum Development. One course that I took for this minor was Curriculum Teaching and Technology. Through this course, I explored how to integrate and evaluate the integration of technology for teaching. After finishing this course, I reached out to a former elementary educator colleague, Ginny Winte, to discuss creating a training for educators on integrating technology into their teaching. The resulting training was submitted as a presentation for the 2014 FETC held in Orlando, FL.
You can learn more about this poster presentation and explore the student created Vokis (digital avatars) by clicking on the Voki Integration Lesson button. |
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