top of page
Picture1.jpg

Programmatic Themes

In this section you will find the 5 programmatic themes for this portfolio.  You may examine the materials associated with the individual themes by following the included links to the associated Google drive folder. 

 

Alternatively, the link in this section will direct you to the entire portfolio on Google drive. (Below)

 

In this section you will also find a link to the digital overview video for this portfolio. (Below)

Each link should open in a new window.

Programmatic Theme 1:

Foundations

For Theme 1, Foundations, I have chosen to highlight work from EDIT 6190e (Design Thinking and Development Tools) and EDIT 7520e (Online Teaching and Learning).  These selections include an Articulate Storyline 360 based lesson on stoichiometry for a general chemistry class and a Brightspace D2L based laboratory experience.  I chose these artifacts because I feel that they demonstrate my experience with the foundations of instructional design and are directly related to my goal of improving the design and delivery of my online courses. 

 

The first selection, the Articulate Storyline 360 lesson, is from EDIT 6190e.  For this project I created the overall lesson based on the needs of my students and then painstakingly put together each slide in Storyline.  The lesson follows the basics of stoichiometry as I would teach the topic in the classroom.  The module features quizzes to check on student progress and reinforce understanding.  Each slide features audio, animation, graphics, triggers for at least page forward or back, and closed captioning.  The module is designed to be a small section of a larger online general chemistry course or as a supplement to instruction in a face-to-face course.  In addition to the Storyline 360 file a tour of the work is presented in a video that was submitted as the final project for EDIT 6190e.

The second item in this section is a complete online lab experience for undergraduate general chemistry students.  The documentation for this project includes a design document and video describing a Brightspace D2L module (known at UGA as the eLearning Commons) that I created to address the need for better online general chemistry labs.  The lab used is “Vitamin C Titration”.  The design document includes the purpose of the lesson with goals and objectives, a learner analysis, and the instructional strategies employed.  The design document also outlines the modules included on the laboratory and how the instructor will interact with the students in what is meant to be an asynchronous online course.  Included in this section is a video tour of the project and the Brightspace D2L lesson. (Exported as a Brightspace package.) The Brightspace lesson consists of two sections. First, a “Prelab” section includes a prelab lecture video presentation, PowerPoint slides to allow students to better follow the pre-lab lecture, lab procedures, and a pre-lab quiz to help students prepare to complete the lab and calculations.  Second, the lab section includes a video presentation of the lab procedure, PowerPoint slides to allow the students to follow the video lecture, and post lab activities.  Taken together these projects demonstrate a solid foundation of the core skills needed for instructional design.  The core knowledge of how to assess and construct a course are demonstrated in the design document.  The core skills needed to assemble an online lesson are demonstrated in the two learning modules that were created using two different platforms.

Programmatic Theme 2:

Planning and Analysis

For Theme 2, Planning and Analysis, I have chosen to include the materials generated from EDIT 7150e, Principles of Human Performance Technology and Analysis.  The reviewer will find included a MOU Client Contract, an Organizational Analysis, a Data Compilation Document, assessment tools, recommendations for non-instructional interventions, questionnaires developed for the project, data analysis, and the project final report in support of my competence in this programmatic theme.  I chose these artifacts because they demonstrate clearly my ability to analyze a project/client and plan the best interventions possible.  This specific part of my training as an instructional designer has been extremely useful for taking apart and examining the needs of my students and responding to those needs in an online environment. 

 

The overall project was to provide a clear, evidence-based assessment of the current and future needs of the Department of Chemistry and Biochemistry on the Oconee Campus and of the current and future needs of the Oconee campus community (students, faculty, and surrounding community) that may be fulfilled by the Department of Chemistry and Biochemistry.  While it may seem that a college or university should have this issue pretty much locked down for an entire campus, this has not been the case for the Oconee Campus of UNG.  The Oconee Campus of the University of North Georgia serves the area of Athens/Clarke County, Oglethorpe County, Oconee County, and the surrounding counties.  Traditionally, the Oconee Campus of UNG has served as a stepping stone for students who eventually go on to attend UNG on the Dahlonega or Gainesville campuses, to students who eventually go on to attend other four year institutions such as UGA, or continuing ed/non-traditional students.  Students attend classes on the Oconee Campus because of the small class size, low student/instructor ratio, and the high quality of instruction. The issue being addressed in this project is the fact that the on-going needs of the students and community are changing while the role of the Oconee Campus in the UNG master plan has not been evolving significantly. 

 

To shed light on the potential changing role of this campus I prepared a complete needs assessment report.  This effort included creation of a contract, an organizational analysis, the identification and creation of the appropriate data collection tools, data compilation and analysis, and generation of a final report.  The key to completion of this project was the ability to define the problem, identify the appropriate data collection tool to support the project, then to conduct a task analysis to determine the key factors influencing the outcomes for this project.  The final report includes a complete data analysis and recommendations for solutions and interventions to address the identified learning/performance needs.

Programmatic Theme 3:

Design and Development

For Theme 3, Design and Development, I have chosen to include the materials created for EDIT 6170e, Introduction to Instructional Systems Design and EDIT 6150e.  These courses focused on the creation of e-learning and face-to-face courses that are commercially produced and included creation of a complete training session.  Since my overall goal for the M.Ed. was to become a better face-to-face and online instructor, I chose to create materials that could be used to teach general, organic and biological chemistry students.  The materials from EDIT 6170e included in this section include an Authentic Learning Project Design Outline, a Learner and Contextual Analysis, a Facilitator Guide, a Participant Guide, lecture materials, and student handouts/worksheets.  Teaching general and organic chemistry students about how molecules can have the same chemical formula and connectivity yet have different arrangements of their components in three dimensions has been an on-going challenge for chemistry instructors for many years.  The materials from EDIT 6150e include pre-lab materials, an at home procedure, an asynchronous lab procedure, post lab activities, and a D2L common core cartridge of the actual lesson.

 

My goal for these projects was to create learning modules that could be used by new instructors who may have little experience explaining these complex topics to students for the first time.  I also wanted to make these concepts easy for students to apprehend in an asynchronous classroom setting.  The materials presented demonstrate my ability to identify an instructional problem, an understanding of the overall instructional design and development process, the ability to plan and implement an instructional needs assessment, my ability to analyze the characteristics of learners, tasks, and situations, the ability to select the appropriate instructional media and strategies, and the ability to compare and contrast philosophies of instructional design.  The result is a complete course for new instructors that is usable for both undergraduate general chemistry, GOB courses, and more advanced organic chemistry/biochemistry courses.  The materials may be used by persons who have an understanding of the topic at the graduate level or by a more advanced instructor.  The materials may also even lend themselves for use by student teaching assistants under supervision of a professor.  Taken together these materials clearly demonstrate the ability to create a design document to guide design practices, to develop facilitator and participant guides and materials, and the application of the instructional design process to complete a project.

Programmatic Theme 4:

Evaluation

For Theme 4, Evaluation, I have chosen to include materials developed in EDIT 7350e, Evaluation and Analytics in Instructional Design.  This course centered around evaluation of e-learning and face-to-face instructional programs that are commercially available or that are instructor developed with a focus on assessment of learning outcomes.  The two materials that I have chosen to include from this course  are an Evaluation Plan and a Data Analysis Document.  I have also included materials from EDIT 7150e.  These materials include a Summary of Assessment Tools, questionnaires that I developed for the project, and a compilation of the data that was developed for the project.  I chose this material because it clearly demonstrates a mastery of evaluation development and data analysis.

 

For the materials from EDIT 7350e, the first document, the Evaluation Plan was a group project assigned to the class.  I completed this work with Brandon Jackson and Evelyn Dole.  In this project a fictional company, in this case E-Com, an e-commerce company based out of New York City specializing in flash sales that promote popular clothing and lifestyle brands through reduced prices, is seeking to expand their operations.  Because of this expansion the company is experiencing a need to train employees as each new satellite location comes online.  The company then “hired” my group to evaluate the results of this training.  In this document I contributed to sections 1, 2, and 5 as part of the whole group.  In parts 1 and 2 our group contributions were roughly equal.  In part 5, I contributed sections 1 and 2 and the data/graphs that constitute figures 1, 2, and 3.  I also contributed to the questionnaire materials in the E-Com “Check In Survey” and the E-Com Learning and Development Team Initiative Survey.  I was the primary contributor to part 3 and part 4.  The second document, the Data Evaluation, was a detailed summary and analysis of data provided by Dr. Lauren Bagdy.  This data consisted of fictional information about a trial classroom technology upgrade program.  The participants of the program were asked to provide feedback about the program in year one and year two.  The feedback data was primarily in the form of Likert data with some verbal feedback.  This was a solo project for me.  I compiled, analyzed, and provided interpretation of the data.

 

The material from EDIT 7150e includes a Summary of Assessment Tools, questionnaires that I developed for the project, and a compilation of the data that was developed for the project.  This is material that I developed as a part of the needs assessment for this project.  I was looking at the needs of the Oconee Campus of UNG for future development.  I chose to develop questionnaires for faculty from the Department of Chemistry and Biochemistry and from the College of Science and Mathematics.  I also looked at data that was publicly available from our institutional research department.  I compiled and analyzed this data to support my needs assessment conclusions.

 

Taken together these projects provide ample evidence of my ability to conduct evaluations, develop evaluation tools, evaluate data, and assess the quality, performance, and outcomes for a given project.

Programmatic Theme 5:

Teamwork and Management

For Theme 5, Management, I chose to include materials from EDIT 6210e, Team-Based Design of Interactive Learning Environments.  The point of the entire class was to work on and complete an instructional design project from start to finish in a team environment.  I was fortunate to be paired with Brandon Jackson, Pat Uelman Huey, and Kathy Reeves on this project.  The overall project was to create new training materials for United Campus Workers of Georgia.  UCWGA Local 3265 requested assistance in creating and delivering asynchronous training modules for current members. They initially requested a broad range of training to cover workers’ rights, chapter organization, dues allocation, and member recruitment information.  The initial request is to convert existing synchronous training to a new online format.  Based on conversations with the client and the constraints imposed on the team by the time and resource limitations of the class a single module was created covering multiple areas that will act as an overview of the three main recruitment content areas; organization essentials, mobilization, and recruitment and growth. 

 

This was a group effort in every sense of the words.  No one individual contributed the majority of the content and all tasks were even distributed.  It must be said that the team leaders, Brandon Jackson and Kathy Reeves devoted the most time to the project.  This was followed by my own contribution and the contributions of Pat Uelman Huey.  Pat Huey contributed a bit more time to the project as she was the point of contact for the client.  Brandon was our project leader.  Kathy created our website in Wix.  We all contributed materials to the website but Kathy was the person managing the site.  We all eventually gave presentations in class.  We all contributed our own solo tasks to the group and we each contributed to group tasks as needed.  My own solo contributions included the complete learner analysis, the needs assessment report, and the demographics analysis.  Pat Huey and I were responsible for the compilation of the final project document.  Brandon did quite a bit of essential style and cosmetic adjustment on the final project.  I also wrote the entire rough draft, storyboard, and script for the one-on-one recruitment section of the final project.  My initial draft was modified based on the input of the teams and then the final version was adjusted to present a coherent product with the materials provided in the other sections.  (In a nutshell, we kept improving what we were doing.  For example, we started out with animation figures and moved to clip art of actual people.)

 

This project is an excellent example of my ability to work within and plan and manage aspects of a group project.  At each point each member of the group had to both stick to their assigned task and make sure that they were enabling others to complete their own work.  Our group worked together well and each of us not only fulfilled our roles but went above and beyond for the team.     

Picture2.jpg
bottom of page