Image Image Image Image Image
Scroll to Top

To Top

Select a Page:
More Info
Read More
George Mason University

George Mason University

Below you will find a collection of some of the work I have done in the Instructional Design and Development masters program at GMU. My competencies to date can be viewed in this AECT Chart.

Learned how to write a comprehensive set of organization-wide accessibility policies, developed accessible web content, and evaluated the accessibility of an existing website. I was very pleased with this course because it opened my eyes up to issues of accessibility and taught me the basics on how to create instructions that are 508 Compliant. I also had the opportunity to create a website from scratch using code. Some of the tools I used in this course (Wave and Firebug) I have utilized in other courses as well to test accessibility of various web materials. My web accessibility evaluation can be viewed with the link above.

 

  • Adobe eLearning Suite- Visual Design and Applications (EDIT 571- Fall 2012)

Used the Adobe eLearning Design Suite (Photoshop, Dreamweaver and Captivate) to do basic visual design, import web design and graphics into Dreamweaver, optimize project management through the use of Bridge, and create a multimedia instructional design product using the range of tools in the Adobe Suite. This course was especially helpful because of the task of building a website from scratch, included multimedia and quizzes. I used this opportunity to build a supplementary, online tool for the English programs create for a living. I feel like I really strengthened my design skills in this course, learning how to incorporate designs from Photoshop into web developments in Dreamweaver.

 

  • e-Learning Design Applications: Articulate (EDIT 575- Fall 2013):

Created a design document, then developed an online instructional course using Articulate Studio that included interactive activities and evaluations. This course was a good opportunity to work with a design team, learning how to communicate and work together to reach a final goal. I was very pleased with our final project which can be viewed with the link above. It was through this course that I really strengthened my ability to use Articulate, and started exploring how I could use the software in other projects within my company. This was also the first opportunity I had to apply my interest in producing audio to a project, recording narrations for certain interactions.

  • Educational Research in Technology (EDIT 590- Spring 2014)

This course introduced fundamental concepts and practices in educational research in technology. Educational research methods were used to address problems involving educational technology. Readings, discussions, and project assignments systematically followed the research design process to ultimately produce a research proposal as well as develop skills to evaluate educational research articles as a consumer of research.

  • Instructional Design and Development Portfolio (EDIT 601/701- Fall 2013): This website

Developed an electronic portfolio to display the IDD principles and concepts learned as well as the final projects completed from different courses. I had been wanting to create an electronic portfolio for a long time, so it’s great to have the motivation to do so and be provided support to ensure it is effective.

  • ¬†Innovations in e-Learning (EDIT 611- Fall 2013): ISD on the GO

Described current leading edge programs in e-learning, used various commercial and open source interactive media, instructional delivery management systems and applications, and applied effective instructional design for various interactive media, instructional frameworks and applications. My team’s final project in this course was a mobile application called ISD on the GO. This learning/training solution helps Instructional System Design (ISD) practitioners better understand the theoretical underpinnings that support the training solutions that they are providing to their customers. This training environment makes learning, recalling, and applying information fast and convenient for ISD practitioners.

  • Instructional Design Foundations and Theories of Learning (EDIT 704- Fall 2012)

Reviewed the practical and pedagogical issues related to the design and development of technological instruction. Studied the major theorist and learning theories that guide the instructional designer process. This was such a great course to take early on in my program. It helped prepare me for many decisions I would make in future classes by providing a foundation to work from. I still refer to a chart created by my classmates and I in this course which outlines all of the theorist and learning theories that are relevant to Instructional Design. I gave a presentation on Vygotsky in this course, which really influenced how I think about social learning and constructivism in general.

 

  • Instructional Design (EDIT 705-Fall 2012):

Studied the various models of instructional design, learning theories, and instructional strategies used for various types of learning. Created an instructional design document and prototype of a design concept. I liked this course because it allowed me to incorporate narration and video into the design. This was also another opportunity for me to work with a team of people to create a product that was multidimensional. Our final product, which can be accessed with the link above, ended up being an interactive platform that uses video, audio, and various activities to engage the learner. I took the lead on designing the prototype of this project which taught me a lot about how to transition between the design document phase and the production phase. The design document, which we all contributed to, can be viewed here.

 

  • Advanced Instructional Design (EDIT 730- Fall 2013):

Studied the epistemological approaches to learning and cognition such as objectivism, cognitivism, constructivism, and situated cognition. This course taught me a lot about the different learning environments that exist and how to choose between them depending on the learning problem. I created a prototype of a website that used the Cognitive Apprenticeship model to train Spanish-speaking English teachers on how to effectively teach correct pronunciation.

  • Analysis and Design of Technology-Based Learning Environments (EDIT 732/752)

These two course provided opportunities to experience the instructional design and user experience design process as applied to the conceptual prototype of a technology-based learning system or interface design. I had the opportunity to interact with clients, subject matter experts, target audience members and draft a comprehensive user experience design approach as well as prototype a mobile app. This course was focused on facilitating connections between interdisciplinary approaches of user experience prototyping, design and development of teaching and learning systems/interfaces from multiple disciplines including instructional design, computer science, human computer interface and related fields. My groups final project was a mobile app called Q?RIUS Quest, a mobile app designed for a new exhibit in the National History Museum.