Learning Design Compilation

• Purpose: To provide instructional designers who have recently been hired with a review of instructional context (Tessmer and Richey, 1997).
• Responsibilities: I was in a consulting team (The EDIT7170 Fall 2023 class) to develop a series of microlearning modules providing an overview of different contextual factors. Each consultant on this team was responsible for developing a microlearning experience to educate instructional designers about contextual factors. Learners will review these modules during the onboarding process. This will be a self-paced instructional unit using Microsoft PowerPoint as the medium.
• Audiences: A total of 15 learners will participate in this training. Learners’ age ranges from 25 years to 55 years. Their average work experience is 3 years as an instructional designer. An undergraduate degree (in any discipline) was required upon hire. Learners will be responsible for designing training programs on their own within the first two weeks of hire.
• Tools: Microsoft PowerPoint

• Responsibilities: As an instructor (University of Georgia), I created a self-paced undergraduate-level course website.
• Objectives
  • Develop an exploratory, experimental approach to technology with a willingness to try new applications
  • Define universal design for learning and explain how technology can support the needs of diverse learners
  • Create technology-supported learning activities and products to enhance instruction and personal productivity
• Audiences: A total of 65 online students attending EDIT 2000E course at the University of Georgia
• Tools: Google Sites

• Responsibilities: As a member of the consulting team (The EDIT7170 Fall 2023 class), I created an informal learning video to educate novice instructional designers about online collaborative learning (OCL).
• Audiences: A total of 15 learners will participate in this training. Learners’ age ranges from 25 years to 55 years. Their average work experience is 3 years as an instructional designer. An undergraduate degree (in any discipline) was required upon hire. Learners will be responsible for designing training programs on their own within the first two weeks of hire.
• Objectives
  • Identify theoretical foundations for OCL, such as a community of inquiry, constructivism, connectivism, and authentic learning.
  • Describe the five best practices (group discussion, group projects, feedback, design, and tools and tech support) for OCL.
  • Distinguish which tech tools are appropriate to meet OCL objectives.
• Tools: D-ID Presenters, Canva

• Responsibilities: As as an instructional designer at the Office of Faculty Affairs at UGA, I designed a self-paced online leadership training. The topics included emotional intelligence and conflict management. This video served as an introductory microlearning section to get an overview of Goleman’s (1998) conceptualization of emotional intelligence.
• Audience: Faculty members in leadership positions at UGA.
• Purpose: To help faculty members in leadership positions (University of Georgia) get an overview of the concept of four dimensions of emotional intelligence.
• Tools: Final Cut Pro