It's very essential that instructional designers are proficient with learning management systems, as most e-Learning courses are delivered on such platforms in order to be accessed. In academic settings, widely used systems include Canvas, Blackboard, and Google Classroom. In corporate settings, systems like Docebo and TalentLMS are some notable mentions.

Throughout my participation in the IDT program, I have developed proficient technological skills in utilizing learning management systems. Demonstration of this proficiency is reflected in my ETEC 5440 project, during which my team and I developed a hypothetical on-boarding course on Canvas for incoming undergraduate students. The project primarily focused on the ethical application of artificial intelligence and explored how the tool can also support school-life balance. The Canvas course encompassed 5 modules, pre and post assessments, and engaging activities (e.g. discussion board, Padlet, creating a ChatGPT schedule, etc.). Refer to the project storyboard as it walks through the presentation and logistics of the Canvas course.

As an aspiring instructional designer, it is important to develop proficiency with a variety of technological tools, as technological skills are a key component of effective instructional design (Ritzhaupt et al., 2021; Wang, 2021). Throughout the IDT program, I've experimented with a vast array of software applications as part of my learning. For my ETEC 6440 project, my team and I utilized draw.io to develop diagrams illustrating the major/sub skills and the instructional sequence for our bystander intervention training. Additionally, we used Storytribe in combination with Capcut's AI Video Editor to produce storytelling illustrations, which was integrated into our branching scenario assessments in our training using H5P. My team and I also utilized Coursebox to create, host, and deliver the training module itself. Regarding other software, I've utilized Canva to create some of the graphics throughout this portfolio, specifically the instructional design models, and have also used it for creating materials for my ETEC 6920 practicum project, such as a shift-transition checklist/board. In the 5460 course, I utilized Camtasia, a screen recorder and video editing tool, to screen-cast my final project.  

Productivity technologies that promote effective communication, collaboration, teamwork, and efficiency are essential tools that instructional designers should acquire (Ritzhaupt et al., 2021; Wang, 2021). Throughout my participation in the IDT program, I have expanded my proficiency with these technologies by exploring new approaches. In my ETEC 5440 and 6440 courses, I employed Google Sheets as a project management tool for my team to monitor important assignments and key milestones as the semester term progresses. I have utilized Google Docs as a collaborative workspace with my team members on projects in which I leveraged features such as assignment, suggesting, and commenting. In addition to collaboration, my team and I have utilized platforms such as Discord, Slack, and Zoom to facilitate communication with each other and our stakeholders. For my ETEC 6920 practicum project, I also employed Google Docs to create materials for my client, such as a training agenda for newly hired employees.

During my internship as an instructional design intern at Regional Government Services (RGS), I have also enhanced my proficiency in Word Doc and developed skills in Adobe Acrobat by creating instructional materials. Some of the products I've developed included participant handouts, academy binders for training completion, and a training development guide outlining the instructional design process for internal use.

The emergence of artificial intelligence is a prominent trend in the field of instructional design. As with any new tool, it's important for instructional designers to stay informed about the latest technology, as it can improve efficiency and support brainstorming in their work. At the same time, it's also critical for instructional designers to exercise caution when collaborating with artificial intelligence as it contains bias due its nature as a language learning model. Human evaluation and assessment of AI-generated outputs are necessary in order to ensure accuracy and quality of any kind of work.

In the IDT program, I had the opportunity to learn more about artificial intelligence, such as the importance of proper prompt engineering techniques, and effectively incorporated it in my instructional design projects. As part of my ETEC 5440 project, I utilized CapCut's video editing AI tool to create an introduction video for my team's Canvas course. In ETEC 6440, I also utilized CapCut's video editing AI tool to generate the videos and voices for our team's branching scenario final assessment in our corporate training. I chose generated AI voices that would be suitable for the videos, selected specific clips that came from CapCut's free stock video library, and employed prompt engineering techniques to formulate an informative script. As part of my ETEC 6550 AI final project, I used ChatGPT to create a video editing guide for instructional designers. I applied prompt engineering principles to help facilitate ChatGPT's output while simultaneously incorporating my own evaluations and revisions.