Skills & Projects

One skill that I have learned through the course of my program is how to use Photoshop to create or alter images to suit a particular purpose. Various tools can be used in conjunction with each other to attain the proper results. 

On the left, I have included an image that has been put through filters to alter color and texture. I used the "cutout" filter and the "diffuse glow" filter, then I adjusted the scales to achieve the effect that I wanted. I then overlayed the image onto an image of a ceramic tile, which then affected the texture further. In the end, it created an image that reminds me of a painting. 

On the right, I included an image that was assembled through layer masking for my mythology class. After reading the story of Theseus and the minotaur, I decided that it would be fun for students to create their own monsters. We discussed how many mythological creatures are described in terms of animals, so I showed my students my own rendering of "the Questing Beast" from King Arthur myths, composed of the head, neck, and tail of a snake, the body of a leopard, the legs of a deer, and the haunches of a lion. Students were then challenged to design their own creatures using the features of multiple different animals.

SO WHAT?

If a picture is worth a thousand words, then image editing is an incredibly valuable skill to have for instructional design. Low-quality images can become a distraction in learning, which increases cognitive load. My middle school students are easily distracted by stimuli that does not match ongoing instruction. However, visual aids that are tailored to a specific need help to produce understanding and engagement in learners, which leads to better learning. The ability to design images that meet the needs of my learners makes me a valuable addition to any professional team that relies on visual communication.

Another Adobe skill I learned was how to use InDesign to create formatted resources such as business cards, posters, infographics, and brochures. 

On the left is an example of a poster that I have used as a teacher to advertise tutoring in my classroom after school on Tuesdays. I used images, shapes, colors, and text to create a pattern that seemed appealing to middle schoolers. 

On the right is a template for an infographic. I used colors that were bright and shapes that were useful for the purpose of the product. For the first template, I decided to create a basic representation of the instructional design process, emphasizing the important skills, processes, products, and results

SO WHAT?

InDesign gives me the ability to make high-quality documents that organize complex information. In a learning environment, clear and organized information is critical for reducing cognitive load, thereby promoting learner progress. As a teacher who focuses so much on having students produce structured writing (sentence structure, narrative structure, text structure, argumentative structure, etc.), templates are a valuable tool that help my students, especially those who need extra support, to meet the learning objectives. Beyond the classroom, the ability to produce publication-quality documents positions me for jobs in school districts, college campuses, and professional publishing.

Audio editing is another skill I learned over the course of the Instructional Design and Technology Program using software such as Adobe Audition and Audacity. These tools have allowed me to create podcasts that share information or stories. I have also learned how to cut and insert music to make a podcast more engaging.

On the left is a podcast in which I have done research into a city in Brazil that I would like to visit. I give a brief summary of the history of the city from its beginning to the modern day. I then name the locations in and around the city that are of most interest to me, giving reasons for why I would like to visit each one.

On the right is a podcast that I made for my students that shares a portion of an ancient Greek myth. I take my students through the stories of the ancient Greek Argonauts, and this story focuses on Jason's labors to win the golden fleece. To create the story, I started with the the original narrative shared by Apollonius of Rhodes, then I adjusted the language to make it appropriate for middle school, and added dialogue or description where necessary to clarify events or to promote reader interest. At the beginning of the podcast, I instruct my students to compare the labors of Jason to the labors of other Argonauts, such as Hercules and Theseus.

SO WHAT?

The podcasting medium has grown in popularity over time, and its value as a vehicle for learning has become more apparent. Podcasts are incredibly accessible to those who struggle with reading, and some of my students benefit from listening to something while they work to block auditory distractions. In addition, podcasts are fantastic for on-the-go learning, which is a valuable attribute for those whose lives are especially busy. By creating these resources, I will model digital communication skills that students can then exercise to empower their own learning. This skill will also help me to create multimodal learning experiences for those that I instruct. Finally, this skill also demonstrates my growing level of comfort with media production, which is a growing skillset in the modern economy.

In addition to audio editing, I have also learned how to create videos for instructional purposes. I have created videos that are self-recorded, and I have created animated videos as well.

The left-hand video is an instructional video in which I discuss the sections of a literary plot diagram. In my script for each individual section, I share the function of that part of the story, and I give examples from books and television that would hopefully be familiar to my middle school students. The video combines multiple clips, as well as some introductory and ending music, that were made to put together to create a complete resource.

The right example is an animated video that was created using characters that I engineered in Adobe Character Animator. I constructed the character bodies using shapes in Photoshop, and then I connected and labeled the body parts in Character Animator, adding functions to permit actions. The video is a representation of one of Aesop's Fables, storyboarded for this animation, which I can now use with my students to teach the concept of theme in a story.

SO WHAT?

Videos are, without a doubt, the most popular form of content on the internet. Videos are accessible for those that struggle with reading, and with a bit of work, they can be made visually engaging as well. In the pandemic era, videos were an important way to share instruction with students. While life has returned to normal routines, videos are just as effective at teaching as ever. Mini-lessons and tutorials are easy to deliver in a short video, which can be tailored to best enhance student learning. This is a skill that is in high demand in the field of instructional design, especially for online learning.

Another skill that I have been able to practice in the program is integrating AI into the instruction creation process. In the above example, I used Microsoft Copilot to create a lesson plan for my students based the novel that we were reading, and the type of writing we were practicing. The result is a lesson where students research natural disasters, fill out a graphic organizer, and create informative writing to demonstrate their understanding. I used Copilot to help me tailor the lesson to state standards, and I created additional resources, such as a rubric for grading student work and a cloze-note graphic organizer for students who need extra support.

SO WHAT?

As the modern economy commits more and more to AI integration, experience with productive AI collaboration is becoming increasingly valuable. AI is able to fill many roles, but it cannot replace the human element that is needed for instruction. An instructor can build relationships with learners and perceive needs that an AI cannot see. However, an insightful instructor who can effectively integrate AI into the creation process will amplify their expertise and efficacy.

So much of the modern cultural conversation revolves around AI. Whether we like it or not, AI is revolutionizing and reshaping the economic landscape. Instructional Design is no exception. However, my experience with integrating AI into the design process orients me toward future innovations in the field. AI helps me to streamline planning, adapt feedback, and construct differentiation within my instruction. As AI continues to rise as a force in the economy and culture, and entities work to adapt to those changes, there will be a desire to recruit people who are able to evaluate and implement emerging technologies.

The Instructional Design and Technology Program has also taught me how to structure games for the benefit of learning. Gamification is an effective way of increasing learner engagement, which is why learning to create a core game loop that reinforces learning is so important. Other factors, such as aesthetic and background, can help to create an experience that makes learning memorable.

In the above example, I created a set of cards that can be used to exercise student knowledge of text structure for informative writing. Among the cards there are the types of text structure, the definitions of the structures, examples for each type, and graphic organizers that can sort out information for each text structure. The goal of the game is to get a matching set of four cards that all apply to a single text structure. Students can only draw one card at a time from a nearby pile to replace one card from their hand. When a learner has four cards that relate to the same text structure, they are able to grab a spoon from the center of the table. Once the first spoon is gone, all other players are able to grab a spoon. The player who is left without a spoon is eliminated, and this process continues until only one player remains, who wins the game. Along the way, students are learning to rapidly associate aspects of text structure with their counterparts.

SO WHAT?

For many people, learning is seen as a process that has to be done to accomplish a goal, whether that goal is to attain a grade, a degree, a job, a raise, etc. For many people, learning is not associated with enjoyment. However, gamification presents interactive and often immersive experiences that push the learner, not just to memorize facts, but to act on learning. Games increase engagement and mastery as learners repeat constructive thought processes and receive feedback for their actions. This skill demonstrates my willingness and ability to think outside the box by experimenting with learning environments. This kind of thinking is useful in instructional design, especially when more traditional methods of instruction do not produce desired results.

Creating digital resources is a very useful endeavor, but without an instructional framework through which to use it, a resource is simply content to look at or to listen to. Applying the resources through the lens of learning objectives, however, directs the resources to a productive purpose. In the example above, I created an instructional unit for teaching the students in an elective flex class about fairy tales. I go through the creation of the unit, including its analysis and design, with the ultimate goal that students will eventually be able to write their own fairy tale.

SO WHAT?

Instruction is the framework for learning. If the quality of instruction is low, then the percentage of learner mastery will also be low. This is regardless of whether the images and templates are polished, or the podcasts and videos are professionally edited. Well-designed instruction emphasizes the needs of the learners and the task that is presented by the terminal objective. The task is broken down methodically into steps, substeps, and even events. Evaluations determine the level of mastery that has been achieved. This skill demonstrates my ability to break down learning, not just into resources, games, or even singular lessons. Instead, learning is a process that happens over time, step-by-step. This skill demonstrates my ability to set goals, to think medium and long-term, and to look at the big picture of instruction, which is a learner's independent mastery.

Of course, instructional design itself cannot improve without rigorous learning and practice. Luckily, I have built the drive to strive for greater mastery. In connection with this, one final skill that I have exercised is the ability to research carefully in order to share knowledge with others. My above examples suggest two different ways to approach sharing this information.

The text on the left is a chapter of research that I compiled using various resources. The subject of the chapter is the multimedia principle of collaboration. The chapter explores the definition of the Collaboration Principle, its boundary conditions, examples of how the principle applies to learning, links between the Collaboration principle and other multimedia principles, aspects of the principle that are still unknown or unproven, and ideas for future research that focus on the principle.

On the right, I have included a hypothetical conference proposal to an instructional design conference. The topic of my proposal is about using gamification and simulations to boost student engagement, especially through technology. The goal of such a presentation would be to discuss the impact of gamification on learners, and to demonstrate the use of gamification with technology. Research was done to find literature that supported my information.

SO WHAT?

A graduate degree is not the end of the road for learning. Expertise is a process which requires enthusiasm for sharing technique with others, as well as a willingness to continually seek self-improvement. This last skillset demonstrates my readiness for both. First, I actively seek new skills and information that can improve my methods as an instructor. I can evaluate different instructional strategies and technologies based on evidence and research. I can then make research-based decisions to build effective learning environments.  Secondly, I am eager to share my knowledge with others. If I can share information to help another instructor, I am eager to do so for the benefit of learners. This skillset will be important for any team that seeks continual professional development.