Renze Instructional Technology ePortfolio is designed to provide you with information that will support the graduate studies of Amy Renze in Performance & Training Technology at the University of Northern Iowa in Cedar Falls, Iowa. The following ePortfolio demonstrates my experience in the areas of Instructional Design, Technology, and Adult Learning within a corporate setting. The Matrices section illustrates the documents I have created to match ECIT standards, which are more defined within the Standards section. Final projects from each of my graduate classes is found within the Artifacts section and finishing with a comprehensive reflection that highlights the knowledge gained and skills attained throughout my graduate studies.







Master's of Arts in Performance & Training Technology... the knowledge to have a vision and the degree to make it happen.

The vision for my future professional development was haunting my mind for several years after completing my bachelor’s degree in graphic communications at the University of Northern Iowa. I consider myself a life-long learner who is consistently looking to evolve and grow within life. While I wasn’t exactly sure what I was looking for, I knew that I would find the expert skills and knowledge at the University of Northern Iowa located in Cedar Falls, Iowa.


I was drawn towards the Performance & Training Technology Master’s program in that it combined the utilization of current technologies we already possess to create effective instructional strategies to help people learn better with the knowledge and understanding of how to create and design media that suits those learners. Instructional design is a complex process that is creative, active, and iterative. This was an ideal program for me with a graphic communications, healthcare marketing, and design background looking to expand my professional career to include corporate instructional design and development. Performance & Training Technology offers a corporate focus for creative business professionals looking to explore training beyond the traditional K-12 educational setting.


Instructional design and technology procedures in particular, are becoming more common in healthcare education and training, and non-formal educational settings. Each of these instructional contexts highlights the diverse needs of learners of many ages and interests, and of organizations with many goals (Seels & Richey, 1994). I know instructional technology is being shaped by the influence of technology and technological advancements that in turn offer room for diversity and creative growth. These characteristics define my professional thirst for knowledge and growth while positioning myself for an in-demand career. As a future instructional design and technology professional seeking a position in the healthcare field, I have learned to understand the philosophical and empirical foundations of learning. I am aware of the roles that risk professionalism, sensory perception, and science have in developing solutions to performance and instructional problems. I understand how knowledge and research, regulations, standards and licensure requirements, managed care, and convergence affect the application of technology in healthcare and role in their enterprise.


I was influenced by Trends and Issues in Instructional Design and Technology (Reiser & Dempsey, 2007), which covers the foundations for latest trends in the field, including such topics as knowledge management (Rosenberg, 2005), learning science, web-based instruction, and reusable learning objects. This book addresses these and other trends written by many of the leading figures in the field such as Marcy Driscoll, Walter Dick, and Robert Reiser to name a few. It wasn't until I read this book that I really had a clear understanding of the field. Reading about the successes and failures of the field in a variety of work settings, provided increase interest in working with some of them. I also looked to websites and international journals for inspiration in the field. The American Society for Training and Development (ASTD) website provides leadership to individuals and organizations that are committed to workplace learning and performance ( and refereed journals such as the International Journal of Instructional Media and International Journal of Training and Development provide published articles  focused on instruction and training.


As I create instructional materials, I rely heavily on my design skills and incorporate the CARP principles (Robbins, 2007) into my instruction while remaining dedicated to integrating authentic learning environments for the learners that promote the development of higher order thinking skills and repeated desired behaviors, such as active inquiry and critical reflection. The learning environment is viewed as an organizational culture, and very important based upon my understanding of cognitive development, behaviorist and constructivist learning theory, and student learning (Seels & Ritchey 1994). I also seek methods to incorporate motivational tactics into my instruction through Keller's ARCS model of motivational design that includes the four categories of Attention, Relevance, Confidence, and Satisfaction.


Instructional technologists, as a community of professionals, tend to value concepts, such as replicability of instruction, individualization, efficiency, generalizability of process across content areas, detailed planning, analysis and specification; the power of visuals, and the benefits of mediated instruction. These unwritten priorities have evolved with the growth of the field and form and bond which link members of the field (Seels & Richey, 1994). I find my philosophical view of instructional design and technology has evolved throughout my Master's program towards creating individualized opportunities for learners to discover and develop technological knowledge, tools, or skills that they can use to position themselves as leaders in their respective industry.





Reiser, R.A., & Dempsey, J.V. (2007). Trends and issues in instructional design and technology (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Robbins, J. N. (2012). Learning Web Design: A Beginner's Guide to (X) HTML, StyleSheets, and Web Graphics. O'Reilly Media.

Rosenberg, M. (2005). Beyond e-learning: Approaches and technologies to enhance organizational knowledge, learning, and performance. John Wiley & Sons.

Seels, B., & Richey, R. (1994). Instructional technology: The definition and domains of the field. Bloomington, IN: Association for Educational Communications and Technology.