Embedded Files
Please use the menu to your left to navigate the site.
Use the table of contents below to navigate the different sections of the page.
My Perspective
My Perspective
Learning design is a powerful tool that can be used to improve student outcomes. By intentionally structuring learning experiences, colleges can create environments where students are more likely to be engaged, motivated, and successful. This can lead to improved enrollments, increased completions, and consistent quality assurance across content areas and programs.
There are a number of ways that learning design can be used to improve student outcomes. For example, colleges can use learning design to:
Create learning experiences that are relevant to students' interests and needs. This can be done by incorporating real-world problems and applications into the curriculum, or by giving students opportunities to choose their own learning paths.
Provide students with scaffolding and support throughout the learning process. This can be done by providing clear learning objectives, breaking down complex tasks into smaller steps, and offering opportunities for feedback and assessment.
Create a sense of community and belonging among students. This can be done by using active learning methods, such as group work and discussion, or by providing opportunities for students to connect with each other outside of class.
Provide accessible, inclusive materials that take into consideration the student's needs in the course. This can be done by following WCAG standards for accessibility and by intentionally selecting inclusive instructional materials, readings, and assessments.
I believe that learning design is a critical skill for anyone who wants to improve student outcomes. As a doctoral candidate in learning design, I am committed to using my skills to help colleges create learning experiences that are effective, engaging, and relevant to students.
How It Fits
How It Fits
My focus on elevating online educational experiences is clearly demonstrated in the real world examples provided as evidence of my study and work in learning design. From needs analysis to implementation, I have been able to apply my learning in my role as Senior Instructional Designer and benefit the students, faculty, and staff at my campus with the resulting programs, professional development, and resources I have been able to create. My dedication to continuous improvement and feedback is crucial to the successful implementation of all of my learning design projects, as are a research-based approach and collaboration with stakeholders.
Primary Evidence
Primary Evidence
Texas Digital Learning Association (TxDLA) Outstanding Committment to Excellence and Innovation in Digital Learning Award (2 Year Higher Education)
Goals Addressed: Designer
Focus Area Addressed: Research and Data Analysis, Leadership, Collaboration, and Continuous Improvement, Sharing Information
Online Instructor Certification Course (OIC)
Goals Addressed: Designer
Focus Area Addressed: Research and Data Analysis, Leadership, Collaboration, and Continuous Improvement, Sharing Information
The Online Instructor Certification (OIC) course is a mandatory training course for all faculty who wish to teach online at Tarrant County College. I am responsible for the content, instructors (myself included), processing, and as of Spring 2024, the microcredentiallng of the course. I am also responsible for and goals for SACSCOC and THECB covered by the OIC as well as for reporting data (in real time through the dashboard embedded below) to all six presidents of TCC and the offices of the Provost and Chancellor.
OIC Evaluations
Goals Addressed: Designer
Focus Area Addressed: Research and Data Analysis, Leadership, Collaboration, and Continuous Improvement, Sharing Information
In order to complete the course, the participants complete a course experience survey. The data is reviewed quarterly and color coded based on the type of feedback. Changes are made to the course, course processes, and the program based on the responses we receive from this survey. For example, the ability to "test out" of modules in the course if the participant has prior knowledge has now been added to the upcoming iteration of the course. Participants who can successfully build an artifact that meets the shared standards and expectations do not have to complete the module work for that artifact and may move on in the course. This has been a popular suggestion in the OIC and a change we have implemented using Mastery Paths in the Canvas LMS.
You can read real participant feedback in the report below. All identifying information has been removed, but none of the responses have been altered.
OIC Microcredentials
Goals Addressed: Change Leader, Designer
Focus Area Addressed: Research and Data Analysis, Leadership, Collaboration, and Continuous Improvement, Sharing Information
Having written the proposal for microcredentialing on our campus (approved by the Chancellor's office), I am also a member of the task force, and responsible for managing the first microcredentialed course in the program, the OIC. As an adminsitrator on our district's Canvas Credentials account, I have created the interactive credentialling pathway for the course. At the time of this Dossier completion, the program still being constructed, and final badges are pending, but the link below will take you to the pathway to view the skills included in the course. Participants who complete the modules in the course will automatically be awarded the compentency credentials as they achieve the necessary score on their assignments, and the final credential will be awarded upon receipt of the competency credentials associated with the course.
Note: The pathway also demonstrates the recertification pathway for already certified faculty. Faculty must be recertified every two years through the program. This ensures that have the latest information, requirments, and compliance training to teach online at TCC.
Supplementary Evidence
Supplementary Evidence
Rubrics Presentation and Course
Goals Addressed: Designer
Focus Area Addressed: Research and Data Analysis, Leadership, Collaboration, and Continuous Improvement, Sharing Information
I was asked to present on a Canvas LMS tool for the North Texas Canvas User Group, so I put together a presentation and live demo for the rubric tool. After giving the presentation both in person and virtually a couple of times, I decided to make the topic a course that faculty could use as one of the accepted professional development credits for recertification in the Online Instructor Certification program. This is an example of how often, something used for one purpose can be adapted for use in another modality.
Canvas Quizzes Training Materials
Goals Addressed: Designer, Collaborator
Focus Area Addressed: Sharing Information
During the summer, my team and I offer professional development for our faculty. This live demonstration webinar is very popular with our faculty, especially those new to Canvas (we have over 500+ adjuncts who work for our campus). We include information on the types of Canvas quizzes, questions types, item banks, feedback, and more. Participants can ask questions and see us building items live. Then, participants are given an interactive notebook to help them begin using Canvas quizzes.
I created the interactive notebook above and shared with all participants who attended the webinar on Canvas Quizzes.
Additional Training Materials
Goals Addressed: Designer, Collaborator
Focus Area Addressed: Sharing Information
The two presentations below were delivered as part of the Connect Campus Webinar Series for faculty professional development. They were delivered synchrnolously online in a webinar format and faculty attended virtually. Both sessions included live demonstrations of the tools and a Q&A session afterward to address participant needs.
Feedback was solicted from faculty throughout the series and used to evaluate the webinar offerings and to plan future webinars.
TCC Connect Faculty Webinar Feedback Form(1-35).xlsxThe questions on the evaluation were:
which session are you sharing feedback about?
What was most effective about this session?
What do you wish was different about this session?
Check all that apply
I learned something I can use in my classes.
I had an opportunity to ask questions.
This topic is relevant to my work.
I was excited to sign up for a session on this topic.
This session aligned with how it was described.
Connect Campus offers online professional development training sessions, webinars, and events for faculty every semester. Please share what topics you'd like us to cover in future sessions.
I prefer to attend professional development events:
Online (via MS Teams)
In person (on campus)
Asynchronously (Canvas module)
I prefer to attend professional development events:
Morning
Afternoon
Evening
Conference Presentations
Goals Addressed: Designer, Collaborator
Focus Area Addressed: Sharing Information
The following topics were presented at TCEA, ISTE, ESC 11, and within my own district for district-wide training.
Course Work: Instructional Systems Design and Technology (SHSU)
Course Work: Instructional Systems Design and Technology (SHSU)
Virtual Summit Project
Goals Addressed: Designer, Collaborator
Focus Area Addressed: Sharing Information
Working as a team, my classmates and I built out the plans for a virtual summit in our ISDT 1350 Issues in Instructional Technology course. You can see the work and the final website by clicking the button below.
App Design
Goals Addressed: Designer
Focus Area Addressed: Research and Data Analysis, Leadership, Collaboration, and Continuous Improvement, Sharing Information
As part of my coursework I was asked to complete the development of an App for my campus. The following design documents maps that application from conception to implementation.
KEstes-DesignDocument.pdfLearning Design AssessmentGoals Addressed: Designer
Focus Area Addressed: Research and Data Analysis, Continuous Improvement,
Learning artifacts assessment using instructional design and learning theories for ISDT 7336 Instructional Design Assessment.
Course Work: Masters' in Educational Technology Leadership (Lamar University)
Course Work: Masters' in Educational Technology Leadership (Lamar University)
Masters' in Ed Tech Leadership Portfolio
As part of my Masters' in Educational Technology Leadership from Lamar University (that included courses for my Principal Certification), I was required to create a portfolio of course work and reflections. I earned my degree in December of 2010.
Work-Related Artifacts
Work-Related Artifacts
Kerr Middle School Financial Literacy Augmented Reality Project
I collaborated with Middle School math teachers to create and implement a real-world, project-based learning experience using the financial literacy and technology TEKS and ISTE standards.
Rigorous Educational Arcade Learning Model (REALM) Development and Implementation Team Member
I served on the development and implementation team for Burleson ISD's first gaming and coding middle school. The REALM was so successful that it is now a full secondary school with 9-12th grades added. I helped develop the concept, choose technology, wrote curriculum, and then served as the Learning Technologies Coach for the campus until I left the district.
Feedback and Twitter Love
Feedback and Twitter Love
Social media responses to my presentations (and some about my learning).
Page updated
Google Sites
Report abuse