As an Instructional Designer, my role in creating learning experiences for courses and workshops involved:
Consultation and Needs Analysis: Consulted with stakeholders (end users/students, Subject Matter Experts(SMEs)/faculty, and senior leadership) . Conducting needs analyses through surveys, observation, and conversation to understand learning objectives and identify gaps.
Curriculum Design and Development: Used instructional design models like ADDIE, Backward Design, SAM, etc. to design and develop detailed course outlines, lesson plans, and instructional materials.
Storyboarding: Created detailed storyboards to visually plan and organize the content and flow of the courses.
Content Curation and Creation: Curated and created engaging content, including presentations, assessments, activities, handouts, and multimedia elements.
Technology Integration: Integrated technologies and platforms for online learning and virtual workshops, ensuring accessibility and compatibility with LMS.
Delivery and Implementation: Coordinated the delivery of ILT sessions, online courses, and workshops, and provided support to instructors and facilitators.
Evaluation and Feedback: Designed and implemented evaluation tools to measure effectiveness, analyzed feedback and data, and made necessary adjustments.
Continuous Improvement: Continuously iterated and improved learning experiences based on feedback and best practices.
Support and Collaboration: Provided ongoing support to end users/students, Subject Matter Experts(SMEs)/faculty, trainers, and the IT Helpdesk, and collaborated with marketing teams to promote and schedule courses and workshops.
Project Management: Allocated resources, budget, and time, collaborated with team, stakeholders, and leaders, and mitigated risks.
Success Metrics
High Satisfaction: Consistently positive feedback from participants.
Learner Engagement: Demonstrated understanding through thoughtful questions and deeper exploration of topics.
Iterative Improvement: Enhanced workshops based on feedback and best practices.
Besides designing and developing the Foundation workshop (ILT and online), here some additional workshops I designed, developed, and delivered:
Purpose: To provide support for the development of blended classes. By guiding faculty through the creation and evaluation of a replicable module, this module creation seeks to empower the faculty through the union of solid pedagogy and introduction to the use of relevant technology and provide a quality assurance structure.
Audience: Internal, Adult Learners -Instructors
Tools: LMS, Office, Jing
Delivery: Modeled the delivery- IRL(In Real Life) at a set time and Online as self-paced.
Structure: 2 F2F meetings and 75% of additional time was available online to explore pedagogy and application.
Results: A department's reaccreditation process took half the time-saving $5,000. Student engagement was focused on-increasing the program impact. Revenue increased with department's prestige.
Purpose: To provide a common experience and language for faculty unable to attend F2F trainings or to review this training and earn a digital badge.
Approach: Backwards Design
Audience: Internal, Adult Learners -Instructors
Tools: Brightspace, Word, PowerPoint, Jing, Image Editor
Delivery: Self-paced, online
Course Structure: View, Do, and Review with Badges & Checkpoints
Results: 98% of faculty were able to complete LMS training. This increased confidence led to greater LMS efficacy.
Purpose: Short, actionable self-paced courses to challenge and expand teaching and learning in a 5-Day Challenge: Creating Accessible Course.
Approach: Backwards Design
Audience: Internal, Adult Learners -Instructors
Tools: LMS, Office, Jing, Canva
Delivery: Self-paced, online
Course Structure: View, Do, and Review
Results:
Assisted by AI
Purpose: Strategies for Creating Accessible PowerPoint Presentations
Audience: Instructional designers
Tools: PowerPoint, Word, ADOBE FIREFLY, AirMeet
Delivery: Virtual
Structure: 40min presentation and Q&A
Results: 90% of participants were able to speak about how they utilize POUR in their presentations.