Created in Microsoft PowerPoint, this 71 slide visual storyboard provides practical product knowledge training for a piano salesperson. Gagné’s Nine Events of Instruction inform the structure. The first 13 slides introduce and provide focused, practical training, (e.g. comparing customer personas with product features). The remaining 58 slides are devoted to 3 branching scenarios which allow learners to apply their knowledge to realistic social situations.
Scroll down to see a quick visualization of the branching for each scenario below the slideshow.
I built this 40-slide course on identifying faults using Adobe Captivate. Learners begin with a social context that extends the application of this skill beyond the classroom and immediately poses a challenge. After a quick review of prior learning and course objectives, learners dive into formative assessment activities that build up to the objective. Each activity provides immediate feedback, and when learners are ready, they return to the initial challenge.
Option for an accelerated path through the content supports the needs of advanced and gifted learners
Color scheme minimizes confusion for learners with various forms of color-blindness (see the research of Bang Wong published on page 441 of Nature Methods involume 8 of 2011)
Closed-Captioning supports deaf or hearing-impaired learners
Alt-text descriptions of images and slides supports visually impaired students using a text reader (however, current prototype is not fully accessible for learners who are blind)
The best course outlines, or instructional design documents (IDD), capture an entire team’s vision for a new course and guide each member in his or her role. This document paves the way for a course on reporting data for retail merchandising representatives.
Following educational best practices (see for instance, Understanding by Design by Wiggins and McTighe, 2005), I developed these learning objectives from a student’s perspective of the Ohio state standards for science. This enables learners to evaluate how they measure up to these clear goals before, during, and after instruction. The action-oriented language also guides further instructional design by limiting the scope and suggesting benchmarks and appropriate formats for assessment.
I designed this live-action mystery game to target a key ecology objective: The learner will use evidence of interdependence to predict how changes in a community may affect other organisms in the community. Inspired by escape rooms and murder mystery dinner parties, I wanted to give learners a taste of the excitement of analyzing real-world problems like researchers as part of their own social ecosystem. Student teams were presented with a realistic context (the “case of the salmon famine,” which I based on several actual scientific studies), a competitive challenge (to be the first to solve the mystery), an exciting activity (solving short riddles that activate background knowledge about communities and food webs to earn clues) and immediate feedback (through talking with the game master, “Dr. Flo Banks”). Some of the clues, including bar graph data, stream water quality reports, message board posts, posters, and fake newspaper articles, were directly fabricated; others were clipped from scientific journals and websites.
Learners were quickly swept into the game-like atmosphere I created, quickly becoming very motivated to win!
I produced this report on behalf of an incoming principal at Cincinnati Hebrew Day School. He was skeptical of whether the school’s traditional approach to recess was the most effective use of time and funds. My goal was to provide him with the research he needed to make the best decision in a condensed, digestible form. I’ve included it as an example of my research and informational writing skills.
This set of games was constructed using Adobe Captivate for Encourage, Equip and Inspire, a biblical education manual by LifeHopeandTruth.com. Learners have choices of various games to practice memory work from the manual.
In this simple math puzzle (created after I saw another teacher use a set of commercially produced cards with the same purpose) learners are given three or four random numbers that can form a true equation, and they have to find the equation as quickly as they can! The spreadsheet provides immediate feedback and a new problem after every attempt. Pairs well with intense music, a little friendly competition in teams and a countdown timer!