Project: Best Practices in Adult Education ESL Zoom Classes
This is a computer-based training for instructors at Grand Rapids Community College which I designed and developed using Articulate Storyline and Vyond. Portfolio artifacts included here are the SCORM Compliant RLO, Design Document, Reflection, Storyboard, and Usability Test. I chose the topic based on needs analysis which I conducted at Grand Rapids Community College, and I utilized several strategies concurrently in the design and development of this RLO. The first strategy is Backward Design. After identifying a skills gap among instructors, I determined that the need could be addressed through instruction. I generated, ordered, and refined a list of outcomes, which I grouped into a three-module course. The RLO described and presented here is “Module 2: Involving All Learners,” and the terminal objective for this module is the following: “participants will utilize instructional strategies which contribute to an environment of inclusion, respect, and participation in instructor-led Zoom lessons.” After determining the terminal objective for this module, I worked backward to identify enabling objectives and assessments which would demonstrate mastery of the objectives and which cater to various levels of Bloom’s Taxonomy (recalling, applying, and evaluating, for example). Finally, I developed the content, applying the Multimedia Principle. Specifically, I incorporated relevant images alongside text and spoken explanations and worked to eliminate extraneous information. I intentionally chunked content to avoid overloading the learner, and I used a conversational style in the videos with the intention of making the content more engaging and relatable overall. The module incorporates UDL principles by providing multiple means of engagement (through interactive assessments and branching scenarios), representation (with videos, text, and graphics), and action/expression (allowing participants to choose how they demonstrate their learning through different types of assessments). Finally, I used realistic scenarios to introduce problems that ESL instructors face on the job, such as engaging all students and managing technology in Zoom classes. This problem-based approach encourages learners to apply the strategies and tools discussed in the course to solve these problems, fostering active learning and critical thinking.
The Storyboard for this project provides detailed blueprint of course content and navigation. Screen layouts and notes are included and were used to develop the visual components. Appendix B of the Design Document shows the flowchart for the computer-based training.
Project: Face-to-Face and Computer-Based Customer Service Training for Call Center Agents
Working with a team of instructional designers called Sprouting Ideas, I analyzed a case study of a 1500-employee bicycle parts manufacturer and developed a face-to-face (F2F) and computer-based training (CBT) for 200 call center agents. We performed a Gap Analysis to analyze performance against KPI targets and identified areas for improvement which could be addressed through training.
Our team created a Project Charter, Project Plan (including Work Breakdown Structure, GANTT Chart, Communication Plan, and Change Management Plan), a Design Document, a Facilitator's Guide for the F2F training, and a Storyboard for the CBT. The samples here are two pages from the Facilitator's Guide.
The design of this training program is grounded in four major learning theories: Constructivism, Knowles’ Andragogy, Merrill’s Principles of Instruction, and Keller’s ARCS Model of Motivation. Each theory contributes to the structure and approach of the training, ensuring that it meets the needs of adult learners effectively
Constructivism
Constructivism posits that learning is an active, constructive process where learners build new knowledge upon the foundation of previous experiences. The training provided by Sprouting Ideas aligns with this theory by:
Active Engagement: Utilizing Slido for interactive polls and quizzes during F2F sessions, allowing learners to actively engage with content, receive immediate feedback, and compare their performance with others. Reflection and Analysis: Encouraging learners to reflect on their behaviors and analyze them against best practices, fostering deeper understanding and personal connection to the material. Problem-Solving: Integrating real-world tasks like call transcript analysis and branching scenarios that require learners to apply knowledge and solve problems typical of their work environment. Knowles’ Andragogy Based on the principles of adult learning, Andragogy emphasizes the importance of experience, self-direction, and applicability in adult education. This training leverages these principles through: Prior Experience Utilization: Encouraging learners to share and reflect upon their experiences in handling calls, facilitating a learner-centered environment. Relevance and Readiness: Tailoring content to be directly applicable to learners’ jobs, thereby increasing motivation and readiness to learn. Merrill’s Principles of Instruction Merrill’s theory emphasizes task-centered learning and the integration of new knowledge with existing knowledge. The training incorporates these principles by: Problem-Centered Learning: Presenting scenarios and tasks relevant to learners’ roles to highlight the instruction's value. Activation of Prior Knowledge: Engaging learners in recalling and sharing their experiences to build a bridge between new and existing knowledge. Skill Demonstration and Application: Using multimedia for demonstrations and providing opportunities for learners to practice and apply new skills, reinforced with feedback to aid in understanding and improvement. Keller’s ARCS Model of Motivation This model focuses on maintaining learner motivation through attention, relevance, confidence, and satisfaction. The training applies these components by: Attention: Using challenging questions and interactive elements to spark interest and maintain focus throughout the training. Relevance: Demonstrating the practical application of training content to learners’ daily tasks, enhancing the perceived value of learning. Confidence: Setting clear expectations, providing incremental challenges, and consistent feedback to help learners gauge their progress and build confidence. Satisfaction: Offering opportunities for learners to apply new skills in meaningful ways, recognizing and validating their achievements to foster a sense of satisfaction.
Project: ESL Speaking and Listening Skills for Foundry Communication
I designed and delivered a customized 15-week in-person speaking and listening class on-site for employees at Quality Non-Ferrous Foundry. The focus of this course was to develop participants' English listening, speaking, and pronunciation skills in order to more safely and effectively operate in an English-speaking work environment.
To develop this course, I used a combination of ADDIE and Agile methodologies.
The Assessment Plan describes the three terminal objectives for Module 3 (safety) and includes a sample activity assessing one enabling objective.
The Alignment Chart outlines the Do, Absorb, and Connect Activities as well as the Assessments which will be used to measure learners' progress towards three terminal objectives in a unit on safety.
Project: SCROM and LMS
This is a small computer-based RLO which I created for my course Designing Computer-Based Training at the Universities of Wisconsin-Stout. Content was provided by the instructor, and the authoring tool is iSpring.
Project: Activate Your English
I designed, developed, and facilitated two 15-week language development sessions for the U.S. Department of State's English Language Programs. Participants were Russian English language teachers living in Russia seeking to advance their English vocabulary and speaking skills through discussion of current topics. Sessions were held synchronously using Zoom. This Sample Lesson is one of the thirty 90-minute instructor-led sessions which I created for this project.
Project: Basic English Handwriting for Manufacturing
I designed and delivered a two-week on-site course for employees at Praxis Packaging aimed at improving participants' English language writing skills, enabling them to accurately complete forms and documentation necessary for their roles. This Design Document includes a detailed problem identification, learner, goal, and contextual analyses, instructional objectives, relevant learning and motivational theories, and a summative evaluation plan.