Development

This project involved the design and development of a printed conference poster to communicate the core concepts of cognitive apprenticeship in education. The poster presented both verbal and visual content, including key definitions, instructional strategies, and theoretical connections, all laid out in a format that encouraged scanning, attention, and focused learning in a professional environment. By integrating static visual elements with carefully structured text, the poster invited both immediate comprehension and deeper reflection, making it an effective instructional tool within a conference setting.

Artifact

The artifact is a professionally designed academic poster that visually and textually communicates the theory and application of cognitive apprenticeship. It combines printed text, graphic design elements, and static visuals to support comprehension and retention.

Reflection

This project aligns with AECT Standard 2.1, which defines print technologies as materials produced through mechanical or photographic processes that convey text and visuals for instructional purposes. The poster served as a tangible tool for engaging an academic audience and communicating instructional theory in an accessible format. Through careful layout, text hierarchy, and visual organization, this project demonstrated how print-based materials continue to play a vital role in instructional design, especially in professional development and educational outreach contexts.

This project involved the creation of a basic printed instructional guide outlining the full course development process for American International University System (AIUS). The guide provided clear, step-by-step documentation of instructional design procedures, roles, timelines, and quality assurance benchmarks. It was designed to support consistency, transparency, and collaboration among instructional designers, faculty, and academic leadership. The document combined structured text, visual charts, and workflow diagrams to communicate processes efficiently and serve as a reusable resource during course creation and revision cycles. It serves as a large header banner on a project site for faculty. 

Artifact

This artifact is a static, text-based guide formatted for print and digital access. It includes a combination of instructional text, process models, and visual aids designed to standardize course development practices within the institution.

Reflection

This project exemplifies AECT Standard 2.1, which emphasizes the role of printed materials in instructional development. The graphic  demonstrates how well-designed print materials can support instructional workflows, clarify expectations, and contribute to institutional knowledge-sharing. Its structure, clarity, and professional presentation also reflect my ability to develop simple, practical resources that support both instructional design and organizational alignment.

This project explored the use of digital drawing tools to enhance learner engagement and provide visual feedback in educational settings. I developed an audiovisual presentation that demonstrated how instructors can use tools such as tablet-based drawing apps or interactive whiteboards to model concepts, annotate student work, and provide real-time, personalized feedback. The presentation featured both auditory narration and visual demonstrations, structured in a linear format that allowed viewers to follow the instructional process step by step. In a workshop setting, learners used different drawing technologies to evaluate their effectiveness to accomplish tasks, such as drawing and providing personalized feedback . By showcasing abstract instructional ideas through concrete, visual methods, the project emphasized how audiovisual tools can support clarity, interactivity, and learner motivation.

Artifact

The artifact is a presentation of a demonstration illustrating the use of digital drawing tools in instruction. The workshop session combines screen recordings, live demonstration of annotations, practice, feedback and voiceover narration to present strategies that enhance engagement and support visual learning.

Reflection

This project aligns with AECT Standard 2.2, which highlights the use of electronic devices to deliver auditory and visual instructional messages. By using digital drawing technology to create a dynamic audiovisual experience, I modeled how these tools can be used not only to present information but to make abstract thinking visible, support feedback loops, and promote learner interaction. This artifact reflects my growing ability to integrate multimedia design with pedagogical intent, creating materials that are visually engaging, accessible, and aligned with instructional goals.

This project involved the development of a best practices guide focused on the effective use of instructional video in online courses. The content was designed for faculty at Trident University and emphasized how to leverage audiovisual technologies to enhance learner engagement, motivation, and content retention. The resource included examples of instructional video types, tips for recording and editing, strategies for increasing accessibility, and guidance on integrating video into LMS environments. The project demonstrated how audiovisual technologies can represent both real and abstract ideas in a linear format that is easily consumed by learners.

Artifact

The artifact is a presentation  of a multimedia-enhanced instructional guide that combines written best practices with embedded video examples and visuals. It was created to support faculty in developing high-quality video content aligned with instructional goals and learner needs.

Reflection

This project illustrates my ability to apply AECT Standard 2.2 by developing instructional materials that use audiovisual technology to communicate complex information clearly and effectively. In this project, I combined technical and pedagogical guidance to support the thoughtful integration of video into asynchronous learning environments. 

This e-learning module was developed using Adobe Captivate to introduce first-year engineering students to the advising process and emphasize the importance of being prepared for academic advising sessions. The instructional design included interactive slides, embedded quizzes, practice scenarios, and immediate feedback mechanisms. These elements allowed students to navigate content at their own pace and receive guided instruction in a digital environment. The module was designed to align with the advising curriculum while promoting self-directed, asynchronous learning—an essential skill in both academic and professional settings.

Artifact

The artifact is a storyboard and planning document for a Captivate-based interactive module. It includes screen layouts, timing of interactive elements, and graphics used to guide learners through the module experience.

Reflection

This project aligns with AECT Standard 2.3, which defines computer-based technologies as tools that use microprocessor-based systems to deliver instruction. The module applied principles of computer-assisted instruction (CAI) to promote engagement, provide immediate feedback, and support learner autonomy. It leveraged the strengths of digital platforms, interactivity, media integration, and asynchronous access, to create a student-centered learning experience. This project reflects my growing skill in developing digital instruction that is both technically sound and pedagogically effective, supporting learners through structured, media-rich content delivery.

This interactive e-learning module was developed to support first-year engineering students in exploring course options and major pathways before registering for spring semester classes. While the presentation originated in PowerPoint, the full module was designed using computer-based technologies to include branching scenarios that allowed students to simulate the outcomes of choosing different engineering disciplines. Learners could explore course sequences, degree requirements, and career paths based on their selections, effectively giving them control over the instructional flow. This interactive approach supported student decision-making and reinforced the importance of proactive academic planning through a personalized digital experience.

Artifact

The artifact includes the original PowerPoint storyboard used to prototype the module. The completed e-learning experience incorporated branching navigation and embedded content designed to represent real-world decision points, all stored and delivered via digital platforms.

Reflection

This project aligns with AECT Standard 2.3, which defines computer-based technologies as the use of microprocessor-driven tools to deliver digital instruction. The module functioned as a form of computer-assisted instruction by offering self-paced, scenario-based learning tailored to students’ interests and needs. Its design encouraged autonomy, exploration, and critical thinking, all while delivering essential advising information in an engaging and learner-driven format. This project deepened my skills in building interactive, goal-aligned instruction using digital branching logic to support learner agency and simulate real-life decision-making.

This project involved the design and development of the advising content for the VCUarts undergraduate website. My role focused on structuring the information and crafting accessible, student-friendly language to guide users through complex academic planning content. I used web-based tools such as dropdown menus and interactive tables to organize content in a way that was intuitive, scannable, and easy to navigate. The goal was to reduce cognitive load while increasing clarity and engagement for students seeking program-specific advising information. This website served as a digital advising resource that students could access independently and on demand.

Artifact

The artifact is an archived example of the advising website layout and content design. It demonstrates the strategic use of interactive elements and text formatting to improve digital navigation and learner comprehension within a university web environment.

Reflection

This project aligns with AECT Standard 2.3, which defines computer-based technologies as tools for delivering instruction through microprocessor-based systems. The website design relied on digital information structuring and user interface considerations to ensure effective self-directed learning. By applying principles of plain language, user experience (UX) design, and information architecture, I helped create a digital environment  for students to access, understand, and act on their academic advising needs independently. This artifact reflects my ability to design instructional content that functions smoothly within computer-based delivery systems and meets real-world learner needs.