Venue Security Training (Feb 2024)
*Click the image above to experience the training*
This interactive Storyline training module draws inspiration from my years working in events (and briefly in security). It adapts venue security training through the integration of engaging animations and real-life scenarios. Designed to equip security personnel with the knowledge and skills necessary for effective incident response both inside and outside of venues, this module was designed to embody many instructional design principles to enhance learning outcomes.
Design Philosophy & Instructional Strategies:
Scenario-Based Learning: The module incorporates scenario-based testing, immersing learners in simulated security challenges both inside and outside the venue. This hands-on approach encourages active learning and critical thinking, allowing learners to apply theoretical knowledge in practical, real-world contexts.
Performance Tracking: This training tracks variables to monitor learners’ responses, providing valuable data on engagement and comprehension if desired. This feature not only allows for personalized follow-up training but also aids in the continuous improvement of training content based on learner performance metrics.
Feedback and Adaptivity: Immediate feedback is provided for each scenario decision, reinforcing correct actions and offering corrective guidance for mistakes. This adaptive feedback loop supports personalized learning, ensuring learners can progress at their own pace and build confidence in their decision-making skills.
Rhetorical Conversation Scenario (Teaching RWS200 at SDSU, Dec 2021)
*Content no longer available to interact with*
This portfolio piece showcases screenshots of an interactive simulation that I constructed, which intertwined instructional design with rhetorical theory. In this simulation, learners assumed the role of a campaigning politician engaging in dialogue with potential constituents, a scenario crafted to facilitate experiential learning and critical thinking.
Key educational elements and theoretical foundations in this design:
Adaptive Learning: By requiring students to alter their rhetorical approaches based on audience background and profession, this simulation engages the learner in adaptive learning, fostering flexibility in strategy and thought.
Branching Scenarios: The incorporation of extensive branching dialogue options enhances learner agency and decision-making skills, simulating real-life complexities and outcomes of rhetorical choices.
Feedback and Reflection: Immediate via text and facial feedback based on the choices made encourages reflective learning, enabling students to understand the effects and consequences of their rhetorical strategies and to refine their approach iteratively.
Orientation / Practicality: By placing learners in an immersive role-playing scenario where real-time effects can be seen, the simulation significantly increases engagement and helps to make the learning experience more personal and impactful. It places rhetoric in a practical framing for the learner.
Rhetoric Teaching Module (Teaching RWS100 at SDSU, Jan 2021)
*Content no longer available to interact with*
Scroll through these screenshots, which highlight my approach to instructional design through a module from my Rhetoric course, delivered via Articulate Rise. This period was marked by the challenge of seamlessly transitioning between online and in-person instruction, a context that allowed me to take a deep dive into the principles of effective eLearning design.
This led to my familiarity with Rise’s interactive elements. Here, I utilized sorting via category, labeled graphics, and several styles of questions to maintain engagement. In navigating this transition, I adopted and adapted various pedagogical and andragogical strategies to enrich the online learning experience.
Two educational elements that I utilized also included:
Response Elicitation via Embedded Google Forms: Integrating Google Forms within the Rise module provided a seamless way for students to submit creative responses, facilitating a two-way dialogue between instructor and student. This method not only diversifies the types of learner engagement but also introduces a reflective component to the learning process, encouraging students to think critically and creatively.
Flipped Classroom Model: This module was designed with the flipped classroom model in mind, where learners first engage with the material independently online, allowing for richer, more focused discussions and activities during synchronous class sessions.
Synesthesia Keyboard- Key of C (Instructor at Yellow Castle Music, Feb 2024)
*Click on the image above to open the simulation*
Note: Not yet optimized for mobile devices
The Synesthesia Keyboard is an interactive simulation that I designed with both child and adult learners in mind. By associating distinct colors with different musical tones, this multi-sensory tool enables students to visually and audibly explore the relationship between sound and feeling—turning abstract musical concepts like major (happy) and minor (sad) scales into tangible experiences.
Drawing upon principles of multimodal learning and constructivism, the Synesthesia Keyboard is crafted to support diverse learning styles, promoting an active, engaging learning process. It aims to foster an intuitive grasp of musical theory through synesthetic association, enhancing emotional intelligence in music students.
Languages Used: HTML, CSS, JS
Other Programs Used: Sketchpad, Logic Pro X
DIY Quiz (Instructor at Yellow Castle Music, Jan 2024)
*Click on the image above to open the game*
This was my very first coding project. While this project was created to challenge students via its quiz questions, it was almost as much about challenging myself and my coding abilities. Everything in it was created from scratch: the 8-bit art, the music, the functions, etc. I wanted it to look and feel quaint, like if you were to take a multiple-choice quiz on an old arcade game.
Across my education career, quizzes have proven anxiety-inducing. I wanted to explore comfortability with tests / quizzes across various mediums. After taking this, students unanimously reported that they were more at ease while taking this than a traditional pen and paper quiz.
Languages Used: HTML, CSS, JS
Other Programs Used: Illustrator, Sketchpad, Logic Pro X
Self-Portrait (Digital Art, July 2021)
This was made about 6 months after familiarizing myself with digital art programs. I am quite thankful for my eLearning experiences, as creating digital art came with familiarizing myself with eLearning.
Also, if you couldn’t tell from the website, I find myself creating consistently with blues and pinks.
Pond Reflections (Digital Art, February 2024)
This was made quite recently. I am still creating with various digital platforms and enjoy regularly discovering (and experimenting with) new applications and techniques.