The client requested comprehensive officer safety training for Federal Probation and Pretrial Service Officers. The deliverables developed were:
Articles spanning the scope of instructional analysis, design, development, delivery, and evaluation.
I designed and developed the course provide participants with the ability to execute the procurement processes and use the procurement manual. The course had detailed instructor notes to accommodate multiple instructors presenting throughout the course.
At the end of this course, each participant would be able to
The client wished for his staff to work towards Project Management Professional Certification. I proposed a series of lunch time study sessions designed to explore the Project Management Institute’s Project Management Body of Knowledge in preparation for the Project Management Professional exam. The structure of the sessions was designed to allow the participants of the sessions to practice the principles of project management in context with their own project management needs.
I designed, developed, and delivered EDIT573 Project Management: Advanced for George Mason University's Graduate School of Education.
This course focused on the tool, Microsoft Project 2000, and how it supports the planning, execution, and closure processes of project management. Upon completion of the course, the learner will have a sense that project management involves a multitude of skills. Given the course text, lessons, and activities, students should be able to
I designed, developed, and delivered EDIT573 Project Management: Basic for George Mason University's Graduate School of Education.
The goal of this course was to provide a basic understanding of Project Management as it relates to the development of interactive multimedia instructional (IMI) projects. This course introduced learners to basic project management principles and theories.
MACC's mission is to build the capacity of the mid-Atlantic state education agencies to develop statewide systems of differentiated technical assistance for schools and districts identified for improvement. In this session, MACC wanted to build a shared understanding, amongst TA providers, of the data and processes used to help states identify causes of problem and appropriate solutions.
I was asked to create and present a session that would enable the participants to:
- Recognize commonly used terminology and concepts associated with problem/cause analysis
I designed, developed, and delivered EDIT705: Instructional Design for George Mason University's Graduate School of Education for five semesters. EDIT705 is a core course to their Instruction and Curriculum programs. I was the first instructor to offer this course partially online.
The purpose of this course was to introduce aspects of AV technology management organizations responsible for providing technology services. It was designed for those who are not familiar with AV/IT technology management and need an introduction. It covers basic management tasks, customer service tasks, and AV/IT technology basics.
The goals of this course were:
ICIA chose to use a two-day facilitated meeting with members of the AV community as a means for identifying certification and training needs. In an effort to ensure the data collected was not swayed by personal experience, ICIA decided to ask an independent contractor. This open forum approach was intended to answer questions associated with training certification for AV/IT topics. The event included discussions about the audience, existing programs, and prerequisites.
By the end of the two-day facilitated sessions, ICIA had:
Principles and Practices of Adult Training (a product of IDCM Innovations) provides an overview of the core theories and techniques used to create and deliver effective adult instructor-led technology training/workshops.
This workshop will focus on key aspects of:
- Adult learners and what that means to adult training
- Workshop techniques that support effective technology training
- Developing and delivering technology training
Upon completion of the workshop, participants will:
ICIA chose to use a two-day facilitated meeting with members of the AV community. In an effort to ensure the data collected was not swayed by personal experience, ICIA decided to ask an independent contractor.
This was a classroom training for the web-based Velocity tool, a project management system providing a multi-user environment with real-time data updates so that anyone in the company can instantly see the modifications carried out by others. The tool supported functionality for all phases of project management – including working with the project, working with the project schedule, requesting resources, and managing project costs.
I was responsible for:
This was an instructional design and web development project and an extension of the Process Design Course project. The purpose of this three-module course was to introduce Nextel process engineers to the basic functionality of Enterprise Pro.
I was responsible for:
MSU partnered with Jenzabar to create a system to manage non-traditional training events. In other words, non-credit courses. Multiple departments within MSU were vested in the effort. MSU Global, as a leader in developing and delivering non-credit courses, was the lead in determining the requirements for the system.
As requirements and testing task leader, I was the technical liaison between MSU Global and the technology departments responsible for the development of the system. As technical liaison, my duties included:
This project started as an instructional design consult. The project was to develop instructional resources that support the classroom instructor and students. The resources included:
- Readings and Resources
- Activities and Assessments
- Presentation slides
I was tasked to provide instructional design assistance as needed to the project manager and subject matter experts. I later took over as project manager to complete the project. When the products were ready, I provided information for the web site that hosts the materials.
MSU Global asked me to demonstrate how Articulate could be used to deliver short learning experiences for their client. After a few hours exploring Articulate Studio (Presenter, Engage, and Quizmaker), I put together a quick demo based on preliminary input from a subject matter expert. They liked the model and decided to flush out the demo further. Once the demo was agreeable to their client, MSU Global staff took over to complete the project.
I had never used Articulate before but like so many other education applications, I was able to pick it up with ease.
As a instructional designer and technologist consultant, I work with University of Pittsburgh faculty and enable them to create online courses for the College of General Studies. Depending on the skills and schedule of the instructor, I provide one or more of the following design and development consults.
In this project, I was asked to support the efforts of the quality engineers at Nextel while they designed a process improvement model that would later become ISO9000 compliant. Using my skills and experience executing and teaching process improvement and process redesign, I helped the engineers fine tune their model and flush out their documentation and tools.
During this process, I created the Process Design Course, ITTR-Engr-3300. The goals of this three-day classroom course were to help Nextel staff:
One of my first ISD projects as IDCM Innovations. I was asked to create an online module that would help faculty identify and assess available instructional technologies. My part of the project was to be the ISD and subject matter expert. As a Sr. Instructional Designer and instructor of web/instructional technology for George Mason University, I felt I could help other instructors explore the use of technology in their instruction.
This project was submitted in 1999 and is still available. Updates have been made but the core of what I provided is still being used.
The Citizen Planner online program covers the core tasks associated with being a Planning Official. The online program started as a project to convert classroom based lectures into online modules.
The program is made up of seven independent study online modules. Each module has four to eight units with an anticipated completion time of 1 hour. The seven modules and their units are sequenced to allow learning to build and expand from one module to the next. The program has since been expanded to include five special topics modules currently in development.
"Bring me a rock, please."
Ever get the feeling that you are being asked to deliver a product or work that has not been completely defined? You assume you know what a rock looks like based on basic information provided. You find it and paint it, only to find the client wanted a small round rock painted red, not the large square rock stained blue you assumed was needed.
What does the instructional development project need in order to be successful? The answer from anyone who has studied project management might include such items as:
I believe that a successful training event depends on several success factors. Three primary success factors include:
Instruction is often a success factor in the process of change management. When an organization changes, the change often affects how people work, how they complete their tasks.
Audio/visual materials in a learning environment is another way to describe videos and animations, each having their own models of development.
The end result for each varies. They can end up on the web or they can be presented via a monitor or projection device. The skills and resources required to create such materials exceeds basic office application tools skills.
Some instructional materials can be put on the web with more ease today than in the past. However, to create all the materials often found in a learning experience, one needs more skills, technology resources, time, and budget.
For example, web-based learning experiences often include one or more of the following:
Producing classroom materials might include the student guide or reading materials, handouts, activities, exams, reports, and presentations. Of course, you might say that each of these can be done on the web and you would be correct. However, the skill levels and resouces required to create these materials are more easily obtained than those required to put the same materials on the web.
We need to understand what the product development tasks are in order to execute the product development project. Looking at a model can't tell you everything but it can illustrate the relationship between tasks and the order in which they are performed.