Detailed Summary – Alex B. Criswell

Top Competencies, Skills, & Technologies Transcript

Competencies

Able to clearly and concisely articulate complex concepts for a variety of audiences.
Adaptable to different work environments, styles, and expectations.
Can break down complex concepts, tasks, or problems into more simple, understandable language and action plans.
Capable of assessing and analyzing data.
Excellent decision-making and problem-solving skills.
Exceptional verbal and written communication skills.
Exemplary leadership, motivational, and interpersonal skills.
Innovative and flexible thinker who is comfortable suggesting solutions and willing to take risks.
Self-starter with an autodidactic mindset and efficient baseline process.
Superior organization skills and advanced record-keeping skills.

Skills

Accessibility, Consulting, Copyright & Fair Use, Course Design, Customer Service, Educational Technology, HTML/CSS, Interpersonal & Organizational Communication, Instructional Systems Design, OSCQR (OLC), Project Management, Quality Matters, Software Documentation, Technical Writing, Training Development

Technologies

Adobe CS6 & CC (Acrobat DC, Dreamweaver, Photoshop), Amazon Web Services (AWS), Articulate Rise 360, Canva, Camtasia & SnagIt, Cloud Storage Systems, Git, Google Suite/Workspace, H5P, HR Systems, Learning Management Systems, Microsoft Office Suite, Project Management Systems, SaaS, Survey Systems, Technical Content Systems, Virtual Meeting Platforms

Comprehensive Fieldwork Experience Transcript

Learning & Development Manager

K16 Solutions

Scottsdale, Arizona
November 2022 – September 2023

Key Responsibilities

Assessed, evaluated, and identified individual, team, and organizational learning performance and development needs for additional, specialized, or adaptive instruction.
Authored and managed the technical documentation and training courses for company curriculum, such as archiving, migration, and video services processes utilized by various roles, such as application developers, data engineers, system administrators, marketing personnel, and management.
Collaborated with people operations and senior management on a company-wide time off process, including standard operating procedures, job aides, and policies.
Coordinated wellness training and webinars with people operations and a third-party benefits administrator.
Coordinated with teams and stakeholders to address marketing research and analysis, regulatory issues, industry trends, competitive landscape, unique differentiators, relevant data, instructional framework options, and core themes and topics for product development.
Created and managed a team member website portal for documentation, company resources, project management metrics, standard operating procedures, and frequently used bookmarks.
Created and managed detailed training plans and schedules for various roles, including application developers, migration administrators, marketing personnel, data engineers, and management.
Created new Learning Management System users and courses for learning, onboarding, and organizational needs.
Designed a standard job aide template used for internal and external training and client guides.
Designed a systematic framework used across all company training courses utilized with Instructional Design and Universal Design principles.
Designed learner materials with the integration of text, graphics, animations, videos, and interactions for these offerings.
Designed training courses on the following topics: archiving and data migration, client success, new team member orientation, and Family Education Rights and Privacy Act (FERPA).
Developed a performance review process, including a fillable form for team members, instructions for team members and managers, as well as standard operating procedures.
Developed and facilitated presentations on company topics, such as: regular and sick time off process, wellness benefits, 401k and finance offerings, people operations system navigation, company survey participation, and employee assistance program resources.
Developed courses and corporate training curriculum that aligned with principles for effective instructional design and adult learning for workshops, groups, and one-on-one training sessions for onboarding, organizational processes, and company topics.
Developed job aides and instructional guides on company topics, such as: 1Password, EOS Bloom, Google Workspace, Slack, and the company request off process.
Developed presentations and instructions on technical topics, such as Git, GitHub, Pull Requests, and Quality Assurance (QA).
Generated reports, managed dashboards, and compiled surveys to capture learning insights to help drive organizational change.
Led onboarding and training of at least 20 new team members regarding company-related (people operations) and department-related (i.e., archive and migration) processes.
Managed new team member onboarding programs including tracking learner progress, assessment, course updates, scheduling, design, development, and delivery.
Monitored general and onboarding team member feedback through surveys or interviews to improve training curriculum and processes.
Provided editorial and instructional design services on internal and external (client-facing) documentation while maintaining brand standards (fonts, styling, colors, etc.).
Provided support for new hires, team members in new roles/assignments, and organization-wide training on new software, new programs, changes to systems/infrastructure, or policy updates.
Researched and developed presentations on soft skill topics, such as workflow efficiency, project management, time management, communication, and productivity.
Supported client, company, and regulatory audits and coordinated with management teams to ensure curriculum was up-to-date and compliant while maintaining records of completed training.

Learning Management System Migration Administrator

K16 Solutions

Scottsdale, Arizona
July 2021 – November 2022

Key Responsibilities

Administered, managed, and tested the features and functions of multiple Learning Management System platforms.
Analyzed client feedback and transformation requests for archiving, migration, and replace projects.
Assisted team in administration of company and demo instances of various Learning Management Systems.
Audited and reviewed client content for transformation accuracy, noting exceptions to the development team.
Collaborated with team members to support and develop solutions for the Migration as a Service process from onboarding through content migration to project completion.
Collaborated with the development team on archiving and migration processes to assure technical excellence and an exceptional client experience.
Created archive and migration checklists for use by team members for projects.
Developed a standard nomenclature and standard operating procedure for projects, systems, and their associated resources.
Developed a standard template for Quality Assurance (QA) tracking in Microsoft Excel containing instructions, special form fields, and data validation (drop down) options.
Educated clients on the archiving and migration processes and procedures to facilitate an accurate implementation and transformation.
Executed the archiving and migration process while monitoring progress and resolving exceptions.
Facilitated client-facing meetings to discuss project-related feedback and transformation requests.
Partnered with clients to scope service requirements and communicate findings to development team.
Performed Learning Management System migration tasks involving script executions in Amazon Web Server (AWS) and technical troubleshooting within platforms.
Provided suggestions to team members and management to improve projects, applications, and processes.
Reviewed courses that were being archived or migrated while documenting errors for developers to rectify.

Senior Instructional Designer

Chamberlain University (Adtalem Global Education)

Chicago, Illinois
July 2019 – July 2021

Key Responsibilities

Assisted with identifying and documenting development and project standards, templates, processes, and best practices.
Authored instructional guides, content, and standard operating procedures regarding accessibility, copyright, and permissions for department and academic use.
Created and delivered professional instructional media utilizing the latest industry-recommended authoring tools.
Designed and developed up to 40 courses per year through various overlapping development cycles at various academic institutions.
Designed and managed course curriculum for undergraduate and graduate Nursing and Healthcare degree levels and disciplines, including, but not limited to the following tracks: Accelerated, General, Education, Social Work, RN-to-BSN, Online, On-Campus, Public Health, Family Nurse Practitioner, and Doctor of Nursing Practice.
Developed and updated simple media interactives, performed minor audio/video editing, and created graphic design elements.
Developed curriculum that aligned with principles for effective instructional design and adult learning.
Established project management system templates for use with course design and department projects.
Led and managed responsibilities for multiple stretch assignments beyond basic course development and support.
Mentored and coached members of the course development team regarding industry standards and best practices of course design.
Monitored department copyright and permissions log and served as liaison between the department and corporate legal team.
Prepared accessible PDF files and deliverables for print vendors, internal stakeholders, course development and organizational partners.
Project managed courses intended for design, as well as the associated timeline and deliverables, with assistance from other department personnel as needed.
Recommended appropriate instructional approaches to support achievement of learning outcomes and course objectives.
Served as the Accessibility, Copyright and Permissions Champion of the Instructional Design Team.
Worked with corporate legal team to establish university and department curriculum and standard operating procedures regarding copyright, fair use, and permissions practices.
Worked within a fast-paced environment, often managing multiple projects at once, within a deadline oriented, structured, project workflow.

Curriculum Instructional Developer (contract)

Chamberlain University (Adtalem Global Education)

Chicago, Illinois
October 2020 – December 2020

Key Responsibilities

Assisted in the migration and update of program-specific material to meet accreditation standards.
Participated in discussions, analysis, and reviews of course content to ensure QM standards were met.
Reviewed, redesigned, and transcribed course content and media related items to new framework enhancements and meet accessibility standards.
Utilized Instructional Design and Quality Matters (QM) best practices within courses to meet accreditation standards.
Worked closely with academic and curriculum partners and key stakeholders to manage and development and updates of online course material.

Instructional Designer III

Adtalem Global Education

Chicago, Illinois
June 2018 – July 2019

Key Responsibilities

Advised academics, curriculum authors and subject-matter experts with the most appropriate use of educational media, collaboration tools, and assessment methods to enhance instruction, evaluation, and support active and engaging learning environments.
Collaborated with course development colleagues in developing, continually refining, and disseminating standards and best practices for instructional design and development of instructional media.
Conducted needs assessments, identified learner gaps, analyzed data, and made recommendations for content enhancements and/or improvements to further increase learner engagement and close learner gaps.
Led efforts to analyze course effectiveness and usability across departments, academic programs, and institutions.
Mentored and coached members of the instructional design and course development team regarding industry standards and best practices of course design.
Participated in the development of tools and reusable templates for instructional development.
Participated in the training and management of subject-matter experts, new hires, and contractors.
Piloted and researched new industry-leading instructional technologies for use within courses and the university Learning Management System.
Piloted new course development methods to reduce course development time from 18 weeks to 16 weeks across several institutions serviced by the course development team.
Worked closely with academic and curriculum partners, subject-matter experts, and key stakeholders to manage and support the design and development of online and hybrid course material, with an emphasis on interactive and multimedia technology-driven components.
Worked closely with curriculum authors and subject-matter experts to develop storyboards and related instructional elements for incorporation into courses.

Instructional Designer II

Adtalem Global Education

Chicago, Illinois
June 2016 – June 2018

Key Responsibilities

Advised and assisted academics in appropriate use of tools and technology and best practices to support active and engaged learning environments.
Assisted in curriculum process improvement efforts.
Collaborated with subject matter experts and media production team to author storyboards and produce related instructional media pieces for incorporation into the course.
Communicated regularly and professionally with entire development team.
Completed course-level and/or project-level management tasks as required for tracking and reporting purposes.
Completed quality reviews to ensure that all new or updated course masters comply with all existing design standards.
Created instructional or training materials using multimedia software and participated in the development of tools and reusable templates for instructional development.
Designed and added learning activities ensuring content aligned with learning principles and terminal course objectives.
Developed and maintain courses in the CMS and Course LMS using responsive design (HTML) templates.
Developed and/or maintained online web-based resources (i.e., tutorials, reference material, design standards, content resources, templates, and announcements).
Organized content into document-based templates for editing by subject-matter experts, instructors/faculty, and course development team.
Participated as a consultant on special projects within the department and in institution-wide projects and presented recommendations to leadership.
Served as main point of contact (course-level project manager) for program dean, program project manager, subject-matter experts, and instructors.
Worked with others throughout the department to develop, continually refine, and disseminate standards and best practices for course and instructional media design.

Instructional Designer II (contract)

LaSalle Network

Chicago, Illinois
September 2014 – June 2016

Key Responsibilities

Added content to courses ensuring content aligns with learning principles and objectives, created storyboards for media/course development, and assisted with interactive and multimedia content development as needed.
Advised and assisted the curriculum authors in the most appropriate use of educational media and technology tools to enhance instruction.
Created instructional or training materials using multimedia software and mentored course development colleagues in Instructional Design best practices.
Designed learning activities while incorporating university curriculum design principles.
Maintained course templates for production in the eCollege/Pearson LMS and assisted in the development of courses.
Participated in course development team meetings and performed other duties as assigned.
Worked with subject matter experts (SMEs) and course development colleagues to manage and support the design and development of course materials with a focus on technology-driven components.

Instructional Designer (contract)

Purdue University

Indiana
June 2015 – August 2015

Key Responsibilities

Created training modules for current and new academic advisors with the focus on recognizing the needs for first generation students, a primary audience of the university’s student body.
Training modules created for in-person facilitation and online delivery.

Certified Trainer, Server, & Host

Olive Garden Italian Restaurant (Olive Garden Italian Kitchen)

Michigan City, Indiana
June 2009 – September 2014

Key Responsibilities

Maintained Indiana Alcohol & Tobacco Commission permit log for establishment.
Provided exceptional guest service.
Sold wines and appetizers, accompanying guest’s meals.
Trained new employees on specific positions, ensuring goals were met.

Instructional Designer (contract)

Hudson RPO Solutions

Chicago, Illinois
December 2013 – July 2014

Key Responsibilities

Developed Health Information Management (HIM) courses in the Lectora authoring tool.
Focused on creating modules and lessons specific to HIM content and ICD-10 Guidelines, which included creating pages, interactive materials, learning assessments and exams.
Provided troubleshooting assistance to the team while working the provided template and scripts.
Conducted QA testing upon completion of the course section(s).

Course Management System Specialist (Graduate Assistant)

Purdue University

Indiana
August 2011 – July 2014

Key Responsibilities

Assigned system hierarchy, delegated module administration, performed copies, backups or archives of content, and created and merged courses/enrollments within a Learning Management System.
Designed courses based on instructional principles, navigation, ease of use, Universal Design, and determined appropriate use of tools and technology.
Developed, planned, coordinated, and conducted user support, training (workshops and seminars), and documentation for the Learning Management System and other technology software, resources, and instructional technology projects.
Performed Learning Management System troubleshooting for course templates, user enrollments, batch processes and functionality errors, and course management within a Learning Management System.
Assisted with product, tool testing, troubleshooting, and service pack pilots on multiple service production levels of a Learning Management System.
Provided the campus community with technical assistance for the university’s Learning Management System as a system support administrator.

Instructional Design Assistant (Graduate Teaching Assistant)

Purdue University

Hammond/Westville, Indiana
August 2011 – May 2014

Key Responsibilities

Assisted in instruction as a teaching assistant for one of the capstone courses of a bachelor’s degree program.
Maintained cash register and associated transactions for weekly university food service function for the hospitality department.
Assisted in inventory stock and par monitoring of a beer and wine service bar within the university based on Indiana State Alcohol regulations.
Created and revised courses based on instructional principles, navigation, and ease of use.
Designed instructional materials and videos for the campus Learning Management System and end-user support.
Managed daily office duties in relation to customer service, maintained website posts and content in the WordPress Content Management System.
Transformed content to engage learning with discussion forums and other collaboration tools to facilitate communication; as well as quizzes, surveys, and assignment drop boxes to assess learners; and media items for interactivity.
Worked with individual faculty members one on one and in small groups about their courses while integrating instructional design practices and effective online course design and curriculum strategies.

Experiential Learning & Community Service Transcript

Experiential Learning

Assisted in the organization as well as executed food & beverage service for a private 50-person wedding anniversary party for a former Purdue University chancellor. (2011)
Assisted in the organization as well as executed food & beverage service for a Purdue University Vice Chancellor’s private holiday party. (2010)
Compiled Criswell-Schlaak family history thorough extensive research utilizing: 1) State Archives, 2) Cemetery Records, 3) Library Research, and 4) Internet & Database Research. (2001-ongoing)
Organized an international dinner for 80 persons which included formulating a Thai dinner menu, designing a banquet floor plan, directing staff, creating event decorations, developing standard operating procedures, served as maître ‘d, and confirmed event was on scheduled as planned. (2011)

Community Service

Partnered pro bono with the Challenger Learning Center (Hammond, Indiana), a non-profit educational center, to create instructional media as a course fulfillment. (2012)
Volunteered as a chaperone for the Michigan City Area Schools (Michigan City, Indiana) with STEM Field Trips. (2023)
Volunteered as a tour guide and offered lawn care services at International Friendship Gardens (Michigan City, Indiana) from 1997-2005.

Fieldwork Experience Transcript

Learning & Development Manager

K16 Solutions

Scottsdale, Arizona
November 2022 – September 2023

Learning Management System Migration Administrator

K16 Solutions

Scottsdale, Arizona
July 2021 – November 2022

Senior Instructional Designer

Chamberlain University (Adtalem Global Education)

Chicago, Illinois
July 2019 – July 2021

Curriculum Instructional Developer (contract)

Chamberlain University (Adtalem Global Education)

Chicago, Illinois
October 2020 – December 2020

Instructional Designer III

Adtalem Global Education

Chicago, Illinois
June 2018 – July 2019

Instructional Designer II

Adtalem Global Education

Chicago, Illinois
June 2016 – June 2018

Instructional Designer II (contract)

LaSalle Network

Chicago, Illinois
September 2014 – June 2016

Instructional Designer (contract)

Purdue University

Indiana
June 2015 – August 2015

Certified Trainer, Server, & Host

Olive Garden Italian Restaurant (Olive Garden Italian Kitchen)

Michigan City, Indiana
June 2009 – September 2014

Instructional Designer (contract)

Hudson RPO Solutions

Chicago, Illinois
December 2013 – July 2014

Course Management System Specialist (Graduate Assistant)

Purdue University

Hammond, Indiana
August 2012 – July 2014

Instructional Design Assistant (Graduate Teaching Assistant)

Purdue University

Hammond/Westville, Indiana
August 2011 – July 2014

Detailed Competencies, Skills, Interests, & Technologies Transcript

Competencies

Articulates complex concepts for a variety of audiences clearly and concisely.
Capable of assessing and analyzing data.
Can break down complex concepts, tasks, or problems into more simple, understandable language and action plans.
Comfortable suggesting solutions and willing to take risks.
Develops rapport with team members.
Effective at managing multiple priorities, tasks, and client deliverables.
Excellent decision-making and problem-solving skills.
Exceptional verbal and written communication skills.
Exemplary leadership, motivational, and interpersonal skills.
Gains new technical skills quickly.
Good collaboration and teamwork skills.
Innovative and flexible thinker.
Keen attention to detail.
Possesses advanced computer skills and technical knowledge.
Remarkable customer service skills.
Strong passion for coaching and development.
Superb public speaking skills.
Superior organization and advanced record-keeping skills.

Skills

ADDIE Model
Bloom’s Taxonomy
Content Usage
Copyright Laws
Course Design
CSS
Document Accessibility
Educational Technology
Fair Use Regulations
Graphic Design
HTML
Information Mapping
Instructional Materials
Instructional Technology
Instructional Videos
Interpersonal Communication
Instructional Systems Design
JavaScript
Job Aides
Learning Plans
Needs Analysis
Organizational Communication
Process Documentation
Project Management
Public Speaking
Recordkeeping
Screencasting
Software Documentation
Storyboarding
Survey Administration
Technical Writing
Template Management
Time Management
Web Accessibility

Interests

ADA Compliance
Adult Education
Assessment/Evaluation
Communication
Consulting
Curriculum
Customer Service
Design Thinking
Diversity & Inclusion
FERPA
Higher Education
Innovation
Instructional Design
Instructor-led Training
Intellectual Property (IP)
Leadership
Mentoring
OSCQR (OLC)
Performance Improvement
Permissions
Photography
Quality Assurance
Quality Matters (QM)
Section 508
Telecommute/Remote
Training
WCAG
Website Management

Technologies

Adaptive Learning Platforms (EdNexus/Edapt)
Adobe CS6 & CC (Acrobat DC, Dreamweaver, Photoshop)
Amazon Web Services (AWS)
Android OS
Articulate Storyline
Audacity
Camtasia
Canva
Cloud Storage Systems (Box, Dropbox, Google, OneDrive, SharePoint)
Content Management Systems (Brandfolder, Equella)
Course Authoring Tools (CourseWriter, Scaffold)
EOS (Entrepreneurial Operating System)
Git (Github Desktop)
Google Suite/Workspace (Gmail, Calendar, Meet, Chat, Drive, Docs, Sheets, Slides, Forms, Sites)
H5P
HR Systems (EOS Bloom)
Learning Management Systems (Absorb, Blackboard Vista-WebCT, Blackboard Learn/Original, Blackboard Ultra, Brightspace (D2L), Canvas, eCollege, Moodle, Sakai)
Lectora Inspire
Microsoft Office Suite (Access, Excel, PowerPoint, Outlook, OneNote, Teams/Skype, Word)
POS Systems (Aloha, DASH, Micros)
Project Management Systems (Asana, Easy Projects, Tickspot, Trello)
Rise 360
Software as a Service (SaaS)
SnagIt
Survey Systems (Officevibe, Qualtrics)
Tablets/Mobile Devices
Technical Content Systems (LinkedIn Learning, Pluralsight)
Virtual Meeting Platforms (Google Meet, Teams, Webex, Zoom)
Web Content Systems (WordPress)
Windows OS

Formal & Professional Education Transcript

Professional Education

IDOL Courses

Certificate in Instructional Design – In Progress

Badges earned:

Storyline Skilled (2022)
Canva (2022)
Camtasia (2022)
Learning Designer (2022)

Graduate Education

Purdue University—Calumet Campus—Hammond, Indiana

Master of Science: Education (Instructional Design & Technology)

August 2011-May 2014
GPA for Education: 4.0

Master of Arts: Communication

August 2011-May 2014
GPA for Communication: 3.6
Cumulative GPA for both Master’s degrees: 3.71

Secondary Education

Purdue University—Calumet Campus—Hammond, Indiana

Bachelor of Science: Hospitality & Tourism Management

August 2009-May 2011
GPA: 3.25

Ivy Tech Community College of Indiana—Northwest Region

Associate of Applied Science: Hospitality Administration

August 2007-May 2009

Associate of Applied Science: Business Administration

August 2007-May 2009
Magna Cum Laude, GPA for both degrees: 3.77

Technical Certificate: Management

Secondary Education

Michigan City High School—Michigan City, Indiana

High School Diploma: Core 40 Standards

August 2001-June 2005

Preview of Expertise Transcript

Instructional Design & Development

Advised academics, curriculum authors and subject-matter experts, and key stakeholders with the most appropriate use of educational media, collaboration tools, and assessment methods to enhance instruction, evaluation, and support active and engaging learning environments.
Conducted needs assessments, identified learner gaps, analyzed data, conducted quality reviews, and made recommendations for content enhancements and/or improvements to further increase learner engagement and ensure existing design standards (i.e., navigation, UX, Universal Design) were met.
Designed and revised course content and learning activities ensuring material aligned with learning standards, terminal course objectives and university curriculum design principles.
Provided editorial and instructional design services on internal and external (client-facing) documentation while maintaining brand standards (fonts, styling, colors, etc.).

Project Management

Independently managed and tracked course-level and/or project-level management tasks across multiple projects intended for design, while providing exceptional, world-class customer service in an agile environment.
Scheduled course kickoffs, check-ins, working sessions, live reviews, and signoff calls for project developments and communicated design notes, milestones and timelines, and feedback to stakeholders.

Curriculum Development & Instruction

Authored and managed the technical documentation and training courses for company curriculum, such as archiving, migration, and video services processes utilized by various roles, such as application developers, data engineers, system administrators, marketing personnel, and management.
Authored instructional guides and content regarding accessibility, copyright, and permissions for department and academic use.
Developed, planned, coordinated, and conducted user support training (workshops and seminars), and documentation (instructional materials and videos) for a university Learning Management System, as well as instructional design, software, resources, and instructional technology projects.
Designed and developed up to 40 courses per year through various overlapping development cycles at various academic institutions.
Discussed Quality Matters (QM) Standards with academic partners and key stakeholders to ensure standards were met through analysis and review of course content.

Training

Created and managed detailed training plans/schedules and led onboarding and training of at least 20 new team members regarding company-related (people operations) and department-related (i.e., archive and migration) processes.
Developed courses and corporate training curriculum that aligned with principles for effective instructional design and adult learning for workshops, groups, and one-on-one training sessions for onboarding, organizational processes, and company topics.

Management & Organizational Development

Assessed, evaluated, and identified individual, team, and organizational learning performance and development needs for additional, specialized, or adaptive instruction.
Coordinated with teams and stakeholders to address marketing research and analysis, regulatory issues, industry trends, competitive landscape, unique differentiators, relevant data, instructional framework options, and core themes and topics for product development.
Interviewed team members and analyzed feedback regarding organizational and training processes.
Supported client, company, and regulatory audits and coordinated with management teams to ensure curriculum was up-to-date and compliant while maintaining records of completed training.

Collaboration & Mentorship

Collaborated with the development team in developing, continually refining, and disseminating standards, templates, tools, and best practices for instructional design and development of instructional media.
Established positive working relationships with stakeholders while maintaining open communication and feedback of outcomes.
Served as the accessibility, copyright, and permissions champion of an Instructional Design team.

Educational Technology

Developed and maintained online web-based resources (i.e., tutorials, reference material, design standards, content resources, templates, and announcements) and course content using responsive design (HTML) templates.
Performed Learning Management System troubleshooting for course templates, user enrollments, batch processes and functionality errors, and course management while assisting with product, tool, and service pack pilots, testing, and troubleshooting on the development or QA platforms.
Piloted and researched new industry-leading instructional technologies for use within courses and the university Learning Management System.

LMS Administration & Migration

Assigned system hierarchy, delegated module administration, performed copies, backups or archives of content, and created and merged courses/enrollments within a Learning Management System. Developed and/or maintained web-based resources (i.e., tutorials, reference material, design standards, content resources, templates, and announcements) and course content using responsive design (HTML) templates.
Assisted with Learning Management System migration efforts with tasks ranging from end-user support, quality assurance, script executions, content migration, technical troubleshooting, and content re-design.
Provided technical assistance for an academic Learning Management System as a system support administrator and coordinated with lead administrators on the overall operation, administration, and functionality of the LMS.

Conferences & Instructional Experience Transcript

Conferences

Presented a concurrent solely at the Indiana Computer Educators (ICE) Conference — October 2013: “Reaching student communication and learning needs through Web Accessibility.”
Co-presented at the ICE Conference — October 2012: “Screen-capturing, screen-casting and screen sharing for the budget friendly teacher.”

Instructional Experience

Aided professors in undergraduate class instruction as a Lab Assistant at PUC: Fall 2010 and Spring 2011, and as a Learning Assistant/Teaching Assistant/Graduate Assistant: Fall 2011, Spring 2012, and Fall 2012.
Conducted and developed user support training for in-person and distance university personnel regarding LMS migration and standard operational usage. (2014, 2016, 2021, 2022)
Trained new employees on Amazon Web Server (AWS), company systems, as well as archiving and migration services and processes in the capacity of a team member and training manager. (2021-2023)

Areas of Expertise Transcript

Instructional Design & Development

Advised academics, curriculum authors and subject-matter experts with the most appropriate use of educational media, collaboration tools, and assessment methods to enhance instruction, evaluation, and support active and engaging learning environments.
Assisted with identifying and documenting development and project standards, templates, processes, and best practices.
Collaborated with curriculum authors and subject-matter experts to develop storyboards and related instructional elements for incorporation into the courses while aiding with the development of interactive and multimedia instructional elements.
Completed quality reviews to ensure that all new or updated courses comply with all existing design standards.
Conducted needs assessments, identified learner gaps, analyzed data, and made recommendations for content enhancements and/or improvements to further increase learner engagement.
Created and revised course content and learning activities ensuring material aligned with learning principles, terminal course objectives and university curriculum design principles.
Created and revised courses based on instructional principles, navigation, and ease of use.
Designed courses based on instructional principles, navigation, ease of use, Universal Design, and determined appropriate use of tools and technology.
Designed instructional materials and videos for the campus Learning Management System and end-user support.
Designed learning activities while incorporating university curriculum design principles.
Designed a standard job aide template used for internal and external training and client guides.
Designed learner materials with the integration of text, graphics, animations, videos, and interactions for these offerings.
Led efforts to analyze course effectiveness and usability across departments, academic programs, and institutions.
Led and managed responsibilities for multiple stretch assignments beyond basic course development and support.
Provided editorial and instructional design services on internal and external (client-facing) documentation while maintaining brand standards (fonts, styling, colors, etc.).
Organized content into document-based templates for editing by subject-matter experts, instructors/faculty, and course development team.
Participated in the development of tools and reusable templates for instructional development.
Recommended appropriate instructional approaches to support achievement of learning outcomes and course objectives.
Reviewed, redesigned, and transcribed course content and media related items to meet framework enhancements and accessibility standards.
Worked closely with academic and curriculum partners, subject-matter experts, and key stakeholders to manage and support the design and development of online and hybrid undergraduate and graduate course material.
Worked in partnership with multiple clients and academic institutions for course design consultation: Purdue University Northwest, Chamberlain University, Adtalem Corporate Office, Ross University School of Medicine, Ross University School of Veterinary Medicine, DeVry University, Carrington College, Illinois Institute of Technology – Chicago-Kent College of Law, and AHIMA.

Project Management

Actively engaged in Sprints and other facets of project planning and management (SCRUM).
Communicated design notes, milestones and timelines, and feedback to stakeholders and design team.
Completed course-level and/or project-level management tasks as required for tracking and reporting purposes.
Consistently met and exceeded department and institution goals.
Established project management system templates for use with course design and department projects.
Independently managed courses intended for design with assistance from other department personnel as needed, while providing exceptional, world-class customer service.
Managed development projects and stretch assignments within specific time periods in an agile environment.
Scheduled course kickoffs, check-ins, working sessions, live reviews, and signoff calls for project developments.
Worked closely with academic partners and subject-matter experts to support and manage the design and development of online and hybrid courses with a focus on technology-driven components.
Worked within a fast-paced environment, often managing multiple projects at once, within a deadline oriented, structured, project workflow.
Project managed courses intended for design, as well as the associated timeline and deliverables, with assistance from other department personnel as needed.

Curriculum Development & Instruction

Assisted in instruction as a learning (graduate) assistant/teaching assistant for one of the capstone courses of a BS program.
Authored instructional guides, content, and standard operating procedures regarding accessibility, copyright, and permissions for department and academic use.
Authored and managed the technical documentation and training courses for company curriculum, such as archiving, migration, and video services processes utilized by various roles, such as application developers, data engineers, system administrators, marketing personnel, and management.
Created and delivered professional instructional media utilizing the latest industry-recommended authoring tools.
Created and managed a team member website portal for documentation, company resources, project management metrics, standard operating procedures, and frequently used bookmarks.
Developed and updated simple media interactives and performed minor audio/video editing.
Designed a systematic framework used across all company training courses utilized with Instructional Design and Universal Design principles.
Designed and developed up to 40 courses per year through various overlapping development cycles at various academic institutions.
Designed and managed course curriculum for undergraduate and graduate Nursing and Healthcare degree levels and disciplines, including, but not limited to the following tracks: Accelerated, General, Education, Social Work, RN-to-BSN, Online, On-Campus, Public Health, Family Nurse Practitioner, and Doctor of Nursing Practice.
Discussed Quality Matters (QM) Standards with academic partners and key stakeholders to ensure standards were met through analysis and review of course content.
Developed a standard template for Quality Assurance (QA) tracking in Microsoft Excel containing instructions, special form fields, and data validation (drop down) options.
Developed presentations and instructions on technical topics, such as: Git, GitHub, Pull Requests, and Quality Assurance (QA).
Developed job aides and instructional guides on company topics, such as: 1Password, EOS Bloom, Google Workspace, Slack, and the company request off process.
Transformed content to engage learning with discussion forums and other collaboration tools to facilitate communication; as well as quizzes, surveys, and assignment drop boxes to assess learners; and media items for interactivity.
Participated in discussions, analysis, and reviews of course content to ensure Quality Matters (QM) standards were met.
Prepared accessible PDF files and deliverables for print vendors, internal stakeholders, course development and organizational partners.
Reviewed and authored content for a department standard operating procedures (SOPs) manual intended for internal and external use.
Developed and facilitated presentations on company topics, such as: regular and sick time off process, wellness benefits, 401k and finance offerings, people operations system navigation, company survey participation, and employee assistance program resources.
Researched and developed presentations on soft skill topics, such as workflow efficiency, project management, time management, communication, and productivity.
Reviewed, redesigned, and transcribed course content and media related items to new framework enhancements and meet accessibility standards.
Utilized Instructional Design and Quality Matters (QM) best practices within the curriculum, courses, and programs to meet accreditation and QM standards.

Training

Created and managed detailed training plans and schedules for various roles, including application developers, migration administrators, marketing personnel, data engineers, and management.
Created training modules for current and new academic advisors with the focus on recognizing the needs for first generation students, a primary audience of the university’s student body.
Designed training courses on the following topics: archiving and data migration, client success, new team member orientation, and Family Education Rights and Privacy Act (FERPA).
Designed training modules and content for in-person facilitation and online delivery.
Developed courses and corporate training curriculum that aligned with principles for effective instructional design and adult learning for workshops, groups, and one-on-one training sessions for onboarding, organizational processes, and company topics.
Developed curriculum and training that aligned with principles for effective instructional design and adult learning.
Developed, planned, coordinated, and conducted user support training (workshops and seminars), and documentation (instructional materials and videos) for a university Learning Management System, as well as instructional design, software, resources, and instructional technology projects.
Led onboarding and training of at least 20 new team members regarding company-related (people operations) and department-related (i.e., archive and migration) processes.

Management & Organizational Development

Assessed, evaluated, and identified individual, team, and organizational learning performance and development needs for additional, specialized, or adaptive instruction.
Coordinated with management teams to ensure the training curriculum was up-to-date and compliant.
Coordinated with teams and stakeholders to address marketing research and analysis, regulatory issues, industry trends, competitive landscape, unique differentiators, relevant data, instructional framework options, and core themes and topics for product development.
Collaborated with people operations and senior management on a company-wide time off process, including standard operating procedures, job aides, and policies.
Developed a standard nomenclature and standard operating procedure for projects, systems, and their associated resources.
Created new LMS users and courses for learning and onboarding needs.
Developed courses and learning materials for workshops, groups, and one-on-one training sessions for both onboarding, organizational processes, and company topics.
Developed a performance review process, including a fillable form for team members, instructions for team members and managers, as well as standard operating procedures.
Coordinated wellness training and webinars with people operations and a third-party benefits administrator.
Generated reports, managed dashboards, and compiled surveys to capture learning insights to help drive organizational change.
Monitored general and onboarding team member feedback through surveys or interviews to improve training curriculum and processes.
Managed new team member onboarding programs including tracking learner progress, assessment, course updates, scheduling, design, development, and delivery.
Provided support for new hires, team members in new roles/assignments, and organization-wide training on new software, new programs, changes to systems/infrastructure, or policy updates.
Supported client, company, and regulatory audits and coordinated with management teams to ensure curriculum was up-to-date and compliant while maintaining records of completed training.

Collaboration & Mentorship

Collaborated with course development colleagues in developing, continually refining, and disseminating standards, templates, tools, and best practices for instructional design and development of instructional media.
Collaborated with the development team on archiving and migration processes to assure technical excellence, an exceptional client experience, and develop solutions for the Migration as a Service process.
Established positive working relationships with stakeholders while maintaining open communication and feedback of outcomes.
Facilitated client-facing meetings to discuss project-related feedback and transformation requests.
Mentored and coached members of the instructional design and course development team regarding industry standards and best practices of course design.
Monitored department copyright and permissions log and served as liaison between the department and corporate legal team.
Participated in course development team meetings and performed other duties as assigned.
Participated in the training and management of subject-matter experts, new hires, and contractors.
Partnered with clients to scope migration requirements and communicate findings to development team.
Piloted new course development methods to reduce course development time from 18 weeks to 16 weeks across several institutions serviced by the course development team.
Provided suggestions to team members and management to improve projects, applications, and processes.
Served as the Accessibility Champion of the Instructional Design Team.
Served as the Copyright and Permissions Champion of the Instructional Design Team.
Worked with corporate legal team to establish university and department curriculum and standard operating procedures regarding copyright, fair use, and permissions practices.
Worked with faculty members one on one and in small groups consulting their needs while integrating instructional design practices and effective online course design and curriculum strategies into their teaching and learning practices.

Educational Technology

Developed and maintained online web-based resources (i.e., tutorials, reference material, design standards, content resources, templates, and announcements) and course content using responsive design (HTML) templates.
Maintained course templates for production in the Learning Management System and assisted in the development of courses.
Performed Learning Management System troubleshooting for course templates, user enrollments, batch processes and functionality errors, and course management while assisting with product, tool, and service pack pilots, testing, and troubleshooting on the development or QA platforms.
Piloted and researched new industry-leading instructional technologies for use within courses and the university Learning Management System.
Provided the campus community with technical assistance for the university’s Learning Management System as a system support administrator.

LMS Administration & Migration

Administered, managed, and tested the features, functions, and operations of multiple Learning Management System platforms.
Analyzed client feedback and transformation requests for archiving, migration, and replace projects.
Assigned system hierarchy, delegated module administration, performed copies, backups or archives of content, and created and merged courses/enrollments within a Learning Management System.
Assisted team in administration of company and demo instances of various Learning Management Systems.
Assisted with Learning Management System migration efforts with tasks ranging from end-user support, quality assurance, content migration, and content re-design.
Audited and reviewed client content for archiving and migration accuracy, noting exceptions to the development team.
Collaborated with team members to support and develop solutions for the Migration as a Service process from onboarding through content migration to project completion.
Created archive and migration checklists for use by team members for projects.
Created new Learning Management System users and courses for learning, onboarding, and organizational needs.
Educated clients on the archiving and migration processes and procedures to facilitate an accurate implementation and transformation.
Executed the archiving and migration process while monitoring progress and resolving exceptions.
Performed Learning Management System migration tasks involving script executions in Amazon Web Server (AWS) and technical troubleshooting within platforms.
Reviewed courses that were being archived or migrated while documenting errors for developers to rectify.

Detailed Professional Development Transcript

LinkedIn Learning

LinkedIn Learning Courses

LinkedIn Learning Pathways

Online Learning Consortium

Quality Matters (QM)

Quality Matters: Accessibility Webinar — September 2019
Quality Matters: Sixth Edition Update (RU) – Higher Education — June 2018
Quality Matters: Peer Reviewer Course (PRC) – Higher Education — January 2018
Quality Matters: Applying the QM Rubric (APPQMR) – Online — January 2017

Skillsoft – Skillsport Learning

Project Management Pathway — Career REDE Center [ATGE] — September 2019

IT University Online

Microsoft Office Suite 2010

SOAR Method Video Case Study Transcript

Background – Context

This video was created as a fulfillment for the Camtasia Skilled badge by IDOL courses.

Challenge

There was no performance challenge to solve in this case study. Perhaps merely syncing all media accurately on the timeline was challenging enough.

Solution

A video was created using existing voiceover audio. Other scenes, videos, and text were added by the videographer.

Results – Reflection

I have used Camtasia previously, but not in this capacity. It was definitely a learning experience to add new animations, transitions, and annotations beyond the typical walkthrough videos I was used to doing.

Instructional Design and Technology

Experience: 12 years

Projects/Clients/Employers

Chamberlain University (Adtalem Global Education Institution)
Adtalem Global Education [Home Office] (DeVry Education Group)
Integrated Education Solutions (DeVry Education Group)
Office of Instructional Technology (Purdue University Calumet – Purdue University Northwest)
Office of Learning Technology (Purdue University North Central – Purdue University Northwest)
ICD-10 Project (AHIMA)

Disciplines Developed

Business, Communication, Compliance, Education, Engineering, Finance, Health Information Technology, Hospitality, Humanities, Law, LMS Archiving & Migration, Management, Nursing, Public Health, Science, Social Sciences, Social Work, Technology, Tourism

Project Management and Consulting

Experience: 14 years

Projects/Clients/Employers

Chamberlain University (Adtalem Global Education Institution)
Adtalem Global Education [Home Office] (DeVry Education Group)
Integrated Education Solutions (DeVry Education Group)
Center for Learning and Academic Success (Purdue University Calumet – Purdue University Northwest)
Office of Instructional Technology (Purdue University Calumet – Purdue University Northwest)
Office of Learning Technology (Purdue University North Central – Purdue University Northwest)
Independent Consulting (Previous Careers)

Individuals – Programs Consulted

Doctoral Level Graduate Education, High School, Hospitality Training, Master Level Graduate Education, Software Development, System Administration, Technical Consulting, Undergraduate Education, University Advising & Marketing Personnel

Training Facilitation and Development

Experience: 16 years

Projects/Clients/Employers

Department Training as Senior ID (Chamberlain University)
Chamberlain University (Adtalem Global Education Institution)
Adtalem Global Education [Home Office] (DeVry Education Group)
Integrated Education Solutions (DeVry Education Group)
Center for Learning and Academic Success (Purdue University Calumet – Purdue University Northwest)
Office of Instructional Technology (Purdue University Calumet – Purdue University Northwest)
Office of Learning Technology (Purdue University North Central – Purdue University Northwest)
Certified Training (Olive Garden)
Training Assist (Previous Careers)

Training Audiences

Administrative Assistants, Adult Learners (varying in age, culture, and ethnicity), Application Developers, Educational Technologists, Employees of Healthcare, Graphic Designers, Hospitality Employees, Instructional Designers, University Advising & Marketing Personnel, University Faculty & Students

LMS Experience Transcript

LMS Experience

Blackboard Learn

Proficiency

Highly Skilled

User Roles

System Administrator, Support Administrator, Professor, Student

Tasks Completed

Created courses and users.
Ran batch enrollments and managed users.
Applied templates and merged/cross-listed courses.
Built courses with Instructional Design principles.
Created tests, content, mashups, and other content items in courses.
Managed system hierarchy and organizations.
Managed LTI connections and storage quotas.
Archived, exported, and imported course packages.
Assigned system settings and node delegation.
Participated in courses as a professor and student in real-time environments.

Blackboard Ultra

Proficiency

Highly Skilled

User Roles

System Administrator, Professor, Student

Tasks Completed

Created courses and users.
Ran batch enrollments and managed users.
Applied templates and merged/cross-listed courses.
Built courses with Instructional Design principles.
Created tests, content, and other content items in courses.
Managed system hierarchy and organizations.
Managed LTI connections and storage quotas.
Archived, exported, and imported course packages.
Assigned system settings and node delegation.
Participated in courses as a professor and student.

Canvas LMS

Proficiency

Highly Skilled

User Roles

System Administrator – Account Admin (Root), Account Admin – Delegated, Teacher, Student

Tasks Completed

Created courses and users.
Ran batch enrollments and managed users.
Applied templates, merged courses, and managed blueprints.
Built courses with Instructional Design principles.
Created tests, content, and other content items in courses.
Managed system hierarchy and accounts.
Managed LTI connections and storage quotas.
Archived, exported, and imported course packages.
Assigned account settings and generated user tokens.
Participated in courses as a teacher and student in real-time environments.

Brightspace (D2L)

Proficiency

Skilled

User Roles

Super Administrator – (Root), Teacher, Student

Tasks Completed

Created courses and users.
Ran batch enrollments and managed users.
Applied templates and merged courses.
Built courses with Instructional Design principles.
Created tests, content, and other content items in courses.
Managed system hierarchy and org units.
Managed LTI connections and storage quotas.
Archived, exported, and imported course packages.
Assigned system settings and generated user tokens.
Participated in courses as a teacher and student.

Moodle (OpenLMS)

Proficiency

Somewhat Skilled

User Roles

Site Administrator, Teacher, Student

Tasks Completed

Created courses and managed users.
Built courses with Instructional Design principles.
Created tests, content, and other content items in courses.
Managed LTI connections.
Archived, exported, and imported course packages.
Assigned system settings and generated user tokens.
Participated in courses as a teacher and student.

Schoology

Proficiency

Low Skill

User Roles

Teacher, Student

Tasks Completed

Participated in courses as a teacher and student.

Jenzabar

Proficiency

Low Skill

User Roles

Teacher, Student

Tasks Completed

Participated in courses as a teacher and student.

Sakai

Proficiency

Some Skill

User Roles

System Administrator, Teacher, Student

Tasks Completed

Participated in courses as a teacher and student.
Created courses and users.
Created tests, content, and other content items in courses.

Example 2 Transcript

Example 2: Web Design Juxta Position A

Comparison of Home pages of my new and old website

Example 2: Web Design Juxta Position B

Comparison of About pages of my new and old website

Managing Stress By Breathing Infographic Transcript

TITLE: Managing Stress By Breathing

Topic: 4-7-8 Breathing Technique

Description: The 4-7-8 breathing technique is a mindful breathing exercise that has many benefits for stress reduction and relaxation, as well as reduced anxiety, lower blood pressure, better sleep, and improved concentration.

1. Locate a quiet and comfortable space.
- Find a comfortable spot where you can sit quietly without disruption and with your back straight.
2. Relax your mouth and tongue.
- Relax your jaw and gently place your tongue against the back of the top teeth.
3. Exhale all air.
- Exhale all of the air from your lungs through your open mouth and around your tongue.
4. Inhale slowly.
- Close your mouth and then inhale for a count of four through your nose.
5. Hold your breath.
- While holding your breath, count to seven.
6. Exhale slowly.
- Exhale slowly for eight seconds, making an audible whoosh sound as you fully expel all air, pursing your lips if needed.
7. Repeat.
- Repeat this process for a total of four cycles.

Source: Cuncic, A. (2021). What is 4-7-8 breathing? Verywell Mind. Retrieved from https://www.verywellmind.com/what-is-4-7-8-breathing-5204438

Communication Strategies for Remote Teams Case Study Transcript

Background – Context

Tech Eddies is a group who design training and teaching courses for various clients. All members of the company were in-person employees who voted to telecommute for the new fiscal year. An infographic was developed to help management leaders of the company learn tips about effective virtual communication.

Challenge

In response to the noted employee dissatisfaction results, management of Tech Eddies deployed an anonymous survey to all employees to gather data about the communication practices. Management stated they seemed rather surprised that general employees were unhappy with the virtual business practices, especially since it was their choice to move remote and that several action plans were already put into place.

The results of the survey yielded these key items:

Processes were loosely documented as most of it was verbal prior to being remote.
Some employees felt rather siloed in their roles after the face-to-face environment had changed.
Employees felt their leads/managers were micromanaging them in an increased capacity compared to their previous setting.

Solution

These results yielded to management that some of their current business communication processes were not as effective as they presumed. Given that this discovery was in the middle of the fiscal year, no major funds could be allocated for a large-scale training session for leadership. A small budget was set aside for the team to create a key resource that the leadership team could use as a discussion point during their own meetings to propose and enact solutions for business operations.

Research was conducted for effective virtual business communication strategies. The information was summarized and a graphic job aid was created for leadership to utilize across the team.

Results – Reflection

After the infographic was created and shared with the Tech Eddies leadership team, the team assembled and discussed the key points/research and outlined how these suggestions can be used to improve employee communication within the company. The management team held open forums with team members to gather their suggestions and developed action plans to further implement these communication suggestions. With the research and employee suggestions in mind, the management team updated all company communication policies and began to execute all developed action plans to improve the process.

Near the end of the fiscal year, employees were surveyed and the satisfaction regarding business communication had increased to 80%. Employees left the following comments:

“I’m so glad our processes are now written down. It’s so much easier to refer to the reference documents created when I need to look up the steps of a task.”
“I really enjoy the side channels about pets, food, and other hobbies! I never knew some of these facts when working with people in person.”
“I enjoy the trust and balance I have with my manager now that we have more productive feedback sessions.”

Communication Strategies for Remote Teams Transcript

TITLE: Communication Strategies for Remote Teams

Define and document processes clearly
Use the right tool(s)
Be available and consistent as a leader
Prioritize empathy and connection
Establish communication norms
Carve out time to share and bond as a team
Over-communicate
Have a channel for non-work communication
Resist the urge to micromanage
Promote asynchronous communication
Get continuous employee feedback
Make space for 1-on-1 communication

Source: Phan, L. (2021). 12 proven communication strategies for remote teams. Compt. https://www.compt.io/hr-articles/communication-strategies-for-remote-teams

Outdoor Warning Sirens Case Study Transcript

Background – Context

Hoosier County, Indiana (fictitious) is an established county in Northwest Indiana, approximately 87 miles from Chicago, Illinois. While Indiana is not part of Tornado Alley, the region still experiences enough inclement weather for the use of outdoor warning sirens on a frequent basis.

Challenge

A recent county study yielded that many residents were not well-prepared when needing to respond to outdoor warning siren alerts (‘siren alerts’). Many residents were not able to distinguish an outdoor warning siren accurately, or were even aware there are separate tones.

Solution

Hoosier County President, Ashley Renee, contacted Alex Criswell for design and education assistance. The county desired a simple resource citizens could quickly refer to in the event of need, as well as be able to learn from. An infographic was suggested as it would provide information in a simple and easy manner, which is also printable.

Results – Reflection

After the infographic was deployed to local citizens, positive feedback was received about the design and content within it. Citizens reported how easy it was to differentiate the types of siren sounds now that awareness was provided.

Outdoor Warning Sirens Transcript

TITLE: OUTDOOR WARNING SIRENS

The State of Indiana, in accordance with the National Weather Service, utilizes Civil Defense Sirens (Outdoor Warning Sirens) in the event of a public emergency or severe weather.

RECOGNIZE THE ALERTS

Attention/Alert Warning

3-5 minute steady signal
Alerts the public of peacetime emergencies (i.e., Tornadoes or Flash Floods)
Take cover immediately

Attack Warning

3-5 minute wailing signal
Alerts residents of severe emergency (i.e., Missile/Air-time Attack)
Take protective action immediately

All Clear Alert

The sirens do not provide an all clear signal.
Residents should check local radio, tv, and social media channels for further action.

Monthly Testing

All counties in Indiana are required to test the warning sirens once a month.
Time and day of the test varies by county.
Hoosier County tests their warning sirens the first Saturday of the month at 11:00 a.m. local time.

Designed By Alex B. Criswell – alexbcriswell.com

Summarized Professional Development Transcript

LinkedIn Learning Courses

Courses completed in the following topics.

Leadership
Software
Learning & Design
Project Management
Communication
Performance
LMS

LinkedIn Learning Pathways

Learning Pathways and associated curriculum completed in the following subject-matter.

Become a Photographer
Learning & Design Pathways
- Build a Company Learning and Development Program; and
- Become an L&D Professional
Google Suite (Collective)
Instructional Design Series (Become an Instructional Designer)

Online Learning Consortium

Copyright and Fair Use
Project Management for ID’s
ID Foundations
Course Quality Review

Quality Matters

Quality Matters: Accessibility Webinar
Quality Matters: Sixth Edition Update (RU) – Higher Education
Quality Matters: Peer Reviewer Course (PRC) – Higher Education
Quality Matters: Applying the QM Rubric (APPQMR) – Online

Skillport Learning

Project Management Pathway (Career REDE Center) [ATGE]

IT University Online

Microsoft Office Suite

MS Access
MS Excel
MS Outlook
MS PowerPoint
MS Word

Skills/Interests Image Description

Skills

Accessibility (Document and Web)
ADDIE Model
Articulate Storyline & Rise 360
Bloom’s Taxonomy
Content Usage
Copyright & Fair Use
Course Design
CSS
Educational Technology – Instructional Technology
HTML
Information Mapping
Interpersonal Communication
Java/JavaScript
Graphic Design
Instructional Materials (Audio, Handouts, Video)
Organizational Communication
Project Management
Recordkeeping
Storyboarding
Survey Administration
Technical Writing
Template Management
Time Management

Interests

ADA Compliance
Communication
Consulting
Customer Service
Instructional Design (Best Use, Practices – Guidelines)
Quality Matters
Permissions
Photography
Quality Assurance
Section 508
Telecommute/Remote
Training
WCAG
Website Management

Technologies

Audacity
Adaptive Learning Platforms (EdNexus/Edapt)
Adobe CS6 & CC (Acrobat DC, Dreamweaver, Photoshop)
Amazon Web Services (AWS)
Android OS
Canva
Camtasia (Screen casting)
Cloud Storage Systems (Box, Dropbox, OneDrive, SharePoint)
Content Management Systems (Brandfolder, Equella)
Course Authoring Tools (CourseWriter, Scaffold, Lectora Inspire)
Google Suite/Workspace (Gmail, Calendar, Meet, Chat, Drive, Docs, Sheets, Slides, Forms, Sites)
H5P
Learning Management Systems (Blackboard Vista-WebCT, Blackboard Learn/Original, Blackboard Ultra, Brightspace (D2L), Canvas, eCollege, Moodle, Sakai)
Microsoft Office Suite (Access, Excel, PowerPoint, Outlook, OneNote, Teams/Skype, Word)
POS Systems (DASH, Micros)
Project Management Systems (Asana, Easy Projects, Tickspot, Trello)
SnagIt
Tablets/Mobile Devices
Web Content Systems (WordPress)
Windows OS
Virtual Meeting Platforms (Google Meet, Teams, Zoom)

Composing an SBAR Case Study Transcript

Background – Context

Bethel Native Medical Clinic is a small nursing clinic located in Bethel, Alaska which offers health services to the indigenous communities. The clinic desired an eye catching presentation regarding a topic from the Nursing Process.

Challenge

The business desired a presentation on the SBAR method given that this process is critical to the Nursing Process. The director wanted to ensure the staff understood the process in a uniform manner in order to effectively communicate needs across the clinic.

Solution

The SBAR Content, from Wikipedia, in the Public Domain, was suggested to be used when designing the presentation. Dr. Sabin desired the content to be eye-catching as she planned to use it during a live presentation.

Results – Reflection

Initially, a SBAR worksheet was not included, but after feedback was received, it was implemented. Dr. Sabin was happy with the change as she did plan to have a group activity regarding the SBAR process. This made the visual instructions easier for the group since it was already included in the presentation.

Managing Stress By Breathing Case Study Transcript

Background – Context

Hail Mary Yoga is a boutique yoga business that offers life coaching services and yoga classes. The business is primarily located in Tempe, Arizona; however, Hail Mary Yoga offers virtual sessions to clients in lieu of in-person sessions. In March 2020, the world came to a halt as a result of the COVID-19 pandemic. People were asked to shelter-in-place at their home to slow the spread of the virus. While businesses began to slowly open after several weeks of the “shutdown”, Hail Mary Yoga decided to remain closed at their physical location for several months until things felt safer again.

Challenge

Mary Smith, the owner of Hail Mary Yoga, continually emailed clients suggestions to continue their practice at home. While clients were able to practice their techniques at home, many met with Mary virtually for life coaching sessions to keep in touch and ensure they were on target with their overall goals. During these virtual discussions, clients yielded to Mary that they were experiencing heightened stress and anxiety due to the changes in the world and their own lives. Mary knew this was a problem as this was just not a few clients who expressed this information, but over 75% of her life coach client base.

Solution

Given that at around 75% of Hail Mary’s client base was suffering heightened stress and anxiety levels, the owner knew she needed to take action. Mary researched countless resources in relation to yogic techniques to find a solution to this issue. After reviewing the 4-7-8 breathing technique, she knew this would work well with her client base. While many of the life coach clients were also yoga clients, she wanted to provide a technique to clients who are not familiar with yoga that could be easily understood, learned, and demonstrated.
Mary knew she needed something simple and eye-catching for her clients to be able to grasp and reciprocate the technique.

After consulting with Alex, an infographic was chosen as the learning product as this was easy to distribute and within Hail Mary’s minimal budget for the project. Canva was chosen as the desired design platform given its simplicity to create an easy and eye-catching infographic. This also allowed easy updates for the ID or owner to complete, if necessary.
Given that 4-7-8 breathing technique is a step-by-step process, it made sense to design the infographic into separate sections or steps. This was done in a lateral format so clients would be able to read the design from top to bottom. Mary desired more of a neutral color base as she wanted her clients to focus on the steps of breathing versus the flashy colors of the infographic; however, she still wanted it tastefully designed.
While there were no major challenges when building the solution, a couple iterations were developed. The initial product was acceptable, but some feedback from outside sources was delivered and corrections were made. Mary herself also provided feedback on the design, so quick alterations were needed to the final product.

Results – Reflection

The most important lesson learned from this project was – Do not assume the first, nor second draft of an item is “the best.” Multiple iterations and corrections may be required for the right product.

The infographic was distributed to Hail Mary’s clients at the beginning of a week, as Mary wanted to be available for several days on-call in case clients had questions about performing the technique on their own. Despite her anticipation of many emails, she barely had any, so she reached out to a few key clients for feedback on the infographic. Those clients reported that the infographic was easy to comprehend and that they had no issues performing the technique on their own. Mary was pleased to hear this information and decided to follow up with more clients in a couple weeks to document their reflections on the breathing technique. Through the upcoming coaching sessions, Mary’s clients stated the breathing technique has greatly calmed their stress and anxiety. Many clients expressed that the technique has helped them sleep better at night or help them manage acute anxiety episodes. Mary estimated over a 50% improvement in stress and anxiety management amongst her clients.

Congratulations Flyer Case Study Transcript

Background – Context

Administrative Secretaries is a small online secretary business based out of Orlando, Florida. Dani Miller owns the company and wanted to congratulate one of her new managers for one year of service with the company. Alex Criswell was contracted to create a flyer congratulating the manager for their service, which would be sent out by Dani as an email communication.

Challenge

No challenge existed with this request.

Solution

Dani was rather specific in what she wanted so it was easy for Alex to narrow down the creative options and solutions for her request. Alex chose Canva as the creative platform to design the flyer. Dani and Alex collaborated with Microsoft Word Online to exchange notes and communicate important information.

Results and Reflection

Alex created a simple, single page flyer congratulating Mary, the new manager, for her time of service. The flyer utilized the company branding colors, per Dani’s request, and was tasteful in design. Dani was very pleased with the outcome of the flyer and intended to distribute the graphic via email on Mary’s one year of service.

Interview Process Training Case Study Transcript

Background – Context

Customer Service, Inc. is a job preparation business located in La Porte, Indiana. Jose Lugo, Director of Customer Service, Inc., has worked with Alex Criswell previously. This is Alex’s second project with Customer Service, Inc. Customer Service, Inc. had much success with their previous course that Alex created and it caused a need for a new course in a very important topic. The business desired training on the interview process and wanted to provide success tips to ensure their candidates would have a higher chance at securing a job offer. The Interview Process Training, from OER Commons, in the Public Domain, was suggested to be used when designing custom training.

Challenge

Customer Service, Inc., offers job placement services alongside job training, such as course training. In a recent survey among their clients, their participants expressed some resources regarding the interview process. Many clients expressed they had inadequate knowledge of the interview process, which resulted in them experiencing feelings of anxiety, fear, and withdrawal when moving forward in a job placement process.

Solution

Given the previous success of their Project Management course, Customer Service, Inc., desired an Articulate Rise course to be consistent in their training practices. Alex agreed with this practice.
Alex began the design phase of the Interview Process course by analyzing the OER content and storyboarding it for approval. After approval from Jose Lugo, Alex began the development/build in Articulate Rise.
Upon building the initial shell, Alex realized some changes to the storyboard were needed. Much of the content was way too chunked and nested within the pages and needed to be brought out to the root structure/main menu. This resulted in a storyboard revision and a quick explanation of changes. Given the fact that Alex has established a good level of trust with the client, Jose Lugo had no issue with the need to re-approve with some changes mid-build.

Results – Reflection

As expected, Customer Service, Inc. was very pleased with the course. No revisions were requested.
A learning lesson: Remember to double check the outline and structure so you understand where all the content will be housed. This will avoid a possible storyboard change.
It was able to add much more media than originally expected from the first storyboard, either through stock image or embedded YouTube video. That really made the course pop out and shine.

Project Management Case Study Transcript

Background – Context

Customer Service, Inc. is a job preparation business located in La Porte, Indiana. The business desired a course on project management to introduce their new team members to this topic. The Project Management module course, from OER Commons, in the Public Domain, was suggested to be used when designing custom training.

Challenge

Customer Service, Inc. desired a very generic overview of Project Management and it was difficult to find that type of content that was in the public domain already in that structure. There was a lot of content freely available, but nothing in a very generic or simple context. Alex presented the content to the director, Jose Lugo, who approved the content for production.

Solution

A Project Management course module in the OER commons was found as a base layer for a course and other resources were added to it for expansion, which made the course plump out rather well in regards to storyboarding and outline. The course was going to be built in Rise 360, as the company had chosen this platform for other training and liked the style of the system regarding design and delivery.

The original content from the OER commons was purely textual in nature with few auxiliary resources. With Alex’s Instructional Design skills, I chunked out the content into smaller pages and added extra online resources, such as news articles or YouTube videos, as needed. For pages that had no media, Alex added color for design, or stock imagery, as needed, to add some aesthetic to the course.

Results – Reflection

Even with the smaller size of this original text-based module, this was still a larger course, especially the checklist unit. Always try to outline subunits easier before building and storyboarding as it may help chunking sections or units easier.

While Mr. Lugo was pleased with the organization of the course; Alex may need to revisit and assess how the checklist unit is designed and organized in the future as that unit is longer than the rest of the units. It was too late in the development to do any major reorganization or a request for one. Alex will need to keep in mind the future of subunit organization to prevent longer units.

Of course, maybe this is Alex’s somewhat-OCD, and there is actually nothing wrong :). In the end, Mr. Lugo was pleased overall with the course and stated the participants have enjoyed learning foundational knowledge of project management.

Adding a New User as a Site Administrator in Moodle Case Study Transcript

Background – Context

Tech Eddies is a group who design training and teaching courses for various clients. The business utilizes Moodle for their own internal training and course storage needs. Given an expanding team, the LMS administrator requested learning material be created for new team members. An instructional guide for enrolling new administrators to the LMS was decided as a way to sample the skills of Alex Criswell, prospective Instructional Designer.

Challenge

Tech Eddies is a company that offers course design services for various corporate and education clients and is based out of Los Angeles, California, USA. The company primarily consists of software engineers, instructional designers, academic technologists, graphic designers, and project managers. The company is of startup size, but is expanding rapidly and the team needs training materials for some of the new team members joining the company. Tech Eddies contacted Alex Criswell to create sample Instructional Materials to determine if Alex would be a worthy candidate to work on all of their training materials. In response to the request from Tech Eddies, Alex was assigned a topic and provided appropriate access to their systems to create the learning material.

Solution

Given the variety of roles within the company, Alex knew one learning material would not be enough for all of the personalities and mixed learning styles. He decided to create an Instructional Guide as well as an Instructional Video. This would cover most of the learning styles in the learning audience, given that most learners prefer a text, audio, or video format for learning materials.
Alex was assigned the topic of “Adding a New User as a Site Administrator in Moodle” which is not an overly complex task to do; however, it requires two major steps in the system versus just one. In summary, it requires a user to be created and then to be enrolled as an administrator, which are in separate areas of the system.

Results – Reflection

After the instructional guide and video were created and shared with the Tech Eddies team, the team assembled and discussed the design, subject-matter, and management of the assignment by Alex. They felt Alex managed the assignment in very good timing and that both the instructional guide and video were professional-looking and satisfactory for their needs.
The Tech Eddies team felt Alex would likely return as a future contractor for their training and development needs when the instructional content was ready to be built.

Online Training Courses Transcript

Faculty and Staff Training Course

This course was created as an assistantship project, based off my original practicum. This training course was deployed to Faculty and Staff of Purdue University North Central (now Purdue University Northwest) and includes aspects on effective course design/delivery, course management, LMS and course navigation, grading, as well as instructional design practices for effective online and face-to-face instruction.

Student Orientation Course

This course was created as an assistantship project, based off my original practicum. This orientation course was deployed to students of Purdue University North Central (now Purdue University Northwest) and includes aspects LMS and course navigation, as well as best practices for online learning.

Coach (Instructor) Training Course

This course was created as a practicum project, as required for my ID degree. This training course was deployed to a specific group of Faculty and Staff of Purdue University Calumet (now Purdue University Northwest) and includes aspects on effective course design/delivery, course management, grading, as well as instructional design practices for effective online and face-to-face instruction. These aspects and practices are specifically tailored to the College of Nursing Accelerated Partnerships online program for Registered Nurses.

Advisor Training

This course was created as part of a contract with the Center for Learning and Academic Success (CLAS) at Purdue University Calumet (now Purdue University Northwest). This training course was deployed to a select advisor group of the CLAS and includes training materials for newly hired advisors to review as part of the general employment orientation within the department.

Case Study Information Transcript

Transcript text.

Professional Experience Transcript

Learning Management System – Migration Administrator

K16 Solutions

Scottsdale, Arizona — July 2021-Present

Administer, manage and communicate the features and functions of multiple Learning Management System platforms.
Support the MaaS process from onboarding through content migration to project completion.
Partner with clients to scope migration requirements and communicate findings to development team.
Execute the migration process, monitor progress, and resolve exceptions.
Educate clients on migration processes and procedures to facilitate timely, successful implementation.
Collaborate with the development team on migration processes to assure technical excellence and an exceptional client experience.
Author technical documentation/training for migration and production functions/processes.

Senior Instructional Designer

Chamberlain University (Adtalem Global Education)

Chicago, Illinois — July 2019-July 2021

Conducted needs assessments, identified learner gaps, analyzed data, and made recommendations for content enhancements and/or improvements to further increase learner engagement and close learner gaps.
Advised and assisted the curriculum authors and Subject Matter Experts (SMEs) in the most appropriate use of educational media and technology tools to enhance instruction and create new and engaging learning environments.
Worked closely with academic and curriculum partners, subject matter experts, and key stakeholders to manage and support the design and development of online and hybrid course material, with an emphasis on interactive and multimedia technology-driven components.
Worked closely with curriculum authors and subject matter experts to develop storyboards and related instructional elements for incorporation into the courses.
Communicated regularly and professionally with entire development team.
Collaborated with colleagues in developing tools and templates for instructional development. Presents recommendations to leadership.
Collaborated with course development colleagues in developing, continually refining, and disseminating standards and best practices for instructional design and development of instructional media. Presents recommendations to leadership.
Oversaw instructional design contractors as assigned.
Mentored and coached members of the instructional design team and course development team.
Participated in the training of subject matter experts and new hires.
Led efforts to analyze course effectiveness and usability across an entire academic program, college, or institution.
Researched and stayed current with emerging educational technologies.
Served as the Copyright and Permissions Champion of the Instructional Design Team.
Served as the Accessibility Champion of the Instructional Design Team.
Project managed courses intended for design with assistance from other department personnel as needed.

Chamberlain University, LLC. is an Adtalem Global Education owned institution.

Curriculum Instructional Developer

Chamberlain University (Adtalem Global Education)

Chicago, Illinois — October 2020-December 2020

Assisted in the migration and update of program-specific material to meet accreditation standards.
Utilized Instructional Design and Quality Matters (QM) best practices to meet accreditation standards.
Participated in discussions, analysis, and reviews of course content to ensure QM standards are met.
Worked closely with academic and curriculum partners and key stakeholders to manage and development and updates of online course material.
Reviewed, redesigned, and transcribed course content and media related items to meet Accessibility standards.
Reviewed and redesigned student and faculty facing content to meet new framework enhancements.

Senior Instructional Designer/Instructional Designer III

Adtalem Global Education

Chicago, Illinois — June 2018-July 2019

Conducted needs assessment, identified learner gaps, analyzed data, and made recommendations for content enhancements and/or improvements to further increase learner engagement and close learner gaps.
Advised and assisted the curriculum authors and Subject Matter Experts (SMEs) in the most appropriate use of educational media and technology tools to enhance instruction and create new and engaging learning environments.
Worked closely with academic and curriculum partners, subject matter experts, and key stakeholders to manage and support the design and development of online and hybrid course material, with an emphasis on interactive and multimedia technology-driven components.
Worked closely with curriculum authors and subject matter experts to develop storyboards and related instructional elements for incorporation into the courses.
Communicated regularly and professionally with entire development team.
Collaborated with colleagues in developing tools and templates for instructional development. Presented recommendations to leadership.
Collaborated with course development colleagues in developing, continually refining, and disseminating standards and best practices for instructional design and development of instructional media.
Oversaw instructional design contractors as assigned.
Mentored and coached members of the instructional design team and course development team.
Participated in the training of subject matter experts and new hires.
Led efforts to analyze course effectiveness and usability across an entire academic program, college, or institution.
Researched emerging educational technologies.

Instructional Designer II

Adtalem Global Education

Chicago, Illinois — June 2016-June 2018

ATGE*/Integrated Education Solutions

Developed and maintain courses in the CMS and Course LMS using responsive design (HTML) templates.
Created instructional or training materials using multimedia software and participate in the development of tools and reusable templates for instructional development.
Designed and added learning activities ensuring content aligned with learning principles and terminal course objectives.
Organized content into document-based templates for editing by subject-matter experts, instructors/faculty, and course development team.
Served as main point of contact (Course-level Project Manager) for program dean, program project manager, subject-matter experts, and instructors. This involves working closely with academic partners, subject matter experts and key stakeholders to support and manage the design and development of online and hybrid courses.
Conducted needs assessments, analyzed data, and made recommendations for course enhancements and/or improvements.
Advised and assisted Academics in appropriate use of tools and technology and best practices to support active and engaged learning environments.
Collaborated with subject matter experts and media production team to author storyboards and produce related instructional media pieces for incorporation into the course.
Completed course-level and/or project-level management tasks as required for tracking and reporting purposes.
Completed quality reviews to ensure that all new or updated course masters comply with all existing design standards.
Assisted in curriculum process improvement efforts.
Worked with others throughout the department to develop, continually refine, and disseminate standards and best practices for course design and for design of instructional media.
Developed and/or maintained online web-based resources (e.g., tutorials, reference material, design standards, content resources, templates, and announcements).
Participated as a consultant to on special projects within the department and in Institution-wide projects.

*Adtalem Global Education was formerly named DeVry Education Group

Instructional Designer II

LaSalle Network

Chicago, Illinois — September 2014-June 2016

DeVry Education Group/Integrated Education Solutions

Maintained course templates for production in the eCollege/Pearson LMS while assisting in the development of the courses.
Worked with subject matter experts (SMEs) and course development colleagues to manage and support the design and development of course materials with a focus on technology-driven components.
Created instructional or training materials using multimedia software and mentored course development colleagues in Instructional Design Best Practices.
Advised and assisted the curriculum authors in the most appropriate use of educational media and technology tools to enhance instruction.
Designed learning activities while incorporating university curriculum design principles.
Added content to courses ensuring content aligns with learning principles and objectives, created storyboards for media/course development, and assisted with interactive and multimedia content development as needed.
Participated in course development team meetings and performs other duties as assigned.

Formerly contracted with LaSalle Network (LaSalle Staffing, Inc.) with DeVry Education Group

Instructional Designer

Purdue University

Hammond, Indiana — June 2015-August 2015

Created a training module for current and new Academic Advisors with the focus on recognizing the needs for first generation students, a primary audience of the university’s student body.
Training module created for in-person facilitation and online delivery and was hosted in the university LMS.

Formerly contracted with Academic Affairs as a Temporary Administrative Professional Staff Member

Instructional Designer

Hudson Global Solutions

Chicago, Illinois — December 2013-July 2014

American Health Information Management Association (AHIMA)

Developed Health Information Management (HIM) Courses in the Lectora Authoring Tool

Developed Health Information Management (HIM) Courses in the Lectora Authoring Tool
Focused on creating modules and lessons specific to HIM content and ICD-10 Guidelines, which included creating pages, interactive materials, learning assessments and exams.
Provided troubleshooting assistance to the team while working the provided template and scripts. Conducted QA testing upon completion of the course section(s).

Formerly contracted with Hudson and AHIMA

Instructional Designer, Course Management System Specialist, & Graduate Assistant

Purdue University

Hammond/Westville, Indiana — August 2011-July 2014

Provided the campus community with technical assistance for the university’s Learning Management System (LMS) as a system support administrator. Performed troubleshooting for user enrollments, batch processes and functionality errors, and course management.
Coordinated the overall operation, administration, and functionality testing of the LMS. Assigned nodes, delegated module administration, performed backups and archives of content, and created and merged courses/enrollments.
Assisted in product testing and service pack testing on the development and QA platforms.
Created and revised courses based on instructional principles, navigation and ease of use (Used content to engage learning with discussion forums and other collaboration tools to facilitate communication; quizzes, surveys, and assignment drop boxes to assess learners; and media links for interactivity.).
Developed, planned, coordinated, and conducted user support, training (workshops and seminars), and documentation for the LMS and other technology software, resources, and instructional technology projects.
Worked with individual faculty members one on one and in small groups about their courses while integrating instructional design practices and effective online course design and curriculum strategies.
Managed daily office duties in relation to customer service, maintained website posts and content in the WordPress CMS.
Designed instructional materials and videos for campus LMS and end-user support.
Assisted in instruction as a learning (graduate) assistant/teaching assistant for one of the capstone courses of a BS program.

Certified Trainer, Server, & Host

Olive Garden

Michigan City, Indiana — June 2009–September 2014

Sold wines and appetizers, accompanying guest’s meals.
Provided exceptional guest service.
Maintained Indiana Alcohol & Tobacco Commission permit log for establishment.
Trained new employees on specific positions, ensuring goals were met.

Previous Roles

Food Server: Blue Chip Casino—Michigan City, Indiana April 2009 – December 2009

VIP Server: Four Winds Casino Resort—New Buffalo, Michigan April 2008 – March 2009

Server / Banquet Server & Prep Cook:

Stampede Banquets— Michigan City, Indiana June 2007 – January 2010

Dietary Worker: Saint Anthony Memorial Hospital—Michigan City, Indiana February 2005 – July 2007

Autobiography Transcript

I get tech.

I’m a technologically savvy type of individual. I’m one of those “techies” as people call them. I have a laptop that acts as my tech-hub on my desk, as well as a tablet and smartphone, so I stay connected with the world. I’ve been experimenting with computers since younger years, which includes reformats, hard drive replacements, and OS installations/updates.

I think complex.

I like to think about things and ideate the solutions. While not always perfect in my thinking, I tend to use logic and analysis in my reasoning.

I take lots of photos.

I began taking photos over a decade ago for fun after being inspired by my grandparents. My photo hobby has exploded and I find that quite a few people enjoy my creative expression.

I stay in motion.

When I’m not holding a camera, I like to keep in motion, whether walking, or otherwise. Riding my bike is my “fun” time—I rode 50 miles in a single day in the summer of 2015, 80 miles in July of 2017, and 100 miles in August of 2017. My plan one day is to ride my bike farther than that and ride along Lakeshore Drive in Chicago on a sunny day.

I explore.

When I’m not cycling, I might be walking around Chicago, exploring the Indiana Dunes National Park, or enjoying the outside. Being outside or wandering about helps me disconnect from the home life as well as the digital world in some form.

Example 3 Transcript

A comparison of a photo taken by Alex B. Criswell in original and enhanced stages.

Instructional Videos Transcript

Sample 1 – SafeAssign for Students – Blackboard Learn

Sample 2 – Installing Respondus Lockdown Browser – Blackboard Learn

Sample 3 – Adding a lecture video – Blackboard Learn

Sample 4 – Creating a menu item – Blackboard Learn

Sample 5 – Adding a Mashup to the text editor – Blackboard Learn

Sample 6 – Course Copy – Blackboard Learn

Sample 7 – Accessing Blackboard Learn – Blackboard Learn

Technical Document Transcript

Course Support 1
Course Support 2
Course Support 3
Course Support 4
Course Support 5
Course Support 6

Example 1 Transcript

Old Instructional Guide
New Instructional Guide

Styling Guides Transcript

Styling Guide 1
Styling Guide 2
Styling Guide 3
Styling Guide 4
Styling Guide 5

Design Documents Transcript

Certificate Program Design 1
Certificate Program Design 2
Degree Program Design 1
Degree Program Design 2
Degree Program Design 3

Technical Integration Transcript

CourseTune LTI
CourseTune Results
CourseTune Testing

Tool Pilot Transcript

CourseTune Introduction
CourseTune Guide 1
CourseTune Guide 2
CourseTune Guide 3
CourseTune Guide 4
CourseTune Guide 5
CourseTune Guide 6

T369 Transcript

Project Management Transcript

Introduction

Hello there! My name is Alex Criswell and I am a senior instructional designer from Adtalem Global Education. I am from the Strategy and Innovation division, and I will give you an overview of the course design process.

Now that you’ve seen what I look like and I’ve given my little introduction—just saying hello—and now I’m going to move my webcam out of the way.

Project Management Information

Let’s take a look at the perspective of Project Management before I begin. The process groups and knowledge areas are defined on the screen, which are broken down by our overall process and the artifact I will supply today.

Our course design process typically encompasses all the process groups as our entire process covers items from start (initiating) to end (closing).

The artifact to be supplied will focus on the Monitoring and Controlling process group.

In reference to knowledge areas, our course design process encompasses many of these processes, similar to the wholesome involvement of the process groups.

The artifact to be supplied will focus on the Project Quality Management knowledge area.

Who We Are

Before I provide an overview of our course design process, it is important that you understand who the stakeholders are involved within the process. The first individual is the intake manager who typically handles all the intake paperwork and pre-work of the process.

Once the projects are defined, that information is passed to the project manager, who handles all the project management related tasks of each project.

The instructional designer is provided the content from the client and they review it for instructional accuracy.

There is a digital media specialist who creates media for the course as well as an editor and technical writer who provide editing and creative writing services for the course.

Finally, there is an implementation specialist who implements the content within the course and manages the learning management system related tasks.

Who We Work With

We work with a variety of individuals but everyone typically knows them as subject matter experts.

This is the individual who provides the subject matter and content to us.

They are also known as the course lead for specific programs.

There is also a program dean or program contact often involved with the course design process as well as a curriculum technology manager.

That individual acts as the liaison between our team and the client and they essentially take over the project management aspects from the client point of view.

Course Design Process Overview

Now that I have identified the stakeholders of the course design process, I can provide an overview.

The overview includes pre-work, scheduling, templates, a media map, content implementation budget and time tracking, as well as auditing.

Prework (Scope)

The first portion of the course design process is the pre-work, or defining the scope of the project.

This is where a client fills out a document that we provide and they designate which services that they would like for the specific project.

Services can include instructional design review on content and media, media creation, full or selective editing, creative writing, as well as technical implementation.

Scheduling

Once the scope is defined, all of that information is transferred to a master schedule and that includes the estimated hours of the project, the timeframe, the rollout session, course information, the development type, client information as well as course design team roles and identification.

Content Templates

Once the schedule is sent out and we provide content templates to the subject matter expert, they begin to fill our content templates with their subject matter.

Our content templates are based on a unified structure, which was designed or agreed upon by the university itself.

The basic structure includes the introduction, readings, lesson content, discussions, assignments, and a wrap-up, or otherwise, student success plan.

The structure or content pages within each of the programs can vary.

Media Map

As the client fills out their content templates, they are also encouraged to complete a media map and this is basically a place for the subject matter expert to fill in their media ideas, suggestions, and links to storyboards about images, infographics, videos, test your knowledge items, and other media interactives that they would like to suggest to include in the course.

Technical Implementation

Once we receive the filled-out or completed content templates and media map, we begin with the content implementation portion of the course design process.

This is where the content is implemented into the learning management system itself.

It is implemented through an authoring tool that our software’s engineers built within our company and that tool is called Course Writer.

This software essentially communicates with our LMS, which is Canvas, and it loads all the pages—assignments, discussions, and other content items without having to edit the course within the system itself.

Budget and Time Tracking

Throughout the course design process and especially during content implementation, we track our time in a project management system.

This system is known as Easy Projects; the system is utilized to track project hours by individual projects, program projects, as well as individual course design roles.

The hours that are tracked within the system calculate our overall budget, which allows us to keep track of project spending.

To further assist this process, we have several subcategories within each of our course projects, and this varies by role.

Within the ID work area, there are subcategories called meetings, content, media, and review, and each of these subcategories has a specific number of hours allocated to them.

Audit and Review

Once we implement all the content within the course, it is essentially ready for audit and review. Each individual within the course design process, including the client, is responsible for the audit of the course.

For instance, the ID uses an ID client audit sheet to ensure that standards are met in reference to teaching and learning approaches.

Punch lists are used to address course fixes and concerns and typically, the punch list is populated with comments from this audit sheet.

Document Share

Speaking of the client course audit sheet, I’m going to give you a quick demonstration or visual overview of how our sheet works.

On the screen, you will see the client audit sheet template. It is universal in design and it is able to be used for any of our clients or any of our programs.

It is easy to complete as there are template sections, such as the bolded sections in the header, which are able to be filled in with the necessary information.

There are instructions for the user and then there are sections pertaining to specific course areas. Within each of these sections, there are audit standards pertaining to that specific category.

There is the ability to provide audit comments whether textual or media based within the right side of the document.

For instance, the course overview page has an audit comment about that it is still in copyedit status versus implementation specialist status.

As mentioned, there is an ability to also provide media comments.

In this example, I provided a comment stating that an exclamation point was missing in the Welcome to Week 5 Introduction page. This also can be used to show visual placement of some media if it was in the wrong spot.

These are just a few examples of how this audit sheet works, and there are so many tools that we use within our course design process.

While I would love to show you many more tools—I will just show you the client audit sheet.

Closing

I want to thank you for joining me for this overview of the course design process at Adtalem Global Education.

Design Thinking and Millennial Learning Transcript

Slide 1

Design Thinking and Millennial Learning: Meeting the needs of today’s learner

Alex B. Criswell – Senior Instructional Designer: Adtalem Global Education

Slide 2

Today we will cover the following.

Research on Design Thinking
- How is Design Thinking used at Adtalem?
Research on Millennial Learning
Comparison of Theories
Recommendations for Millennial Learning
Summary of Design Recommendations

Slide 3

Our organization adopted the Design Thinking approach for Course Development. The Design Thinking concept is of IDEO, founded by David Kelley and operated by Tim Brown.

Design thinking is a human-centered approach involving the approaches of Feasibility, Desirability, and Viability. Innovation is formed when utilizing these three approaches consecutively.

Slide 4

The Design Thinking Approach involves the following phases:

Empathize: Frame a Question
Define: Gather Inspiration
Ideate: Generate Ideas
Prototype: Make Ideas Tangible
Test: Test to Learn
Iterate: Share the Story

Slide 5

Adtalem Global Education is stemmed from the Latin word Adtalem (to empower). Our name encapsulates our purpose and our commitment to our students, communities, and each other.

Through our Mission, Vision, and Purpose, we empower our students to (Adtalem Global Education, 2018):

Transform lives and enable careers;
Improve the world; and
Achieve their goals, find success, and make inspiring contributions to our global society.

Slide 6

Millennials, also known as Generation Y are individuals who were born from 1977-1996 (Generational Breakdown: Info About All of the Generations, 2018). Their parents are of the Baby Boomer generation or of the smaller generation known as Generation X.

Grandparents of Millennials are known as the Silent Generation.

Children of Millennials are currently known as Generation Z or the Centennial Generation. This spans from the end of the Millennial Generation timespan to today. There is a proposal to identify a new generation, Generation Alpha, as noted my Mark McCrindle. His rationale for a new identification of individuals is this rationale: Generation Alpha individuals were born with innovative technology and is considered to be the “most transformative generation ever.” (Sterbenz, 2015)

Slide 7

As noted by Learning Theories (2017), the ARCS model consists of the following categories, with a brief list of items to provide an overview

Attention

Attention can be gained through perceptual arousal or inquiry arousal
Methods to gain the attention of the learner can include, but is not limited to active participation, variability, humor, inquiry/brainstorming, and use of specific examples.

Relevance

Use of some major strategies to connect relevance, including experience, present worth, usefulness, modeling, and variety.

Confidence

Help students understand their likelihood for success
Provide objectives and prerequisites
Provide constant feedback
Allow the learner to have self-control

Satisfaction

Make learning rewarding/satisfying
Demonstrate how the skill is useful
Be brief in patronization

Slide 8

Price (2009) noted five Rs for engaging millennials: 1) Relevance, 2) Rationale, 3) Relaxed, 4) Rapport, and 5) Research-based

methods.

These five Rs are the primary basis of my recommendations.

Relevance—Course content has to be relevant to current culture. Instructors can use real-life examples that mirror millennials’ experiences. For example, ask your students, “What would you do…?”–type scenario-based questions.
Rationale—Instructors can justify or provide rationale behind the ideas, policies, and regulations in the learning environment to the learner.
Relaxed—Millennials prefer a warm, empathetic atmosphere. They think “No wrong answers.” Instructors can conduct laid-back learning sessions (less formal) to engage them.
Rapport—Millennials look for better one-on-one relationships with professors. Instructors can demonstrate personal interest into their achievements.
Research-based methods—Instructors can consider incorporating active learning methods (not a traditional lecture-only format) into their teaching.

Slide 9

They require teaching methods that connect with their social and visual needs

Collaborative learning

Learning through service (community and social service)

Multimedia classroom – Social media (Snapchat, Reddit, LinkedIn, Instagram, Facebook, YouTube)

Gamify the learning experience

They need to know that what they are learning is important and relevant to their culture and what is currently happening in society/the world

Millennial learners expect their teachers/leaders to be knowledgeable, as well as, caring

A connection is needed between the learner and their ‘mentor’

The instructor/coach must have a personal interest in their success

They need consistent and constant feedback on their progress, as they need to know they are improving

Offer flexible studying options

Let students study and work on their own time
Provide a less formal, relaxed, and empathetic classroom.
Let them know that there ‘no wrong answers’
Millennials should be exposed to micro-learning methods
They have constant access to information, which can be challenging for them to absorb what they learn; make it bite-sized
Millennial learners do not have a preference to view professional studio quality videos

Slide 10

	The Five R’s
The ARCS Model		Research-based	Relevance	Rationale	Relaxed	Rapport
	Attention	Learners prefer research-based methods and active learning techniques. They have a short attention span and if the content is not relevant to them or is presented in a way they do not prefer or understand, they will not retain the information.		It is imperative to provide a rationale for any reasoning that can be prompted for discussion. Should a rationale not be provided or is not relevant to them, their attention span can greatly decrease with that particular subject.	Learning environments need to remain relaxed in nature where consistent and credible feedback is provided or the learner will lose interest in the item(s) discussed.
	Relevance	Today’s learners prefer their instructors to provide a connection to the content and their current culture and/or lifestyle. These connections need to be through active-learning methods with less use of text and more multimedia and collaboration.			Providing a relaxed learning environment with relevant content, along with consistent feedback is what today learner desires.
	Confidence	Providing relevant material will assist the learner in understanding their success rate in the course. If the content is not relevant to them or active-learning techniques are not followed, they will not be motivated to continue.		Learners prefer structure, but also the ability to control their learning, which can boost their confidence and satisfaction.	A relaxed learning environment with consistent feedback and praise (rewards) make the learner feel more involved. Remember, do not over patronize their work, but provide constructive feedback they will understand.	Learners desire constant and consistent feedback, which requires reinforcement that is consistent in nature.
	Satisfaction	Keeping up with current trends to provide relevance to the learner and the content will boost their satisfaction in learner and allow them to feel rewarded when they demonstrate their skills learned.

With these theories in mind, a cross-comparison table was created to show the comparison between the Five R’s (Price, 2009) and the ARCS model (Keller, 2009).

A list of suggestions includes.

Learners prefer research-based methods and active learning techniques. They have a short attention span and if the content is not relevant to them or is presented in a way they do not prefer or understand, they will not retain the information.
It is imperative to provide a rationale for any reasoning that can be prompted for discussion. Should a rationale not be provided or is not relevant to them, their attention span can greatly decrease with that particular subject.
Learning environments need to remain relaxed in nature where consistent and credible feedback is provided or the learner will lose interest in the item(s) discussed.
Today’s learners prefer their instructors to provide a connection to the content and their current culture and/or lifestyle. These connections need to be through active-learning methods with less use of text and more multimedia and collaboration.
Providing a relaxed learning environment with relevant content, along with consistent feedback is what today learner desires.
Providing relevant material will assist the learner in understanding their success rate in the course. If the content is not relevant to them or active-learning techniques are not followed, they will not be motivated to continue.
Learners prefer structure, but also the ability to control their learning, which can boost their confidence and satisfaction.
A relaxed learning environment with consistent feedback and praise (rewards) make the learner feel more involved. Remember, do not over patronize their work, but provide constructive feedback they will understand.
Learners desire constant and consistent feedback, which requires reinforcement that is consistent in nature.
Keeping up with current trends to provide relevance to the learner and the content will boost their satisfaction in learner and allow them to feel rewarded when they demonstrate their skills learned.

Slide 11

I have followed the Design Thinking process I conducted my research and crafted these recommendations.

I formed my recommendations and research around following guiding questions.

How might we approach course content to make it more interactive, engaging, and effective?
How can we better engage the millennial audience?
What approaches, technologies, and rethinking can we apply to better engage the adult learner?

Slide 12

Following are some recommendations based on the research on how millennials learn and other best practices related to the modern learning principles.

Slide 13

Define objectives up front. Being open and transparent in communication will help students remain engaged throughout the process. Develop a personalized experience.

Include overview videos to introduce concepts/topics. The overview should include the primary purpose/objectives and how they fit within the scope of full subject covered in the Module/course.

Incorporate various learning styles in the lectures. Include visual, auditory, and kinesthetic (i.e., note taking, role playing, etc.) and other active learning strategies to engage students with varied learning styles. For example, current lectures could be restructured with short videos, scenario-based and role playing type activities along with some self-check. Using adaptive strategies can help institutions better connect with millennial students while keeping them engaged.

Supporting Research

4 ways your school can connect with better Millennials. (2016, July). Retrieved from http://www.higher-education-marketing.com/blog/millennial-student-recruitment

Lynch, M. (2016). Top Four Ways to Engage Millennials in Learning Environments. Retrieved from http://www.theedadvocate.org/top-four-ways-to-engage-millennials-in-learning-environments/

Pandey, A. (2016). 6 Strategies You Can Use to Design Effective eLearning For Your Millennial Workforce. Retrieved from https://www.eidesign.net/6-strategies-you-can-use-to-design-effective-elearning-for-your-millennial-workforce/

Sharma, A. (2016). Designing Learning for Millennials. 70(6), 60–65. Retrieved from https://www.td.org/magazines/td-magazine/designing-learning-for-millennials

Slide 14

Provide constant feedback to foster progress in learning. Millennials and other adult learners want to know they are improving and moving in the right direction.

They prefer to receive clear and immediate feedback after completing any activity such as practice tests, reviews, and checkpoints.

Provide immediate, detailed for both correct and incorrect answers as an instructional strategy to instill and reinforce learning.

Supporting Research

Kotz, P. E. (2016). Reaching the Millennial Generation in the Classroom. Universal Journal of Educational Research, 1163–1166. doi:10.13189

Slide 15

Create a learning environment that is more relaxed. Novotney (2010) notes “Millennials prefer a less formal learning environment that allows them to interact informally with the professor and other students.”

Supporting Research

Novotney, A. (2010). Engaging the millennial learner. Retrieved from http://www.apa.org/monitor/2010/03/undergraduates.aspx

Slide 16

Concepts are presented with a media focus (audio, video, and Test Your Knowledge interactives).

Content is chunked in small bites, using less text with more interactive activities.

Supporting Research

Pappas, C. (2015). 8 Tips to Engage and Inspire Millennials In eLearning. Retrieved from https://elearningindustry.com/8-elearning-tips-to-engage-and-inspire-millennials-in-elearning

Slide 17

Millennials prefer to work on assignments that are more creative versus the long papers (Novotney, 2010). Some example assignments include the following.

Collaborative group projects
Inclusive assignments where members of the group contribute their viewpoints help students think critically and quickly while engaging in dialogue.
Usage of learning communities—Small groups that can discuss findings and analyze practice exercises or assignments encourage hands-on

Combining micro-learning with gamification will make learning more interactive and engaging (Pandey, 2016). Real-life scenario and problem-solving in game format will provide immediate feedback, provide rewards/incentives, and build motivation.

Example: Use scenario-based media designed using consistent format to present a real-life scenario and problem-solving to engage participants.

Multimedia game-like elements can be utilized (Sharma, 2016) to engage the participants. When game-like features are combined with relevant scenarios and challenges that individuals typically face on the job, it serves as an effective strategy to boost performance.

Supporting Research

Novotney, A. (2010). Engaging the millennial learner. Retrieved from http://www.apa.org/monitor/2010/03/undergraduates.aspx

Pandey, A. (2016). 6 Strategies You Can Use to Design Effective eLearning For Your Millennial Workforce. Retrieved from https://www.eidesign.net/6-strategies-you-can-use-to-design-effective-elearning-for-your-millennial-workforce/

Sharma, A. (2016). Designing Learning for Millennials. 70(6), 60–65. Retrieved from TD: https://www.td.org/magazines/td-magazine/designing-learning-for-millennials

Slide 18

In summary, there are several design and technology recommendations to make courses more engaging for the millennial learners.

Price (2009) noted five Rs for engaging millennials: 1) Relevance, 2) Rationale, 3) Relaxed, 4) Rapport, and 5) Research-based

methods.

Relevance—Course content has to be relevant to current culture. Instructors can use real-life examples that mirror millennials’ experiences. For example, ask your students, “What would you do…?”–type scenario-based questions.

Chunked concepts with clear objectives: This design strategy breaks down information into bite-sized pieces so students can digest new information more easily. Define objectives up front.
Personalized learning platform: A personalized learning platform could be utilized for the test preparation/practice.

Rationale—Instructors can justify or provide rationale behind the ideas, policies, and regulations in the learning environment to the learner.

Concept overview videos – Include overview videos to introduce concepts/topics. An overview should include the primary purpose/objectives and how they fit within the scope of full subject covered in the Module/course.

Relaxed—Millennials prefer a warm, empathetic atmosphere. They think “No wrong answers.” Instructors can conduct laid-back learning sessions (less formal) to engage them.

Virtual water cooler: This concept is an on online, collaborative, virtual tool for students to chat and engage with peers outside of the training environment.

Rapport—Millennials look for better one-on-one relationships with professors. Instructors can demonstrate personal interest into their achievements.

Checkpoints with immediate feedback – Planned, informal checkpoints in the Module provide students with the opportunity to self-check and manage their learning. Immediate detailed feedback can be utilized to reinforce previous learning and provides opportunities to acquire new information.

Research-based methods—Instructors can consider incorporating active learning methods (not a traditional lecture-only format) into their teaching.

Multimedia – Concepts are presented with a media focus (audio, video, and Test Your Knowledge interactives).
Gamification: Real-life scenario and problem-solving in game format will provide immediate feedback, rewards/incentives, and build motivation.
Restructuring lectures: Incorporate various learning styles in the lectures. Include visual, auditory, and kinesthetic (i.e., note taking, role playing, etc.) and other active learning strategies to engage students with varied learning styles.
Creative and collaborative assignments: Incorporate collaborative groups projects and small group assignments rather than long papers.

In reference to the ARCS model (Keller, 2009), the following recommendations are listed.

Attention:

Active participation techniques

Multimedia

Relevance

Create content relevant to learner in reference to experience, present worth, and variety.

Provide clear objectives

Confidence

Help students understand their likelihood for success

Provide constant feedback

Satisfaction

Make learning rewarding and demonstrate usefulness of the skills learned.

Slide 19

References

Generational Breakdown: Info About All of the Generations. (2018). Retrieved from The Center for Generational Kinetics: https://genhq.com/faq-info-about-generations/

Online Collaborative Learning Theory. (2017). Retrieved from Learning Theories: https://www.learning-theories.com/online-collaborative-learning-theory-harasim.html

4 ways your school can connect with better Millennials. (2016, July). Retrieved from http://www.higher-education-marketing.com/blog/millennial-student-recruitment

Fry, R., Ruth, I., & Patten, E. (2018). How Millennials today compare with their grandparents 50 years ago. Retrieved from Pew Research Center: http://www.pewresearch.org/fact-tank/2018/03/16/how-millennials-compare-with-their-grandparents/

Adtalem Global Education. (2018). About Adtalem. Retrieved from https://www.adtalem.com/about-us.html

Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.

Kotz, P. E. (2016). Reaching the Millennial Generation in the Classroom. Universal Journal of Educational Research, 1163–1166. doi:10.13189

IDEO. (2018). Design Thinking. Retrieved from https://www.ideou.com/pages/design-thinking

Lynch, M. (2016). Top Four Ways to Engage Millennials in Learning Environments. Retrieved from http://www.theedadvocate.org/top-four-ways-to-engage-millennials-in-learning-environments/

Novotney, A. (2010). Engaging the millennial learner. Retrieved from http://www.apa.org/monitor/2010/03/undergraduates.aspx

Pandey, A. (2016). 6 Strategies You Can Use to Design Effective eLearning For Your Millennial Workforce. Retrieved from https://www.eidesign.net/6-strategies-you-can-use-to-design-effective-elearning-for-your-millennial-workforce

Pappas, C. (2015). 8 Tips to Engage and Inspire Millennials In eLearning. Retrieved from https://elearningindustry.com/8-elearning-tips-to-engage-and-inspire-millennials-in-elearning

Price, C. (2009). Why Don’t My Students Think I’m Groovy? The Teaching Professor, 23 (1), 7. Retrieved from http://www.drtomlifvendahl.com/Millennial%20Characturistics.pdf

Rocketfuel Productions Inc. (n.d.). The Accounted [Video Game]. Retrieved from https://www.trajectoryiq.com/project/the-accounted/

Sharma, A. (2016). Designing Learning for Millennials. 70(6), 60–65. Retrieved from TD: https://www.td.org/magazines/td-magazine/designing-learning-for-millennials

Sterbenz, C. (2015, 12 5). Here’s who comes after Generation Z — and they’ll be the most transformative age group ever. Retrieved from Business Insider: https://www.businessinsider.com/generation-alpha-2014-7-2.

Accessibility Transcript

Content/Media Item	What is Needed	Tips for Success
Textual Content (e.g. Text on the course page, not contained within an image, video, or interactive)	Use the formatting bar within the text editor to format text appropriately.	Headers help a screen reader navigate a document efficiently. Use headers to chunk out content sections versus bold/italics. H1 H2 H3 H4 Bold Paragraph Text Emphasis Use bold or italics for text emphasis. “Underlined text” should never be used – Underlined text is for hyperlinks only. Do not highlight text. Color Contrast Issue: Colors should not be used to convey meaning or importance. Strikethrough text should be avoided.
Hyperlinks (e.g. Weblinks)	Hyperlink the appropriate descriptive text that describes the link.	Be descriptive in the link. No ““Click here” to access Purdue’s website.” types of links – Instead “Access the website of Purdue University”. would be appropriate. Do not highlight text. Colors should not be used to convey meaning or importance.
Documents (e.g. Office Documents and Adobe PDF)	Styled Headers and Text Text Alternatives for Images	Headers help a screen reader navigate a document efficiently. Use headers to chunk out content sections versus bold/italics. H1 H2 H3 H4 Bold Paragraph Use the Styling Bar in Microsoft Word for formatting and headers. Text Emphasis Use bold or italics for text emphasis. “Underlined text” should never be used – Underlined text is for hyperlinks only. Do not highlight text. Color Contrast Issue: Colors should not be used to convey meaning or importance. Strikethrough text should be avoided. Provide Alternative Text/Image Description(s) for images. Run the Microsoft Word Accessibility Checker for Office Documents, or Adobe Acrobat Accessibility Checker for PDF files.
Decorative Still Images (e.g. Stock Images)	Text Alternatives for Images (i.e. Alt-tag)	Utilize the “decorative” option in lieu of Alt Text (available in MS Word and LMS text editors); or Provide an alt-tag describing the image of 128-characters or less. Note: Image Descriptions should be used for long/detailed descriptions.
Non-Decorative Still Images and Illustrations (e.g. Image of a Communication Theory – Illustration of the Business Process)	Text Alternative must be supplied. (i.e. Image Description)	Image Descriptions should be used for long/detailed descriptions. Be descriptive of the content within the image, yet concise. Avoid redundancy – Content/text within the image should not be repeated on the actual lesson page (unless within the Image Description). When composing an image description, keep in mind: “What do I see that a visual impaired user would not be able to see without a detailed description?” Does this include Titles, Lists, Text, Arrows, Boxes, etc.? NOTE: An image description is not needed if the image is described above/below the media within the section page, accompanied by an alt-tag; however, WCAG and recommends always providing a text alternative (image description) instead of this method.
Framed Media (Interactives/iframe)	Text Alternatives must be supplied (i.e. Transcript, as well as Closed Captions for Video)	Compose a word-for-word transcript to be used in the course. NOTE: While a screen reader is supposed to read all content within an iframe, it realistically does not. Based on this condition, a text alternative is required.
Third-Party Videos/Pre-recorded Media (e.g. YouTube/embedding through iframe)	Text Alternatives must be supplied (i.e. Closed Captions and Transcript) NOTE: WCAG 2.1 requires embedded/framed video to have Closed Captions AND a Transcript.	Research the website and media for an affixed transcript. Compose a word-for-word transcript to be used in the course.
University-hosted Videos/Pre-recorded Media (e.g. Blackboard Host)	Text Alternatives must be supplied (i.e. Closed Captions and Transcript) NOTE: The current Blackboard Host player supports Closed Captioning and Transcripts and must display both to be WCAG 2.1 Compliant.	Compose a word-for-word transcript (“manual transcript”) to be used in the course if the video will not be sent for transcription. If a manual transcript is used instead of the university transcription service, the video player must also have Closed Captions to be compliant.

Content/Media Item

What is Needed

Tips for Success

Textual Content

(e.g. Text on the course page, not contained within an image, video, or interactive)

Use the formatting bar within the text editor to format text appropriately.

Headers help a screen reader navigate a document efficiently. Use headers to chunk out content sections versus bold/italics.
- H1
- H2
- H3
- H4
- Bold
- Paragraph
Text Emphasis
- Use bold or italics for text emphasis.
- “Underlined text” should never be used – Underlined text is for hyperlinks only.
- Do not highlight text. Color Contrast Issue: Colors should not be used to convey meaning or importance.
- Strikethrough text should be avoided.

Hyperlinks

(e.g. Weblinks)

Hyperlink the appropriate descriptive text that describes the link.

Be descriptive in the link.
No ““Click here” to access Purdue’s website.” types of links – Instead “Access the website of Purdue University”. would be appropriate.
Do not highlight text. Colors should not be used to convey meaning or importance.

Documents

(e.g. Office Documents and Adobe PDF)

Styled Headers and Text
Text Alternatives for Images

Headers help a screen reader navigate a document efficiently. Use headers to chunk out content sections versus bold/italics.
- H1
- H2
- H3
- H4
- Bold
- Paragraph
Use the Styling Bar in Microsoft Word for formatting and headers.
Text Emphasis
- Use bold or italics for text emphasis.
- “Underlined text” should never be used – Underlined text is for hyperlinks only.
- Do not highlight text. Color Contrast Issue: Colors should not be used to convey meaning or importance.
- Strikethrough text should be avoided.
- Provide Alternative Text/Image Description(s) for images.
- Run the Microsoft Word Accessibility Checker for Office Documents, or Adobe Acrobat Accessibility Checker for PDF files.

Decorative Still Images

(e.g. Stock Images)

Text Alternatives for Images

(i.e. Alt-tag)

Utilize the “decorative” option in lieu of Alt Text (available in MS Word and LMS text editors); or
Provide an alt-tag describing the image of 128-characters or less.
Note: Image Descriptions should be used for long/detailed descriptions.

Non-Decorative Still Images and Illustrations

(e.g. Image of a Communication Theory – Illustration of the Business Process)

Text Alternative must be supplied.

(i.e. Image Description)

Image Descriptions should be used for long/detailed descriptions.
Be descriptive of the content within the image, yet concise.
Avoid redundancy – Content/text within the image should not be repeated on the actual lesson page (unless within the Image Description).
When composing an image description, keep in mind: “What do I see that a visual impaired user would not be able to see without a detailed description?” Does this include Titles, Lists, Text, Arrows, Boxes, etc.?

NOTE: An image description is not needed if the image is described above/below the media within the section page, accompanied by an alt-tag; however, WCAG and recommends always providing a text alternative (image description) instead of this method.

Framed Media

(Interactives/iframe)

Text Alternatives must be supplied

(i.e. Transcript, as well as Closed Captions for Video)

Compose a word-for-word transcript to be used in the course.

NOTE: While a screen reader is supposed to read all content within an iframe, it realistically does not. Based on this condition, a text alternative is required.

Third-Party Videos/Pre-recorded Media

(e.g. YouTube/embedding through iframe)

Text Alternatives must be supplied

(i.e. Closed Captions and Transcript)

NOTE: WCAG 2.1 requires embedded/framed video to have Closed Captions AND a Transcript.

Research the website and media for an affixed transcript.
Compose a word-for-word transcript to be used in the course.

University-hosted Videos/Pre-recorded Media

(e.g. Blackboard Host)

Text Alternatives must be supplied

(i.e. Closed Captions and Transcript)

NOTE: The current Blackboard Host player supports Closed Captioning and Transcripts and must display both to be WCAG 2.1 Compliant.

Compose a word-for-word transcript (“manual transcript”) to be used in the course if the video will not be sent for transcription.
If a manual transcript is used instead of the university transcription service, the video player must also have Closed Captions to be compliant.

HTML Builds Transcript

Main Index
Course Index
Assignment Index
Practicum Index
Alex First Design Page
Alex First Home Page
Alex First CSS Page

Website A Transcript

Screenshots of Website A and the associated accessibility report, yielding the website to be accessible.

Website B Transcript

Screenshots of Website B and the associated accessibility report, yielding the website to be inaccessible.

Permissions Process Transcript

Review TOU: Review the Terms of Use (TOU) or Terms & Conditions page for licensing. Determine if content is for non-commercial use only or if it can be used by for-profit organizations. Locate phrases that might restrict use – or a specific section regarding Copyright
- “Personal use”
- “Non-Commercial Use”/”Non-Commercial Use Restricted”
- “Reproduction Prohibited”
- “You may not modify, distribute, embed….”
- “You may not……..without permission (“consent”) from {COMPANY]”
- “Archive/retain content of the website”
Research Company: If a TOU is not available, research the “about” section of a site or review the footer for copyright statements or restrictions.
- Example TOU: https://policies.google.com/terms?hl=en&fg=1
- Aside from analyzing the TOU and determining appropriate use of content, the reviewer should consider the ethics regarding the use, content, as well as the source. Example – Perhaps a slideshare item or pinterest item was found:
  - Does the image have copyright?
  - Does the image look like it “belongs” there?
  - Does the image have a source? Is the source “reliable”?
  - What did a reverse image search yield? Who owns the image? What are their usage terms?
Locate Contact Information: If there is a permissions need/copyright/terms of use restriction, locate contact information on website. This is usually on the contact page or on Terms of Use page; however, contact information page locations may vary from site-to-site.
Request Permission: Reach out for permission.
Keep In Touch: If additional information is requested from the company – provide it as necessary (e.g., company requests for program-/course-specific information). The permissions response time is variable, but on average, not in quick timing.
Review Licensing: When approval is provided, review the response and/or licensing terms for any special information.

Copyright Basics Transcript

Rights of a Copyright Owner

Create derivative works
Display (publicly) the work
Distribute the work
Perform (publicly) the work
Reproduce the work

Works Protected

Architectural works
Dramatic works
Literary works
Motion pictures and audiovisual works
Musical works
Pictorial, graphic and sculptural works
Sound recordings

Works Not Protected

Ideas
Listings of ingredients or contents (including list of websites)
Titles, names, slogans (may be protected by trademark)

Exceptions

Created by U.S. Government employee in scope of employment without restriction on use
Fair Use
Ideas, facts, theories
In public domain
No use of person’s image or voice
TEACH ACT

Fair Use Factors Transcript

Purpose and Character of Use: Includes consideration of whether use is of a commercial nature or for nonprofit educational purposes. Also considers whether the use is “transformative”. A commercial use or user is not presumptive that the use is unfair, but the analysis can be complex.
Nature of Work Used: Is the work factual or creative? Is it published? Use of an original, published, factual work lends itself to a finding of fair use.
Amount and Substance of Portion Used: Use only as much of the original work as necessary and not the “heart” of the original work.
Impact on Market for and Value of the Work Used: Does the intended use impact the value of the original work or create market harm for demand for the original work?

Creative Commons Transcript

Attribution

CC BY – This license lets others distribute, remix, adapt, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.

Attribution-ShareAlike

CC BY-SA – This license lets others remix, adapt, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open-source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects.

Attribution-NoDerivs

CC BY-ND – This license lets others reuse the work for any purpose, including commercially; however, it cannot be shared with others in adapted form, and credit must be provided to you.

Attribution-NonCommercial

CC BY-NC – This license lets others remix, adapt, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.

Attribution-NonCommercial-ShareAlike

CC BY-NC-SA – This license lets others remix, adapt, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms.

Attribution-NonCommercial-NoDerivs

CC BY-NC-ND – This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially.

Photography Transcript

How It Began

This small hobby began as a child, given my grandfather loved to take photos with his 35 mm camera. The inquisitive mind of a child latched onto that thought.

Evolution Of A Hobby

As I aged, and small digital cameras became more affordable, I began practicing playing with cameras – framing subjects or environments.

After finishing high school, my photography curiosity evolved into a hobby, where I began to document/take photos of my hometown and places I began to visit.

Continued Experimentation and Research

Throughout college, I practiced more with cameras, experimenting with the different settings beyond Auto to discover the how these affected the composition beyond what the camera thought was best.

This experimentation; however, required research on my behalf to research online resources – reading countless blogs, books, and watching videos.

My First Big Boy Camera

Near the end of my graduate school journey, I decided to “go big” and purchase my first DSLR. Upon taking my first photos – I was hooked.

I finally got to experiment in full with setting the camera with manual options. Over the years, I continued to experiment with these settings and began to master the art of exposure and composition within still images.

I have spent countless hours capturing many moments to continually practice my craft.

Where I Am Now

Now, several cameras later, thousands of photos taken, and an evolving handful of wonderful customers who have purchased portraits – I consider myself a Professional Photographer.

I’ve had the pleasure of capturing several weddings, family events, and senior portraits.
My wanderlust has fueled me to travel to many places and capture those moments – some of my favorite destinations captured have been in the Indiana Dunes National Park, Michigan’s Upper Peninsula, California and the Pacific Coast Highway, as well as various destinations on the east coast.
Landscape photography is my absolute favorite to do. I enjoy framing the beauty of the world to share it with others.
In the end – this is still a hobby – that I absolutely love.
I look forward to it for years to come as I continue to hone my photography skills.

Mobile Website Transcript

Mobile Accordion
Mobile Form
Mobile Drawing Board

Javascript Transcript

Main Page
The Machine Stops
Javascript Button
Script Popup
Resources

Flash Module Transcript

Cell Cycle & Mitosis Tutorial
DNA Basics
The Cell Cycle
Stages of the Cell Cycle
Mitosis Stages
Information on Mitosis
Mitosis Drag and Drop Activity

Sunrise University Website Transcript

Site Home Page
Site Menu Spry
English Page
Art Page
Site Disclaimer

Instructional Design Website Transcript

Training Home Page
Training Introduction
Training Purpose
Training Step
Training Video
Training Disclaimer

How It All Comes Together Transcript

I’m a thinker

Analytical – Researcher

It’s evident I can research information – From even before I knew I’d be doing it as a profession. Aside from researching things – I’m one who loves to ask questions and think analytically. I yearn to learn new things, given proper time, resourcing, and interest.

I can do design

I like to make things look “pretty”.

I wanted to be able to provide pure evidence, beyond my other portfolio samples, to demonstrate how I’m able to research and determine solutions to enhance experiences or processes (i.e. Transform online learning experiences into something engaging and eye-catching).

I design with engagement

Who doesn’t love things to click on? View eye-catching interaction?

This very website being viewed now is a seedling/derivative of that original portfolio. Only, better – with more information and engagement. So much better than just “text on a page” – right?

I know tech

Knowledgeable of technical processes and programming languages.

This website is all in WordPress, if that hasn’t already been figured out. From the ground up with a manual install. It was pretty fun to learn – and experiment with until I found the right groove, template, and plugins to make this a stellar portfolio.

Did you see my note about my self-hosted Moodle?

I know my audience

Knowing target audiences is important.

Think as a Student? Check.
Think as Faculty? Check.
Think as a Designer? Check.
Think as a Subject-Matter Expert? Check.
Think as a Human? Check.

I strive to know all my audiences well.

Handled with care

Comments go a long way – They keep me going.

My full effort is given to my projects, as I care about the outcomes of my products. Nothing warms my heart more to hear a client overjoyed by a stellar project.

What Did It Look Like? Transcript

Old Home Page
Old Biography Box
Old About Page
Old Experience Page
Old Experience Page Extended
Old Professional Page
Old Professional Course Page
Old ID Page
Old Projects Page
Old Taskstream Page
Old Writing Page

Individual Scores and Commentary Transcript

Blog Project – Development of Instructional Materials (PDF)

“Excellent collection of resources presented both those collected from other sources as well as the author’s own work. Very effective”
“Well done very well organized and effective use of the LiveBinder tool to present an array of helpful resources and links on a wide variety of subjects”

Website Project – Educational Applications of Hypermedia and Interactive Multimedia (PDF)

“Very comprehensive site – above and beyond the norm for the assignment”
“Good methods used to teach procedural skills that can be complex”
“Uses a wide variety of media and interactive elements very effectively”
“This is a very comprehensive site and designed at an appropriate level for use with real participants”

Instructional Design Project – Instructional Design and Communication (PDF)

“Excellent project. You have met and exceeded the program’s requirements for this module!!!”

Distance Learning Project – Foundations of Distance Learning (PDF)

“This is a very complete course with a lot of great information and innovative ideas for students learning a very hands on topic. Well done!”
“Highly detailed and complete course with many lessons and appropriate level of resources”
“Well organized course that takes advantage of the online medium in a variety of innovative ways”

Technology Issues Project – Human Issues in Technology (PDF)

“Alex has created a highly detailed and complete plan worthy of proposing to corporate officials. He has put a great deal of thought and effort into this plan, providing a large amount of detail as well as high levels of consideration for multiple types of individuals.”
“Adaptation charts recognize the needs of many different types of learners and abilities”
“Very clear and complete AUP”
Clear understanding demonstrated of the needs of a wide range of learners”
“Very clearly articulated and complete plans”
“Very complete and well detailed budget”
“Demonstrates an ability to meet the needs of adult learners with innovative and thoughtful planning and research”

Leadership Planning Project – Instructional Technology Leadership (PDF)

“Alex has been able to articulate strong visions and understanding of leadership in instructional technology throughout the semester.”
“Clear understanding of the use of technology and its impact on learning and professional development displayed”
“Showed a clear understanding of adult learning theory and professional development throughout the course”

Technology Vision Project – Instructional Technology Leadership (PDF)

“Alex has demonstrated the ability to work well with the literature in the field of instructional technology in articulating a strong, focused vision for implementing technology in the corporate environment”
“Discusses the literature on teaching and learning in planning for corporate environments with a high degree of competence”
“Engages in group process readily and uses findings and knowledge to make recommendations and changes as needed”

Leadership Disposition – Instructional Technology Leadership (PDF)

“Alex is an excellent student who is conscientious, diligent, and always willing to take the extra steps necessary to provide a fantastic finished product. He cares about the quality of his work, asks questions when needed, and is also an excellent team member and leader.”

Subject Matter Transcript

Childhood Dream

Wait – You’re in Education – where does hospitality and everything else come in? Fun Fact – As a child, I wanted to be a teacher. As I aged, that dream of teaching slowed in progress through my own self-exploration of life and college courses. Interestingly; however, it circled back around serendipitously.

Hospitality Discipline

I worked in restaurants through high school and my first couple years of college and enjoyed the career. Being a “foodie” this was right up my alley. I chose to pursue expertise in the Hospitality Industry given my love and experience within it. Through my years of experience in restaurants, I realized I wanted to go beyond entry-level positions and move into management/corporate-level jobs – which spurred my decision for Graduate School.

Communication Discipline

Upon entering graduate school, I began coursework for the Communication program after recommendations from professors and classmates. I knew the Communication program was a great fit because it began to help me understand the “why” of certain theories and processes within a training program. The Communication discipline helped me think quantitatively and outside the box.

Education Discipline

During my graduate studies, I met several professors and students from the Instructional Design program. Many of them saw a spark within me before I did – They recommended to apply for the Instructional Design (ID) program. It turned out to be a great fit. By the end of my graduate studies, I discovered the correlation between the two disciplines and how I could merge the two together. The education (ID) discipline provided me with “how” things could be done based on specific theories or processes within training. In fact, once I found that correlation, I was able to combine all three of my disciplines together and work on course projects that later became an awesome portfolio.

Professional Photography

I’ve been told I take some pretty good pictures. Determine for yourself! I’m sure you’ll see links/prototypes of my photography somewhere on this site.

Photography serves as one of my creative outlets outside of my education/training/process-based brain. I enjoy capturing these moments and have many happy clients and photo samples worldwide.

Practicum Evaluations Transcript

Practicum Project Evaluation (PDF)

“Alex has continually availed himself to his fellow students throughout his program, including the practicum. He was willing to help others think through their ideas, and accessed outside opinions from many sources on his own work as well.”
“Not a research-based project; however, Alex found opportunities to learn a great deal in order to make his project that much more effective and complete for his client”
“Collaborated on many levels in order to ensure that the project was complete, including multiple rounds for testing with several constituent groups”
“Use evaluation findings in productive ways to improve the product”

Practicum Presentation Evaluation (PDF)

“Extensive and high-quality overall product. Impressive amount of resources produced, and at a professional level of quality.”

Practicum Supervisor Evaluation (PDF)

“Alex has done an outstanding job and has gone above and beyond initial expectations.”

Research Interests Image Description

Accessibility Compliance (Document and Web)
Adaptive Learning
ADDIE Model
Bloom’s Taxonomy
Cloud Management Systems
Content Usage
Consulting
Copyright
Design Thinking
E-Learning
Fair Use
Instructional Design (Best Use, Practices, Guidelines)
Instructional Materials (Handouts, Video, Audio)
Instructional Technology, Learning Management Systems (Course Design and Administration)
Permissions
Process Development and Analysis
Project Management
Quality Matters
Training Design and Facilitation
WCAG
Website Management

Schlaak Family Genealogy Transcript

Schlaak Family Graves

As well as a few family photos…
Created by Alex B. Criswell
Pictures taken by or given to Alex B. Criswell
My Mother, Elaine K. Criswell(Schlaak)
Married my father, Barry A. Criswell, June 17th, 1978.
Two Children:
Sara Beth Criswell
Myself, Alex B. Criswell
Parents:
Roger Albert Schlaak
Leona Mildred Heisman
Born and raised in Michigan City, Indiana
Ancestry Side:
Irish
German
Scot
English

Pictured:
Myself and my mother
My Maternal Grandparents
My Mother, & Her Family
Family Photo
Schlaak Family
Roger and Leona Schlaak

Future resting place (of course…not for a while though!)
Immanuel Congregation Church
Albert & Clara (Schendel) Schlaak
Albert Schlaak’s Draft Registration
Albert & Clara Schlaak (Schendel)
Schlaak Family Home
Charles/ “Chas.” Schlaak
Charles “Carl” Schlaak
Rosalie Statchel(Schlaak)
Emil Schendel
Emil Schendel & Family
Emil & Henrietta Schendel (Luther)
John(Johann) Luther
Caroline(Caroleine) Luther(Gaib)
‘Rudy’ Heisman
Rudolph(Rudy) Heisman
Rudolph & Laura Heisman(Dorsey)
Laura Baker(form. Heisman)(Dorsey)
Henry(Henrich) & Hulda(Rehbein) Heisman
Henry & Hulda Heisman
Henry Heisman cir. 1950
Henry & Hulda Heisman
Hulda Heisman cir. 1950
Heisman Family
Heisman Family Home
Miss Michigan City
Henry Heisman
Charles & Justina Rehbein
Henry Dorsey
Mildred Dorsey-Harris (Corey)
Henry & Mildred (Corey) Dorsey
John Dorsey
John Dorsey
Elizabeth Dorsey (Coggshall)
John & Elizabeth Dorsey
Elizabeth (Coggshall) Dorsey
Dorsey Family Home “Elizabeth House”
Elizabeth House & Lake Michigan
Dorsey Family Portraits
Dorsey Family C. 1888
Coggshall Family
William Coggshall
Margaret (Fisher) Coggshall
Dorsey Rock
Schlaak Plot
Coggeshall Plot & Family Book
Copyright
Alex B. Criswell
©2010

Criswell Family Genealogy Transcript

Criswell Family Graves

As well as a few family photos…
Created by Alex B. Criswell
Pictures taken by or given to Alex B. Criswell

My Father, Barry A. Criswell
My Paternal Grandparents
My father, and his family
Family Photo
Criswell Family
Thomas & Elizabeth Criswell
William & Amanda Criswell
William Criswell Family Photo
Michael & Catherine (Bogle) Criswell
James & Lydia Criswell
James S. Criswell
Lydia (Kyler) Criswell
Lydia (Kyler) Criswell
Criswell Grave
1870 Census Image: J.S. Criswell
1846 Bible of James S. Criswell
James S. Criswell Bible
Criswell Family Graves
Lydia Kyler Wardrobe
Lydia Arbra Criswell
Asa & Margaret Luse
Criswell & Luse
James S. Criswell Offspring
John(Phillip) & Maria Margaret (Catherine) Schneider
Howard Weisflog
Howard Weisflog Draft Registration
Martha Weisflog-Humphrey
Emiel Weisflog
Henrietta (Stump) Weisflog
Roy Weisflog
Herman Weisflog
Amelia Weisflog
“Eliza” Stump
William Timm
Frieda (Knaack) Timm
Frederick Timm
Christine Timm(Krauz)
Frederick Knaack
Wilhelmina Knaack
Sitka Baptist Church
Family Names
Copyright
Alex B. Criswell
©2009

Alex B. Criswell Genealogy Transcript

Alex B. Criswell

Genealogy
A small script…

Alex
Barry and Elaine Criswell
Wedding Photo
My Family
Criswell Family
Schlaak Family

How It all began…
It was the year 2001. I was instructed in my English Class to write a paper on the “History of Michigan City.” I consulted my all of my grandparents and received most of my beginning genealogy information from my maternal grandmother, Leona Schlaak (Heisman). I found out that my ancestors helped shape Michigan City, Indiana, to what it is today. This intrigued me, and I yearned to know more information about my family. I was not at all interested into history or genealogy until this time. From then on, I began doing research on my family roots. I began by asking names and dates of direct descendant individuals. I began my research at the Michigan City Public Library, and from there it formed into a storm. From information from person to person, obituary to obituary, book to book, and city to city, I formed my report to what it is today. Thank you to all who contributed in making my report a success and masterpiece.- Alex B. Criswell

History…
Indiana Boundary
My location…
Michigan City
Greenwood Cemetery

Family Pedigree Chart Image Description

Alex Bernard Criswell

Barry Allen Criswell

Richard Rudolph Criswell
- Thomas Hickman Criswell
  - William Criswell
  - Amanda Luse
- Elizabeth Schneider
  - John Philip Schneider
  - Margaret Maria Hirstain
Nancy Anne Weisflog
- Howard Oliver Weisflog
  - Emiel Gustave Weisflog
  - Henrietta E. Stump
- Martha Caroline Timm
  - William Frederick Timm
  - Freida Knaack

Elaine Kay Schlaak

Roger Albert Schlaak
- Albert Arnold Schlaak
  - Charles Schlaak
  - Rosalie Statchel
- Clara Hedwig Schendel
  - Emil Frederick Schendel
  - Henriette Luther
Leona Mildred Heisman
- Rudolph Robert Freidrich Heisman
  - Henrich Heisman
  - Hulda Rehbein
- Laura Dayton Dorsey
  - Henry William Dorsey
  - Mildred C. Corey

Education Flipcards Transcript

Undergraduate Education

B.S., A.A.S., A.A.S, Certificate

My undergraduate education includes a Bachelor of Science degree in Hospitality & Tourism Management, two Associate of Applied Science degrees in Hospitality and Business Administration, and a Technical Certificate in Management.

Graduate Education

M.A. & M.S. Ed.

My graduate studies include Communication (M.A.) with a focus on Organizational Communication and Training, as well as Education (M.S. Ed.), with a specialization in Instructional Design and Technology.

Quick Summary Transcript

Instructional Design and Technology

Broad experience within higher education and corporate business as an Instructional Designer and Technologist.

Consulting and Project Management

Years of experience with consulting stakeholders, faculty members and academic teams on best academic and design practices on associated projects.

Training Facilitation and User Experience

Skilled with the design and facilitation of curriculum and training materials in multiple modalities with the user experience in mind.

Overview

Professional Vision

Research Topics

At A Glance

Areas of Expertise

Competencies, Interests, Skills & Technologies

Comprehensive Fieldwork Experience

Formal & Professional Education

Achievements

Professional Development

Experiential Learning & Community Service

Conferences & Instructional Experience

Certifications & Licenses

Professional Membership & Academic Societies

Online Testimonials

Letters of Recommendation

Portfolio Publications

Printable Version

Experience Navigation