Design and Development (7)

  • Design and Development

    This competency domain is essential at various degrees for all instructional designers and managers of instructional design projects. The goal for the instructional designer is to maintain competency in the fundamental activities and thinking in design and development and expand the use of these practices as new technologies and methodologies emerge. Learners will be expected to showcase mastery in six competency areas: Instructional Design and Development Process Systematic Design Design Instructional Interventions Select or Modify Existing Instructional Materials Develop Instructional Materials Design Learning Assessment

  • Design Learning Assessment

    Design learning assessment

  • Design Instructional Interventions

    Design Instructional Interventions

  • Systematic Design

    SYSTEMATIC APPROACH TO DESIGN

  • Instructional Design and Development Process

    Use of instructional design and development process appropriate for a given project

  • Select or modify existing instructional materials

    Select or modify existing instructional materials

  • Develop Instructional Materials

    Develop instructional materials

Evaluation and Implementation (3)

  • Evaluation and Implementation

    This competency domain recognizes the importance of evaluation in instructional design. Without some sort of evaluation, the instructional designer does not know whether or not the proposed intervention meets its objectives and is successful. Such information can then be used to determine the appropriate revisions need in instructional design plans and materials. Finally, through the evaluation work, the instructional designer can become more aware of any issues that need to be addressed with the implementation, dissemination, and diffusion of the interventions. Learners will be expected to showcase mastery in two competency areas: Evaluate instructional and non-instructional interventions. Design a plan for dissemination and diffusion of instructional and/or non-instructional interventions.

  • Design a plan for Dissemination and Diffusion of Instructional and/or Non-Instructional Interventions

    Design a plan for Dissemination and Diffusion of Instructional and/or Non-Instructional Interventions

  • Evaluate Instructional and Noninstructional Interventions

    Evaluate Instructional and Noninstructional Interventions

Planning and Analysis (5)

  • Planning and Analysis

    This competency domain represent critical components in the ID process. It is in this phase that the foundational data for the project is collected during a needs assessment, the general design of the program is determined, content is validated and organized, learners and learning and practice environments are analyzed, and technology use is determined. Learners will be expected to showcase mastery in four competency areas: Conduct a gap analysis in order to describe the nature of a learning or performance problem and propose a potential instructional and/or non-instructional solutions and strategies Identify and describe target population and environmental characteristics Select and use analysis techniques for determining instructional content Analyze the characteristics of existing and emerging technologies and their potential use

  • Gap Analysis

    Conducting a gap analysis

  • Target Population and Environment

    Identify and describe target population and environmental characteristics

  • Analyze Technologies

    Analyze the characteristics of existing and emerging technologies and their potential use

  • Analysis Techniques for Instruction

    Select and use analysis techniques for determining instructional content

Professional Foundations in LDT (5)

  • Professional Foundations in LDT

    This competency domain is an explicit recognition of the current professional status of the instructional design field. As with any profession, this status has associated obligations and expectations. These obligations and expectations range from clear and coherent communication skills to responsibility for advancing the profession and advancing within the profession. Learners will be expected to showcase mastery in four competency areas: Effective communications . Application of research and theory. Updating and improving personal competence. Responding to ethical, legal, and political implications of design.

  • ID Knowledge, Skills, and Attitudes

    Update and improve knowledge, skills, and attitudes pertaining to the instructional design process and related fields.

  • Ethical, Legal, and Political Implications of Design

    Identify and respond to ethical, legal, and political implications of design in the workplace

  • Applying ID Research & Theory

    Applying research and theory to the discipline of instructional design

  • ID Professional Communicator

    Communication as a skillset is absolutely vital and essential for an ID in the field. Communication occurs at every phase of the design process from initial needs assessment, development, and all the way to implementation. Instructional designers are tasked with many different roles and responsibilities which require a high level of oral, written, and visual communication skills.

Technology Badges (10)

  • LDT Online: Padlet

    Padlet is a digital pinboard that allows to you create a "wall" where you can easily collaborate with others and share discussions, ideas, documents, videos, and web links, as well as post notices and collect feedback.​

  • LDT Online: TouchMath

    TouchMath is an empirically validated, multisensory math program designed to help teachers meet state standards and teach math to a variety of learners.

  • LDT Online: Storyline 2 - Basic

    Articulate Storyline 2 is a standalone interactive course building platform. Build highly interactive online and mobile courses—including simulations, screen recordings, drag-and-drop interactions, quizzes, and much more.

  • LDT Online: Edublogs

    Edublogs is a web blogging tool that allows you to create your own digital blog and personal website for various purposes. You can insert images, texts, videos, and links on your page and then publish it. You can also share ideas/information and interact with others by using comments.

  • LDT Online: Weebly

    Weebly is a user-friendly tool that allows you to create your own website, blog and/or online store. You can drag and drop images and text onto your page and then publish it. You can also create, manage and edit your website with iPhone, iPad and Android applications. ​

  • LDT Online: PowToon

    PowToon is a tool that allows people with no design or animation experience to create engaging animated presentations and explainer videos. These videos can then be shared to any number of social media websites (e.g., Facebook and Twitter) or exported to YouTube (depending on the plan purchased). ​

  • LDT Online: Audacity

    Audacity is an open source software program that is used to record, edit, convert, and listen to digital audio files.

  • LDT Online: Camtasia

    Camtasia is a video editing software that gives you the ability to create and edit videos and then publish them toYouTube, Facebook, and other similar services. Camtasia is available for both Macs and PC. ​

  • LDT Online: Mindmeister

    Mindmeister allows you to brainstorm and collaboratively create mind maps. It provides a visual communication platform that allows you to visualize your thinking. The map can highlight how items/concepts are related and linked, as well as include pictures, links, audio clips, videos, etc.

  • LDT Online: Basic Course Tools

    This badge focuses on demonstrating skills and competence with various digital tools that will be used throughout school assignments and beyond. These are tools that will allow you to demonstrate your work, collaborate with peers, reflectively review and discuss your work, and means to store your work. NOTE: In many cases, you may already have extensive experience with one or more of these digital tools. If those tools are working well for you and you are comfortable using them, feel free to use those tools with which you already have experience. However, this badge also gives you the opportunity to explore other similar tools if you so desire. Feel free to explore and perhaps identify tools that you will find more effective for your work in this course and beyond.

Summary

Hello. I am a New York based instructional designer focused in online distance learning development and STEM program development for neuro-diverse students. My journey within the education system started over four years ago. I started as a teaching assistant at a private school in New York and quickly realized a need for the development of STEM based services for neuro-diverse students. This led me to my current position at the Rebecca School as a Media Specialist. My role wears many different hats, but the most loved part of my job is teaching the digital arts (photography, videography, graphic design, video game development, coding/programming) and sciences to my student population. This has led me to actively begin developing programs for use with this population. The purpose for this is to allow neuro-diverse students to purse their passions and not follow societal labels and jobs that are placed on them.

I have had other previous instructional experiences, such as developing instructional websites and videos for learners in the graphic arts field and video game development field.

Location

New York, NY

Industry

Education

Education

Purdue University, MS.ED. Instructional Design & Educational Technology. 2019-2020

St. John's University, B.S. Communications. 2008-2012

Experience

Rebecca School

Media Specialist

Dates Employed Jan 2018 – Present

Employment Duration 2 yrs 6 mos

Location Greater New York City Area

Teach video game design & development to students with neurodevelopmental delays using the DIR Floortime teaching method.
Photograph, record and edit student events and activities throughout the school day.
Design and create yearbook along with various other publications.
Manage digital assets (photos, video, documents) through different integrated technologies. (i.e. Google Drive, shared network servers, etc.)
Manage the digital newsletter.
Create, manage and distribute the school's official podcast.
Manage the school's social profiles (Facebook, Twitter, Instagram, LinkedIn, Medium, and YouTube)
Create promotional content, both print and digital. (i.e.- Brochures, web banners, short films etc.)

 

 
 
  • Title Teaching Assistant

    Dates Employed Sep 2016 – Jan 2018

    Employment Duration 1 yr 5 mos

    Patient, upbeat and creative in tailoring DIR® FloortimeTM teaching methods to each child's individual differences.
    Provide assistance to children with a variety of special needs.
    Provide support through the ability of being able to integrate into other classrooms throughout the school.

 

 
 
  • Title Paraprofessional

    Dates Employed Jun 2016 – Aug 2016

    Employment Duration 3 mos

    Provide one to one support to a student.