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Learning Audience: State Employees in All Agencies

Delivery Method: Narrated Video in NC Learning Center LMS powered by Cornerstone. The course consists of 30 minutes of narrated video with captions, transcript, and linked resources. It covers many of the same topics as the Instructor-Led Writing for the Web training, but provides additional information that focuses on formatting web pages for digital accessibility. 

Learning Goal: Increase the accessibility and usability of state web content by helping content editors learn how to communicate in plain, direct language to all visitors, including those who use screen readers.

Summary: I converted an instructor-led Writing for the Web training to a video available in the LMS. I used a combination of Camtasia, Articulate Storyline and Adobe Photoshop and Illustrator to complete this project, in addition to stock media from Getty Images. I recorded the narration and included video of myself as the speaker.

Because Digital Accessibility is a key topic of this course, I put a lot of effort into making the course as accessible as possible. I tested the course by publishing it to the desktop and using the Wave Browser plugin for Chrome to eliminate as many accessibility errors as possible. I also provided Closed Captions and a transcript, paying close attention to ensure that the captions and transcript were accurate to what I narrated.

Sometimes, when doing voiceover work, you realize that the way you had typed a bit of content turns out to be much more difficult to pronounce aloud, so there was a bit of back-and-forth between recording the narration and tweaking the transcript. I was fastidious about using proper headings and formatting in the Word version of my transcript so that it, too, would be easily navigable.

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Learning Audience: State Employees in All Agencies

Delivery Method: Self-Paced Module in NC Learning Center LMS powered by Cornerstone

Learning Goal: The goal of this self-paced e-learning course is to familiarize learners with the platform terminology and foundational knowledge needed to be successful in the hands-on, instructor-led Digital Commons Basic Training.

By the end of this course, learners should be able to:

• describe how Drupal relates to the Digital Commons platform.
• describe the concept of content management.
• define terminology used in the platform.
• explain the importance of ensuring content is accessible to all.
• locate Digital Commons help resources and further training.
• identify your agency Web Manager.
• determine when a ServiceNow request is warranted.

Summary: I created this online module in Articulate Storyline to serve as a prerequisite for hands-on, virtual instructor-led training that I lead for the Digital Commons web content management system.

Learning Audience: State Agencies using the Digital Commons Platform for Website Hosting

Delivery Method: YouTube Video and Web Page Tutorials.

Learning Goal: Inform customers of a major update to their web CMS user interface and ensure that content creators can navigate the new user interface to continue editing their website content.

Summary: I created and narrated this video overview of the changes to the user interface for Landing Pages on the Digital Commons web CMS platform using Camtasia. I also created an in-depth web page of tutorials highlighting all the functions and editing tools and linked to bookmarks within the video for specific editing tasks.

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Learning Audience: State Employees in the NC Department of Information Technology

Delivery Method: Self-Paced Module in NC Learning Center LMS powered by Cornerstone

Learning Goal: The goal of this self-paced micro-learning course is to familiarize learners with the eight Fair Information Practice Principles adopted by the State of North Carolina in 2022.

Summary: I created this online module in Articulate Storyline.

Learning Audience: Lending officers at State Employees’ Credit Union

Delivery Method: This interactive online course was designed in Adobe Captivate. It includes forced navigation and is hosted via SCORM content within the company’s learning management system (LMS). The module is followed by a multiple-choice assessment; a score of 80% or higher is required to pass.

Learning Goal: Ensure lending officers’ understanding of fair mortgage lending laws and practices and to maintain compliance with federal regulations.

Summary: Many federal laws apply to various milestones in the lending process. This module focused on fair mortgage lending practices and was required annual training for lending officers. Because of the proprietary nature of much of the content, it has been removed and replaced with Latin sample text. The overall form and function of my design within the credit union’s standard course format remains the same.

Learning Audience: Future teachers in East Carolina University’s College of Education.

Delivery Method: Interactive online module including quizzes for teacher development.

Learning Goal: Provide effective teaching strategies to educators serving eastern North Carolina.

Summary: This module was a project of the Teacher Quality Partnership (TQP) grant awarded to the College of Education at East Carolina University with the purpose of increasing quality and preparedness of teachers serving the eastern region of the state.

The primary instructional designer on the grant recruited me as a collaborator to assist with:

• Meeting with the Co-Principal Investigators and subject matter experts, Drs. Jamin Carson, Kristen Cuthrell, and Karen Voytecki, to learn their needs and goals for the module.
• Creating the design theme, name, and color scheme for the module.
• Designing the module and program the animations using Adobe Flash, Dreamweaver, and Photoshop.
• Programming the quizzes in Flash.

Documents:
About Isles PDF

Outcomes & Continuation:
I left ECU in the summer as ISLES 1.0 was completed. I was expecting my daughter as my contract ended and began my small business as a violin teacher. The TQP grant-funded ISLES project continued in a different direction following my departure. Information regarding the history and current status of ISLES is available on the ECU College of Education website.

Project Title: Geocaching: A GPS Scavenger Hunt on the ECU Campus

Learning Audience: Students in ECU’s Summer Scholars Program, part of the NC-MSEN Pre-College Program for middle school and high school students.

Delivery Method: Face-to-face, divided into small teams.

Learning Goal: Introduce middle and high school students to GPS receiver technology while giving them a tour of the ECU campus through a fun scavenger hunt for campus landmarks and points of interest.

Summary: Summary: Students were divided into 8 teams of 4 students and accompanied by a teacher. Each student was assigned a specific responsibility within the group:

• GPS User
• Log Keeper
• Safety Officer
• Photographer

Groups were provided with a Garmin eTrex GPS receiver, a digital camera, and a log sheet with waypoints, or latitude and longitude coordinates, of unique structures on campus. Students were entered the waypoints into the GPS receiver and followed the arrow on the GPS until they arrived at the mystery destination. Upon arrival, the students described the structure (sundial, cupola, statue, etc.) and entered the elevation in feet above sea level on the log. Students then took a photo of the group at the landmark.

Documents provided to Participants:
Each group received a one-page log sheet to take on a clipboard and complete along the way. The table on the first page of this document is an answer key for teachers. All groups met at the same final destination, the cupola on the mall.

Outcomes:

The geocaching activity was conducted two consecutive days, first for the middle school group, then again for the high school group.

• Approximately 50 students were served in this activity.
• Students gained experience in using a GPS receiver which may not be available in their school environment.
• Students gained experience in using a digital camera which may not be available in their school environment.
• Students engaged in physical activity while working in teams.
• Students gained a greater familiarity of the ECU campus to encourage their interest in attending college in the future.

Learning Audience: K-12 STEM teachers working in eastern North Carolina

Delivery Method: Interactive online module for STEM teacher professional development.

Learning Goal: Provide effective teaching strategies to educators serving eastern North Carolina.

Summary: The content for these modules had already been developed and hosted online in basic web pages. My task was to modernize them and make them more engaging, interactive, and attractive by utilizing Adobe Flash.

Learning Audience: The community of Greenville, North Carolina

Delivery Method: Interactive online module including quizzes for school use.

Learning Goal: Promote the knowledge and use of greenways in the city for the Friends of Greenville Greenways (FROGGS).

Summary: This was the final project in my Master of Science in Instructional Technology program. I collaborated online with several classmates to put the finished project together. As the lead media designer in the group, I had many responsibilities:

• Met with the FROGGS group to learn their needs.
• Researched plant and animal life common in the area.
• Researched NC standard course of study as it pertained to the project.
• Visited the parks and greenways to take photos and design maps.
• Developed a design theme and color scheme for the module.
• Utilize Photoshop, Flash, Dreamweaver to design the module and its animations.
• Utilize a digital camera and VR Toolbox software to develop a QuickTime VR tour of points along the greenway.
• Programmed the flora and fauna quizzes in Adobe Flash.