Experience Before the Program
Before entering the Educational Technology program, I spent over a decade working across diverse instructional and leadership roles in education. I taught 3rd and 4th-grade math and science, served as a long-term substitute in special education, and led music instruction for early childhood through primary grades. At a Montessori school, I also held the role of Afterschool and Music Director, where I developed and implemented enrichment programs, managed scheduling and staff, and created interdisciplinary, hands-on learning experiences.
My background also includes a B.A. in Psychology, which shaped my understanding of learner behavior, motivation, and development—especially in high-needs and inclusive environments. This foundation influenced my teaching style and later became integral to my approach as a learning experience designer.
Throughout my time in the classroom, I consistently explored ways to make learning more engaging and accessible by integrating technology, even with limited resources. I used tools like Google Slides, Canva, YouTube, and Kahoot to build interactive, student-centered activities that supported differentiation and learner autonomy. These early experiences revealed the power of well-designed digital learning to enhance engagement and equity—especially for diverse or struggling learners.
Recognizing the need for deeper knowledge in instructional design theory, multimedia development, and scalable learning solutions, I chose to pursue a Master’s in Educational Technology with graduate certificates in eLearning and Online Instructional Design. My goal was to expand my capacity to design strategic, inclusive, and data-informed learning experiences that support real-world performance across K–12, higher education, and professional training environments.
Experience During the Program + Selected Artifacts
Throughout the Educational Technology program, I transitioned from experimenting with educational tools to designing intentional, research-based digital learning experiences. Each course deepened my ability to combine theory, design frameworks, and learner-centered strategies—culminating in three major portfolio projects that reflect this growth.
My most meaningful project was developed during EDTC 6332 – Educational Technology Practicum: a self-paced, scenario-based module titled Burnout Prevention Strategies for ER Nurses. Built using Articulate Rise and Storyline, and hosted on SCORM Cloud, the course was co-designed with a subject matter expert—an ER nurse and the President of the Education Committee at Lovelace Medical Center. This project involved formative evaluation with real ER nurses and incorporated feedback that led to technical improvements (SCORM 2004 export, Google Form integration) and instructional refinements (language tone, realistic strategies, simplified navigation). It taught me how to design with empathy, iterate through real-world feedback, and apply emotional design principles to support learners in high-stress environments.
In EDTC 6325 – Educational Communications, I created a full Canvas LMS course titled ADDIE 101 – Instructional Design Frameworks. This self-paced training introduced educators and instructional designers to the ADDIE model, SAM (Successive Approximation Model), and Bloom’s Taxonomy. I integrated multimedia, interactive assessments, and infographics to scaffold content for learners at various experience levels. This project solidified my understanding of course structure, cognitive alignment, and learner autonomy in an LMS environment.
Another major project, developed in EDTC 6358 – Theory and Practice of E-Learning, was a 5-module patient communication course for healthcare professionals. Hosted on Google Sites, it was co-designed with input from an ER nurse, a physician, a remote college professor, and the education committee president at Lovelace. This course focused on adapting communication styles in clinical settings, combining multimedia, case-based assessments, and reflective prompts. It followed both ADDIE and SAM models to support iterative design and user-centered learning.
These three projects gave me hands-on experience with tools like Articulate Storyline, Rise, Canvas LMS, SCORM Cloud, and Google Sites, while deepening my skills in needs analysis, accessibility, formative evaluation, and project management. More importantly, they taught me to design learning that’s not just organized—but authentic, applied, and human-centered.
Lessons Learned
The most important lesson I’ve learned through this program is that effective instructional design is not just about organizing content—it’s about deeply understanding the learner’s context and crafting experiences that respect their time, needs, and emotional bandwidth. Whether designing for burned-out nurses, adult learners returning to school, or overwhelmed classroom teachers, the instructional designer’s job is to anticipate barriers and remove them with clarity, empathy, and purpose.
For example, during my practicum, I learned that traditional coping strategies like mindfulness or journaling often felt impractical to ER nurses mid-shift. It was only by listening to their real-world feedback and observing their workflow that I was able to design something that fit—short-form strategies like snack breaks, humor, and text-based check-ins. This experience reminded me that the learner is the expert in their own life, and the designer’s role is to build tools that honor that.
I’ve also learned that iteration is essential. No project is perfect the first time, and most great design emerges through feedback, testing, and revision. My early projects often tried to do too much—visually or cognitively. Now, I ask myself: What’s essential here? What’s actionable? What supports autonomy without overwhelming the learner?
To my earlier self, I’d say: don’t underestimate the power of simplicity. A clean interface, a clear learning goal, and a meaningful interaction will always outperform a complicated tool used without intention. I’d also advise new instructional designers to treat SMEs and learners as co-designers rather than content providers or recipients. They bring insight that no framework or software ever could.
Another key takeaway is the importance of reflection and feedback loops. The use of data—both qualitative (e.g., learner comments) and quantitative (e.g., quiz scores, completion rates)—helps close the loop between design intention and learning impact. This evidence-based mindset now guides how I approach every design challenge.
Future Goals & Vision
Looking ahead, my goal is to continue growing as a learning experience designer in healthcare, higher education, or mission-driven corporate training. I am especially passionate about building emotionally intelligent, inclusive, and data-informed learning environments—solutions that don’t just check boxes but change behavior and support well-being.
I envision myself working in a collaborative, remote-friendly team where I can contribute both as a designer and as a learning strategist. I hope to lead projects that integrate instructional design with behavior change theory, UX research, and emerging technologies like microlearning, AI-driven feedback, and mobile-first design. I’d also love to eventually mentor new instructional designers, just as my instructors and peers in this program have supported me.
I’m currently refining my portfolio and applying to roles that value human-centered, accessible learning design. My portfolio now includes a Canvas-based course on instructional design, a Rise + Storyline practicum project hosted via SCORM Cloud, and a variety of multimedia deliverables—infographics, interactive assessments, and real-world scenario training. These projects show not only what I can build but how I think.
This program has empowered me to see myself not just as a teacher who uses tech—but as a designer who solves learning problems. And that mindset shift has changed everything.