I collaborated on a larger team as an instructional designer for Google's Cybersecurity Professional Certificate on Coursera. I focused on the design and development of two of the eight courses in the certificate from start to finish and also contributed to the initial design segments of a third course. My activities included

• Interviewing subject matter experts and responding to their feedback

• Determining learning objectives and sequencing assets

• Designing video scripts and outlining visual components for the videos, including screencasts and animation, and then later reviewing the work of the team that turned these plans into videos

• Designing interactive labs, readings, and assessments

• Determining how to improve content based on learner flags

During the process, I kept several key instructional design considerations in mind, including immersing the learner in applicable job-related examples, appropriately scaffolding technical content, activating and building schema to enhance understanding and retention, and adhering to Mayer's multimedia principles during video lessons.

The certificate has been well received, and I'm proud to have been a part of it. Reviewing some of the material requires enrollment in the course, but the videos are available on YouTube. I encourage you to check out The Fundamental of Python for Cybersecurity, which is one of the courses I focused on. I hope it demonstrates my ability to scaffold technical concepts, align visual and auditory information for optimal processing, direct learner attention through signaling, and apply an engaging, conversational tone to video scripts.

After finishing work on the Cybersecurity certificate, I was assigned to another major project, the Google AI Essentials course. I am delighted to have been able to guide many people's experience with this emerging technology. The course quickly enrolled over a million students.

My activities on this course were similar to those on the cybersecurity certificate. I quickly developed a strong rapport with subject matter experts, determined appropriate learning objectives and sequencing, and designed a variety of materials. 

I took the lead on the design of the prompt engineering module as well as the interactive labs throughout the course. These focal points aligned well with my skillset. I have a background in linguistics that was useful in prompt engineering. Also, I am highly dedicated to creating active and engaging experiences for learners.

Another unique aspect of this project was developing content on emerging technology. Again, this was a good fit for my aptitudes as I love to explore the inner workings of a tool and convey this to others in well-scaffolded materials.

Like with the cybersecurity certificate, reviewing some of the material requires enrollment in the course, but the videos are available on YouTube. I encourage you to check out Discover Prompt Engineering. I was heavily involved in the creation of these scripts. This included navigating how to best explain the technical complexities of large language models, creating metaphors to connect new concepts to familiar ones, and ensuring the scripts maintained clear and conversational phrasing.

This course focuses on formulating questions for behavioral interviews. When designing this course, I aimed to psychologically engage the learner in a variety of ways. This included building schema through imagery, maintaining a conversational tone, incorporating interactive elements, and involving multiple senses through the integration of audio and video. The course includes an embedded Articulate Storyline activity, a video, and a scenario. Aesthetically, I strove to create a cohesive look that mostly connected to the same blue color palate.

I designed and built this Articulate Storyline project on deep culture, the content of which was informed by my many years of working with international learners. I chose a bright color scheme to evoke the vibrancy that comes from working in a multi-cultural environment. The instruction provides an interactive learning experience. For example, introspective questions on learners' own ingrained preferences are used to personalize the audio that is played on a subsequent slide. Drag and drop functionality engages learners in distinguishing between deep and surface culture.  And as a third example, a short branching scenario helps learners apply what they've learned about pragmatics.

During the analysis phase of a performance-based training project, instructional designers often conduct a task analysis by working with SMEs to capture the characteristics and steps of the task. I developed the following e-learning lesson in Articulate Storyline to illustrate important details about this process. I created a story-based lesson to help learners understand and retain important concepts by connecting them to a concrete example. When designing the template, I aimed for a clean design built around two main colors and applied drop-shadow effects to build visual interest. I also custom designed a slide with tabs and another with buttons to enhance segmentation and allow learners to easily review the subtopics on these slides at their own pace.

This project places learners in an immersive and interactive environment to engage them while studying declarative knowledge. I made use of the 360° Image feature in Storyline as well sound effects to heighten this immersive effective. I also built a formative quiz, incorporated into the story as a report from the summit, in order to boost learner focus on target knowledge. For the design, I applied an artistic filter to two images to give them a similar feel and chose a font and color scheme that harmonized with the topic.

I used random number variables when creating this gamified practice activity. Learners decide which contestant is closer to a correct percentage and then have a chance to recall the exact percentage themselves. Because of the random number feature, contestants will supply different answers each time learners play. This encourages learners to repeat the activity and strengthens the transfer of knowledge into long-term memory.  

Using Camtasia, I created the following tutorial on using JASP while working within given parameters as to the learning objectives and the color palate for the project. I scripted this video with a focus on maintaining a conversational tone before recording it in Audacity. When designing this video, I also paid particular attention to segmenting the subtopics, providing visual signals to highlight key information, and temporally aligning the visuals with the audio.

A few years before I transitioned from my instructional role in higher education into the design of e-learning, I already felt compelled to design videos. I taught myself how to use Pinnacle Studio and started creating this videos in my free time. The contrast between these videos and the JASP tutorial shows my ability to take a lighter or more serious tone depending on the needs of the audience.

Since studying Mayer's Multimedia Principles, I realize that at times there is a bit of extraneous information (partly as a result of my interest in learning what I could do technically and partially because of the channel's edutainment style), but these videos demonstrate how the natural instincts that I developed as an instructor carried over into a design with great signaling and segmentation. Additionally, I hope they demonstrate my abilities with graphic design. I extracted most of the images in these videos from photos that I had taken and then enhanced them, and I digitally drew the others.

As the final project in a scenario-based e-learning course, I designed this storyboard and script, incorporating what I had learned during the semester about considerations such as feedback, guidance, and outcomes. Completing this project also involved first creating a high-level design document and mapping out branches. I designed the mockups of the visual elements with open-source images from Pixabay and Canva and by using GIMP to modify the images and to adjust the layers.

This scenario was created as the culminating activity in a larger Articulate Rise course on behavioral interviews.  Rather than have learners interact with an advisor, I felt it was most effective to put them in an advisor's shoes and have them apply what they learned in the course while helping someone else. To actively engage the learner, I carefully considered the choice of words, making sure I kept the tone conversational and used the same level of detail in the correct and incorrect options.