As a graduate student, I designed and created several multimedia items, including a podcast, an instructional tutorial, an infographic, and several interactive instructional multimedia presentations. The objectives for these projects were to be mindful of time and to solve a problem through instruction. The intended audience for these projects was speculative, and I selected topics that learners could apply immediately after instruction and revisit for future reference.
Socially Responsible Podcast
(Artifact for Authorship of Multimedia Learning)
In this podcast, I speak with citizens of Rutherford County, Tennessee, about recent changes to the county’s recycling procedures. Rutherford County has recently transitioned from segregated item collection to single-stream collection. The lack of a coordinated and widespread information campaign regarding this change frustrated many residents.
- Client: Citizens of Rutherford County, Tennessee
- Audience: Adults, aged 18-99
- Timeframe: 2 weeks
- Rationale: The intent of this podcast was to acknowledge that frustration while also offering solutions on how to stay informed and recycle correctly.
Podcast was scripted, narrated, and edited by me using Adobe Audition for recording and postproduction. Sounds and sound items were found on FreeSound.com. Credits can be accessed here.
Two versions are available with different music beds. Content does not differ.
A Funny Thing Happened on the Way to the Recycling Center (Version 01)
A Funny Thing Happened on the Way to the Recycling Center (Version 02)
In IT 573, Introduction to Multimedia in Instruction, we were tasked with solving a problem through instruction using a multimedia platform that encouraged users to connect learning with an action. I chose to focus on recycling etiquette for Rutherford County, Tennessee as the county was promoting a “Recycle It Right” effort which encouraged county residents to sort their recyclables correctly.
I also wanted to utilize and demonstrate Richard Mayer’s Coherence Principle of Multimedia Learning which posits that learning, especially e-learning, is more effective if unnecessary information is excluded rather than included.
This was a solo project that I completed on my own in the Spring of 2024.
This project highlights my skills in multimedia creation, graphic design, and adult learning theories.
AECT Standards:
- AECT Standard 1: Content Knowledge – I demonstrated the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes. Specifically, I:
- Created (1.1): Managed the actual production of the instructional podcast, including scripting, recording, and editing audio content to meet specific learning objectives.
- Used (1.2): Utilized the podcast as a flexible technological resource to enhance learner engagement, providing “on-the-go” learning opportunities and supplemental material to traditional texts.
- Ethical Practice (1.5): Ensured the podcast was accessible by providing written transcripts for learners with hearing impairments and maintained academic integrity by citing all music and guest research.
- AECT Standard 2: Content Pedagogy – I developed as a reflective practitioner and demonstrated effective implementation of educational technologies and processes based on contemporary content and pedagogy. This was achieved by:
- Using (2.2): Implementing the podcast within a specific pedagogical framework, such as a flipped classroom model or story-based learning, to deepen student understanding.
- Ethical Practice (2.5): Curated content and invited guest speakers that reflected a diversity of voices, ensuring the tone and language remained inclusive for the target audience.
- AECT Standard 3: Learning Environments – I facilitated learning by creating, using, evaluating, and managing effective learning environments. I demonstrated this through:
- Creating (3.1): Designed the audio experience based on the Modality Principle and other multimedia learning theories to ensure cognitive efficiency.
- Using (3.2): Selected appropriate distribution platforms, such as an LMS or RSS feeds, to ensure the learning environment was easily navigable and accessible.
- Diversity of Learners (3.6): Utilized the audio format to support learners with low literacy or visual impairments and provided an alternative modality for those experiencing screen fatigue.
- AECT Standard 4: Professional Knowledge and Skills – I designed, developed, implemented, and evaluated technology-rich learning environments within a supportive community of practice. My professional work included:
- Collaborative Practice (4.1): Engaged in collaborative efforts by working with subject matter experts (SMEs) as guests or co-hosts to provide an authentic and multi-perspective learning experience.
- Managing (4.3): Organized the infrastructure and support for the project, including selecting recording hardware, managing hosting platforms, and maintaining a consistent release schedule.
- AECT Standard 5: Research – I explored, evaluated, synthesized, and applied methods of inquiry to enhance learning and improve performance. I demonstrated this by:
- Theoretical Foundations (5.1): Grounded the podcast design in Dual Coding Theory and Cognitive Load Theory to ensure the audio did not overwhelm the listener.
- Methods (5.2): Analyzed data such as completion rates and learner surveys to investigate how the podcast influenced specific learning outcomes and performance.
How Did I Get There? Using Microsoft Steps Recorder
I was helping my dad try to remember how he had gotten to a particular setting on his computer. I had recently learned about the Microsoft Steps Recorder, a free tool in Windows 10, and I thought it would be fun to make an instructional video on how to use the steps recorder to record your steps for the hard-to-remember and difficult-to-find settings on Windows.
- Client: Unspecified
- Audience: Adults, aged 18-99
- Timeframe: 1 week
- Video was scripted, narrated, and edited by me using Camtasia for screen recording and video manipulation, Adobe Audition for recording narration and audio postproduction. Sounds and sound items were found on FreeSound.com. Credits can be accessed here.
Single Stream Recycling Infographic
(Artifact for Authorship of Multimedia Learning)
A project for IT 573, Introduction to Multimedia Learning, was to create an infographic which tells a simple story that solves a problem through instruction. I chose to tell the story of single-stream recycling and how to identify and sort eligible items. The objective was to use images to convey the information with minimal use of text.
- Client: Citizens of Rutherford County, Tennessee
- Audience: Adults, aged 18-99
- Timeframe: 1 week
- Infographic was designed in Canva. Some images were further refined in Adobe Photoshop. Narrative and strategic choices were mine based on single-stream recycling procedures posted by Rutherford County Government division of Solid Waste.
In IT 573, Introduction to Multimedia in Instruction, we were tasked with solving a problem through instruction using a multimedia platform that encouraged users to connect learning with an action. For this iteration I, again, chose to focus on recycling etiquette for Rutherford County, Tennessee as the county was promoting a “Recycle It Right” effort which encouraged county residents to sort their recyclables correctly.
I also wanted to utilize and demonstrate Richard Mayer’s Signaling Principle, which posits that learning is enhanced when cues are added to draw attention to vital information. and the Spatial Contiguity Principle which posits that text and visuals should be presented close together on the screen to maximize learning.
This was a solo project that I completed on my own as a class project in the Spring of 2024.
This project highlights my skills in multimedia creation, graphic design, and adult learning theories.
AECT Standards:
- AECT Standard 1: Content Knowledge – I demonstrated the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes. Specifically, I:
- Created (1.1): Designed instructional materials and environments using a systematic approach to meet specific learning goals.
- Used (1.2): Utilized appropriate technological resources to directly enhance learner engagement and improve long-term content retention.
- Assessed/Evaluated (1.3): Evaluated the effectiveness of instructional materials and technology integration to ensure high-quality learning experiences.
- Managed (1.4): Effectively oversaw the resources, personnel, and timelines required for the successful delivery of educational technology projects.
- Ethics (1.5): Adhered to professional and ethical standards, ensuring accessibility and the responsible use of digital tools.
- AECT Standard 2: Content Pedagogy – I developed as a reflective practitioner and demonstrated effective implementation of educational technologies and processes based on contemporary content and pedagogy. This was achieved by:
- Creating (2.1): Designing instructional interventions that apply modern pedagogical theories to improve learning and performance outcomes.
- Using (2.2): Implementing diverse instructional strategies and educational technologies to support effective teaching and learning.
- Assessing/Evaluated (2.3): Utilizing both formative and summative assessment methods to measure the impact of technology-enhanced instruction.
- Managing (2.4): Facilitating and managing learning communities to foster a supportive and collaborative digital environment.
- Ethics (2.5): Ensuring that pedagogical choices promoted inclusivity and respected the diverse needs and backgrounds of all learners.
- AECT Standard 3: Learning Environments – I facilitated learning by creating, using, evaluating, and managing effective learning environments. I demonstrated this through:
- Creating (3.1): Designing an instructional, interactive multimedia learning experience strictly grounded in established multimedia principles to ensure cognitive efficiency and engagement.
- Using (3.2): Selecting and utilizing appropriate processes and digital resources to optimize the instructional delivery within the environment.
- Assessing/Evaluating (3.3): Applying evaluation strategies to analyze the effectiveness of the learning environment and its impact on learner success.
- AECT Standard 5: Research – I explored, evaluated, synthesized, and applied methods of inquiry to enhance learning and improve performance. I demonstrated this by:
- Theoretical Foundations (5.1): Grounded my project in an evidence-based understanding of the Coherence Principle, ensuring that all instructional elements served a specific learning purpose.
- Methods (5.2): Applied research-based design methodologies to investigate how visual and auditory cues can be optimized to improve information processing.
- Ethics (5.4): Ensured that the application of these research principles followed established instructional design procedures, respecting the cognitive boundaries and diverse needs of the learner.
STRIDE Tutorial Videos
The following instructional videos were created for the STRIDE instructional design project for Middle Tennessee State University Online Learning division.
The objective of these videos was to provide a comprehensive visual walkthrough to accessing, navigating, and using the features of the Brightspace Desire2Learn LMS.
- Platform: YouTube, embedded in Brightspace Desire2Learn
- Client: Middle Tennessee State University Online (MTSU Online)
- Audience: Undergraduate students, aged 18-25
- Timeframe: 1 Week
- Videos were recorded using Camtasia with postproduction and additional visual effects using Adobe Premiere. Still images were captured using SnagIt.