hello, and welcome to my portfolio


click on a project below to view my process and experience it for yourself

Emotional Intelligence eLearning Interaction

Emotional Intelligence Course

Credit Score eLearning Suite

Credit Score Suite

What's a Vegan? eLearning Interaction

What's a Vegan?

Vanuatu Mobile eLearning Interaction

Vanuatu Mobile Course

Anti-Smoking eLearning Interaction

Anti-Smoking Interaction

Anti-Phishing eLearning Interaction

What is Phishing?

Call Center Scenario eLearning Interaction

Call Center Scenario

Gagne's 9 Events Instructional Workshop Guide

Gagne's 9 Events Workshop

Instructional Systems Training Proposal

Training Proposal

My Learning Theory Toolkit

My Learning Theory Toolkit

Formal vs. Informal Learning eLearning Interaction

Formal vs. Informal Learning

thank you for viewing my portfolio.

would you answer a few questions about your experience?

were you able to view my projects easily?

did you enjoy the layout of my portfolio?

did viewing my portfolio make you more likely to work with me in the future?


thank you, your feedback has been received.

A Nurse's Guide to Emotional Intelligence

Link to Full Project: A Nurse's Guide to Emotional Intelligence

Link to Branching Scenario Only: Emotional Intelligence Branching Scenario

Tools Used: Storyline 3, Illustrator

Medium: Branching Scenario, eLearning

Client: Christian Abilene University

Client Story:
The client had a series of level-1, text-based soft skills courses that they were looking to make more interactive and engaging for the learners. They came to me after viewing my portfolio, and they tasked me with turning the courses into visually rich, interactive eLearning. I was also asked to take it a step further and create branching scenarios to assess the learner's knowledge at the end of each module. The project linked above is the first module in a series of five.

Development Process:
Since the source content consisted primarily of black text on white screen, I had to develop a look-and-feel for the soft skills series. After much prototyping, collecting feedback, and making revisions, I created a title screen, several options for content screens, and a branching scenario layout that I would be able to use across all 5 modules. This ensured that there was enough variety to keep the course visually appealing, but also enough repetition to maintain a similar feel throughout the entire learning experience.

As far as content was concerned, the client wanted the base content to stay close to the original (with slight modifications to make it more directed towards nurses). However, I needed to create branching scenarios from scratch. To do that, I held SME reviews with nurses and nurse managers to discuss possible scenarios where nurses would have to use the skills that they would learn in the course. With a scenario identified, we determined what decisions the nurses would need to make to achieve the desired outcomes, potential mistakes that they could make along the way, and the consequences if those mistakes were made.

Taking the time to garner scenarios from practicing nurses ensured that the branching scenarios would be very realistic, giving the learners a chance to practice their new knowledge and skills in a highly contextualized, low-risk environment. The branching scenarios set these modules apart from similar courses, and it was a great opportunity to implement branching in a project with real-world impact.

Exploring Vanuatu

Link to Project: Exploring Vanuatu

Tools Used: Storyline 3, Illustrator, Camtasia, Audacity

Medium: Mobile Learning, eLearning

Client: Avatar vs. Non-Avatar Research Project (Class Project)

Client Story: This project is part of a larger class research project, in which I compare learner performance on a module with an avatar to learner performance on a module without an avatar. The link above is to the non-avatar version .

Development Process:
I was excited about this project from the start, as I knew it would be mobile-friendly and multimedia-rich. I also love the topic: Vanuatu is an island nation in the Pacific, and I spent 18-months completing a thesis about the literature from this nation as an undergrad. The content also served as the perfect tabula rasa to test learner retention (considering very few people have even heard of Vanuatu, let alone know anything about it.

To develop the module, I used a Dick & Carey approach. After writing measurable learning objectives, I developed a 10-question assessment directly in line with them. This alignment ensures that the test will be directly based off of the content presented to the learner, which would help me attain accurate data from the 2 different modules.

With the objectives and test developed, I located video clips that would contribute to the learning goals and make the content more interesting. I also used Adobe Illustrator's pen tool to outline a map of Vanuatu, thereby giving me vectors that I would easily be able to resize and recolor. I clipped the videos together in Camtasia, added background music, and began writing content that was in line with the objectives and test.

With my content ready, I started to put it all together in Storyline. I used slow fades to mimic the laid-back, slow-paced island feel of Vanuatu. I also wanted the learner to choose in which order they view the content, so after some brief background information, I present a map with a few islands that the learner can explore. After exploring each island, they move into the quiz to see how much they remember.

Finally, I made a slide to collect the user's name and email address at the beginning of the module, as I needed to genereate xAPI statements to collect the user's results. Since I am hosting the modules using HTML5 (and not using an LMS), xAPI was necessary so that I could analyze how well the learners performed on this module compared to the avatar version. To measure this, I tracked how long the user spent in the course, how long they spent on each question, and how long they spent in the quiz overall. I also measured whether they answered each question correctly or incorrectly.

My sample size was small, as this was just a class project, but there was an improvement of 0.5 points (on a 10-point scale) in the avatar version compared to the non-avatar version. The difference, however, was not statistically significant. Finally, I chose to include the non-avatar version in my portfolio due to its simplicity.

Credit Score Suite

Link to eLearning Interaction: Climbing to Creditville (Under Development)

Link to Infographic: FICO Credit Score Infographic

Link to Podcast: FICO Credit Score Podcast

Tools Used: Storyline 3, Camtasia, Illustrator, Audacity

Medium: eLearning, Infographic, Podcast

Target Audience: Current or soon-to-be financially independent 18-35 year olds in the USA.

Overview: In this eLearning interaction, the learner helps James acquire his dream home in Creditville. To help him make the correct financial decisions, they must consult their resources, which are built into the user interface.

Development Rationale: This suite teaches people how to make financial decisions that contribute to a perfect credit score. It includes an interactive simulation that is designed to promote active learning and provide practice opportunities with the content.

Development Process:
Since creating my first eLearning module, I have wanted to create an interactive experience about credit scores. Alas, I have found the perfect opportunity. As a final project for my Advanced Instructional Design Masters course, I decided to build up a functional prototype for a credit score decision-making simulation.

First, I needed content. Before curating and creating it, I identified my instructional goal and did a goal analysis to identify exactly what objectives would need to be satisfied for a meaningful difference to occur in the learner: in this case, the learner would be able to make financial decisions that contribute to a perfect FICO credit score.

With the goals identfied, I pulled the 5 components of a FICO credit score from Experian's website. Using this information, I developed 2 "scenario" questons from each; for example, "James can save $500 if he opens a new credit card; should he apply for the card, or not?" These questions would test directly whether or not the learner can apply the knowledge that they are presented with.

After that, I created a ~2 minute introductory video that would introduce the learner to the situation, grab the learner's attention, and contribute to the learner's motivation. I used my own voiceover with upbeat background music (using cuts in the music to add contrast and emphasis), as well as quick-changing flat-design graphics to keep the visuals interesting. Furthermore, I introduce the important User Interface elements in this video so that the user knows where to access their resources and other key information.

For the resources, I created a FICO credit score infographic and a fun "Money Mondays" podcast detailing exactly what factors contribute to a FICO score. In addition to these, I included a web article and YouTube video, neither of which were created by me. This gives the learner a variety of media by which they can access the necessary information.

At this point, I dove into the Storyline 3 programming and development. I used variables to track what "year" it was, James' credit score, and how many accounts James had open. I used timeline triggers on their respective layers to increment these variables, and I displayed them in the top left of the screen. Additionally, I used conditional triggers to show the user a specific layer based off of their previous choices in the simulation: for example, if they open a new credit card two years in a row, they will see a layer on the second screen that tells them their credit score changed due too "too many new accounts."

On the results screens, I used principles from message design to make the information easily consumable. To emphasize a credit score increase, I made the numbers green with an accompanying plus sign. Likewise, if the score decreased, I made the text red with a minus sign next to it. To provide the learner feedback, I included information about exactly why the score changed (and what factors contributed to the change).

With the first iteration ready to view, a description does not do the module justice. Play around with the interaction for yourself by clicking here.

Anti-Smoking Interaction

Link to Project: Anti-Smoking Interaction

Tools Used: Storyline 3, Illustrator, Adobe Animate

Medium: eLearning

Client: ELH Challenge #172 (Personal Project)

Client Story: The client tasked me with creating an eLearning interaction using only black and white. On top of this, they wanted the user to play an active role in the course to enhance learning and transfer.

Development Process:
To fulfull the client's requirements, I began thinking of a concept. I brainstormed themes associated with the colors white, black, and gray, until eventually landing on the idea of smoking. Smoke. Tar. Black lungs. Yes, I concluded that this color palette would work nicely for an anti-smoking interaction.

With the concept in mind, I drafted a storyboard. I decided to use high-resolution photographs as background images, along with a clean, minimal landing page. It was also an easy choice to do away with the traditional next buttons in favor of something more engaging...in this case, a burning cigarette.

As current smokers with intentions to quit are the target audience, I designed the instruction in a way that facilitates quitting. While reading information about the negative health effects of smoking, the user continues clicking the burning cigarette to proceed to the next slide. Once the learner is finished with the informational slides, however, they must use drag-and-drop interaction to extinguish the cigarette, throw the cigarette away, and then throw away the entire pack. By physically dragging the cigarettes into the trash can on the screen, the learner is strengthening the association between cigarettes and trash in real life as well.

With a strong concept and storyboard, I began developing the assets in Adobe Illustrator. I created the cigarette with its accompanying smoke, then animated it in Adobe Animate to create the desired effect. After that, I designed a simplistic cigarette box that the user would have to throw away.

Once I had my assets saved and ready, I developed the course itself using Storyline 3. Since the focus of this interaction was on the visual design, interactivity, and transfer, I pulled some cold, hard facts from cdc.gov. If you'd like to see the finished product, please visit this link and experience the interaction for yourself.

What's a Vegan?

Link to Project: What's a Vegan?

Tools Used: Storyline 3, Construct 3, Illustrator, Adobe Animate

Medium: eLearning / Gamification

Target Audience: First-year college students in Nutrition & Dietetics program

Client: Introduction to Nutrition Professor (Personal Project)

Client Story: The client needed a fun, highly visual interaction to introduce their first-year students to the differences between a vegan and a vegetarian or omnivore.

Development Process:
I understood at the outset of this project that it would be my most technical undertaking to date. As the client was looking for something 'fun,' I saw this as the perfect opportunity to implement a gamified experience. With a clear learning objective (students will be able to differentiate between vegan and non-vegan food items), I developed an HTML5 learning game using the Construct 3 game creator. It requires the learner to catch falling food items: they get a point for each vegan item that they catch, and it is game over if they catch any animal products. This end-goal learning game provides accurate assessment of the objective, but it also measures the learning in a way that is fun and much more interactive than a multiple choice test.

While I began by developing the visual assets myself, I decided to take advantage of my subscription to freepik.com and use/modify some pre-existing digital artwork. After finding a suitable background image for the course, I animated the windmill using Adobe Animate to make it slightly more interesting visually. While designing and storyboarding the full experience, I decided to use a character to introduce the course and invite the learner to help. To further situate the game, the character asks the learner to help her shop for a vegan dinner party that she is hosting. This adds additional context to the experience and further immerses the learner.

Once the module was planned and storyboarded, I developed it in Storyline 3. I imported the HTML5 game into the course as a web object, then used JavaScript to modify the Storyline output files so that the game could communicate with the course (ZSolt Olah's advanced storyline tutorial helped with this step). Without putting the course and the game in communication with each other, the learner would never be able to make it to the next slide after collecting all of the vegan items.

Finally, it was important to me that the learner had control over the experience. If some students already know a decent amount about what veganism is, they likely do not want to sit through dialogue boxes about what a vegan can and cannot eat. To address this, I used an interaction that has many different food items on display. The learner can click on a food item to learn more, and they are free to continue to the game whenever they feel ready. Overall, this results in an experience that is highly contextualized and pleasant for the learner. To complete the course, the learner must show that they have mastered the content by collecting 25 vegan food items in a row without failure. Try it for yourself here.

Call Center Scenario

Link to Project: Call Center Scenario

Tools Used: Storyline 3, Illustrator

Medium: eLearning

Target Audience: Instructional Systems Masters Students

Client: Class Project

Client Story:
I designed this experience for my peers so that they could practice conducting a needs assessment and implementing appropriate solutions for a fictitious call center organization.

Development Process:
For this project, I wanted the learners to have complete freedom over how they conduct the needs assessment. However, I did not want them to begin implementing solutions before they had a full grasp of the problem, so I required the learner complete at least 80% of the analysis before continuing to implementation. I used numeric variables to raise the analysis completion every time an analysis slide was viewed, and I was sure to use a True/False variable to measure whether or not the slide had been viewed before (without this, the learner would be able to view the same slide 8 times in a row to raise the analysis completion to 80%).

After completing the analysis, the learner should have an idea of where the pain points are in the call center organization. The "Implementation" section of the course unlocks after the analysis is at least 80% complete, and the learner can use their judgment to implement the appropriate solutions. Some are effective, others are not; the learner's attention to the analysis will determine how accurately they can implement solutions. Once again, I used numeric variables to track the issue resolution rate. Once the issue resolution rate rises to 90%, the fictitious call center is happy and the course is complete.

For course naviagation and progress tracking, I decided to develop a slide-up menu driven entirely by Storyline motion paths. This keeps the UI clean and it houses all important information in one place. Overall, this course provides a low-cost, low-risk way to practice performance analysis techniques, and I was able hone my advanced variable and motion path skills in the process.

What is Phishing?

Link to Part 1: What is Phishing?

Link to Part 2: Identify a Phishing Email

Tools Used: Storyline 3, Illustrator

Medium: Microlearning / eLearning

Target Audience: Internal employees and external clients of Nurse Next Door

Client: Nurse Next Door

Client Story:
This client came to me when his company's employees and clients were undergoing a high volume of phishing attempts. He asked me to develop a training that would help his employees identify these attempts and forward them to the company's security team. Furthermore, he wanted these modules to be micro and mobile friendly: 5-7 minutes long each so that the learners could access them on the go.

Development Process:
For the first module, I wanted to teach the learner what phishing is, the various forms it can take, and how it works. The second module focuses on the particulars of how to identify a phishing email. To develop the content and storyboards, I consulted online resources, educational videos, and a cybersecurity course that the client wanted to model. To grab the learner's attention in the intro course, I introduced a shady character that is, in fact, a phisher. He shares his practices with the learner so that they can learn how serious phishing is and how to avoid it.

The second module was much more technical. I took full advantage of text variables to grab the learner's name and email address. Then, when it came time to simulate a phishing email, I addressed the email directly to the learner to enhance the real-world context and facilitate transfer. I also used text variables and conditions to reinforce the learner's knowledge of the security team email address. To elicit practice and repition, I had the learner having manually forward the phishing attempt to the correct email address. To see this in action, experience the module for yourself.

Gagne's 9 Events Instructional Program

Link to Instructional Program: Gagne's 9 Events Instructional Program

Link to Design Document: Gagne's 9 Events Design Document

Tools Used: inDesign, Illustrator

Medium: Face-to-Face, Instructor-led Training

Target Audience: Instructional Systems Masters Students

Client: Class Project

Client Story: I developed this workshop to help my peers apply Gagne's 9 Events to an instructional program or lesson plan that they have already created.

Development Process:
As this would be a face-to-face workshop, I wanted to design it so that any facilitator would be able to pick it up and lead the program. To communicate the program's purpose and background, I developed a detailed design document. This document outlines the instructional goal, learning objectives, learner analysis, course content, and more. Even though it took longer to complete this document and conduct these analyses than it would have been to jump right into the development, it ensures that the program will be effective; better yet, it makes this information available to any other designers or instructors that decide to pick up the program.

Once the design document was complete, I turned to inDesign to create the facilitator and student materials. Instead of creating the materials in Word, I gave it a clean, modern feel with font choice and text placement. This resulted in a facilitator guide, job aid, graphic organizer, and exit assessment that were all easy-to-read and attention grabbing.

Finally, I conducted a formative evaluation in a small-group setting with a sample from my target population. I observed while a PhD student facilitated, and it helped me ensure that the pacing was correct and that the program was effective. All attendees were able to improve their instructional programs and learn more about Gagne's 9 events due to the workshop.

Instructional Systems Training Proposal

Medium: Microsoft Word Document

Link to Project: Instructional Systems Training Proposal

Target Audience: Potential client in need of an instructional system for new proposal writers

Client: Digital Solutions LLC (Class Assignment for Introduction to Instructional Systems)

Client Story: This company is hiring 10 new proposal writers to expand their business and land additional government contracts. To respond to this need, I developed a proposal for the instructional system that I would implement.

Development Process:
Over the course of this Masters class, I learned how to conduct a needs analysis, perform a job-task analysis, and approach a training issue systemically (among many other things). I am so grateful for this final assignment, as it gave me a chance to pull together my systems design knowledge and propose a full-fledged instructional system. It outlines exactly how I would approach the training issue to ensure that the instruction solves a real business need.

Even though Digital Solutions LLC is a fictitious company, it is loosely based off of the company that I work for, VSolvit LLC. I also conducted a real job-task analysis for this course to gain experience and better understand how important it is to align training with the on-the-job tasks that must be performed. Read the proposal for yourself to see how I would collect all of the necessary inputs to develop a responsive, effective training solution.

My Learning Theory Toolkit

Link to Project: My Learning Theory Toolkit

Medium: Microsoft Word Document

Target Audience: Potential employers or clients interested in my philosophy on learning theories

Client: Class Assignment for Theories of Learning and Cognition

Client Story:This project was completed as a final assignment for my Learning and Cognition course. I took advantage of this opportunity to put together a comprehensive essay featuring my philosophy on learning theories.

Development Process:
While I discuss in the paper my experience leading up to its creation, I am happy to note here that my grasp on learning theories is always changing and evolving. This Masters course provided me with a strong foundation in the educational psychology research, but as I read more and gain more experience, my learning theory knowledge grows as well.

One of the most notable take-aways from this course is the way I look at my own learning. Now, when I notice myself learning something new (from a new piece of technology to cooking a new meal), I see it in terms of theory. For example, when I started using a new spice for some Indian recipes, I thought about how it was added to my schema for Indian food and derivatively subsided beneath my anchor for spices. This may seem dry, but it is impossible to unsee (and the list goes on...I can't even play a new video game without analyzing my path towards automaticity!). Please, read the paper to get a feel for how this has affected me as an instructional designer.

Formal vs. Informal Job Aid

Link to Project: Formal vs. Informal Job Aid

Tools Used: Storyline 3

Medium: Job Aid / eLearning

Target Audience: Instructional Systems Masters Students

Client: Personal Project

Client Story: My classmates were having trouble differentiating between formal and informal learning; I designed this job aid to demonstrate that formal vs. informal learning is not black and white, but that it lies on a continuum.

Development Process:
I wanted to take advantage of Storyline's states and layers to develop a single-page application that would emphasize the differences between formal and informal learning. To show that formal vs. informal lies on a continuum, I decided to use a slider that the learner could drag. As the slider moves from informal to formal, the text changes to reflect the degree of formality. Try it out for yourself.