Analysis, Design, Development and Implemented by David Kolmer.
Articulate Storyline 3
Needs Analysis Interview 1
Needs Analysis Interview 2
Needs Analysis Interview 3
LAST to Core Value Match
Development & Implementation (Branching Scenario e-Learning)
Communication Colors Program
Communication Colors Reinforcement
The work below is a result of my studies for my
M.S. degree in Instructional Design and Technology
from Fontbonne University.
Much of this content was created while working as an instructional designer and applied to real-world needs in the Learning and Development space.
Legal and Ethical Technology Issues - CED 525
This course prepared me to Identify basic legal & ethical issues in the use of technology by completing readings and having roundtable discussions on Schoology LMS. I Conducted a Fair Use analysis by completing a fair use checklist on a work that I used for a project in class. I Developed and implement lessons/presentations to educate others on legal & ethical issues in the use of technology creating a final handbook that outlined these issues for an organization.
Foundations of Instructional Design Systems - IDT 500
I defined instructional design and explained what it means to be an instructional designer by conducting an interview of Dr. Tiffany Jarvis at Edward Jones. I explained important theories of instructional design and described each phase of the instructional design process through the process of a case study of Dr. Lindsey Jenkins at the Brooks Health Science Center School of Nursing.
The Internet and the Web - IDT 565
I understood the four specializations that this program has to offer and decided to move forward with an emphasis in Learner Experience. I created an ePortfolio to build upon throughout the program which is the web page you are viewing this information on (https://www.davidkolmer.com/portfolio) I Effectively made use of the Internet for communication and resources and made use of specific information and strategies appropriate for use in instruction by coding HTML by hand on a word processor, using Wix.com, using wordpress.com. I located scholarly information related to a specific topic using Fontbonne databases and resources to assist in composing blog posts. https://improvementdave.wordpress.com/
Instructional Technology Tools for the 21st Century - IDT 507
I used Web 2.0 technology to enhance professional productivity by producing learning assignments on my MacBook while traveling abroad in Thailand. I evaluated and research the effectiveness of Web 2.0 tools in education and training and composed blog post on Social Bookmarking and web-based cartoon development.
I Used the International Society for Technology in Education (ISTE) National Education Technology Standards (NETs) as guidelines for planning and evaluating technology-based lessons by engaging in a virtual conference about building an online presence on the web.
Current Topics in Instructional Design - IDT 590
This course grew my ability in an aesthetically pleasing design but also drove me to make design choices to develop content that is more accessible to more people.
I better Understand how space and environment effects learning by creating learning artifacts that are accessible to all learners regardless of their abilities or disabilities. Identify the basic steps of project management. Connecting the concepts in UID to my current workplace responsibilities has had one of the most profound impacts on how I think about instructional design. I gained insight on project management tools and timelines by creating a charter, development updates, and project management Gantt Charts.
Teaching Technology and Learning Theory - IDT505
Malcolm’s Neglected Species- Paper
Relevant Action Brings Deep Learning - Paper
Flippin' Sweet - Paper
ADDIE Vs. AGILE Model
ADDIE Vs. AGILE Infographic
I developed web-based instructional lessons to support a cognitive-active approach to learning. I learned to modify questioning strategies in order to create essential questions that develop critical thinking and problem-solving skills by researching flipped classrooms and developing a flipped lesson with TEDEd. I further connected these theories of teaching and learning to the use of technology in learning environments by organizing my research using tools like Mindmup.
I recognized web-based resources as an instructional tool by researching learning and teaching methods that resonated with my ideology. I integrated the Internet in content-area instruction by developing visually based curriculum maps using tools like Padlet. I develop professional alignments with national standards in technology by using PowToon to develop a video on adult learning theory and Malcolm Knowles's 5 assumptions.
Video Design, Production, and Editing- IDT581
I created original graphic images and audio clips, and computer methods necessary to produce quality multimedia presentations using Adobe Audition and Adobe Premiere software. I demonstrated appropriate multimedia design elements based on professional standards. I developed audio and video production skills by creating digital video projects using a variety of video camera technologies and editing software. I further developed my skills in video camera operation, staging, lighting, and sound technology, motion graphics, editing, and post-production video in an instructional video that showcases video editing software. I applied to copyright and fair use by using music created under the creative commons license and attributed the artist appropriately in a video biography of a local company. I effectively collaborate with team members in creating video assets by asking performers to sign release documents in a video on mental state. I practiced project management skills by completing all assignments with an acceptable quality level on or before the due date. I evaluated and critiqued myself as well as peer digital productions by submitting peer review documentation on the learning management system.
Online Course Design and Teaching - IDT 592
I planed and design a course with logical and clear navigation that met professional-quality design standards by evaluating Learning Management Systems. I design a course that follows universal design standards by considering the potential needs of learners and using Bloom’s taxonomy to generate rigorous learning objectives. I created a welcoming environment for my learners by constructing a clear a online course syllabus that follows stated guidelines.
The course syllabus transparently states measurable learning objectives from the learner’s perspective, and develops a clear course calendar and course requirements. I developed a on online course in Schoology that connects course learners in the following 3 ways: Student-to-student, Student-to-instructor, and Student-to-student. I made the content relative to the lives, experiences and perspectives of the future online learners by presenting content that they will use at their new role processing medical claims for multiple health plans.
I wrote effective and engaging discussion questions by implementing Dee Fink’s taxonomy into my design. I carefully crated language that neutralized the effects of ethnicity, culture, gender, ageism and those that might affect communication in my online course.
Demonstrate the ability to use a variety of methods, other than Discussion Boards, for communication (interaction) purposes in an online course.
I constructed a rubric to evaluate specific engagement in the value-based health care model. I Designed assignments and activities for my online learners including multimedia presentations and knowledge checks. I managed the Schoology Learning Management System (LMS) to present the class materials to my learners in an online environment.
Organizational Development and Change - MGT 535
Through conversations with my advisor, I shared that I have been promoted to a leadership role in the Learning and Development department that I serve in. I am grateful that my advisor had the insight to suggest a class in Organizational Development, as training design often works closely with OD work. I would argue that classes in OD should be mandatory coursework for any Instructional Designer considering work in corporate training. I realized the importance of the content quickly and applied myself diligently which resulted in a perfect 100% score in the class.
I constructed and investigated alternatives to propose an achievable and measurable organizational development plan within the constraints of organizational development ideologies and resources. I created and assessed an intervention plan for a set of strategic goals and objectives in a weekly application analysis (linked above in PDF) based on a case study in the textbook, (The 10th edition of Organizational Development & Change by Cummings and Worley).
In an organizational Development managed change case study mid-term paper, I outlined a situational analysis of an organization and formulated a defendable point of view. I analyzed organizational information collected to propose a strategic change intervention for the Papoose Laminators Company owned by the B. R. Richardson Timber Products Corporation.
I applied the recognized tools of analysis to the internal and external environments of an organization and approached the challenges facing management given the needs for human resource intervention in the final written paper on the same case study.
I distinguished between the needs for the multiple types of interventions in an organization for economic, ecological, and social outcomes by writing and discussing the sustainable management organizations.
Course - IDT 535
I applied game elements to non-game contexts (Gamification) by applying content I had watched or read to group discussions and responses. In these conceptual thought experiments, I fulfilled the requirements to cite the principles used to develop engaging and successful instructional games. I identified the most influential and popular games in history by identifying games like World of Warcraft, Modern Warfare 2, and Second Life. I was also introduced to dozens of other games that added value to the narrative of using games to widen the human experience and skill us up to live our best life.
I categorized a variety of games based on style, structure, and audience and determine the qualities of an engaging game by applying the instructional text and video of the course to writings and group discussions.
I identified types of contemporary games used for instruction and business through a wealth of content presented by the instructor. This content was so engaging that I started listening to videos and podcasts around the topic that I had discovered on my own time and by my own motivation. I successfully created functional plans to use simulations in an instructional environment through multiple checkpoints throughout the class, which served as an iterative design process for my final project, a simulation with leveled game elements on a computer system used at the financial institution where I work. I demonstrated the basic functions of PowerPoint for game production applications by creating a presentation on my favorite game, which is Nintendo’s version of Tetris. We generated a simple group unit activity using the Multiplayer Classroom approach by having roundtable discussions. On a few occasions, I reached outside of the group discussion to chat privately with other classmates.
I produced an instructional simulation of the XP financial service platform that is to be used for onboarding new hire tellers using Articulate Storyline 3. I leveraged the trainer for Transaction Processing as my Subject Matter Expert and design aid.