Demonstration of Competencies
Artifact #1
Interactive PowerPoint Module
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Context
Final project for a technology and design course, developed to demonstrate how interactive, media-rich instruction can be built with low-cost, widely accessible tools rather than specialized authoring software.
Conditions
Worked independently from start to finish across a full 12-week semester. Developed instructional objectives and quiz items to support application of training on NotebookLM. Built interactivity in PowerPoint (hyperlinked navigation, breadcrumbs, hover states, transitions, embedded quizzes). Used Canva for template/visual design and HeyGen to produce a narrated video demonstrating NotebookLM's use.
Scope
Completed, final deliverable — a standalone instructional module rather than a prototype.
Role
Sole designer and developer; worked independently on all aspects of the project.
• Produce visuals that adhere to the principles of message design (Canva template design)
• Use appropriate tools to communicate with learners (HeyGen narration)
• Design interventions to address learning and performance
• Generate appropriate instructional strategies and activities (objective-aligned quizzes)
• Apply interaction design principles (hyperlinks, breadcrumbs, hover/transition navigation)
• Select and use appropriate technology and media for specific outcomes (deliberate low-cost PowerPoint choice)
• Develop instructional materials using a variety of media (audio, video, interactive elements)
• Analyze the characteristics of existing and emerging technology (NotebookLM, Canva, HeyGen)
Competencies Demonstrated
Artifact #2
Pareto Principle Analysis
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Context
Completed as a class project in EME 6356 (Learning and Web Analytics), exploring how the Pareto Principle could inform training-reduction decisions in a military training environment.
Conditions
Synthetic data was generated (using Claude and Copilot) representing multiple military units/squadrons across training categories including simulation, live fire, field exercises, distributed learning, staff exercises, classroom instruction, and technical skills. Data was structured and analyzed in Airtable, with JSON/Vega-Lite used for select visualizations, and correlation (r) and r² values calculated to test relationships in the data. Completed within a compressed, multi-week class timeline.
Scope
Final product for the course — a feasibility report rather than an implemented system. Deliverables included a commander-facing dashboard prototype (linked on site) surfacing readiness and funding implications. Findings are published in the Small Wars Journal (Arizona State University).
Role
Team project (group of 4). Primary contributor to data creation, Airtable structuring, and JSON/Vega-Lite analysis work; general project direction and presentation/dashboard framing were shaped collaboratively with other team members.
• Produce visuals that adhere to the principles of message design (commander dashboard)
• Analyze learning and performance problems to recommend appropriate solutions
• Use analytics to address learning and performance questions
• Estimate costs and benefits for proposed solutions
• Write analysis reports and disseminate findings to stakeholders (Small Wars Journal)
• Use technology tools in the design process (Airtable, JSON/Vega-Lite)
• Apply appropriate qualitative and quantitative data collection methods
• Collect, analyze, and summarize data (r and r² values)
• Collaborate effectively with others (group of 4)
Competencies Demonstrated
Artifact #3
Gifted Adult Career Pathing
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Context
Developed during a systematic instructional design course as a novice framework for career pathing among gifted adults, intended as a tool for managers and leaders. Synthesized research across giftedness models, appreciative inquiry, and VIA character strengths into a single applied process.
Conditions
Completed independently. Followed the Dick and Carey systematic design model in full — from subskill analysis through objective and content creation. Built a mind map to visualize the process, designed a template mapping observable traits through VIA character strengths, developed an accompanying lesson explaining the framework and its use, and created an original interview protocol to gather input from participants at the management level.
Scope
A novice/prototype model — acknowledged as lengthy and open to further study rather than a finalized, field-tested solution. Serves as a foundational framework rather than a completed product.
Role
Sole designer and researcher; completed independently.
• Analyze content from a variety of human and non-human sources (research synthesis)
• Determine subordinate and prerequisite knowledge and skills (subskill analysis)
• Apply learning theory and systems thinking to design practice (Dick and Carey model)
• Align outcomes, strategies, and assessments
• Identify the scope and sequence for instructional solutions
• Select, modify or create effective design models (synthesizing appreciative inquiry, ability-personality profiling, and VIA strengths)
• Provide a rationale for design decisions
• Construct valid & reliable data collection tools (interview protocol)
• Apply appropriate qualitative data collection methods (management-level interviews)
Competencies Demonstrated
Additional Projects (Demonstration of Competencies Only)
Artifacts #4 (Perceptual Curiosity Infograph/Assessment)
Artifact #5
(i-Ready Data Literacy)
Artifact #6
(Scribus User Guide)
Artifact #7
(Sample Writing)
• (A4) Deliver effective and engaging presentations (narrated teaching video)
• (A4) Produce visuals that adhere to the principles of message design (infographic)
• (A6) Produce clear, concise and grammatically correct messages (technical writing style)
• (A7) Produce clear, concise and grammatically correct messages (core writing sample)
• (A7) Analyze learning and performance problems to recommend appropriate solutions (theory-informed intervention selection)
• (A5) Analyze learning and performance problems to recommend appropriate solutions
• (A5) Analyze content from a variety of human and non-human sources (multiple stakeholder perspectives)
• (A4) Analyze content from a variety of human and non-human sources (synthesizing Berlyne's theory into an applied tool)
• (A4) Design assessments to measure learning and performance
• (A4) Generate appropriate instructional strategies and activities
• (A4) Use visual design principles appropriately
• (A5) Work with subject-matter experts and other team members to design interventions
• (A5) Align outcomes, strategies, and assessments
• (A5) Generate design documents and disseminate findings to stakeholders (instructor guide)
• (A6) Use visual design principles appropriately (guide layout/formatting)
• (A6) Analyze the characteristics of existing and emerging technology (self-directed exploration of unfamiliar software)
• (A6) Use technology correctly for professional communication purposes
• (A4) Construct valid & reliable data collection tools (33-item Likert questionnaire grounded in Berlyne's theory)
• (A5) Collaborate with team members, clients, and stakeholders (faux client engagement)
• (A5) Establish project scope and goals
• (A5) Collaborate effectively with others (group of 3, faux client)
• (A5) Build positive relationships with team members, clients, and other stakeholders