I had the opportunity to work with a diverse group of educators on various university sponsored workshops, some of which included K-12 faculty from the local school system. I personally marketed, organized, designed and taught the faculty workshops, which were primarily focused on pedagogy, adult learning principles and technology applications for the classroom and distance education alike. I also taught graduate classes in several courses and assisted in redesigning and developing the curriculum for both in-class and online courses.
Currently, I’m teaching the following courses at a college. I personally designed and developed these courses with assistance from a Multimedia Team working on graphic branding. You can download the curriculum outline and syllabus for each course.
EME 2040: Introduction to Educational Technology
CGS 1100: Microcomputer for Business and Economics
CGS 1060: Introduction to Information Technology
You can visit examples of my courses through CourseSites, provided by Blackboard. You can self-enroll to any course. They are intended for demo purposes.
The top three characteristics that my students have selected to best describe my teaching style are:
- Gives Good Feedback
- Clear Grading Criteria
Helping faculty to integrate technology into their courses involves not only the implementation of technology, but also the application of pedagogy. Personally, I believe it is a best practice to offer faculty different training approaches depending on their level of technological skills.
A workshop is conducted to focus on hands-on activities. This allows faculty to perform some tasks and practice immediately after learning a skill. The workshop will demonstrate step-by-step instructions to the faculty members. In the group training, the faculty members will be able to interact and share learning experiences as a group.
Online Training and Support
The online support offers a continuing process of faculty development by providing useful information, online resources, and pedagogical and technical support. This approach allows the faculty members to learn by themselves by downloading a step-by-step job aid or tutorial video on the website. This approach is very effective when the faculty members desire to learn or review instructional materials on their own time and pace.
A special arrangement can be established to work with the faculty members on specific technological issues. A variety of job tasks are often accomplished in the consultation process, including coaching, collaborating, and providing suggestions.
QM Master Reviewer
I’ve been working closely with the Quality Matters (QM) staff to organize a QM-managed course review. I enjoyed serving as a Chair for course reviews, assigned by the QM staff. This allows me to exercise and reinforce the application of QM and Instructional Design principles through my coaching to help the review team provide the most helpful recommendation to Course Representatives. During the course review, I have experienced fruitful discussion of best practices for online course design with faculty and subject-matter experts from various higher education institutions. I am also a member of the QM Instructional Designers Association (IDA).
Mentor & Supervisor for Internship Program
Instructional design for higher education online learning is a burgeoning field, and the demand for trained, experienced Instructional Designers has outpaced the supply. To fill the needs of College’s Instructional Design team, and to support our growing profession, I devised and initiated a plan for an internship program with universities with Instructional Design programs. I created a proposal that outlined the program plan, internship format, framework, and estimated budget as well as highlighted the benefits for students and the College. Once the program was approved, I worked with a Project Coordinator to develop an Internship Handbook that provided appropriate guidance to the department, instructional design interns, mentors, and administration.
The program offers two internship options: traditional and virtual. The interns can choose one of the options based on their program requirements and personal preference. The traditional internship is a paid internship that requires the interns to be present and work with mentors on campus. The virtual internship is also a paid internship, but it requires the interns to work remotely and communicate with the mentor regularly. Since the program’s inception, I have served as a Mentor and Supervisor. I have also provided other mentors with support and guidance throughout the internship program.