Professional Development for Keystone Technical Institute
A colleague and I used the ADDIE model to develop and implement learning modules with the purpose of training new employees of the campus. I have included a PowerPoint of the proposal, and the module breakdown.
A colleague and I used the ADDIE model to develop and implement learning modules with the purpose of training new employees of the campus. I have included a PowerPoint of the proposal, and the module breakdown.
kti_technology_professional_development.ppsx | |
File Size: | 141 kb |
File Type: | ppsx |
professional_development_lesson_plan.docx | |
File Size: | 22 kb |
File Type: | docx |
Sim City Pollution Challenge: WEBLEI
I edited and implemented a learning inventory in order to collect data for a study I used in my dissertation. Part of this study, I used Sim City Pollution Challenge in my learning modules. Here is an example of the Learning Inventory I used, along with the completed dissertation.
I edited and implemented a learning inventory in order to collect data for a study I used in my dissertation. Part of this study, I used Sim City Pollution Challenge in my learning modules. Here is an example of the Learning Inventory I used, along with the completed dissertation.
weblei_questions_and_instrument.docx | |
File Size: | 47 kb |
File Type: | docx |
jlb_dissertation.pdf | |
File Size: | 2290 kb |
File Type: |
Interactive Presentation
This is an example of a presentation used to teach learners how to create interactive presentations in PowerPoint. This was a module I taught through a grant, and I would walk the learners through the process of how to complete the project.
This is an example of a presentation used to teach learners how to create interactive presentations in PowerPoint. This was a module I taught through a grant, and I would walk the learners through the process of how to complete the project.
jlb_interactive_presentation.ppsx | |
File Size: | 1925 kb |
File Type: | ppsx |
Instructional Video Game Presentation
This is a practice session I presented at Virginia Tech regarding using video games in education.
Abstract: Using video games in the classroom can be an enriching and beneficial experience for both student and instructor. However, there are specific barriers that prevent educators from using video games in their curriculum. This practice session will examine the barriers and provide solutions in order to make integrating gaming into learning seamless and effective. Participants will be encouraged to share their experiences with technology and gaming in the classroom. Practical resources and existent lesson plans will be examined and discussed. Upon conclusion, participants will be able to take actual examples of using video games in the classroom and apply them to their lessons plans.
This is a practice session I presented at Virginia Tech regarding using video games in education.
Abstract: Using video games in the classroom can be an enriching and beneficial experience for both student and instructor. However, there are specific barriers that prevent educators from using video games in their curriculum. This practice session will examine the barriers and provide solutions in order to make integrating gaming into learning seamless and effective. Participants will be encouraged to share their experiences with technology and gaming in the classroom. Practical resources and existent lesson plans will be examined and discussed. Upon conclusion, participants will be able to take actual examples of using video games in the classroom and apply them to their lessons plans.
instructional_video_games.ppsx | |
File Size: | 6897 kb |
File Type: | ppsx |
Excel learning module for local bank
Here is a screen shot of a learning module I created for a local bank. I taught the learners two modules in Microsoft Excel. Both sessions were in person. The instructions for the second session were created in Storyline, and I provided help to the learners as needed.
Here is a screen shot of a learning module I created for a local bank. I taught the learners two modules in Microsoft Excel. Both sessions were in person. The instructions for the second session were created in Storyline, and I provided help to the learners as needed.
inkedbank_ss_1_li.jpg | |
File Size: | 143 kb |
File Type: | jpg |
inkedbank_ss_2_li.jpg | |
File Size: | 81 kb |
File Type: | jpg |
Writing Sample
This is a chapter I published with a few colleagues.
Abstract: The focus of this chapter is how video games can be utilized for instructional purposes, specifically in the STEM areas (Science, Technology, Engineering, and Mathematics). Gaming, as an instructional tool, enables educators to create participatory learning activities, assess understanding of complex and ill-formed situations, facilitate critical thinking and problem solving capabilities, and ensure active engagement across the learning continuum for all students. How to use it effectively, however, is a topic of debate among many educational scholars. In order to create innovative ways to teach classic concepts using video games, instructors need diverse skills: technology skills to access video games that meet the needs of today’s learners for active engagement, instructional skills to integrate theory and practice, as well as adhere to the standards of academic rigor, and leadership skills to guide students to higher levels of critical and creative thinking. Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking.
This is a chapter I published with a few colleagues.
Abstract: The focus of this chapter is how video games can be utilized for instructional purposes, specifically in the STEM areas (Science, Technology, Engineering, and Mathematics). Gaming, as an instructional tool, enables educators to create participatory learning activities, assess understanding of complex and ill-formed situations, facilitate critical thinking and problem solving capabilities, and ensure active engagement across the learning continuum for all students. How to use it effectively, however, is a topic of debate among many educational scholars. In order to create innovative ways to teach classic concepts using video games, instructors need diverse skills: technology skills to access video games that meet the needs of today’s learners for active engagement, instructional skills to integrate theory and practice, as well as adhere to the standards of academic rigor, and leadership skills to guide students to higher levels of critical and creative thinking. Therefore, this chapter will explore the vast world of video games and the opportunities for instructors to incorporate them into lesson planning. The basis of this empirical work is to align the guiding principles of STEM with the identification of accessible games, based upon learning principles and assessment strategies. The challenge for 21st century educators will be how to bridge the gap between the traditional development of skill sets to meet workforce demands in a dynamically changing global economy that simultaneously creates employees who are capable of innovation, collaboration, and deep critical thinking.
hyatt_p103.pdf | |
File Size: | 424 kb |
File Type: |