AECT Standard 3...

Learning Environments

Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.


S. 3.1. Creating – Candidates create instructional design products based on learning principles and research-based best practices. 

S. 3.2. Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. 

S. 3.3. Assessing/Evaluating – Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. 

S. 3.4. Managing – Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. 

S. 3.5. Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. 

S. 3.6. Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.

S. 3.6. Diversity of Learners

Connected Learning Booklet

EME 6347 | Spring 2022 | Final Project

This project fosters a learning community by encouraging individuals with diverse backgrounds and interests to create their own miniature books, share their unique passions, and serve as both learners and mentors. It provides accessible opportunities for people of all backgrounds and abilities to engage in creative publishing, learn from each other, and inspire enthusiasm for learning, thus promoting a sense of connectedness and empowerment within the community.

Competencies and skills learned:

  • Identify relevant resources, constraints, and context of the development and delivery environments
  • Develop storyboards using a template appropriate to the needs of the project
  • Identify instructional media options that address training needs
  • Discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the curricular objectives
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Tool Used: Wix, Adobe XD, Adobe Premiere, Google Workspace, Youtube, Instagram, Procreate

I took EME 6347, Digital Media and Learning, in Spring 2022. It introduces students to sociological and critical perspectives on instructional technology, emphasizing the Digital Media and Learning (DML) research network. This course explored the intersection of technology and education, delving into relevant academic literature to promote a deeper understanding of digital media’s impact on learning.

The purpose of this project is to promote and embody the principles of connected learning in education. The project involves creating illustrated miniature books on personal interests, fostering intrinsic motivation and autonomy in the learning process. It encourages the development of supportive relationships among learners, even in online communities, and provides opportunities for anyone to engage in creative publishing. By embracing diversity and sharing unique interests, this project aims to create a self-sustaining cycle of knowledge sharing and enthusiasm for learning, ultimately contributing to a more connected and collaborative learning ecosystem.

I began with the conceptualization and approval of a miniature book idea, followed by the creation of a detailed storyboard. The book combines original hand-drawn illustrations and content sourced from online community-built educational sources like Wikipedia. To enhance the reader’s experience and encourage further exploration, each page features a QR code enabling easy access to more information about the individual being depicted. Additionally, there’s another QR code leading to a dedicated website for the book, providing additional resources, fostering a community for discussion and sharing on Instagram, and offering a tutorial for readers interested in crafting their own miniature books to share their passions with the wider world.

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Tool Used: Microsoft Word, Adobe Photoshop

S. 3.3. Assessing/Evaluating

Motivational Design Project

EME 6419 | Summer 2022 | M9-2

The proposed assessments measure learner motivation, engagement, and training module effectiveness, informing improvements in instructional practices, learner outcomes, and the learning environment. Additionally, analysis gauges audience readiness, relevance, confidence, and potential, enabling tailored instruction to better meet learner needs and enhance the overall learning environment.

Competencies and skills learned:

  • Identify how the courseware will be used in the curriculum
  • Evaluate how the setting characteristics may impact proposed instructional approaches
  • Develop a target audience profile
  • State an objective in performance terms that reflect the intent of instruction

I took EME 6419, Motivational Design for Learning Technology, in Summer 2022. The primary purpose of this course was to introduce graduate students to the role of motivational design in learning technology. It provided opportunities to discuss motivation theories and relevant design models, and allowed us to practice the systematic motivational design process. The class also focused on helping students understand how to effectively use measuring instruments for motivation research. We were expected to be able to define motivation and its role in learning technology, compare motivation theories and design processes, analyze cases of learning motivation, articulate the components of the systematic motivational design process using the ARCS model, develop motivational tactics and strategies, and write a paper on the application of motivational design in learning technology.

The purpose of this project is to develop a training program for incoming PGY1 residents in the USF Internal Medicine Residency program. The project aims to motivate them intrinsically, extrinsically, and cognitively to understand and follow the reimbursement process. It addresses the challenge of lack of interest, overconfidence, cognitive overload, and feeling overwhelmed.

The training design draws from motivational theories, such as the ARCS model, expectancy-value theory, and action control theory, to make the training engaging, relevant, and manageable. By equipping residents with the knowledge and confidence to navigate the reimbursement process, the project seeks to ensure they maximize their reimbursement opportunities, enhancing their residency experience and benefiting the program as a whole by maintaining funds, reputation, and resident success.

S.3.1 Creating

Full Working Website

EME 6207 | Spring 2023 | M8 Project

Creating a website from scratch demonstrates my skill in crafting products rooted in solid research and design principles. Through its development, I applied various theories (which overlap and relate to  learning design), showcasing my expertise in web content, aesthetics, user-friendliness, inclusivity, and multimedia integration. This hands-on experience underscores my ability to translate theoretical concepts into practical, learner-focused instructional designs.

Competencies and skills learned:

  • Assess the relevant characteristics of the target audience
  • Select instructional media
  • Perform a needs assessment/analysis
  • Write criterion-referenced, performance-based objectives
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Tool Used: Text Mate, Photoshop, Envato

I took EME 6207, Web Design, during the Spring 2023. The curriculum covered web writing, visual design, usability, interactivity, multimedia, accessibility, and marketing. It taught skills in graphics preparation, creating websites with HTML5 and CSS3, and authoring tools. It also covered how to evaluate websites, optimize content for web delivery, enhance navigation, incorporate effective visual elements, adapt writing style for the web, and design globally accessible websites. Technical aspects of multimedia delivery and web design research were also explored, providing a strong foundation for web development.

The purpose of creating a website was to apply and showcase proficiency in web design principles, encompassing web writing, visual design, usability, interactivity, multimedia, and accessibility. It served as a practical demonstration of translating theoretical concepts into learner-focused instructional designs while honing skills in graphics, HTML5, CSS3, and authoring tools, thereby providing a strong foundation for web development.

The website I designed was the product of applying knowledge and skills that I acquired throughout the duration of the Web Design class. I combined skills in graphics, HTML5, CSS3, and authoring tools to create a user-friendly, aesthetically pleasing, and globally accessible platform. This project exemplified the translation of theoretical concepts into a practical, multimedia-integrated website.