TOOLS

  • Articulate 360 Rise (Intermediate-high )
  • Articulate 360 Storyline (Intermediate-mid) 
  • Canva (Advanced-high) 
  • Adobe Express (Intermediate-mid)
  • Google Suite (Advanced-high) 
  • Microsoft 360 Suite (Advanced-high)
  • LMS Platforms (Proficient in Canvas, K-12 Learning Mgmt. Systems)  
  • Zoom & Microsoft Teams (Advanced-high)

METHODS

ADDIE, Backwards Design & Bloom’s Taxonomy (for learning objective structuring), Learning Needs Analysis, Persona Development, Root Cause Analysis (5 Whys, Fishbone Diagram)

INSTRUCTIONAL APPROACHES

Performance-based learning, Experiential learning, Project-based Learning,  Inquiry-based learning, Simulation-based learning, Role-play, Facilitator-Led vs Self-paced, Blended Learning Design, Microlearning

EVALUATION METHODS

Kirkpatrick Levels of Evaluation, Learning Analytics Review, Feedback Loops & Iteration Cycles

CHANGE & ADOPTION METHODS

Stakeholder Analysis, Communication and Engagement Planning, Learning Campaign Design.

Instructional Design

Rooted in deep experience across the education, training, and facilitation spaces, my instructional design approach centers on real-world performance, authentic application, and the creation of learning experiences that meaningfully shift understanding and capability.

In addition to my on-the-ground experience, I strengthened and formalized my practice through the Graduate Certificate in Instructional Design from the University of Illinois at Urbana-Champaign, a program that provided intensive, hands-on training in learning design, analysis, and development.

Applied, Hands-On Graduate Training

Throughout the program, I worked on real instructional design projects, creating a full suite of assets such as:

  • Learning needs analyses and audience personas

  • Scenario-based assessments and performance tasks

  • Facilitator guides and module outlines

  • Case study evaluations and instructional improvement plans

  • Action plans for implementation, evaluation, and iteration

This experience allowed me to apply theory to practice while refining my skills in designing learner-centered, evidence-based, and performance-driven solutions.

A Performance-Centered Lens

My background in proficiency-based education (K–12) and experiential learning (corporate) naturally translates to instructional design approaches focused on:

  • Real-world performance

  • Application over memorization

  • Authentic scenarios

  • Learner engagement and autonomy

Across academic and corporate environments, I design learning that is:

  • Clear (aligned to real competencies)

  • Interactive (rooted in practice and/or dialogue)

  • Human-centered (built around the learner’s context, motivations, and needs)

My goal is always the same:Create learning experiences that drive meaningful, measurable performance—while empowering learners to grow with confidence.

Design Document
Instructional Package

ID Project

As part of my Instructional Design Graduate Certificate at the University of Illinois, I completed a comprehensive team-based design project that simulated a real corporate training engagement. The experience provided hands-on practice with instructional design methods, collaboration with peers, and the development of a full instructional solution from analysis to implementation.

Project Overview

Working as a design team, we were tasked with creating a complete instructional or training program on a topic aligned with our expertise or supported by a subject matter expert. The project required us to follow a structured design process and apply a full range of instructional design activities, templates, and evaluation tools.

Each team member designed one full instructional unit—equivalent to 1–2 hours of learning—that would integrate into the larger program.

My Role & Contributions

Within the team, I contributed to the shared design responsibilities and independently developed my instructional unit. This included:

Analysis & Design

  • Conducted needs analysis and learner analysis

  • Applied ADDIE and other ID methodologies

  • Used Instructional Design Activity (IDA) templates to document decisions

  • Collaborated with teammates on sequencing, flow, and structure of the larger program

Development

  • Created a complete instructional unit including:

    • Slide decks

    • Job aids

    • Learning activities

    • Scenario-based exercises

    • Assessments (formative and performance-based)

  • Ensured alignment between objectives, content, and evaluation

Final Deliverables

The project culminated in two major components:

1. Design Document: A formal instructional design document outlining:

  • Learning goals and objectives

  • Learner profile and context

  • Instructional strategy and methods

  • Assessment plan

  • Media, tools, and delivery approach

2. Instructional Package: Each student produced a fully developed instructional unit, including:

  • Presentation slide deck

  • Job aids or quick-reference sheets

  • Learner activities and scenarios

  • Assessments and rubrics

  • Facilitator notes or guide (if applicable)

This capstone project strengthened my practical skills in instructional analysis, design, development, collaboration, and evaluation, and provided hands-on experience producing real learning assets that reflect industry standards in instructional design and L&D.

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