Although I cannot include everything I create on this website, I hope these samples provide an adequate representation of my abilities.

I have seperated my portfolio into four main categories, that you can select on the right side of the page: Captivate Projects, eLearning Development, Video Production, and Instructional Design.


Being creative and working with Captivate is likely the reason I want to pursue a career in the development side of Instructional Design, especially as it pertains to eLearning. It allows me to be creative while utilizing effective pedagogical techniques.

Plant Simulation Game: Rapid Prototype

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Tool: Adobe Captivate 8

September 2015. I made this game for my Multimedia Learning class. It is simply a prototype to show what we had in mind when we described a "plant simulation game." The idea was to have students study plants for their school's annual plant sale via a WebQuest and then apply their knowledge to "keep a plant alive" in a short game. We used guided discovery learning with a mom as an agent prompting questions, and then providing explanatory feedback at the end of the game.

Learn American Football

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Tool: Adobe Captivate 8

March 2015. This can be considered my very first Adobe Captivate project. I had discovered basic concepts of the program and therefore decided to transform a PowerPoint I had created for American Culture (I was teaching a low-level class for ESL students at the time) into a Captivate project. This is the result, although unfinished. I showed it to my students anyway and they loved it. I hope to return to it some day, finish the content, add narration and videos, and make it a full elearning unit if possible.

Interactive History of Distance Education

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Tool: Adobe Captivate 8

September 2015. The idea for this project was to combine the history and theories we learned in my "Distance Education" class into a short and cohesive video, similar to a TedTalk. Instead of making a narrated PowerPoint, I decided to use this project as an opportunity to practice Adobe Captivate. Here you can see my ability to narrate and include learning cues (using multimedia principles). I decided to leave the rest of the slides narration free (for sake of time), but may return to this project to add further narration at a later date. I might also transform this presentation into an instructional design itself.

Hiragana Learning Platform: Project Proposal

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Tool: Adobe Captivate 8

Fall 2015. This was my "project proposal" for Multimedia Learning (actual project ended up being about teaching plants). Because I have a background in studying Japanese, I wanted to make a hiragana-learning platform that emphasized stroke order and actual movement for interactive learning - as opposed to rote memorization that is typical for online learning. I introduced "points of interest" that assist learners in drawing these characters (much like how a child would learn the roman alphabet). I hope to return to this one day in my spare time and make it a full unit. Feel free to watch my proposal video for more information about this project.


In addition to using Captivate, I plan on obtaining a large repertoire of skills using a variety of Learning Management Systems. It is difficult to showcase my abilities in this area, but I hope to show what I can down below.

Course on Type 2 Diabetes

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Spring 2016. This is a course I am currently working on for my Authoring Systems class. I chose the topic of Type 2 Diabetes. For this class, we are going through the process of 1) creating a concept map for our topic, 2) drawing up a storyboard, then 3) developing the class in UDUTU. I utilized storytelling to present the information in an interesting way. Each module follows the story of Debby as she first experiences the symptoms of diabetes, gets tested, and then treated. Each module is short yet effective, using "absorb," "connect," and "do" activities, followed by quick formative quizzes. All resources were created by me using Photoshop.

Blogs & Wikis

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Tool: WordPress, Blogger, and Wikia

Spring 2015, Summer 2014, Spring 2014, & Summer 2013. During my time as an ESL instructor, I fell in love with technology-enhanced instruction and was determined to implement blended learning techniques whenever I could. I ended up having my students maintain blogs and wikis for various classes. I hosted WordPress on my own server for two writing classes, after having used Blogger one year, and I had my reading class maintain a Wiki (through Wikia) regarding the novel they were reading at the time - although, next time, I might prefer to host something like TikiWiki on my server instead of using an outside resource. It was a great experience and I am glad to have the students' writing samples available for them to access anytime in the future to see how they've improved.

Spring 2015 WordPress | Summer 2014 WordPress | Spring 2014 Wikia | Summer 2013 Blogger

English on the Mind

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Tool: Adobe Dreamweaver, HotPotatos, & Google Docs

April 2014. Unlike the other items in my portfolio, this one was a website I created during my TESOL program in the Computer Assisted Language Learning class. Here is a unit based on the brain for students to work on either as extra credit or as a full online learning experience. Readings were adapted from a textbook while questions were created with the program HotPotatos. The final exam is a Google Docs form that can be automatically graded with an Excel app - in this case, we used Flubaroo.

Video Production

I am fascinated by multimedia learning principles and am currently working on expanding my skills in video production.

RPG Maker Parallax Mapping

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Tool: Adobe Captivate, Adobe Photoshop, and RPG Maker

November 2015. One of my many hobbies is game-making using RPG Maker. RPG Maker allows users to create maps within their program but it is difficult to customize with precise detail, shadows, and layers. "Parallax Mapping" thus lets you create the map in Photoshop (or other image editing software) and then import it into the program. I noticed a distinct lack of "good" parallax mapping tutorials so decided to make my own, which turned into a full channel. The linked video here is not my most popular, but it is the most concise, showing my ability to narrate in real time, explain things clearly, and manuever Photoshop at an expert level. Although this is a very casually presented video, I hope the likes and comments speak for themselves.

Scholarship as Conversation

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Tool: PowToon

March 2016. While working at my university's library, I was assigned to assist in the creation of educational videos. These videos will be placed on the library's "resources" web page for English teachers to pick and choose from for their own classes, in order to aide research writing. This particular video was created entirely by me after being given only a script. It is my first experience using PowToon.

IEP Graduation Video

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Tool: Adobe Premiere Pro

December 2014. Here is an example of something I created in Premiere Pro. It is a simple slideshow of memories from the Fall 2014 semester at the Intensive English Program, but it also incorporates video clips to keep it more interesting. The last day of the semester, I walked the school around with my boss's camcorder (and then my cellphone, when the battery in the camcorder ran out), and I entered classes in order to interview the graduating students, asking "What is your favorite memory at WVU?" I then organized the slideshow to fit their responses. Video responses are at :57, 1:40, 2:00 (her favorite memory was the Japanese Booth at the International Festival, which I had organized!), 2:40, 4:10, 5:00, and 6:35. Enjoy!

Instructional Design

Instructional Design is not only about being creative with pedagogy. It is also following a strong ISD framework such as ADDIE. I have experience utilizing such a model, as shown.

Using WordPress in the ESL Classroom - A Two Day Workshop

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Full Design Document

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Instructor's Guide
Fall 2015. This was the major project for my Instructional Design class. The semester was split up into discussion of each of the steps in ADDIE while we created a program of our choosing according to each. I had used WordPress in my own classrooms before, with teachers mentioning how nice it would be to do the same - but not knowing how. This inspired me to design a workshop.

Instructional Problem: Many instructors want to use blogs within their ESL writing classrooms, but are unsure of how to proceed.

A: The needs analysis was the strongest aspect of my design. I analyzed how eight other WordPress workshops were created (what aspects of WP were included in their outlines) and then sent out a survey to potential learners. From the survey, I was able to discover many things that helped guide my decisions in the workshop. One of my dilemmas was whether or not to include instruction on buying webspace to host their own WP on. The survey results indicated that yes teachers were interested in having a website, but did not feel comfortable buying one.

D: I laid out the various technology and media that would be required for this workshop, along with where it would be hypothetically hosted, then I set out creating the sequence of events. I then created a table of each activity with how much time it would take, how it was related to the workshop goals, what media was being incorporated, and how each activity was being assessed, along with potential issues. Each segment was seperated into Presentation -> Activity.

D: I developed a full day of instruction for the workshop into a "Teacher's Handbook" format. I went into painstaking detail for each step in the instructional process, from a potential "script" instructors could use - to a full zip file of workshop materials. These materials included suggested pages for your new WP website, suggested plugins, suggested prompts (along with websites to find more), in addition to a mock-up of a potential brochure.

I: As this was a school project, I was unable to implement this workshop into the real world. I hope to be able to at some point!

E: Mentioned above, because I could not implement the project, the evaluation wasn't perfect. Instead, I described formative and summative assessments I would utilize. Each description included who I'd be assessing, what I'd be assessing, when, and how. For example - learners one-on-one, assessing the learnability of the content, throughout the workshop, through observations. As for the summative assessment, I listed questions regarding the workshop's appeal, efficiency, and effectiveness, to be asked at a later date.