Posted in 1.1 Creating, 1.2 Using, 1.3 Assessing/Evaluating, 3.1 Creating, AECT Standard 1 (Content Knowledge), AECT Standard 3 (Learning Environments)


Oh how I do so love Typography. I would consider myself a bit of a type snob. I notice subtleties of type that most do not. Things like kerning, leading, and tracking are all big blaring overlooked settings IMO. In fact, if you’re into it like I am, check out this kerning game, I can spend hours kerning mindlessly.

For this assignment, we are tasked with creating typographic images to represent lessons/objectives of a unit of instruction. For my unit, I will be creating materials for lessons on Google Slides. I chose to go with a typogram theme and tried to create literal examples of the type.


The first image is to represent “Presentation“. The main objective of this lesson is to review the big picture rules of creating a presentation. I chose to use the words to outline the shape and the Google Slides “GS” as the content. For the second image, the lesson is about adding and manipulating shapes to your presentation. Therefore the words “Using Shapes” are displayed using shapes. The third lesson focuses on formatting text and images. For this image, I’ve used words to express formatting text and I created a “picture” to indicated formatting an image. For the fourth lesson on collaboration, I have created the outline of a document using the word “collaborate” and added bits of input being added from various directions.

All of the images, since they will be used for the same unit, have commonalities to tie them together, most notably they use the same typeface (Lohr, 2008, p.215). The typeface itself,  Fingerling Tall would be considered a decorative typeface which makes it best for titles and headings. A paragraph with this typeface would be difficult to read (Lohr, 2008, p.224). I feel it works well here because it is boxy enough to create the shapes I needed as well as being readable enough to use for the art itself.

My very simple test consisted of showing the images to my two teenage daughters and my husband. Their opinions are likely biased but they all seemed to understand the overall message. Of course, the act of showing my stuff makes me see the flaws, there are some funky things happening in the last shape, the word collaboration is bent in weird spots.

Lohr, L.L. Creating graphics for learning and performance: Lessons in visual literacy. 2nd ed. Upper Saddle River, N.J: Pearson, 2008.

Posted in 1.1 Creating, 1.2 Using, 1.3 Assessing/Evaluating, 1.4 Managing, 4.3 Reflection on Practice, 4.4 Assessing/Evaluating, AECT Standard 1 (Content Knowledge), Uncategorized

Universal Design Example

This week we are tasked with exploring universal design and visual literacy. Universal design is defined as “a usable design of products and environment, accessible to all people” (Lohr, 2008, p. 5). The concept of universal design is broad and covers all design. For the scope of this assignment, I am discussing universal design in relation to visual literacy; or the ability to interpret a message or task based on its visual design elements.

As I reviewed the materials this week, I spent a bit of time thinking about what type of imagery I would use. My intention was to find what I thought was the most obvious imagery that tells a story. My mind always circled back to the bathroom people.


This representative visual tells the user quickly what privacy room to use. While the feminist in me cringes at the dress definition for my gender, I cannot argue the ease people have in reading these signs. The uses of these gender figures is what could be considered a standard, like the international no symbol, to visually represent gender. The example below is the most common use, a restroom sign. I chose this sign to represent the use of these symbols because of the layout used. I feel like the layout itself is another standard followed. Designing using already defined standards and practices makes it easier for the viewer to comprehend the message and therefore increases a persons visual literacy.


Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall.

Posted in 1.1 Creating, 1.3 Assessing/Evaluating, 3.1 Creating, Uncategorized

Creating a Quiz App in GameSalad

This project was about using GameSalad’s table functions to create a quiz app. There was A LOT of prep content to cover which made it a bit overwhelming. Thankfully things are at a simple logic level as my non-programmer brain tends to fry a bit after “does it match or not”. I was able to use a simple table loaded with quiz questions to populate actors in a scene dynamically. After that, the tutorials guided me through the process of creating a drag and drop question. At this point, I got stuck with what appears to be a bug (although human error isn’t out of the question) where I had 3 tests in a rule that all needed to be true in order for the continue button to show. I could NOT get it to work and spent WAY too much time trying since it should have been very simple. I combed the “code” for errors, repeatedly. I created display blocks to show my variable values (variables are “attributes” in GameSalad) and everything worked but the dang button! Grrrr. For the drag and drop question, you automatically get points, even if your wrong. Hmph.


The graphics in this game are simple and a bit silly. While I would use something similar to this to test my HTML students, I’m not sure this would be my exact approach or tool.

Posted in 1.3 Assessing/Evaluating, 4.3 Reflection on Practice

Instructional Design Job Description

For this EDTECH 503 assignment, I am tasked with exploring the current job requirements of an Instructional Designer via actual job postings. I will then demonstrate my understanding of ID job requirements and responsibilities by creating a fictitious job posting.

Fictional Job Posting

This fictitious job posting was crafted after researching current Instructional Design job opportunities (see below) and reading Larson & Lockee’s first chapter: Mastering the Basics.” My intent was to include aspects of the jobs I found that interested me the most as well as the more obvious ID characteristics in order to demonstrate my understanding.

Click here or the thumbnail to view the PDF version.
Screenshot fictionJob


How do the roles of teachers and instructional designers differ?

Instructional designers are tasked with the development of course materials. While teachers may do similar tasks, they do not develop the curriculum/guides that make course materials universal. For example, a facilitator guide for an online course. Another big difference comes with working with subject matter experts. ID’s spend a great deal of time working directly with someone who is an expert in the field. Teachers are often left to research and learn new content themselves.

In what ways do the responsibilities of teachers and instructional designers overlap?

I believe the most notable overlaps are the intention to educate. Teachers and instructional designers both need to come up with creative ways to disseminate information to the masses. They both also need to be concerned with the effectiveness of their work and collect & analyze data in order to be accountable for it.

Connect the relationship between these two roles to your own personal experiences. 

As a teacher, I look for curriculum and materials that I can adapt and deliver in my classroom. Some of my content is developed by me and some is adapted from others. When I was a curriculum developer in a corporate environment, I spent months researching, working with SMEs & instructors to develop content for a week-long course. All lessons, instructor notes, and course materials were developed by me. In both positions, my main focus is the learner and in both roles my goal is to create engaging measurable activities to facilitate learning.

Current “Real World” Instructional Designer Job Research

The following job postings were gathered from various sites. I have noted my thinking of why the posting was picked as well as what about it attracted my interest. For your convience, I have included both a link to the actual post as well as a PDF version. As this post ages and the active links break, they will be removed.

Job Posting 1 (PDF)
This TruGreen Instructional Designer position appeals to me mostly due to the work environment I can infer from reading the Responsibilities section. Each bullet point speaks to the very important steps of analysis/discovery, research, planning, development, and delivery which makes me feel like this company is committed to quality training products. On a personal note, I’m not sure I have what it takes to be passionate about the lawn care industry and would keep that in mind when considering applying.

Job Posting 2 (PDF)
Taking in mind my desire to be passionate about the industry, my next job posting is from JetBlue. I love to travel for my job, not many people do, but I really do and this position offers 25% travel. From an ID perspective, I like that this position mentions the strong relationship developing skills needed to work with SMEs and project leads. Being a wiz at the technical aspects is great but without being able to (or wanting to) work with a wide variety of people can hurt someone in this type of position.

Job Posting 3 (PDF)
The first two jobs sound great but neither is in my region so I’ve moved my search to my home state. The insurance industry (Travelers) does nothing for my passion level but it’s close to home. I noticed this posting is written with more of a strong business model feel and it emphasizes skills one expects in a corporate environment such as project management and development lifecycle. 

Job Posting 4 (PDF)
In keeping with local jobs, I wanted to explore ID jobs within higher ed. Having spent 10 years as a web developer in higher ed, I have a particular fondness for the industry. I chose this Goodwin College posting because the job responsibilities are heavily focused on online training development. Personally, I love being in the classroom so if I’m not doing the actual teaching, I would much rather develop for the online environment.