Project Description: This interactive multimedia video is designed to introduce prospective students to the field of Educational Technology. The video answers key questions like what Educational Technologists do, what career paths are available, and salary range they can anticipate. Designed to be engaging and accessible, it includes branching scenarios, quizzes, and infographics to engage learners with varying levels of familiarity with the field. By featuring real-world examples, perspectives of current students, and industry insights, the video helps prospective students gain a clear understanding of the field’s opportunities and value, allowing them to make informed decisions about the program.

Project Link | Artifact Report

AECT Standards Met: This project meets the following standards:

Standard 1: Content Knowledge
1.2, 1.5

Standard 2: Content Pedagogy
2.5

Standard 3: Learning Environments
3.1, 3.5

Standard 4: Professional Knowledge and Skills
4.1, 4.5

Standard 5: Research
5.1

Project Description: This instructional design project focuses on the development and formative evaluation of an interactive One-Hour Wargame lesson plan on the Battle of Verdun for IB History instructors. The unit guides teachers through strategic and experiential learning, enabling students to analyze troop movements, weapon technology, and tactical decision-making during one of World War I’s most pivotal battles. The instructional design followed a systems approach across IUs 1–4: needs analysis and learner characteristics (IU 1), instructional goal and task analysis (IU 2), prototype and media development (IU 3), and formative evaluation (IU 4). The final deliverable includes a playable simulation, guided practice, a rubric-based assessment, and detailed reflection prompts to evaluate historical understanding.

Project Link | Artifact Report.

AECT Standards Met: This project meets the following standards:

Standard 1: Content Knowledge
1.1, 1.2

Standard 2: Content Pedagogy
2.1, 2.2, 2.4, 2.5

Standard 3: Learning Environments
3.1, 3.2, 3.6

Standard 4: Professional Knowledge and Skills
4.4, 4.5

Standard 5: Research
5.1, 5.2, 5.3

Project Description: The instructional unit titled “How to Play Risk: A Beginner’s Guide” is a Reusable Learning Object (RLO) designed to teach new players how to set up and play the strategy board game Risk. The video-based lesson explains game setup, turn structure (reinforce, attack, fortify), and victory conditions using clear visuals, narration, and on-screen labeling. The lesson concludes with a short comprehension quiz that reinforces key learning objectives. The RLO applies Richard Mayer’s Multimedia Principles to enhance engagement and understanding, providing a self-paced, online learning experience accessible to a broad audience of novice players.

Project Link | Artifact Report.

AECT Standards Met: This project meets the following standards:

Standard 1: Content Knowledge
1.1, 1.2

Standard 2: Content Pedagogy
2.1, 2.2, 2.4, 2.5

Standard 3: Learning Environments
3.1, 3.2, 3.5, 3.6

Project Description: DIVE 101: Digital Instructional Video Editing is a self-paced online course designed for Digital Learning professionals at South Texas College. The instructional unit trains participants to create professional-quality instructional videos from start to finish; encompassing scripting, audio recording, video capture, editing, and publishing. Learners gain hands-on experience with free tools such as Canva and browser-based screen recorders, producing accessible and visually engaging content aligned with institutional standards. Each module includes instructional videos, downloadable guides, and interactive quizzes to support self-assessment. By the end of the course, participants develop confidence and competence in producing educational media that enhances learner engagement and accessibility within the Canvas LMS.

Project Link | Artifact Report.

AECT Standards Met: This project meets the following standards:

Standard 1: Content Knowledge
1.1, 1.2, 1.3, 1.4, 1.5

Standard 2: Content Pedagogy
2.1, 2.2, 2.3, 2.4, 2.5

Standard 3: Learning Environments
3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Standard 4: Professional Knowledge and Skills
4.1, 4.3, 4.4, 4.5

Project Description: The instructional unit, Effective Communication for Student Leaders, is a 15–30 minute, self-paced, web-based training module developed on Google Sites for UTRGV’s STUN Troopers (Student Union student workers). The training was created to build confidence and competence in professional communication, guiding student leaders to structure ideas clearly, use assertive phrasing, provide constructive feedback, and take ownership of solutions. The module incorporated short multimedia lessons, embedded videos comparing weak and strong communication examples, interactive Wordwall activities, Padlet reflections, and an online assessment. Its overarching goal was to transform student workers from tentative contributors into confident, action-oriented leaders capable of guiding their peers during high-profile events such as the Student Tailgate initiative.

Project Link | Artifact Report.

AECT Standards Met: This project meets the following standards:

Standard 1: Content Knowledge
1.1, 1.2, 1.3, 1.4, 1.5

Standard 2: Content Pedagogy
2.1, 2.2, 2.3, 2.4, 2.5

Standard 3: Learning Environments
3.1, 3.2, 3.3, 3.4, 3.5

Standard 4: Professional Knowledge and Skills
4.1, 4.2, 4.3, 4.4, 4.5

Standard 5: Research
5.3, 5.4