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KMN DESIGN

​​Instructional Design, Learning Platform Administrator & eLearning (EdTech) Experience 

Certifications

Quality Matters: Higher Ed. - Applying the Quality Matters Rubric (APPQMR)
Quality Matters: Higher Ed. - Designing Your Online Course (DYOC)

​​Google: Certified Educator 1

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In 2008, I transitioned from my full-time teaching role to pursue a career dedicated to integrating technology and learning. Witnessing the rapid adaptation of my students to technology, I recognized the imperative need to center my focus on technology for continued success as an educator. Since earning my master's degree in educational technology from James Madison University, I have held various positions in educational technology. These diverse experiences have equipped me with valuable skills across a spectrum of technologies, learner profiles, and educational environments. ​-KMN

Instructional Design Skills

I am confident that my skills, experiences, and online knowledge position me well to excel in the challenging responsibilities of various instructional design and modern education roles.
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Creative  

​​As a designer and teacher, I developed inventive education resources using the most creative methods and tools. 

Explorer 

Researched traditional adult learning theories (ADDIE, SAM, SAMR, Kemp) and successfully implemented them into the design process. 

Guide

Effectively guided a number of diverse subject matter experts to condense and organize their technical knowledge into learning platforms.

Communicator

Professional communicator, established by over ten years of teaching experience, along with several years of higher education involvement. 

Builder

Developed over 25 comprehensive courses, often with limited resources and timelines. Contributed to development of  hundreds of courses and training resources. 

​Administrator

Administered several educational learning and assessment systems and often managed all technical support.  

Technical Skills

​Learning Management Systems:
ANGEL
Blackboard Learn
Schoology
​Plato
Canvas (limited)

Learning Analytics Systems:
Renaissance Learning
STAR Math
STAR Reading
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Assessment Management Systems:
Tk20 (now watermark)
Microsoft:
Office 365

Adobe:
Creative Suite
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eLearning:
iSpring
Articulate
Captivate

*SCORM proficient
Online Assessment Support:
American Institutes for Research (AIR)
Partnership for Assessment of Readiness for College & Careers (PARCC)
Ohio Graduation Test (OGT)
​
Instructional Design Models:
ADDIE
SAM
SAMR
Kemp


Assessment Maker Tools:
Respondus

Learning & Design
​Theories

My online design process draws inspiration from various models, particularly ADDIE and Kemp. The SAM model becomes imperative for expeditious content development needs. Leveraging my background as a K-12 educator, I also integrate the SAMR model to guarantee the adaptability of content for implementation in traditional classroom settings.

Irrespective of the chosen model for content design, I regard the evaluation step as paramount. A thorough evaluation is pivotal in gauging goal achievement and identifying necessary revisions for content enhancement. I approach content design with the understanding that it requires continual, insightful revision to ensure its ongoing improvement.

Learning Theories:

As a contemporary educator, my influences span a diverse range of learning theories. In the K-12 realm, I draw inspiration from the works of Jean Piaget and Lev Vygotsky. I firmly believe that the insights provided by these theorists offer valuable perspectives for successful design and adult education.

Jean Piaget

Piaget's theories are instrumental in understanding human development, with his concept of metacognition holding significant relevance in adult learning. According to Piaget, metacognition represents the final stage of human development, characterized by the development of higher-order thinking skills. In the context of adult learning, I suggest that professional skills also undergo a similar developmental pattern, and many inexperienced workers may lack the professional metacognitive stage.

A proficient designer recognizes the necessity to foster the development of higher-order professional skills and strategically designs content to advance these skills in adult learners.

Lev Vygotsky

Vygotsky's Zone of Proximal Development (ZPD) proves to be a valuable framework for designing content tailored to adult learners. The ZPD concept aims to discern the skills a learner can execute independently and what they can achieve with the guidance of someone more knowledgeable in the activity. In the realm of adult training, this ZPD concept becomes pivotal for shaping content and individual goals, as well as establishing effective mentoring programs.

A skilled designer, cognizant of the ZPD concept, structures content to identify established skills and delineates pathways for advancing individual learning. This approach may involve well-developed content, mentoring programs, and effective structural knowledge management principles.
​

Design Theories:

It's evident that Malcolm Knowles and Richard Mayer significantly influence my design principles. Their perspectives and contributions serve as foundational pillars shaping the approach and methodology I employ in instructional design.

Malcolm Knowles

​Malcolm Knowles's humanist theories on adult education hold the most significant impact on my design philosophy. His four principles for adult learning, as suggested, form the guiding framework that I apply in developing effective instructional designs.
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​Designing content guided by these four principles can elevate the modern educational experience, making it both proficient and efficient.
To delve deeper into educational and design theories, I invite you to explore the 'Instructional Design' page for additional information.
Instructional Design

Richard Mayer

Richard Mayer’s 12 Principles of Multimedia Learning are the prevailing design resource.
  1. Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included.
  2. Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.
  3. Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text.
  4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
  5. Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.
  6. Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.
  7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
  8. Modality Principle – People learn better from graphics and narrations than from animation and on-screen text.
  9. Multimedia Principle – People learn better from words and pictures than from words alone.
  10. Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style.
  11. Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
  12. Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

Instructional Design Process
(Blooms', A.D.D.I.E. & SAMR)

While numerous instructional design theories exist (including ADDIE, SAM, SAMR, Kemp, Dick & Carey, Kirkpatrick), my expertise and influence are most pronounced in ADDIE and SAMR. It's worth noting that every successful design process initiates with well-crafted objectives, guided by the principles of Bloom's Taxonomy.
  1. Analysis: A collaborative environment where ideas, concerns, timelines, and expectations are conceptualized and transparently discussed and agreed upon. 
  2. Design: Content is planned and built in a standard yet personalized template with structure objectives (guided by Bloom’s Taxonomy), engaging materials, interactive assignments and authentic assessments. 
  3. Development: Develop synchronous and asynchronous resources with authentic assessments. This step allows for the implementation of technology through the SAMR model by considering the Enhancement steps of ‘Augmentation’ and ‘Substitution’. 
  4. Implementation: Content is applied. Interaction, usability, and acceptance is informally observed. Positive and negative features are assessed and documented. 
  5. Evaluation: After content has been administered, feedback from all stakeholders is gathered through informal and formal surveys. Results are audited and refinements are made through redesign, training and continued resource development.  
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Instructional Design Experience

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PRESENTATION DESIGNER...
​
‘PowerPoint Refurbisher’ 

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PowerPoint
•Designed several PowerPoint presentations



Graduate Student: ‘PowerPoint Refurbisher’ ​

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During my time as a graduate student at James Madison University, I took on the role of designing numerous PowerPoint presentations for both my peers and faculty members. I earned the moniker of "PowerPoint Refurbisher," as I was frequently called upon to enhance both the aesthetics and functionality of presentations.
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My exploration revealed that PowerPoint facilitates the swift creation of substantial design resources, encompassing icons, simple graphics, page layouts, and even comprehensive packets. Over time, I honed my skills with PowerPoint, considering them invaluable assets for any design project. Despite the emergence of more contemporary graphic platforms such as Canva, I maintain a belief in PowerPoint's continued significance in various design processes and presentations. Nevertheless, I wholeheartedly embrace platforms like Canva, recognizing their collaborative features as exceptional resources for modern design processes. 

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Presentation Designer: ‘PowerPoint Refurbisher’

​TMW Systems (now: Trimble)
  • Designed the TMW Systems TransForum2009 PowerPoint Presentation 
The 2009 TransForum conference marked my inaugural foray into professional design. Tasked with the assignment after a Graphic Designer was unable to fulfill the request, I successfully crafted a 111-slide presentation within a constrained time frame. The presentation seamlessly ran continuously at the conference, displayed across multiple projection screens.

2009 TransForum presentation (selected slides):

Given a 111-slide PowerPoint presentation laden with text but lacking a theme and imagery, I undertook the task with specific directives. The requirements included retaining the text, integrating corporate logos (TRANSFORUM2009), incorporating animated transitions judiciously (while avoiding an overly juvenile feel), and ensuring the automated presentation ran continuously. Through pragmatic instructional design choices, I believe I effectively addressed the product, the audience, and the medium's constraints. *Please Note: this was in 2009 and my skills have greatly advanced since then. However, this was deemed an impressive presentation at the time. 

GRADUATE ASSISTANT

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College of Education, James Madison University - Harrisonburg, Virginia

Assisted with the implementation of the TK20 assessment and accreditation software for James Madison’s College of Education Student Teaching program.
​
  • TK20 Assessment and Accreditation Software Administrator role - tk20.jmu.edu
  • Assisted with the development of TK20 support and training resources for the College of Education Student Teaching Program - ​Tk20 (now watermark)
  • Created TK20 software assessment rubrics for the Student Teaching evaluations
  • Maintained TK20 technology support of University Supervisors, Cooperating Teachers, and Student Teachers​​

Tk20 Support Resources:

As a graduate assistant, my design style took shape while I undertook the responsibility of identifying persistent technology issues within the Student Teaching Program. Every aspect, including formatting, colors, and content, underwent suggestions, reviews, revisions, and approvals by the Implementation Committee. While the images from that time reflect my initial development, they also symbolize the valuable lessons learned in collaboration, maintaining design consistency, and effective communication—crucial elements for fully optimizing technology and the design process.

INSTRUCTIONAL DESIGNER

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Stark State College - North Canton, Ohio 

Assisted with the development of the online education department (eStarkState).
​
  • ​Assisted with the administration of the ANGEL Learning Management System for the entire college
  • Led ANGEL Learning Management System training for students and faculty - online and classroom
  • Created resources (synchronous/asynchronous) for instructors and student orientations
  • Developed and administered training courses on several online teaching principles:

ANGEL Learning Management System,
ANGEL Training, Start-up Week ‘Boot Camp’,
Online Assessments,
Online Gradebook,
Online Student Expectations,
Online Student Engagement
Rich Media
  • Provided ANGEL Learning Management System technical support (24/7)
  • Utilized customer service software and support ticketing system Zendesk
  • Collaborated with subject matter experts in the development of numerous online and blended courses
  • Conducted analysis of training and online courses to ensure authentic learning and assessment 
  • Created resources (synchronous/asynchronous) for instructors and student orientation
  • Collaborated with subject matter experts with the development of numerous courses
  • Wimba Collaborative Learning Software Administrator and Trainer
  • Respondus Assessment Tools Administrator and Trainer
  • Attended Quality Matters Professional Development Workshop, Applying the QM Rubric (APPQMR)
  • Attended the 2011 Distance Teaching and Learning Conference – Madison, Wisconsin

Start-up Week Resource:

My tenure as an Instructional Designer at Stark State marked the inception of my comfort with advanced technology and the cultivation of my own aesthetic. Whether designing resources for marketing or training, the emphasis was on cleanliness, conciseness, and above all, accessibility. In crafting instructional materials, I consistently strive for simplicity in graphics and precision in language.
​Example Resource:
KMN: SSC Start-Up Spring 2012
File Size: 1823 kb
File Type: pdf
Download File

Kind words towards efforts as an Instructional Designer
​ at Stark State College:

Gradebook Resource:

A personal passion of mine lies in authentic assessment, and the foundation of authenticity begins with an accurate gradebook. As part of the asynchronous resource I developed for Stark State instructors, I aimed to provide guidance on gradebook setup. Despite the process comprising only four steps, there was a notable demand for clear instructions on gradebook setup, including a thorough explanation of the distinctions between a percentage-based and a points-based gradebook.  
​Example Resource:
at1_032111_kmn_example.pdf
File Size: 2078 kb
File Type: pdf
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EDUCATIONAL TECHNOLOGY DESIGNER

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College of Public Health, Kent State University - Kent, Ohio 

Assisted with the administration of the Blackboard Learn Learning Management System and online education principles for the recently established Kent State University College of Public Health- learn.kent.edu.
​
  • Work in partnership (team of three) to meet the educational technology needs of the college’s administration, faculty and staff
  • Assisted with the orientation and training of online instructors
  • Developed orientation packet for online instructors​
  • Collaborated with subject matter experts with the development of online courses: ​​

Environmental Health Sciences (PH30006), 
Epidemiology (PH20001), 
Communicable Diseases (PH30012),
​Public Health Policy and Decision Making (PH30033)
  • Provided online course support for:
Environmental Health Sciences (PH30006),
Epidemiology (PH20001),
Communicable Diseases (PH30012),
​Public Health Policy and Decision Making (PH30033)
  • ​Utilized iSpring E-Learning Software to create engaging online content
  • Contributed to the identification and development of multimedia resources
  • Contributed to the identification of online accommodations strategies (ADA)
  • Attended Quality Matters Professional Development Workshop, Designing Your Online Course (DYOC)​​

New Instructor Orientation:

Given the nascent status of the College of Public Health, there was a substantial demand for faculty training. To augment the existing training resources, I took the initiative to develop an orientation packet tailored for online instructors. This comprehensive packet aimed to introduce the nuances of online teaching, ensure consistency within the college, serve as a Just-In-Time (JIT) resource, and document a primary contact for support.
Example Resource:
ksu_blackboard_intro_kmn.pdf
File Size: 995 kb
File Type: pdf
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HIGH SCHOOL TECHNOLOGY TEACHER

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Sandy Valley High School - Sandy Valley Local Schools - Magnolia, Ohio

Incorporated technology into the classroom through training and collaboration and teaching three technology courses.​
​
  • Instructed Digital Technologies course: Google Educational Applications
  • Instructed 21st Century Skills course:  Multimedia Applications
  • Instructed Introduction to Computer Programming course: Code.org and Codecademy
  • Utilized Schoology Learning Management System to create a blended/flipped learning environment

Technology Teacher and Integration Specialist Resources:

My tenure as a Technology Teacher equipped me with a diverse skill set applicable to various technology roles. I designed and implemented three fully immersed Schoology-supported technology classes:
  • Digital Technologies Course: Google Educational Applications
  • 21st Century Skills: Multimedia Applications
  • Introduction to Computer Programming
Teaching these courses not only honed my coding skills but also provided hands-on experience in administering another learning management system, Plato, as an alternative for monitoring mathematics classes.

TECHNOLOGY INTEGRATION SPECIALIST

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Sandy Valley Local Schools - Magnolia, Ohio​​

Identified, trained and integrated technology into all district environments (K-12, operational & administrative). 
​
  • Administered district analytic system Renaissance Learning (now just Renaissance)
  • Gathered and analyzed district achievement data
  • Monitored Digital Math Lab: Plato Learning Management System
  • Renaissance Learning Fall, Winter, and Spring Benchmark 'make-up' testing coordinator
  • Assisted with the administration and training of online assessment systems: 
    • American Institutes for Research (AIR) 
    • Partnership for Assessment of Readiness for College and Careers (PARCC) 
    • Ohio Graduation Test (OGT) 
  • Conducted evaluations of school instructional technology use and make recommendations on district strategies and methods
  • Provided assistance and training to building instructional staff in the integration of technology to support student achievement
  • Collaborated in the evaluation, selection, and implementation of instructional technology materials and software ​
  • Conducted staff development, integration, and workshop projects
  • Attended numerous technology and curriculum professional development workshops including the 2014 The Ohio Educational Technology Conference –Columbus, Ohio 

In my role as a district Technology Integration Specialist, I took charge of administering the adaptive and analytics software, Renaissance Learning. My responsibilities included organizing district testing and collecting data from the system through various reports:
  • Star Screening Report
  • Star Progress Monitoring
  • Star Summary
  • Star State Performance
  • Star Growth Report
  • Star Mastery Dashboards
  • Star Parent Report​
  • Star Diagnostic Report
Administering this system provided me with invaluable insights into the impact of data. However, the most significant experience gained in this position was the exposure to the entire K-12 perspective, offering a profound understanding of the challenges at each level.

EDUCATION COORDINATOR

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PBS Western Reserve - Kent, Ohio

Responsible for developing and delivering professional development and resources for educators, students, and general community members. ​
​
  • Attended numerous technology and curriculum professional development workshops
​August 5-6, 2019
  • Attended: Google Certification Training
​September 15, 2019
  • Attended: Youngstown’s OH WOW!’s Silly Science Event 
​September 27, 2019
  • Presented: NETILO Meeting
​September 21, 2019 
  • Attended: Be My Neighbor Day at Community Giveback Day, Boys and Girls Clubs of the Western Reserve
​September 30, 2019
  • Presented: Nordonia Back to School Professional Development Day (Connect with a wealth of educational services and resources from PBS Western Reserve)
​October 15, 2019
  • Attended: Project Invent with Connie Liu and Jason Hubbard (Makey Makey)
October 16, 2019
  • Attended: Grow with Google Livestream - Google Holiday Live Stream - Small Business
​October 23, 2019
  • Attended: Augmented and Virtual Reality - Getting you started in your classroom
​October 28, 2019
  • Attended: Using INFOhio's Digital Text to Build Prek-5 Literacy, ESC of Northeast Ohio
October 29, 2019
  • Attended: Ohio Technology Summit, The Point at Otterbein
​​​November 5, 2019
  • Presented: Learning Innovations Conference, Kent State University (Connect with a wealth of educational services and resources from PBS Western Reserve)
​November 18, 2019
  • Attended: Code.org K-5 Fundamentals Introduction Workshop
​November 21, 2019
  • Attended: Discover the Hidden Possibilities of Augmented Reality
​December 13, 2019
  • Presented: NETILO Meeting
​January 14, 2020
  • Presented: Stark ESC – Social Studies Lead Teachers Meeting (Connect with a wealth of educational services and resources from PBS Western Reserve)
wrpm_presentation_starkesc_011420_kmn.pdf
File Size: 2318 kb
File Type: pdf
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​January 15, 2020
  • Training: Makey Makey Invention Literacy Workshop
​February 11-14, 2020
  • Attended & Presented: OETC20 (Exploring Scientific Concepts Through Historical Events, A Cross-Curricular Approach)
oetc20_science_history_kmn_02122020.pdf
File Size: 5108 kb
File Type: pdf
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February 27, 2020 
  • Presented: Digital Learning Day (Invention Literacy -Makers & Makerspaces)
invention_literacy___makers__dld2020_.pdf
File Size: 829 kb
File Type: pdf
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March 4, 2020
  • Training: Google Basics and Beyond
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