Doug Wynn has over 30 years of experience in education and media design. He has held numerous roles including teacher, academic chair, technology director, and small business owner. Wynn has expertise in areas such as curriculum design, instructional technology, multimedia production, and career technical education administration. He currently works as a teacher in Nevada, drawing on his extensive and varied professional background.
This document provides a summary of Daniel Rothbart's experience and qualifications. He has over 15 years of experience in instructional design, eLearning development, and project management. His background includes developing self-paced and blended learning courses, managing knowledge bases and learning management systems, and producing video and multimedia content. He is proficient in multiple authoring tools and learning platforms.
The document discusses a blended online learning model for higher education that combines asynchronous online learning with synchronous virtual classroom sessions. It compares this emerging model to traditional university and distance education models. The blended model aims for a balanced emphasis on design/development and delivery, challenging both professors and instructional designers to adapt their roles before and during course implementation. Adopting this model may require professors to learn new technical skills while reducing their pre-course workload, and instructional designers to take on more project management and technical support duties.
This document provides an overview of a presentation on blended learning given by Colleen Worrell and Susan Rees. The presentation introduced blended learning and discussed Project ABLE, a blended learning initiative involving 10 school districts. Project ABLE emphasized developing student-centered, universally designed curriculum units incorporating online learning, open educational resources, and project-based learning to engage students and develop 21st century skills. Teachers participated in a blended professional development program to learn course development and facilitation skills. The presentation provided examples of blended learning models and their outcomes in different school districts.
This document discusses using immersive virtual reality for STEM education and serious games. It begins with an agenda that includes polling the audience about what they would like in a virtual space and their experiences with online learning. It then discusses the presenter's experiences starting with Second Life and moving to custom virtual worlds. Key points made include the conceptual framework for planning virtual learning experiences, including community building, integrating with courses, and assessing learning. Examples are provided of potential activities like role playing as scientists or hosting speaker presentations. Considerations for design like understanding the audience and leveraging existing mental models are also outlined.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
Making good decisions about blended learning march 2017John Hannon
This document summarizes a presentation about making good decisions for blended learning design. It discusses focusing design on student interactions, not just content delivery. It also emphasizes sequencing learning activities strategically to prepare students for assessments. Additionally, it suggests adapting designs over time using Puentedura's SAMR model and drawing on tools like social media, gapminder, and infographics that students already use. The goal is to help educators make informed choices about blended learning to improve student learning experiences and outcomes.
The document outlines the 7Cs framework for learning design, which includes conceptualizing the course, capturing resources, communicating, collaborating, considering assessments, combining activities, and consolidating the design for implementation. It provides examples of activities and tools that can be used at each stage of the learning design process. The goal of the framework is to encourage reflective, scholarly practices and promote sharing and discussion of learning designs.
This document provides a summary of Daniel Rothbart's experience and qualifications. He has over 15 years of experience in instructional design, eLearning development, and project management. His background includes developing self-paced and blended learning courses, managing knowledge bases and learning management systems, and producing video and multimedia content. He is proficient in multiple authoring tools and learning platforms.
The document discusses a blended online learning model for higher education that combines asynchronous online learning with synchronous virtual classroom sessions. It compares this emerging model to traditional university and distance education models. The blended model aims for a balanced emphasis on design/development and delivery, challenging both professors and instructional designers to adapt their roles before and during course implementation. Adopting this model may require professors to learn new technical skills while reducing their pre-course workload, and instructional designers to take on more project management and technical support duties.
This document provides an overview of a presentation on blended learning given by Colleen Worrell and Susan Rees. The presentation introduced blended learning and discussed Project ABLE, a blended learning initiative involving 10 school districts. Project ABLE emphasized developing student-centered, universally designed curriculum units incorporating online learning, open educational resources, and project-based learning to engage students and develop 21st century skills. Teachers participated in a blended professional development program to learn course development and facilitation skills. The presentation provided examples of blended learning models and their outcomes in different school districts.
This document discusses using immersive virtual reality for STEM education and serious games. It begins with an agenda that includes polling the audience about what they would like in a virtual space and their experiences with online learning. It then discusses the presenter's experiences starting with Second Life and moving to custom virtual worlds. Key points made include the conceptual framework for planning virtual learning experiences, including community building, integrating with courses, and assessing learning. Examples are provided of potential activities like role playing as scientists or hosting speaker presentations. Considerations for design like understanding the audience and leveraging existing mental models are also outlined.
This document discusses using an "e-learning action plan" approach to guide teachers in effectively integrating technology into their teaching practice, with the goals of improving student engagement and learning relationships. The e-learning action plan approach uses an inquiry cycle focused on selecting learning outcomes, planning teaching strategies using ICT tools, implementing and tracking results. Teachers are encouraged to develop these plans in professional learning groups to support collaborative technology integration aligned with pedagogical goals.
Making good decisions about blended learning march 2017John Hannon
This document summarizes a presentation about making good decisions for blended learning design. It discusses focusing design on student interactions, not just content delivery. It also emphasizes sequencing learning activities strategically to prepare students for assessments. Additionally, it suggests adapting designs over time using Puentedura's SAMR model and drawing on tools like social media, gapminder, and infographics that students already use. The goal is to help educators make informed choices about blended learning to improve student learning experiences and outcomes.
The document outlines the 7Cs framework for learning design, which includes conceptualizing the course, capturing resources, communicating, collaborating, considering assessments, combining activities, and consolidating the design for implementation. It provides examples of activities and tools that can be used at each stage of the learning design process. The goal of the framework is to encourage reflective, scholarly practices and promote sharing and discussion of learning designs.
The document describes the 7Cs of Learning Design framework, which provides guidance for teachers and instructional designers on how to effectively design learning experiences using digital technologies. The 7Cs include: Conceptualize, Create, Communicate, Collaborate, Consider, Combine, and Consolidate. For each C, the framework provides tools and activities to help visualize the design process and make the design explicit and shareable. The goal is to shift the focus from content to activities and the learner experience. The framework is meant to help teachers and designers make pedagogically sound decisions and appropriately leverage digital tools and resources.
Johnny Hamilton has over 20 years of experience as an instructional designer, creative director, and teacher. He specializes in conceptualizing and producing digital learning projects and products. Some of his experiences include creating an online, interactive resume; developing eLearning courses and videos for various organizations; and implementing technology programs as the Director of Technology for a K-8 school. He has a Bachelor's degree in Psychology and teaching credentials.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
This document provides an overview of Second Life, including what it is, how it is used, and examples of higher education institutions with presences in Second Life. It discusses how Second Life could be used for instructional purposes like demonstrations or enhancing online classes. Institutions could use it for marketing, student services, and alumni relations. It also explores how Second Life could provide online student communities. The document encourages exploring example sites and provides resources for learning more about using Second Life in education.
The 7Cs of Learning Design provides a framework for conceptualizing, capturing, communicating, collaborating, considering, combining, and consolidating elements in the course design process. The framework involves envisioning learning goals and principles, finding and creating resources, designing communication and collaboration activities, mapping outcomes to assessments, combining activities into course overviews and timelines, implementing the design, evaluating effectiveness, and refining and sharing the design.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
ePortfolios provide students a way to collect, select, and reflect on their academic and professional experiences. Students can showcase work like papers, presentations, videos and more to display their journey through higher education. Many students at Pace University are using ePortfolios in classes to integrate course materials and reflections. Faculty are also interested in ePortfolios and 90% of employers surveyed would look at a student's ePortfolio.
The document outlines Gráinne Conole's workshop on the 7Cs learning design framework. The 7Cs framework involves conceptual representations of courses to encourage reflective practice and promote sharing. It includes activities for workshop participants to conceptualize a course by considering features, resources, communication tools, and mapping learning outcomes. The goal is to help teachers rethink course design to create more engaging learning experiences for students. Evaluation of the framework found it welcomed and useful for conceptualizing course design.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress by sharing calendars and sending reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents and spreadsheets.
Flat Connections Global Project 14-1 - Kickoff meeting slidesFlat Connections
The Flat Connections Global Project is a global collaborative project that connects middle and high school students virtually to work on projects together. It aims to flatten classroom walls and encourage collaborative online learning. Students conduct research on emerging technologies and their impact, create a collaborative eBook, and develop a personal multimedia response. They take on leadership roles within multinational teams. The project runs from January to May 2014 and involves students presenting their work at online summits and having their multimedia submissions judged.
Training Teachers in Web2.0 Tools for Teaching and Learning EFLVance Stevens
Abstract (100 words): Data gathered on courses to exploit the individual laptop environment for students in the UAE navy college showed high satisfaction with this approach. Training for teachers in the tools and rationale used was organized in a blended environment with 20 steps to be completed emulating the way classes had been conducted at the navy college. As they completed each step, trainees tracked their progress in a shared GoogleDoc while a wiki gave links to what the teachers accomplished as they tackled their 20 tasks. The presentation concludes with teacher reaction to the blended environment used for their training.
Summary:
The author designed courses to exploit the individual laptop environment for students in the UAE navy college using Web 2.0 tools such as GoogleDocs, Prezi, Blogger, SurveyMonkey, and Jing. When data gathered from students found high satisfaction with this approach, the presenter was transferred to the aviation college to train teachers there in the tools and rationale used with the navy cadets.
Training was organized in a blended environment with a blog portal outlining 20 steps emulating the way classes had been conducted at the navy college, where students were set tasks in the class wiki portal, shown in class how to master the language and software needed, and then guided in completing the tasks and projects.
As they completed each step, teachers tracked their progress in an online spreadsheet, and wrote the URLs of online artifacts created in a shared GoogleDocs spreadsheet. Tabs in the blog pointed the trainees to a model wiki portal providing links to student artifacts online. Similarly in the sidebar of the training wiki there emerged links to what the teachers accomplished as they tackled their 20 tasks. This paper concludes with how the teachers responded to the blended environment used for their training.
Draft write-up:
https://docs.google.com/document/d/1VZkB_MQltwzGFyv7KSM5lloxqZ7uFc69NaX71ci_p0o/edit?usp=sharing
This document outlines an activity-based approach to curriculum design for online programs and modules. It discusses creating a curriculum framework, developing a team-based approach, and sharing experiences. The agenda presented includes an overview, blueprint and action plan, and creating storyboards for modules. Key aspects to consider are aims, learning outcomes, assessment, feedback, activities, resources, and tools. Potential consequences of assessment strategies are discussed. Feedback should be dialogic, timely, related to criteria, and support future learning. Learning activities should be motivating, interactive, and adaptable. Resources and references are provided.
Learning Design for Online and Blended LearningKate Molloy
This workshop provides an introduction to learning design for online and blended courses. It discusses frameworks for learning design including TPACK and the 7Cs. The workshop covers available technologies, activities to design course features and personas, and mapping out a course. The goal is for participants to apply learning design processes to develop or redesign modules and leverage appropriate tools and features to engage learners.
This document summarizes a presentation on a survey of over 2,300 online students regarding their perceptions of quality in online courses. Key findings included:
- Students felt Quality Matters quality standards were important and contributed to their success. Having clear expectations, learning objectives, assessments and instructor engagement were especially important.
- Students valued flexibility in due dates and opportunities to enhance their learning through supplemental materials, feedback and opportunities to improve their work.
- A quality online course considered the student experience holistically and provided support services and accessibility features for all students. Consistency across courses and programs was also important to students.
This document provides an overview of the pedagogical underpinnings and web tools used in a Massive Open Online Course (MOOC) on creativity and multicultural communication. It lists theories that informed the course's design such as the Torrance Incubation Model and Fink's Taxonomy of Significant Learning. Several videos and articles about connectivism and networked learning are also referenced. The document concludes by listing over 20 different web tools that were utilized in the MOOC, such as Blackboard Collaborate, YouTube, Wikispace, and Twitter.
Este documento clasifica y describe los diferentes tipos de recursos naturales. Divide los recursos en renovables como plantas, animales y agua, que pueden regenerarse, y no renovables como petróleo y minerales que tardan miles de años en formarse. También distingue entre recursos inagotables como el viento y el sol, y recursos que se pueden agotar si no se explotan de forma sostenible. Resalta la importancia de conservar los recursos y el medio ambiente para un uso racional y protección contra la contaminación.
The document describes the 7Cs of Learning Design framework, which provides guidance for teachers and instructional designers on how to effectively design learning experiences using digital technologies. The 7Cs include: Conceptualize, Create, Communicate, Collaborate, Consider, Combine, and Consolidate. For each C, the framework provides tools and activities to help visualize the design process and make the design explicit and shareable. The goal is to shift the focus from content to activities and the learner experience. The framework is meant to help teachers and designers make pedagogically sound decisions and appropriately leverage digital tools and resources.
Johnny Hamilton has over 20 years of experience as an instructional designer, creative director, and teacher. He specializes in conceptualizing and producing digital learning projects and products. Some of his experiences include creating an online, interactive resume; developing eLearning courses and videos for various organizations; and implementing technology programs as the Director of Technology for a K-8 school. He has a Bachelor's degree in Psychology and teaching credentials.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
This document provides an overview of Second Life, including what it is, how it is used, and examples of higher education institutions with presences in Second Life. It discusses how Second Life could be used for instructional purposes like demonstrations or enhancing online classes. Institutions could use it for marketing, student services, and alumni relations. It also explores how Second Life could provide online student communities. The document encourages exploring example sites and provides resources for learning more about using Second Life in education.
The 7Cs of Learning Design provides a framework for conceptualizing, capturing, communicating, collaborating, considering, combining, and consolidating elements in the course design process. The framework involves envisioning learning goals and principles, finding and creating resources, designing communication and collaboration activities, mapping outcomes to assessments, combining activities into course overviews and timelines, implementing the design, evaluating effectiveness, and refining and sharing the design.
The document discusses the 7Cs of learning design, which are a framework to help conceptualize, create, communicate, and consolidate effective course designs. It outlines several activities and "e-tivities" for course teams to work through together to map out course features, develop a course map and timeline, audit learning resources, create activity profiles, storyboards, and task swimlanes. The goal is to encourage reflective and collaborative practices around designing learning experiences and content.
Lisa Rapple presented on embracing technology to enhance student collaboration. She discussed how tools like learning management systems, blogs, media, wikis, Google Docs, and LinkedIn can be used to address multiple learning styles, increase interaction, and create communities of learning. Some key benefits highlighted were allowing collaboration, feedback, and tracking performance while engaging global resources. The presentation provided examples and tips for using tools like Diigo for social bookmarking, Google Docs for collaborative writing, and Wikispaces for collaborative projects.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
ePortfolios provide students a way to collect, select, and reflect on their academic and professional experiences. Students can showcase work like papers, presentations, videos and more to display their journey through higher education. Many students at Pace University are using ePortfolios in classes to integrate course materials and reflections. Faculty are also interested in ePortfolios and 90% of employers surveyed would look at a student's ePortfolio.
The document outlines Gráinne Conole's workshop on the 7Cs learning design framework. The 7Cs framework involves conceptual representations of courses to encourage reflective practice and promote sharing. It includes activities for workshop participants to conceptualize a course by considering features, resources, communication tools, and mapping learning outcomes. The goal is to help teachers rethink course design to create more engaging learning experiences for students. Evaluation of the framework found it welcomed and useful for conceptualizing course design.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Professor Gilly Salmon, CEO & Principal Consultant at Education Alchemists Ltd.
Now and next: Adult education and training in a post-pandemic world. How we can grasp the disruption and turn it into a sustainable and valuable way forward.
This document discusses using online tools to facilitate student project work. It introduces Gliffy for online project planning, Google Calendar for reporting progress, and Google Docs & Spreadsheets for sharing and collaborating on documents. Gliffy is a free online drawing software that allows users to share and collaborate on files. Google Calendar allows teams and instructors to monitor project progress by sharing calendars and sending reminders. Google Docs & Spreadsheets provides a platform for collaborating and sharing documents and spreadsheets.
Flat Connections Global Project 14-1 - Kickoff meeting slidesFlat Connections
The Flat Connections Global Project is a global collaborative project that connects middle and high school students virtually to work on projects together. It aims to flatten classroom walls and encourage collaborative online learning. Students conduct research on emerging technologies and their impact, create a collaborative eBook, and develop a personal multimedia response. They take on leadership roles within multinational teams. The project runs from January to May 2014 and involves students presenting their work at online summits and having their multimedia submissions judged.
Training Teachers in Web2.0 Tools for Teaching and Learning EFLVance Stevens
Abstract (100 words): Data gathered on courses to exploit the individual laptop environment for students in the UAE navy college showed high satisfaction with this approach. Training for teachers in the tools and rationale used was organized in a blended environment with 20 steps to be completed emulating the way classes had been conducted at the navy college. As they completed each step, trainees tracked their progress in a shared GoogleDoc while a wiki gave links to what the teachers accomplished as they tackled their 20 tasks. The presentation concludes with teacher reaction to the blended environment used for their training.
Summary:
The author designed courses to exploit the individual laptop environment for students in the UAE navy college using Web 2.0 tools such as GoogleDocs, Prezi, Blogger, SurveyMonkey, and Jing. When data gathered from students found high satisfaction with this approach, the presenter was transferred to the aviation college to train teachers there in the tools and rationale used with the navy cadets.
Training was organized in a blended environment with a blog portal outlining 20 steps emulating the way classes had been conducted at the navy college, where students were set tasks in the class wiki portal, shown in class how to master the language and software needed, and then guided in completing the tasks and projects.
As they completed each step, teachers tracked their progress in an online spreadsheet, and wrote the URLs of online artifacts created in a shared GoogleDocs spreadsheet. Tabs in the blog pointed the trainees to a model wiki portal providing links to student artifacts online. Similarly in the sidebar of the training wiki there emerged links to what the teachers accomplished as they tackled their 20 tasks. This paper concludes with how the teachers responded to the blended environment used for their training.
Draft write-up:
https://docs.google.com/document/d/1VZkB_MQltwzGFyv7KSM5lloxqZ7uFc69NaX71ci_p0o/edit?usp=sharing
This document outlines an activity-based approach to curriculum design for online programs and modules. It discusses creating a curriculum framework, developing a team-based approach, and sharing experiences. The agenda presented includes an overview, blueprint and action plan, and creating storyboards for modules. Key aspects to consider are aims, learning outcomes, assessment, feedback, activities, resources, and tools. Potential consequences of assessment strategies are discussed. Feedback should be dialogic, timely, related to criteria, and support future learning. Learning activities should be motivating, interactive, and adaptable. Resources and references are provided.
Learning Design for Online and Blended LearningKate Molloy
This workshop provides an introduction to learning design for online and blended courses. It discusses frameworks for learning design including TPACK and the 7Cs. The workshop covers available technologies, activities to design course features and personas, and mapping out a course. The goal is for participants to apply learning design processes to develop or redesign modules and leverage appropriate tools and features to engage learners.
This document summarizes a presentation on a survey of over 2,300 online students regarding their perceptions of quality in online courses. Key findings included:
- Students felt Quality Matters quality standards were important and contributed to their success. Having clear expectations, learning objectives, assessments and instructor engagement were especially important.
- Students valued flexibility in due dates and opportunities to enhance their learning through supplemental materials, feedback and opportunities to improve their work.
- A quality online course considered the student experience holistically and provided support services and accessibility features for all students. Consistency across courses and programs was also important to students.
This document provides an overview of the pedagogical underpinnings and web tools used in a Massive Open Online Course (MOOC) on creativity and multicultural communication. It lists theories that informed the course's design such as the Torrance Incubation Model and Fink's Taxonomy of Significant Learning. Several videos and articles about connectivism and networked learning are also referenced. The document concludes by listing over 20 different web tools that were utilized in the MOOC, such as Blackboard Collaborate, YouTube, Wikispace, and Twitter.
Este documento clasifica y describe los diferentes tipos de recursos naturales. Divide los recursos en renovables como plantas, animales y agua, que pueden regenerarse, y no renovables como petróleo y minerales que tardan miles de años en formarse. También distingue entre recursos inagotables como el viento y el sol, y recursos que se pueden agotar si no se explotan de forma sostenible. Resalta la importancia de conservar los recursos y el medio ambiente para un uso racional y protección contra la contaminación.
This document provides information and guidance on different media tools that can be used for public awareness of assessment results. It discusses traditional media tools like press kits, media contacts, press releases, press conferences, and media advisories. It also covers new media tools such as blogs, social media platforms like Twitter and Facebook, LinkedIn, YouTube, and email newsletters through MailChimp. For each tool, it provides details on what it is, when and how it can be used effectively to disseminate information about learning assessment results and reports.
This document is a curriculum vitae for Yosra S.R. Elnaggar that includes her personal details, work experience, education, teaching experience, industrial trainings, language qualifications, awards, author nominations, special career development training courses, and community/student services. She is an Associate Professor of Pharmaceutics with over 10 years of teaching experience at Alexandria University and Pharos University in Alexandria. Her research focuses on developing new drug delivery systems using nanotechnology.
How Education makes a nation as a leading nationsidra999
This document discusses the importance of education for individuals and nations. It states that education provides stable and self-sufficient lives, makes people more confident citizens who can turn dreams into reality, and ensures a better future through better jobs and salaries. The document also claims that education promotes equality, economic growth, wider awareness of rights, protection from being exploited, the ability to think logically and critically, exposure to other cultures and countries, and the ability to work across genres and cultures. Overall, the document argues that education is vital for both individuals and nations to prosper.
This document is a resume for Judith Considine. It summarizes her experience and skills as an instructional designer with over 15 years of experience designing training materials and courses across various industries. She has extensive experience using e-learning tools like Captivate, Lectora, and Camtasia to create simulations and is proficient in MS Office, Adobe, and various learning management systems. Considine has held roles as an instructional designer at Ford Motor Company, American Business Consulting, and South Redford District. She is skilled in instructional design methodologies and creating materials that align with organizational goals.
Steps to Mobile Learning Success at #techcon13Lucy Gray
This document outlines the steps schools should take to implement a successful mobile learning program. It discusses planning focus areas like leadership, policies, and professional development. The implementation process involves 5 steps: 1) considering goals and requirements, 2) scoping the project, 3) planning program design and procurement, 4) implementing purchases and training, and 5) rolling out the program and ongoing practice. Additional resources for mobile learning leadership are provided.
Robin E. Weber is seeking an instructional design or teaching position where she can help meet student learning objectives and stay knowledgeable about educational trends. She has over 10 years of experience in instructional design, developing training materials and professional development programs, and teaching both online and in-person courses. Currently she is an Instructional Designer and Coordinator for Professional Development at the University of Northern Colorado where she designs training, supports faculty development, and explores emerging educational technologies.
Anthony Foster has over 35 years of experience in instructional design, project management, and curriculum development for online courses and educational media. He holds a PhD in Leadership from The Southern Baptist Theological Seminary and has worked in various instructional design roles for higher education institutions and publishers. Currently, he is a Lead Learning Experience Designer at McGraw-Hill Higher Education where he develops emerging design protocols and thought leadership on trends in higher education teaching and learning.
Bowling Green State University developed an effective online faculty development program over many years. Key aspects included establishing an academically driven distance learning operation, identifying low hanging fruit programs, cultivating collaborative relationships, and providing incentives for faculty participation and online course development. The primary goals of BGSU's faculty development were to model the online instructor role, differentiate course goals, promote pedagogical instruction, and address strategies for online interaction and assessment. BGSU provided financial incentives for course development and teaching that helped grow their online program.
This document discusses the history and development of e-learning and online professional development for teachers. It traces the origins of distance education back to newspaper advertisements for shorthand classes in 1728. The University of London began offering distance learning degrees in 1858. Fully online education began in 1996 with the founding of Jones International University. The document outlines benefits of e-learning such as flexibility, convenience, and increased opportunities for professional development. It also discusses research that shows online learning communities can help reduce teacher isolation.
Peta Suresh is an academician with a Master's degree in Computer Applications and Bachelor's degree in Science. He has over 10 years of experience teaching subjects related to programming, web development, databases, and more to university and secondary students. He is currently an Assistant Professor and also teaches part-time at a secondary school. His skills include curriculum design, student assessment, classroom management, and analytical skills.
Peta Suresh is an academician with a Master's degree in Computer Applications and Bachelor's degree in Science. He has over 10 years of experience teaching subjects related to programming, web development, databases, and more to university and secondary students. He is currently an Assistant Professor and also teaches part-time at a secondary school. His skills include curriculum design, student assessment, classroom management, and analytical skills.
Anne Millen-Martini has over 15 years of experience designing and implementing curricula in various instructional settings. She has a Master's in Education with a focus on instructional design and eLearning. Her experience includes coordinating programs for US diplomatic missions in Copenhagen and Brussels, managing tutoring programs, and conducting training and instructional design work for government agencies and non-profits. She employs various instructional design models and has experience with a wide range of technologies.
Valerie Shapko is seeking an online instructional designer position. She has over 15 years of experience in instructional design, online course development, and training. She holds advanced degrees in communication and instructional technology. Currently she is a senior instructional designer at Texas Woman's University, where she designs and develops online training programs and courses using the ADDIE model. She is proficient in various learning management systems and has received several instructional design certifications.
This document outlines a proposal for a Title II Part D competitive grant from the US Department of Education to improve student academic performance through the effective use of technology. The proposal focuses on implementing a project-based learning curriculum across grades and subjects using curriculum mapping tools. It would support professional development for administrators, teachers, and leaders in curriculum design and the use of ePortfolios and online learning opportunities for students. The goals are to improve student performance on state assessments in core subjects and expand effective technology integration through sustained professional development. Evaluation of implementation and outcomes would be based on the Title II-D Evaluation Framework.
This document contains a summary of Kari Knisely's qualifications and experience. It lists her contact information, awards, professional associations, skills, leadership vision, education including a Master's in Educational Technology and current Project Management certification. Her qualifications include experience managing teams, instructional design, training, and research. Prior roles include Program Manager and Instructional Designer at Bisk Education, Math Teacher and roles expanding technology and curriculum.
Full curriculum vitae template (best) CV templateMina Gergis
William B. Goldman has over 20 years of experience in academia and corporate training. He is an expert educational researcher who has received numerous awards for his work. Goldman has taught at several universities and directed corporate training programs. He has authored many publications and secured significant grants to support his research programs.
Stephen Rice has over 17 years of experience in education reform. He is dedicated to designing and implementing innovative programs to improve student outcomes. As Director of Project Degree Initiatives, he launched two large grant-funded projects that served over 7,200 underserved students. Previously, he held various roles implementing education programs and providing student support services.
Stephen Rice has over 17 years of experience in education reform. He is dedicated to designing and implementing innovative programs to improve student outcomes. As Director of Project Degree Initiatives, he launched two large grant-funded projects that served over 7,200 underserved students. Previously, he held roles focused on organizational learning, staff development, and student support.
The document outlines the agenda and sessions for an away day event for the eLearning Team at the University of Greenwich. The day includes sessions on introducing Greenwich Connect, a university initiative to enhance learning through connectivity and networks. It involves breakout sessions for participants to debate and evaluate issues and opportunities around key themes. The document provides examples of current projects underway as part of Greenwich Connect's first year, including reconfiguring learning spaces and enhancing the virtual learning environment. An organizational chart is presented, outlining the governance structure and roles of units involved in supporting Greenwich Connect.
Elizabeth Rossman has extensive experience facilitating faculty and student engagement in online education programs. She has held director roles transitioning faculty to online teaching, developing training programs, and addressing technical and pedagogical issues. She also has experience administering supplemental instruction programs, advising students, and assessing student learning outcomes at the university level. Her skills include communication, program administration, budgeting, and training/supervising faculty and students.
William Jones has over 10 years of experience in corporate training, education administration, and teaching. He has held positions as Academic Dean, Head of Human Resources, Head of Department for various schools in the UAE and China. He developed numerous programs that increased enrollment, student outcomes, and generated additional revenue. Jones also has a MBA in International Management and masters degrees in Education and Educational Technology.
Dylan Longley is seeking a career opportunity that allows him to apply innovative problem solving and measurable solutions. He has over 15 years of experience in management consulting, education, and project management. His skills include stakeholder management, financial analysis, leadership, and public speaking. He holds an MBA and teaching qualifications.
Instructional Design for Online and Blended Learning Course SlidesCity Vision University
These are the slides for our free course on Udemy at:
https://www.udemy.com/disruptive-innovation-in-higher-education/
You can find the course videos at:
https://www.youtube.com/playlist?list=PLXa3JWoXGD0WFaRBmLZAyhGPII1SGMEaL
Here are how the course will work:
1. The course will start with a template for you to conduct needs analysis and research for your course.
2. You will then design learning outcomes and use our templates to develop a learner-centered syllabus to meet requirements of accreditors and a course introduction.
3. You will then use our Course Blueprint template to build each week of your course. While you do that, you will use the OSCAR course evaluation rubric to evaluate your course for best practices.
4. We will share all we know about how to use the latest technology, videos and screencasts to improve the engagement of your course.
5. For those who come from faith-based institutions, we will provide sections on how to integrate faith into learning in your course. For those who do not come from faith based sections, you can skip this section.
6. You will use the course blueprint you developed to create and publish your course using Canvas.
Instructional Design for Online and Blended Learning Course Slides
04_16dougWynn_CV-SC
1. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
Teacher, STEAM and ELA 08/15-present
Pinecrest Academy, Inspirada
Henderson, NV
720-754-4351
Author, Interactive Design Cons. 3/12-6/15
Pearson Education
Academic Chair/Associate Prof. 03–2013
The Art Institute of Phoenix/Charleston
Phoenix, AZ, Charleston, SC
Phone: 843-727-3500, 602-331-7629
CCO, Media Artist, Designer 07/82–Present
Flying Cardboard
L.A., Portland, Chicago, and Phoenix
Phone: 843-732-0068
Teacher/Instr. Technology Director/Program
Designer 07/02–6/03
Hockinson School District
Brush Prairie, WA
Phone: 360-448-6450
Teacher/Inst. Technology Facilitator/Producer
06/00–06/02
Vancouver School District #37
Vancouver, WA
Phone: 360-313-1108
Technology Director 07/99-06/00
Camp Verde Unified School District # 28
Camp Verde, AZ
Phone: 520-567-8000
Media/Commercial Graphics Teacher
Producer 08/97-06/99
Bradshaw Mountain High School
Prescott Valley, AZ
Phone: 520-775-4286
Teacher, ELA and Media Arts 08/93-06/97
Royal Palm Middle School
Phoenix, AZ
Phone: (602) 347-3200
Argosy University
Master of Arts in Education Leadership, August 18, 2007
Judson University
Bachelor of Arts Degree in Communications, June 05, 1983
Adobe Suite
Final Cut Pro
Media 100
Office Suite
Digital Imaging
Videography
Digital Filmmaking
Photography
Lighting
Video Compression
DVD Authoring
Production Management
Design and Layout
Web Authoring
Web Scripting
Budget management
Project Management
Classroom Management
Yearbook Production
Evaluation Techniques
CTE Certified
Grant Writing
Adobe CS Suite
Microsoft Office
Networking Essentials
Management
Vocational Certification
Advanced Digital Photo
Graphic Design
Advanced Design
PC Troubleshooting
Production Manager
Commercial Photographer
Curriculum Designer
Project Management
Institutional Effectiveness
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
PROFESSIONAL EXPERIENCE
EDUCATION
INSTRUCTOR/TRAINER
INSTRUCTOR/TRAINER
2. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
Academic Chair, Student Advisor, Community Outreach Director
Grants author/recipient: e-rate, Gates Foundation, HP Cool Schools, Intel Teach to the Future
CTE Director/Technology administrator
Co Developer of blended distance/site based courses, blended learning modules for CTE
Co Developer of high tech high school magnet programs
Co Developer of high tech AP high schools (Hockinson High School, Communication Academy)
Online instruction and curriculum design
Faculty and staff administration, supervision, training, and professional development
Budget development and management (150,000-11,000,000)
Project management (NASA Means Business, New Programs, Major Client projects)
Key note speaker (Curriculum design, implementation and integration, Motivational)
Workshop presenter: Classroom management, Instructional design, Technology apps/integration
TV and Short film producer/director/cinematographer
Business owner/CEO/CCO
Published artist and photographer
Thirty years of continuous experience in fields of media design, video production, photography
Interim Head of School for ISACS accredited school
I bring the world into the classroom and extend learning beyond the classroom into life.
Administrated program outcome review and revision for Film Program, program changes
implemented July 2009
Mentored and advised senior students with senior film project development and implemented a
portfolio review panel for senior project assessment; revamped portfolio review process and outcomes
for four academic programs (Film, Visual Effects, Photography, and Web Design)
Escalated technical skill development for students toward final projects and senior projects
Advisor to the film/web/visual effects club, Studio 303, overseeing broadcast projects promoting
student accomplishments and projects
Developed and implemented programs for outreach events such as, SkillsUSA, Summer Studio, CTE,
and Phoenix Film festival
Administrative management and support of student success
Development and integration of numerous curriculum/weekly plans in several secondary and post
secondary programs
Maintain business relationships with professional community in order to develop corporate partners in
learning
Incorporates real world and client based projects in course delivery, focuses on delivering depth to
required competencies/standards, and provides award winning opportunities for students
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
ACHIEVEMENTS IN TEACHING AND LEADERSHIP
SUMMARY OF RELEVANT EXPERTISE
3. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
Student advocate, promoter of student success through advisement and innovative curriculum
Engages students actively in learning process, develops projects specific to student learning style,
provides on-going success assessment during course delivery
Enhances the learner experience through program revision and classroom engagement. Creates unique
course projects
Involved in faculty training via workshop development, implementation, and designing interactive
modules
Perform training events for CTE and other outside agencies
Designed and implemented three award winning site based secondary media programs
Institutional Service is an obvious extension for student-success, program vitality, and community. I do not see these
services as a required element of my contract but as enrichment to my profession.
Program co-developer: Film and Web Design programs
Academic Chair and Student Advisor
Curriculum design leadership and management 1993-Present (secondary/post secondary)
Workshop training and faculty development, 1993-Present (K-16)
Extra curricular program designer/facilitator (K-16)
CTE Director/adviser
District Technology Administrator
District Instructional Technology Administrator Skills USA, 2005-Present
CTE trainer and liaison with State of Arizona, 1996-Present
Community outreach, 2005-Present
Open House events, 2004-Present
Admissions product training
In-house promotional videos, 2005-Present
Club Advisor, 2005-Present
Studio 101, planning, direction, and instruction, 2006-2009
Trainer in instructional integration and project based learning
Instructional technology facilitator and administrator
Online curriculum design and implementation
Online instructor/adviser
Producer of interactive instructional media
Producer and director of local and regional educational broadcasting
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
ADMINISTRATIVE AND INSTITUTIONAL SERVICE
4. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
Education is a second and concurrent career. My professional activities have provided a rich resource for career
development as teacher and educational leader. Some people teach so they can pursue other interests. I pursue other
interests so that I may be a better teacher and educational leader.
Developed KGRR, a local educational broadcasting station for Humboldt School District and Prescott Valley.
Duties included: Producer, Set designer, Fund Raiser, Director, Cinematographer, and Trainer.
Directed developed and implemented technology infrastructure and technology instruction at Camp Verde
Unified School District. Planned and administered budget, supervised staff, built infrastructure, trained faculty
and staff, supervised programs, supervised staff, designed curriculum, wrote grants, and developed all
promotional materials.
Co-developer of the award winning, regional broadcast, In Focus news magazine for The Vancouver School
District. Program developer, director, set designer, graphic designer, remote producer, and cinematographer.
Administrator for Instructional Technology, Vancouver School District. Designed and facilitated faculty
development opportunities for K-12 teachers, Designed and implemented instructional integration plan,
developed training programs, developed distance learning and online learning programs, supervised staff, and
conducted faculty and administrative observations.
CTE program developer and administrator in three schools and one district. Developed and implemented CTE
standards, conducted CTE teacher training, conducted CTE teacher observations, and developed new CTE
classes and programs.
Co Developer and administrator of The Communications Academy an award winning CTE and Core subject
integration secondary magnet program.
Co Owner and CCO for Flying Cardboard (http://www.flyingcardboard.com), a media and marketing firm.
Administrator, project manager, promoter, trainer, graphic designer, photographer, video producer, and Web
designer.
Clients Include:
Intel, Honeywell, HP, Nielsen Galleries, The Art Institutes International, Trammel Crow, Lincoln
Properties, Pearson Education, Arizona State University, RED Creatives, Architectural Digest
Co Founder, President, and CEO of myxMedia (http://www.myxmedia.org), a non-profit arts and education
organization. Program developer, promoter, designer, administrator, public speaker, mentor, supervisor, and
gallery director. Consultant. Instructional technology, media design, CTE programming, network infrastructure,
equipment purchasing, faculty training, and curriculum design.
Clients Include:
Washington School District, Arizona Department of Education, Humboldt Unified School District,
Mingus High School, Bradshaw Mountain High School, Peoria High School, Prescott Unified School
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
PROFESSIONAL AND COMMUNITY SERVICE
5. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
District, Hockinson Unified School District, WESD112 and numerous other schools, districts, and
businesses.
Freelance Photographer, videographer, and cinematographer for commercials, PSAs, documentaries, sports, and
educational programming. Director of photography, commercial photography, writer, producer, director, lighting
specialist, and actor.
Clients include:
WGN, Judson College, Tiger Hill Photography, Sears, JC Penny, Montgomery Ward, Hot Rod
Magazine, Pearson Education, Architectural Digest, The Courier News, Gannet, The Chicago Art
Institute, Contempo Fashions, City of Elgin IL, The Phoenix Grand Prix, Washington Elementary
School District, and The Art Institutes International.
Additionally:
Fine and commercial artist with pieces in public and private collections.
Curriculum committee chair
Cross curricular projects
AAF – American Advertising Federation
ASPIRE – Arizona Students Present Interesting Research to Everyone
Studio 101
Facilitation and project management of numerous CARE projects(free design services for Non-profits)
Girl Scouts International
Fashion Week – AZ
IIDA – International Interior Design Association
SkillsUSA PSA (public service announcement)
Soldier’s Angels
CCAP – Careers through Culinary Arts Program
Community outreach and classroom visitation in local public schools
Training events for public school teachers in digital applications
Phoenix Arts Commission (Public Arts Program)
Art Link (helped to found Art Detour)
Sunnyslope Artwalk (promotion and facilitation)
Ryan Lopez, Student
“Doug Wynn is an extraordinary teacher. He is thorough, patient, and approachable. He makes sure to
explain the curriculum in a way that is understandable and relatable. He has been a great and influential
teacher, someone I will be able to look back on and feel lucky to have had the opportunity to learn from
and get to know.”
Peter Halifax M.A.Ed., Instructor
“Mr. Wynn is a great orator, and has a great passion for education, works well with his students and
makes time available for them when needed, and shares his knowledge with the entire faculty, and
administration at the Art Institute of Phoenix. Mr. Wynn understands the process of design management
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
ENDORSEMENTS
6. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
from start to finish. His dedication, character, and leadership skills are impeccable. From both a
professional and personal point of view, Mr. Wynn has a wonderful personality, and understands cultural
diversity; Mr. Wynn is considerate, intelligent, and always goes out of his way to help others. He tells it
like it is.”
Christopher Kautz, Industry Executive
“Doug Wynn has been a major influential part of my life. Being one of his former students, I can testify
that his teachings have extended beyond just the classroom duties and the learning has helped me gain
control of my career path everyday. His foundation of teaching students further then what is in
textbooks has really impacted my decision-making and willingness to always want to learn more. It is
because of Doug's understanding of education and communication skills to students that he is a favorite
of the student body he teaches. To this day, I know I can still call on Doug for advice and he is always
willing and able to help even now being a graduated student. It was not too long ago that I had reached
out to Doug and discussed some potential career opportunities. I value his opinions and trust his
judgment knowing that he has lived and learned from his own life experiences. Moreover, it is his life
experiences that really bring out his character and personality. I always enjoy listening to Doug speak
about his life and how those decisions and things he has done along the way have shaped him. Being in
a classroom with Doug, every student has his respect as a professional adviser, instructor, and friend. It
is with great honor that I am proud to have been instructed by Doug Wynn and my success as a
professional in the industry of Interactive Media Design and Web Development would not be as thriving
as it is today without his teaching.”
Mike Nielsen, Business Owner
“Doug’s commitment to the community is an asset and it will benefit greatly from someone with his
compassion and vision.”
Jeremy M. Ward, Web Design Professional
“Doug has always been someone you could approach for advice or help. It's rare to see someone with
such a passion for their craft and a desire to help others succeed. He's constantly giving more to students
and their success then it seems possible. I can't count how many times Doug would be there working
late with us, or giving feedback on projects even if they weren't for him. I've known Doug for almost 9
years now and without a doubt, any institution would be hard pressed to find a better educator to have
on staff.”
Dr. Sharon Sloan Professor/Colleague (retired) 214.422.9354
Peter Halifax M.E.d Professor/Colleague 602.525.5096
Dr. Abeera Rehmat Colleague 702.533.5390
Dr. Sally Whitman Colleague/Admin 702.754.4351 x 2008
Dr. Yolanda Hamilton Principle/Supervisor 702.754.4351 x 2007
Raj Gupta AP/Supervisor 702.754.4351 x 2006
Advisor, Studio 303 (cross curricular club), 2008-2010
Assistant Director, Program facilitator, 2006 & 2009
Director, Studio 101 (planning, direction, and instruction), 2006-2009
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
CAMPUS LIFE AND ADVISING
REFERENCES
7. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
Advisor, AAF student competition (4th Place), 2008
Advisor, ASPIRE (Grand prize winner all three years), 2005-2007
Advisor, The Film Club (video and film), 2006-2008
Advisor, Late Night Designers (web club), 2004-2005
Director, Technology Committee, 2004-2005
Presenter, Up All Night (developer and participant)
Team Leader, Unity Committee
Professional organizations Committee Member, Sunnyslope Artwalk, 2009-Current
Promotion and facilitation of the Sunnyslope Artwalk. Member, Phoenix Camera Club, 2005-Current
Outreach to community small businesses. Member, Arizona Small Business Association (ASBA), 2004
Outreach to community small businesses. Member, 2009-Current
Sunnyslope Artwalk (promotion and facilitation)
Member - Phoenix Arts Commission (Public Arts Program)
Member - Art Link (helped to found Art Detour)
Vanguard Award, 2009 The Art Institute of Phoenix
Recognition of Outstanding Development in Their Field of Expertise
President’s Award, 2006, 2008 The Art Institute of Phoenix
Recognition in Exceptional Performance
Telly Awards, 2001-2002 Regional Educational Broadcast, In Focus
NASA Means Business, 2004-2008
Grand Champions Four Years in a row
Teacher of the Year, 1994
Washington Elementary School District
The Wine, Beer, and Spirits Handbook: A Guide to Styles and Service, April 20, 2009 ~ Joseph LaVilla
(Author), Doug Wynn (Photographer) New Times magazine, 2009
Author and Interactive Media producer for Pearson Education, 2011-2014
CTE 2004-2009
Train local educators – continual Presenter for ASBA – 2004 Presenter, trainer, and consultant for
numerous schools and districts in the Pacific Northwest and Southwest
Published photographer in numerous trade, professional, and consumer magazines
Curriculum writer/designer and consultant for CTE and Professional and Career Colleges
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
SCHOLARLY ACTIVITY/PUBLICATION
HONORS AND AWARDS
8. DougWynn M.Ed. https://www.linkedin.com/in/douglwynn
975 Seven Hills Dr. # 626, Henderson NV, 89052 • dwynn77@gmail.com • 725-696-1983
AZ Teacher Certifications: Temporary Secondary 7-12, 1993-2001
Provisional Vocational, 1998-2000
WA Teacher Certifications: 4-12 English, 2000-2005
4-12 Technology Education, 2000-2005
Vocational, Graphic Communications, 2000-2003
NV Teacher Certifications: Provisional Business and Industry
Media and Communications
Comercial Arts
(In Process)
Levels 1-3 Management Certification: Administration in Higher Education
The Art Institutes
DougWynn 975 Seven Hills Dr. #626, Henderson, NV 89052
dwynn77@gmail.com • 725 696-1983
CERTIFICATIONS/LICENSE