Gwendolyn walker certified instructional designer
•Download as PPTX, PDF•
0 likes•20 views
Gwendolyn Walker is an instructional designer with expertise in organizational development, design development, course development, and project management. She holds a Master's degree in Instructional Design Technology and is professionally certified in instructional design. Walker creates engaging learning activities and materials, works with subject matter experts to identify training needs, and selects evaluation tools to assess learner performance. She is proficient in various instructional design software and facilitates employee engagement through diversity, conflict resolution, team building, and vision alignment training.
Report
Share
Report
Share
Recommended
Dori dexter, instructional designer
Dori Dexter is a graduate student at Franklin University pursuing a Master of Science in Instructional Design and Learning Technology. She has 5 years of experience designing proprietary educational content for a healthcare facility. Her role includes leading projects through all phases of the design lifecycle, communicating with stakeholders, and selecting measures for successful implementation. She is proficient in various design tools and has experience with a range of projects including instructional design, performance improvement, and training coordination.
Other Duties as Assigned
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
Professional development power_point
This document outlines a professional development plan for the Persian-Farsi Department at the Defense Language Institute. It includes three goals: 1) effectively using technology as an integrated tool for teaching and learning, 2) providing educational opportunities and resources through technology, and 3) ensuring access to appropriate technology infrastructure. An assessment was conducted to determine technology proficiency, attitudes, needs, and interests. Learning activities like using ScribeZone software are proposed to meet the goals. Resources on language learning and technology are shared. The evaluation plan involves collecting data from observations, surveys and EdTech profiles to analyze and modify professional development accordingly.
Facilitator Training Manual Option II Asynchronous by Audrey Allen CUR 532
This document provides an overview of a facilitator training program for new hire trainers at Skyview Airlines. It includes the following:
- The training program will have 50 asynchronous participants and use an online asynchronous model.
- The goals are to prepare trainers for online facilitation by providing skills in establishing presence, facilitation, feedback, and maintaining a learning community.
- Modules will cover presence, facilitation skills, feedback skills, and building a learning community. Formative and summative assessments will evaluate participant learning.
Applying Gamification Principles to Online Faculty Professional Development
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Fullbridge U
This document summarizes Fullbridge U, a multimodal learning experience that introduces students to career skills and business fundamentals. It includes engaging instructional content, guided team activities, and exposes students to real-world professional scenarios. The program is flexible and can be delivered fully online or in a classroom. It focuses on developing critical career competencies like business strategy, financial analysis, communication, and problem solving. Student reviews have been positive and it allows institutions to deliver rigorous career-readiness programs.
Help Wanted: Instructional Design Jobs in Higher Ed
What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
Speedy Learning: Best Practices in Accelerated Online Instructional Design
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
Recommended
Dori dexter, instructional designer
Dori Dexter is a graduate student at Franklin University pursuing a Master of Science in Instructional Design and Learning Technology. She has 5 years of experience designing proprietary educational content for a healthcare facility. Her role includes leading projects through all phases of the design lifecycle, communicating with stakeholders, and selecting measures for successful implementation. She is proficient in various design tools and has experience with a range of projects including instructional design, performance improvement, and training coordination.
Other Duties as Assigned
Defining the Role of the Instructional Designer in Higher Education - a look at master's program course requirements and recent vacancy announcements. What should new graduates expect of the workplace? Where can they find the best professional development opportunities
Professional development power_point
This document outlines a professional development plan for the Persian-Farsi Department at the Defense Language Institute. It includes three goals: 1) effectively using technology as an integrated tool for teaching and learning, 2) providing educational opportunities and resources through technology, and 3) ensuring access to appropriate technology infrastructure. An assessment was conducted to determine technology proficiency, attitudes, needs, and interests. Learning activities like using ScribeZone software are proposed to meet the goals. Resources on language learning and technology are shared. The evaluation plan involves collecting data from observations, surveys and EdTech profiles to analyze and modify professional development accordingly.
Facilitator Training Manual Option II Asynchronous by Audrey Allen CUR 532
This document provides an overview of a facilitator training program for new hire trainers at Skyview Airlines. It includes the following:
- The training program will have 50 asynchronous participants and use an online asynchronous model.
- The goals are to prepare trainers for online facilitation by providing skills in establishing presence, facilitation, feedback, and maintaining a learning community.
- Modules will cover presence, facilitation skills, feedback skills, and building a learning community. Formative and summative assessments will evaluate participant learning.
Applying Gamification Principles to Online Faculty Professional Development
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
Fullbridge U
This document summarizes Fullbridge U, a multimodal learning experience that introduces students to career skills and business fundamentals. It includes engaging instructional content, guided team activities, and exposes students to real-world professional scenarios. The program is flexible and can be delivered fully online or in a classroom. It focuses on developing critical career competencies like business strategy, financial analysis, communication, and problem solving. Student reviews have been positive and it allows institutions to deliver rigorous career-readiness programs.
Help Wanted: Instructional Design Jobs in Higher Ed
What skills are required of today’s instructional designers in higher education? Whether working as part of an academic department, centralized online education group, or faculty development office, the role is increasingly complex and varied to meet the needs of different faculty members, courses, programs, students, and administrators. This session addresses setting realistic expectations for the current work of instructional designers in higher education, and offer a look at how these jobs are being advertised.
Speedy Learning: Best Practices in Accelerated Online Instructional Design
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
What is Tech Services?
The document discusses a leadership learning community program provided by CREC for new educational leaders. The program covers topics like change management, collaboration, technology utilization, communication skills, and student achievement. It provides job-embedded learning experiences and opportunities for participants to work on challenges within their schools and programs. Sessions are collaborative and involve discussion of real-world issues and strategies.
The Three C's of Course Design
The document discusses the three C's of online course design: clarity, consistency, and community. It emphasizes that online courses should have clear objectives, explanations of assignments, and timely responses to student questions. Consistency is important, with master designs ensuring similar structure, navigation, and elements across courses. Building community is also key, through introductions, group assignments, and encouraging peer support. The goal is to design each course with consistent tools and elements to provide a clear and supportive online learning experience for students.
Rapid eLearning Development
Rapid eLearning development helps Instructional designers and SMEs to complete the course design without having to depend on software programmers. Here is the presentation on "Rapid eLearning Development".
AET 570 Training Trends Plan Presentation by Audrey L Allen
Cover Page : Training Trends Plan Presentation – By Audrey L Allen - The Training Trends Plan Presentation will examine factors and trends in the education or training marketplace within the Syracuse City School District. Four training trends are explored and discussed. Goals, objectives and strategies are defined for the school district to address defined trends. “We’re creating new roles where teachers and principals will support implementation of college and career ready standards, evidence-based instruction, and meaningful professional development.” - Jeremy Grant-Skinner, Syracuse City School District Executive Director of Talent Management . (Building a Capacity for Educators to Lead)
Factors Driving Trends – In order for organizations to grow, leaders must spot trends and provide effective training to develop self, team, and organizational culture. To achieve a competitive advantage and have a tremendous impact on how to pact on the results, such considers are how to make the organization make money, save and collect money. (University of Phoenix, 2017).
Top Four Training Trends : Business- Centric Learning, Video- Based Learning, Competency Based Learning, and More Social Media/Multiple Platforms. The four training trends were selected to provide faculty opportunities to progress in professional development and improve greater responsibilities in their duties.
Goals and Objectives – The Goals and Objectives are set to ensure that training will impact educators performance by improving growth ratings, improve faculty development and improve student outcomes for the Syracuse City School District.
Strategies to Utilize and Address These Trends – Business Centric Learning – Prioritize, analyze, measure and develop business goals . Video Based Learning – Can cater to different learning styles through visible content . Competency Based Learning – Learner focused, can be self paced, independent training for certifications, promotional. More Social Media/Multiple Platforms - Blogs, document sharing.
References - Nielson, B. (2014). Your Training Edge. Retrieved from http://www.yourtrainingedge.com/5-corporate-training-trends-you-cant-afford-to-ignore/
Office of Teacher and Leader Effectiveness at the New York State Education Department. (2014). Syracuse City School District. Retrieved from http://www.nysed.gov/common/nysed/files/stle/Syracuse%20Profile_6.16.pdf
Determining the Effectiveness of Your Faculty Development Program
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
University of California, Irivne ELearning Instructional Design Curriculm
The intensive two and a half year Certificate in eLearning Instructional Design program at the University of California, Irvine concentrated on building instructional design skills required to develop and deliver online learning. The program included topics on the methodology, skills, and techniques necessary for aligning e-learning strategies with business strategies such as principles of e-learning instructional design, exploring e-learning development tools, designing and developing interactive e-learning courses, e-learning evaluation and assessment, project management for e-learning professionals, and an e-learning instructional design practicum.
Instructional design: What It Is, What It Isn't
This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Ed tech tools and categories
This document summarizes a presentation about selecting educational technologies. It discusses that the focus should be on learning rather than technology. Technologies should be chosen intentionally to meet course objectives. A table lists example technologies and how they can instruct students, encourage engagement, promote interaction, assess learning, improve productivity, and develop digital skills. The presentation emphasizes selecting technologies aligned with learning objectives and provides Bloom's Digital Taxonomy as a framework.
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...University of Greenwich, London
This document discusses the relationship between critical digital literacy and learning design. It presents a conceptual map of learning design that considers the learning environment, pedagogical approaches, theories, tools, implementation, and learner responses. The document examines how assumptions in learning design impact critical digital literacy and provides examples of activities. It also discusses aligning digital literacy and learning design, challenges in teaching digital literacy through design, and institutional responses like curriculum mapping.LITM Presentation
The document summarizes a project exploring the impact of introducing netbooks in a Grade 5/6 classroom. Survey and test results found that netbooks increased student engagement and writing abilities. The author participated in leadership workshops covering frameworks like the Developmental Learning Framework. This exposed the author to new understandings of leadership, including that all teachers can demonstrate leadership in some way.
Development of Online Courses
The document discusses the development of online courses, outlining two categories of online courses as text-based or internet-based. It also discusses centralizing the online development unit and typical roles involved like project managers, IT experts, and graphic designers. Additionally, it outlines key aspects of online course development like using learning management systems, adopting a new teaching paradigm with ambiguity and scaffolding, integrating formative assessment, and employing a course development team of subject matter experts, designers, developers, and instructional designers.
Retreat Presentation
The document discusses the process for developing digital courses, including developer selection, training, design methodology, tools, and assessments. Developers apply, interview, and are contracted. They receive training on instructional design, technology tools, and curriculum design. Courses are developed using backward design - identifying essential content, understandings, and questions, then designing assessments and instructional units. A variety of tools are discussed for creating assessments, learning activities, and organizing content within courses. Future development plans include refreshing all courses within a 4-year cycle.
Pm Toolkit For Youth
The document discusses the importance of teaching youth project management skills. It notes that students are often given complex projects from an early age but are not taught the necessary skills to complete them successfully. Project management is presented as a valuable 21st century life skill that can help students be more successful in school and prepared for future careers. The Project Management Institute Educational Foundation offers various free resources like mentors, curriculum, and scholarships to help schools implement project management education programs.
GDIT 715 final project
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
Gamification In Education - 2020
By Dr. Agila G, Professor & Head of B.Com(A&F)
Sri Ramakrishna College of Arts & Science, CBE, Tamil Nadu
Organized By :
Bishop Appasamy College of Arts & Science, Coimbatore - Tamil Nadu
Topics Covered :
- Challenges on Gamification in Education
- Benefits of Gamification
- How to Gamify Your Lesson
- Tools for digital Classroom
- Understanding Kahoot
- Understanding Quizet, Easyclass, Hot Potatoes,
- How to use Nearpod
- How to design your first gamification
- Unlocking Gamification to Deliver Education
- Setting up your first account using Nearpod
- Creating a live session, Reporting, Resources, Slides in Nearpod
- Create your first question with Nearpod
- Grading students marks.
Using an LMS to Evaluate Training
Organizations are currently opting for Learning Management Systems to organize and track their trainings programs. Here is a presentation on "Using LMS to Evaluate Training".
Instructional Design Plan PowerPoint
This document outlines the phases of an instructional design plan for a training course titled "Building Rapport". The course is intended to strengthen academic advising and mentoring for staff members of a Student Support Services Program. The instructional design plan involves 4 phases - defining needs and goals, objectives and technologies, implementation details, and evaluation methods. Careful planning is required using a summative evaluation to determine if learner needs were met and goals achieved. The "Building Rapport" training has never been implemented before and will assist in ensuring student success.
Lakewood cat 011819
The document discusses online learning and the jobs involved in developing online courses. It begins with an introduction from two presenters from the University of South Florida St. Petersburg's Online Learning and Instructional Technology Services department. They discuss how online learning prepares students for future careers and the evolution of online learning from early web streaming to today's hybrid courses. The presentation also highlights the roles of instructional designers, multimedia developers, programmers, and graphic designers in building high-quality online courses through collaboration and use of various tools. It emphasizes that instructional design is key to developing online courses that effectively teach students the critical skills employers seek.
Lakewood cat 011819
The document discusses online learning and the jobs involved in developing online courses. It begins with an introduction from two presenters from the University of South Florida St. Petersburg's Online Learning and Instructional Technology Services department. They discuss how online learning prepares students for future careers and the evolution of online learning over time, from early web streaming to today's hybrid courses. The presentation also highlights the roles of instructional designers, multimedia developers, programmers, and graphic designers in building high-quality online courses through collaboration and use of various tools. It emphasizes that instructional design incorporates pedagogical best practices to develop effective online content and interactions.
Training trends plan presentation
This presentation discusses training trends in the 21st century workplace and the U.S. Navy Program Analyst Division's plans to address these trends. It identifies trends such as collaborating online, establishing professional learning networks, using social media, and attending leadership training via videoconference. The goals are to introduce e-learning, designate locations and applications for collaborative learning, define the purpose of professional networks, illustrate how social media can be used for training, and provide a videoconference training class. The strategies are assigned collaborative projects, connecting employees to outside knowledge networks, using social media to reach new learners, and getting employee feedback on the videoconference training.
H rcom 2012_designing_custom_exec_ed_program_ppt_final_slides_022612 - copy
- The document discusses designing custom executive education programs to align with business goals and strategies.
- It covers building effective partnerships between education providers and client companies, and outlines a strategic framework for developing custom programs that include defining needs, program development, delivery, and evaluation.
- The framework is designed to measure leadership capabilities, develop the needed capabilities to achieve business results, and evaluate the impact on business performance.
OFT - pr5_assessment
This document discusses online assessment. It defines assessment as evaluating student learning, instruction, and program effectiveness. The purpose of assessment is to emphasize important learning goals, help students apply knowledge, and promote improvement. Different assessment methods should be aligned with learning objectives and address different learning styles. Some common online assessment methods include exams, quizzes, discussions, essays, reports, portfolios, and presentations. The best method depends on the intended learning outcomes.
More Related Content
What's hot
What is Tech Services?
The document discusses a leadership learning community program provided by CREC for new educational leaders. The program covers topics like change management, collaboration, technology utilization, communication skills, and student achievement. It provides job-embedded learning experiences and opportunities for participants to work on challenges within their schools and programs. Sessions are collaborative and involve discussion of real-world issues and strategies.
The Three C's of Course Design
The document discusses the three C's of online course design: clarity, consistency, and community. It emphasizes that online courses should have clear objectives, explanations of assignments, and timely responses to student questions. Consistency is important, with master designs ensuring similar structure, navigation, and elements across courses. Building community is also key, through introductions, group assignments, and encouraging peer support. The goal is to design each course with consistent tools and elements to provide a clear and supportive online learning experience for students.
Rapid eLearning Development
Rapid eLearning development helps Instructional designers and SMEs to complete the course design without having to depend on software programmers. Here is the presentation on "Rapid eLearning Development".
AET 570 Training Trends Plan Presentation by Audrey L Allen
Cover Page : Training Trends Plan Presentation – By Audrey L Allen - The Training Trends Plan Presentation will examine factors and trends in the education or training marketplace within the Syracuse City School District. Four training trends are explored and discussed. Goals, objectives and strategies are defined for the school district to address defined trends. “We’re creating new roles where teachers and principals will support implementation of college and career ready standards, evidence-based instruction, and meaningful professional development.” - Jeremy Grant-Skinner, Syracuse City School District Executive Director of Talent Management . (Building a Capacity for Educators to Lead)
Factors Driving Trends – In order for organizations to grow, leaders must spot trends and provide effective training to develop self, team, and organizational culture. To achieve a competitive advantage and have a tremendous impact on how to pact on the results, such considers are how to make the organization make money, save and collect money. (University of Phoenix, 2017).
Top Four Training Trends : Business- Centric Learning, Video- Based Learning, Competency Based Learning, and More Social Media/Multiple Platforms. The four training trends were selected to provide faculty opportunities to progress in professional development and improve greater responsibilities in their duties.
Goals and Objectives – The Goals and Objectives are set to ensure that training will impact educators performance by improving growth ratings, improve faculty development and improve student outcomes for the Syracuse City School District.
Strategies to Utilize and Address These Trends – Business Centric Learning – Prioritize, analyze, measure and develop business goals . Video Based Learning – Can cater to different learning styles through visible content . Competency Based Learning – Learner focused, can be self paced, independent training for certifications, promotional. More Social Media/Multiple Platforms - Blogs, document sharing.
References - Nielson, B. (2014). Your Training Edge. Retrieved from http://www.yourtrainingedge.com/5-corporate-training-trends-you-cant-afford-to-ignore/
Office of Teacher and Leader Effectiveness at the New York State Education Department. (2014). Syracuse City School District. Retrieved from http://www.nysed.gov/common/nysed/files/stle/Syracuse%20Profile_6.16.pdf
Determining the Effectiveness of Your Faculty Development Program
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
University of California, Irivne ELearning Instructional Design Curriculm
The intensive two and a half year Certificate in eLearning Instructional Design program at the University of California, Irvine concentrated on building instructional design skills required to develop and deliver online learning. The program included topics on the methodology, skills, and techniques necessary for aligning e-learning strategies with business strategies such as principles of e-learning instructional design, exploring e-learning development tools, designing and developing interactive e-learning courses, e-learning evaluation and assessment, project management for e-learning professionals, and an e-learning instructional design practicum.
Instructional design: What It Is, What It Isn't
This slide show was created for a presentation intended to inform the audience about the basics of instructional design. Survey data included was collected from several listserves including the Educause LTL and the Calibug Bb listserve.
Ed tech tools and categories
This document summarizes a presentation about selecting educational technologies. It discusses that the focus should be on learning rather than technology. Technologies should be chosen intentionally to meet course objectives. A table lists example technologies and how they can instruct students, encourage engagement, promote interaction, assess learning, improve productivity, and develop digital skills. The presentation emphasizes selecting technologies aligned with learning objectives and provides Bloom's Digital Taxonomy as a framework.
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...University of Greenwich, London
This document discusses the relationship between critical digital literacy and learning design. It presents a conceptual map of learning design that considers the learning environment, pedagogical approaches, theories, tools, implementation, and learner responses. The document examines how assumptions in learning design impact critical digital literacy and provides examples of activities. It also discusses aligning digital literacy and learning design, challenges in teaching digital literacy through design, and institutional responses like curriculum mapping.LITM Presentation
The document summarizes a project exploring the impact of introducing netbooks in a Grade 5/6 classroom. Survey and test results found that netbooks increased student engagement and writing abilities. The author participated in leadership workshops covering frameworks like the Developmental Learning Framework. This exposed the author to new understandings of leadership, including that all teachers can demonstrate leadership in some way.
Development of Online Courses
The document discusses the development of online courses, outlining two categories of online courses as text-based or internet-based. It also discusses centralizing the online development unit and typical roles involved like project managers, IT experts, and graphic designers. Additionally, it outlines key aspects of online course development like using learning management systems, adopting a new teaching paradigm with ambiguity and scaffolding, integrating formative assessment, and employing a course development team of subject matter experts, designers, developers, and instructional designers.
Retreat Presentation
The document discusses the process for developing digital courses, including developer selection, training, design methodology, tools, and assessments. Developers apply, interview, and are contracted. They receive training on instructional design, technology tools, and curriculum design. Courses are developed using backward design - identifying essential content, understandings, and questions, then designing assessments and instructional units. A variety of tools are discussed for creating assessments, learning activities, and organizing content within courses. Future development plans include refreshing all courses within a 4-year cycle.
Pm Toolkit For Youth
The document discusses the importance of teaching youth project management skills. It notes that students are often given complex projects from an early age but are not taught the necessary skills to complete them successfully. Project management is presented as a valuable 21st century life skill that can help students be more successful in school and prepared for future careers. The Project Management Institute Educational Foundation offers various free resources like mentors, curriculum, and scholarships to help schools implement project management education programs.
GDIT 715 final project
This document outlines a project to train university instructors on using online communication tools in their courses. The project goals are to bridge the gap between instructors' current technology skills and what is needed to teach effectively online. It will improve student-student and student-instructor interaction through tools like voice emails, discussion boards, assignment feedback, and video conferencing. The project will use the ADDIE model of analysis, design, development, implementation and evaluation. It provides instructional objectives, a project plan and timeline, and describes each phase such as analyzing needs, designing lessons, developing materials, and evaluating the training.
Gamification In Education - 2020
By Dr. Agila G, Professor & Head of B.Com(A&F)
Sri Ramakrishna College of Arts & Science, CBE, Tamil Nadu
Organized By :
Bishop Appasamy College of Arts & Science, Coimbatore - Tamil Nadu
Topics Covered :
- Challenges on Gamification in Education
- Benefits of Gamification
- How to Gamify Your Lesson
- Tools for digital Classroom
- Understanding Kahoot
- Understanding Quizet, Easyclass, Hot Potatoes,
- How to use Nearpod
- How to design your first gamification
- Unlocking Gamification to Deliver Education
- Setting up your first account using Nearpod
- Creating a live session, Reporting, Resources, Slides in Nearpod
- Create your first question with Nearpod
- Grading students marks.
Using an LMS to Evaluate Training
Organizations are currently opting for Learning Management Systems to organize and track their trainings programs. Here is a presentation on "Using LMS to Evaluate Training".
Instructional Design Plan PowerPoint
This document outlines the phases of an instructional design plan for a training course titled "Building Rapport". The course is intended to strengthen academic advising and mentoring for staff members of a Student Support Services Program. The instructional design plan involves 4 phases - defining needs and goals, objectives and technologies, implementation details, and evaluation methods. Careful planning is required using a summative evaluation to determine if learner needs were met and goals achieved. The "Building Rapport" training has never been implemented before and will assist in ensuring student success.
Lakewood cat 011819
The document discusses online learning and the jobs involved in developing online courses. It begins with an introduction from two presenters from the University of South Florida St. Petersburg's Online Learning and Instructional Technology Services department. They discuss how online learning prepares students for future careers and the evolution of online learning from early web streaming to today's hybrid courses. The presentation also highlights the roles of instructional designers, multimedia developers, programmers, and graphic designers in building high-quality online courses through collaboration and use of various tools. It emphasizes that instructional design is key to developing online courses that effectively teach students the critical skills employers seek.
Lakewood cat 011819
The document discusses online learning and the jobs involved in developing online courses. It begins with an introduction from two presenters from the University of South Florida St. Petersburg's Online Learning and Instructional Technology Services department. They discuss how online learning prepares students for future careers and the evolution of online learning over time, from early web streaming to today's hybrid courses. The presentation also highlights the roles of instructional designers, multimedia developers, programmers, and graphic designers in building high-quality online courses through collaboration and use of various tools. It emphasizes that instructional design incorporates pedagogical best practices to develop effective online content and interactions.
Training trends plan presentation
This presentation discusses training trends in the 21st century workplace and the U.S. Navy Program Analyst Division's plans to address these trends. It identifies trends such as collaborating online, establishing professional learning networks, using social media, and attending leadership training via videoconference. The goals are to introduce e-learning, designate locations and applications for collaborative learning, define the purpose of professional networks, illustrate how social media can be used for training, and provide a videoconference training class. The strategies are assigned collaborative projects, connecting employees to outside knowledge networks, using social media to reach new learners, and getting employee feedback on the videoconference training.
What's hot (20)
AET 570 Training Trends Plan Presentation by Audrey L Allen
AET 570 Training Trends Plan Presentation by Audrey L Allen
Determining the Effectiveness of Your Faculty Development Program
Determining the Effectiveness of Your Faculty Development Program
University of California, Irivne ELearning Instructional Design Curriculm
University of California, Irivne ELearning Instructional Design Curriculm
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...
The relationship of Critical Digital Literacy to the Larnaca Declaration Lear...
Similar to Gwendolyn walker certified instructional designer
H rcom 2012_designing_custom_exec_ed_program_ppt_final_slides_022612 - copy
- The document discusses designing custom executive education programs to align with business goals and strategies.
- It covers building effective partnerships between education providers and client companies, and outlines a strategic framework for developing custom programs that include defining needs, program development, delivery, and evaluation.
- The framework is designed to measure leadership capabilities, develop the needed capabilities to achieve business results, and evaluate the impact on business performance.
OFT - pr5_assessment
This document discusses online assessment. It defines assessment as evaluating student learning, instruction, and program effectiveness. The purpose of assessment is to emphasize important learning goals, help students apply knowledge, and promote improvement. Different assessment methods should be aligned with learning objectives and address different learning styles. Some common online assessment methods include exams, quizzes, discussions, essays, reports, portfolios, and presentations. The best method depends on the intended learning outcomes.
Providing A Collaborative Learning Environment For Student Teams And Corporat...
This file provides information concerning how to establish a collaborative learning environment that allows online learners to work in teams on projects for corporate clients. It was used as part of his presentation at the 2009 Instructional Technology Conference.
Dr. Timothy L. Phillips
Department of Instructional Technology
Bloomsburg University
tphillip@bloomu.edu
Valerie shapko resume_id_2020
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.
Learning Services Request Intake Process
This document proposes a solution to address poor written communication skills among managers at a company experiencing rapid international growth and increased use of virtual teams. The proposed solution includes eLearning modules on business writing principles, a virtual writing lab for workshops and peer reviews, and a "Writing Buddy" app for performance support. The solution aims to build skills, support performance, enable collaboration and learning, and assess impact through course usage, ratings and repeated surveys.
Using self sustaining models to develop online programs
The document discusses a model for developing self-sustaining online programs using templates, time-saving strategies, and collaborative design processes. It outlines setting deadlines, distributing content, and providing training and support for faculty through resources like course templates, Blackboard communities, and one-on-one instruction. The goal is to create 12 online courses for an instructional leadership program within one year while addressing change management and ensuring faculty investment.
University of Washington Global Health E-Learning
Presentation about e-learning opportunities in the University of Washington Department of Global Health
Blended by Design: Day 3
The document discusses strategies for designing effective blended courses, including assessing student readiness, interactions, and using student teams. It provides tips for identifying potential crisis points students may face and how to support them. Suggestions are given for formative and online assessments, utilizing student teams, and facilitating interactions in blended learning environments.
Learning Design at Columbus State
These are slides related to the monthly Learning Design Process class offered through Instructional Technologies Institute
Transformation of the Ol Instructor
The document outlines competencies for effective online teaching. It discusses seven competencies: understanding online format, understanding online pedagogy, developing course content, understanding instructional design, understanding course management, practicing technology use, and developing quality assurances. Each competency is then mapped to specific best practices for online teaching discussed earlier in the document.
Educational management ecosystem
The growth of higher education depends on the choices needed management system. This PPT gives a research-based management ecosystem for the CEOs in Higher Education Institutes.
Blended Learning For Faculty
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
Avoiding Shovelware
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, providing training and support for instructors, and implementing mentorship programs. Some key points are:
- Institutions should have a defined course development process including an initial consultation, media planning, required instructor training, and a final readiness review.
- Applying a quality standard like Quality Matters can help ensure alignment, engagement, accessibility and overall quality in course design.
- Online mentorship programs where experienced instructors assist new ones can help improve courses while reducing the workload on instructional designers.
- Ongoing training, best practices sharing, and observation of course delivery can further support
Strategies 4 Quality
This document discusses strategies for improving the quality of online courses, including establishing a formal course development process, applying quality standards, promoting best practices, and providing instructor training and support. Key aspects of the process involve an initial consultation, media planning, required instructor training, and a final readiness review. Mentors and training help ensure new online courses meet quality guidelines before they are offered to students.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.JudithConsidine_resume3-24-16
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.
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
This document outlines a backwards design approach to evaluating the effectiveness of faculty development programs for blended instruction. It discusses defining what constitutes a good blended course and appropriate pedagogical models. It also addresses designing faculty development programs, including opportunities and experiences to help instructors learn effective blended teaching practices. Finally, it discusses tools and methods for evaluating blended courses and communicating results, including collecting and analyzing student and course data and disseminating findings to relevant audiences.
Planning for Success
This document outlines how to create an effective portfolio to document the skills and qualifications of paraprofessionals. It discusses including artifacts, reflections, and alignment to standards to display a paraprofessional's development, range of skills, and evidence for career advancement. The document provides examples of portfolio components and suggests organizing materials in a binder with divider tabs. It emphasizes that portfolios are individualized but should include items demonstrating skills in areas like reading, writing, and mathematics to meet requirements like No Child Left Behind.
Designing and developing great courses together - Jisc Digifest 2016
Pearson’s course development team helps universities create innovative online and blended courses by providing flexible and scalable services, underpinned by rigorous learning design. We make design suggestions that promote your desired outcomes and after creating the course, track metrics so you can evaluate success.
By participating in the session, you will see examples of great learning design, understand Pearson’s participatory approach to developing courses, share ideas with colleagues, and apply principles to a live example.
Paraeducator Portfolios: Celebrating Success
Presentation from the 2011 National Resource Center for Paraprofessionals Conference by
Suzanne Koprowski & Carol Long.
Similar to Gwendolyn walker certified instructional designer (20)
H rcom 2012_designing_custom_exec_ed_program_ppt_final_slides_022612 - copy
H rcom 2012_designing_custom_exec_ed_program_ppt_final_slides_022612 - copy
Providing A Collaborative Learning Environment For Student Teams And Corporat...
Providing A Collaborative Learning Environment For Student Teams And Corporat...
Using self sustaining models to develop online programs
Using self sustaining models to develop online programs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
Designing and developing great courses together - Jisc Digifest 2016
Designing and developing great courses together - Jisc Digifest 2016
Recently uploaded
SECURING BUILDING PERMIT CITY OF CALOOCAN.pdf
How to apply for building permit in the city of Caloocan?
What is a building permit?
Who applies for building permit?
Practical eLearning Makeovers for Everyone
Welcome to Practical eLearning Makeovers for Everyone. In this presentation, we’ll take a look at a bunch of easy-to-use visual design tips and tricks. And we’ll do this by using them to spruce up some eLearning screens that are in dire need of a new look.
一比一原版(Columbia毕业证)哥伦比亚大学毕业证如何办理
Columbia毕业证offer【微信95270640】☀《哥伦比亚大学毕业证购买》Q微信95270640《Columbia毕业证文凭补》文凭、本科、硕士、研究生学历都可以做,留信认证的作用：
1：该专业认证可证明留学生真实留学身份。
2：同时对留学生所学专业等级给予评定。
3：国家专业人才认证中心颁发入库证书
4：这个入网证书并且可以归档到地方
5：凡是获得留信网入网的信息将会逐步更新到个人身份内，将在网内查询个人身份证信息后，同步读取人才网入库信息。
6：个人职称评审加20分。
7：个人信誉贷款加10分。
8：在国家人才网主办的全国网络招聘大会中纳入资料，供国家500强等高端企业选择人才《文凭Columbia毕业证书原版制作Columbia成绩单》仿制Columbia毕业证成绩单哥伦比亚大学学位证书pdf电子图》。
办国外哥伦比亚大学哥伦比亚大学毕业证录取书教育部学历学位认证留信认证大使馆认证留学回国人员证明修改成绩单信封申请学校offer录取通知书在读证明offer letter。
快速办理高仿国外毕业证成绩单：
1哥伦比亚大学毕业证+成绩单+留学回国人员证明+教育部学历认证（全套留学回国必备证明材料给父母及亲朋好友一份完美交代）;
2雅思成绩单托福成绩单OFFER在读证明等留学相关材料（申请学校转学甚至是申请工签都可以用到）。
3.毕业证 #成绩单等全套材料从防伪到印刷从水印到钢印烫金高精仿度跟学校原版100%相同。
专业服务请勿犹豫联系我！联系人微信号：95270640诚招代理：本公司诚聘当地代理人员如果你有业余时间有兴趣就请联系我们。
国外哥伦比亚大学哥伦比亚大学毕业证录取书办理过程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。我们的亲人生我养我的父母您们的年迈的苍老换来了我们新一代的新鲜与活力无论我们在哪里父母对我们的爱和思念为我们的生命增加了光彩给予我们自由追求的力量生活的力量我们也不忘感恩正因为这股感恩的线牵着我们使我们在一年的结束时刻义无反顾的踏上了回家的旅途人们常说父母恩最难回报愿我能以当年爸爸妈妈对待小时候的我们那样耐心温柔地对待我将渐渐老去的父母体谅他们以反哺之心奉敬父母以感恩之心孝顺父母哪怕只为父母换洗的
Revolutionizing the Digital Landscape: Web Development Companies in India
Discover unparalleled creativity and technical prowess with India's leading web development companies. From custom solutions to e-commerce platforms, harness the expertise of skilled developers at competitive prices. Transform your digital presence, enhance the user experience, and propel your business to new heights with innovative solutions tailored to your needs, all from the heart of India's tech industry.
一比一原版(BU毕业证)波士顿大学毕业证如何办理
BU毕业证学位证【微信95270640】办理BU毕业证【Q微信95270640】波士顿大学毕业证书原版↑制作波士顿大学学历认证文凭办理波士顿大学留信网认证,留学回国办理毕业证成绩单文凭学历认证【Q微信95270640】专业为海外学子办理毕业证成绩单、文凭制作，学历仿制，回国人员证明、做文凭，研究生、本科、硕士学历认证、留信认证、结业证、学位证书样本、美国教育部认证百分百真实存档可查】
【实体公司】办波士顿大学波士顿大学本科毕业证成绩单学历认证学位证文凭认证办留信网认证办留服认证办教育部认证（网上可查实体公司专业可靠）
— — — 留学归国服务中心 — — -
【主营项目】
一.波士顿大学毕业证成绩单使馆认证教育部认证成绩单等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
国外毕业证学位证成绩单办理流程：
1客户提供波士顿大学波士顿大学本科毕业证成绩单办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。
专业服务请勿犹豫联系我！本公司是留学创业和海归创业者们的桥梁。一次办理终生受用一步到位高效服务。详情请在线咨询办理,欢迎有诚意办理的客户咨询!洽谈。
招聘代理：本公司诚聘英国加拿大澳洲新西兰美国法国德国新加坡各地代理人员如果你有业余时间有兴趣就请联系我们咨询顾问：+微信:95270640知道母亲身体不好家里盖新房也欠了不少钱总想趁假期赚点钱在校寄宿时用不着老向爷爷奶奶要盛夏的乡村仍旧清凉清清爽爽的山娃也过得自由自在不知为啥山娃总情不自禁地思念起城里的父亲每年暑假瞅见远乡近邻的小伙伴都争先恐后地往城里跑山娃就更思念父亲了老想着进父亲的城看看每次从城里洋里洋气地回来小伙伴们总争论着各自到过的城比试比试谁父亲的城最大最美他们大谈城里的新鲜事大谈父亲携他们逛城的快乐事在孩子们幼小的心中地
Connect Conference 2022: Passive House - Economic and Environmental Solution...
Passive House: The Economic and Environmental Solution for Sustainable Real Estate. Lecture by Tim Eian of TE Studio Passive House Design in November 2022 in Minneapolis.
- The Built Environment
- Let's imagine the perfect building
- The Passive House standard
- Why Passive House targets
- Clean Energy Plans?!
- How does Passive House compare and fit in?
- The business case for Passive House real estate
- Tools to quantify the value of Passive House
- What can I do?
- Resources
一比一原版(UW毕业证)西雅图华盛顿大学毕业证如何办理
UW毕业证学历书【微信95270640】做UW文凭、办UW文凭、买UW文凭Q微信95270640买办国外文凭UW毕业证买学历咨询/代办美国毕业证成绩单文凭、办澳洲文凭毕业证、办加拿大大学毕业证文凭英国毕业证学历认证-毕业证文凭成绩单、假文凭假毕业证假学历书制作仿制、改成绩、教育部学历学位认证、毕业证、成绩单、文 凭、UW学历文凭、UW假学位证书、毕业证文凭、、文凭毕业证、毕业证认证、留服认证、使馆认证、使馆证明 、使馆留学回国人员证明、留学生认证、学历认证、文凭认证、学位认证
(诚招代理)办理国外高校毕业证成绩单文凭学位证,真实使馆公证（留学回国人员证明）真实留信网认证国外学历学位认证雅思代考国外学校代申请名校保录开请假条改GPA改成绩ID卡
1.高仿业务:【本科硕士】毕业证,成绩单（GPA修改）,学历认证（教育部认证）,大学Offer,,ID,留信认证,使馆认证,雅思,语言证书等高仿类证书；
2.认证服务: 学历认证（教育部认证）,大使馆认证（回国人员证明）,留信认证（可查有编号证书）,大学保录取,雅思保分成绩单。
3.技术服务：钢印水印烫金激光防伪凹凸版设计印刷激凸温感光标底纹镭射速度快。
办理西雅图华盛顿大学西雅图华盛顿大学毕业证假文凭流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
-办理真实使馆公证（即留学回国人员证明）
-办理各国各大学文凭（世界名校一对一专业服务,可全程监控跟踪进度）
-全套服务：毕业证成绩单真实使馆公证真实教育部认证。让您回国发展信心十足！
（详情请加一下 文凭顾问+微信:95270640）欢迎咨询！实伙伴平时山娃上学阿黑也摇头晃脑地跟去暑假用不着上学阿黑更是天天围着山娃转山娃上山除了察看埋下的野兽铁夹子看护早上逐上山的大黄牛外也觅着采草药摘红菇积攒起来拿到镇上卖山娃知道母亲身体不好家里盖新房也欠了不少钱总想趁假期赚点钱在校寄宿时用不着老向爷爷奶奶要盛夏的乡村仍旧清凉清清爽爽的山娃也过得自由自在不知为啥山娃总情不自禁地思念起城里的父亲每年暑假瞅见远乡近邻的小伙伴都争先恐后地往城里跑山娃就更思片
原版定做(penn毕业证书)美国宾夕法尼亚大学毕业证文凭学历证书原版一模一样
原版纸张【微信：741003700 】【(penn毕业证书)美国宾夕法尼亚大学毕业证、文凭学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Graphic Design Tools and Software .pptx
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
哪里办理美国中央华盛顿大学毕业证双学位证书原版一模一样
原版一模一样【微信：741003700 】【美国中央华盛顿大学毕业证双学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
定制美国西雅图城市大学毕业证学历证书原版一模一样
原版一模一样【微信：741003700 】【美国西雅图城市大学毕业证学历证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
The Game Concept created as a Final Project piece for college. Creative Media year 2 student
AHMED TALAAT ARCHITECTURE PORTFOLIO .pdf
Architectural and constructions management experience since 2003 including 18 years located in UAE.
Coordinate and oversee all technical activities relating to architectural and construction projects,
including directing the design team, reviewing drafts and computer models, and approving design
changes.
Organize and typically develop, and review building plans, ensuring that a project meets all safety and
environmental standards.
Prepare feasibility studies, construction contracts, and tender documents with specifications and
tender analyses.
Consulting with clients, work on formulating equipment and labor cost estimates, ensuring a project
meets environmental, safety, structural, zoning, and aesthetic standards.
Monitoring the progress of a project to assess whether or not it is in compliance with building plans
and project deadlines.
Attention to detail, exceptional time management, and strong problem-solving and communication
skills are required for this role.
Divertidamente SLIDE.pptxufururururuhrurid8dj
Hsuehebvdhdueuw8wiiwieih3udud8e8wisbdydvw7wbidj38ehehdheuwjhdiwjwieheheueurhryrurhrgryd7eueue
Mohannad Abdullah portfolio _ V2 _22-24
Mohannad Abdullah
Architecture | Interior Design
portoflio_V2_22-24
Timeless Principles of Good Design
Timeless Principles of Good Design from my 2015 Presentation at TYPO SF
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
CapCut is an easy-to-use video editing app perfect for beginners. To start, download and open CapCut on your phone. Tap "New Project" and select the videos or photos you want to edit. You can trim clips by dragging the edges, add text by tapping "Text," and include music by selecting "Audio." Enhance your video with filters and effects from the "Effects" menu. When you're happy with your video, tap the export button to save and share it. CapCut makes video editing simple and fun for everyone!
Recently uploaded (20)
Revolutionizing the Digital Landscape: Web Development Companies in India
Revolutionizing the Digital Landscape: Web Development Companies in India
Virtual Tour Application Powerpoint for museum of edinburgh
Virtual Tour Application Powerpoint for museum of edinburgh
Connect Conference 2022: Passive House - Economic and Environmental Solution...
Connect Conference 2022: Passive House - Economic and Environmental Solution...
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
Game Concept Presentation for Ukrainian Mythology Based Game With Designs
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
EASY TUTORIAL OF HOW TO USE CAPCUT BY: FEBLESS HERNANE
Gwendolyn walker certified instructional designer
- 2. Gwendolyn Walker Certified Instructional Designer Areas of Expertise Organizational Development Design Development Course Development Project Management Adult Learning Theory Blended Learning
- 3. Education Master’s Degree Instructional Design Technology Franklin University Professional Certification in Instructional Design Franklin University Bachelor’s Degree, Social Science Ohio Dominican University
- 4. Work Experience Creates engaging learning activities and compelling course work Works with SME to identify target audience training needs Applies tested instructional design theories, practice, and methods States instructional end goals and creates content that matches them Creates supporting materials and resources Selects evaluation tools to access learners’ performance Maintains project documentation and course folders
- 5. Instructional Design Core Competencies Microsoft Office Scorm Cloud Adobe Captivate Power Point Eliademy Moodle Sway Piktochart Screen Cast
- 6. Employee Engagement Through Facilitation Diversity and Inclusion Facilitator Productive Conflict Leading through Influence Team Building Vision Alignment
- 7. Career History Human Resources Management Curriculum Selection Teacher Based Training Building Leadership Team Management Reports and Analysis
- 8. Personal Development Basic Mediation Training Franklin County Court of Common Pleas Division of Domestic Relations and Juvenile Branch Office of Mediation Services. Certificate of Completion of Domestic Abuse Issues: Training for Mediators and Other Professionals –- Ohio Supreme Court Dispute Resolution Section
- 9. Work Sample Shark Acronym for Brookwood Academy