I love designing learning experiences. I have worked with children through adults, in academic and corporate environments. Please contact me with any questions.

1. Heather Stockton, MA
Instructional design | Content writing | Editing
Effective and creative
communication
“Whole picture” thinking
Content design that captivates,
instructs, and informs

2. Contact me…
Heather Stockton
hstocktoncomm@gmail.com
Some things to know about me
 I am a recovering K12 teacher
 I LOVE…
 Designing learning experiences
 Finding just the right word
 Creatures great and small
 Real (that is to say heavy) cream
in my coffee
 I am an INFJ – the rarest type
of person!

3. Portfolio Contents – Main Menu
Instructional Design Process
Curriculum maps and storyboards
Sample Courses
E-Learning, face-to-face, and blended instruction
Other Content Design
Instructional supports, newsletters, and more
Click through page by page, or contact me for an interactive version!

4. Instructional Design Process
Thorough planning shows in the end product. I love using “backward
design” maps as part of the ADDIE process. Careful mapping and
storyboarding help to keep all facets of learning design aligned with
the learning objectives.
Curriculum map
for ongoing staff
development
Unit plan of
day-by-day
instruction
Storyboard for e-
learning module
Click through page by page, or contact me for an interactive version.

5. This curriculum map
was used as the
foundation of an
ongoing, weekly staff
development segment at
an urban secondary
school.

6. Unit Map
Here are 2 weeks
of a month long
unit designed for
secondary school
students.
All learning
objectives
(SWBATS) are
aligned closely
with the unit’s
backward design
map.

7. E-Learning Storyboard
Content
Multiliteracies learning theory
Audience
Undergrad instructional design students at Metro State University
Technology
Developed in Adobe Captivate 8
Storyboard
The following 2 pages are excerpted from the storyboard. The
entire module was about 30 pages.

8. Screen Title
A Multiliteracies Perspective
On-screen Text
Course objectives:
[1] Understand the “new literacy”
[2] Recognize and appreciate multimodal design
principles
[3] Know why multiliteracies matters to
instructional designers
Section | Page Title | Page #
Introduction - Course Objectives - 3
Narration script (if applicable):
Welcome! For instructional designers, an understanding of learning theory can make your designs
stronger. This e-learning module discusses some of the basics of multiliteracies learning theory. [1] In this
course, we’ll talk about the “new literacy” – what it is and how it’s different from traditional literacy. [2]
We’ll explore multimodal design, which is a big part of multiliteracies theory. Multimodal design can help
make your work even more effective and engaging in infinite ways. [3] Finally, we’ll look at why
multiliteracies theory should matter to you as a designer. The world is changing, so let’s get started!
Description of Graphics and Navigation (if applicable):
• Navigation bar (back, play/pause, table of contents, audio text, next)
• Graphics: lightbulb, magnifying glass, smiling face, “why” in scrabble letters
Description of Interactions, Animations, and Media (if applicable):
Video starts on page launch
Motion graphics animation coordinated with narration to introduce course objectives

9. Screen Title
Literacy re-examined…
On-screen Text
Multiple philosophies
Multiple technologies
Multiple ways to communicate
Multiple languages
Multiple communities
Multiple identities
Multiliteracies
Section | Page Title | Page #
Literacy Paradigms – Introduce Multiliteracies - 8
Narration script (if applicable):
In 1996, a group of scholars got together to re-examine literacy from a modern perspective. They explored
society’s changing views on citizenship, business, and community. They saw that multiple philosophies
govern our business and social lives. Multiple technologies are ever-present, demanding multiple
kinds of communication skills. Many people navigate multiple languages on a daily basis,
including work languages, home languages, technical and computer languages and more. Individuals are
members of multiple communities requiring multiple identity positions. They concluded that
success requires much more than the ability to read and write. The term multiliteracies was coined to
reflect a new kind of literacy.
Description of Graphics and Navigation (if applicable):
• Navigation bar (back, play/pause, table of contents, audio text, next)
Description of Interactions, Animations, and Media (if applicable):
• Audio narration on page launch
• Motion graphic animation: Phrases float up from the bottom and are coordinated with the applicable
part of the narration.

10. E-Learning Module Face-to-Face Instruction
I have worked on numerous courses
in the utility industry. The following
excerpts are from a course on
pressure testing, authored in
Lectora 16.
I have designed and delivered
instruction in multiple content areas
for both adults and children. These
excerpts are from a unit for secondary
school students.
Sample Courses
Click through page by page, or contact me for an interactive version

11. E-Learning Module
This course was designed for a utilities trade association. My
responsibilities included…
 Clarifying and honing objectives
 Writing new content
 Combining, revising, and updating old content
 Adding graphics and spatial supports
 Building and modifying interactions
 Working within a very specific (and very picky!) template
 Using a formal instructional tone per company style
 Fact checking and collaborating with SMEs as needed
Note: Background design is highly templated and not my work.
All proprietary information is blurred.

12. Course objectives were designed to support industry standards and very
specific compliance testing content requirements.

13. Module Introduction Page

14. Audio Text Script
Class locations are based on
population density. There
are four classes ranging
from Class 1, a rural
environment, to Class 4, a
densely populated
environment. Class is
determined by counting
habitable buildings within
660 feet of a given pipeline.
Class is one of the factors
which determines pressure
testing requirements.
Graphics reinforce
content and are
clickable to provide
further information.
View A
View B

15. TEST FACTORS: The next 3 pages show a
tabbed interaction scaffolding the calculation
of test factors. Page text is kept minimal with
audio supporting it.
AUDIO TEXT SCRIPT
Test requirements for certain pipelines are determined by
making calculations based on the class location of the pipeline
and associated test factors. This results in a pressure test that is
higher than the pipeline’s intended MAOP.

16. FACTORS TAB AUDIO TEXT SCRIPT
In order to determine the appropriate test fact, you must know the date of installation for
the pipe, as well as its associated class location. For example, if a Class 3 pipe was
installed in 1969, according to the reference chart, it would have a test factor of 1.4

17. EXAMPLES TAB AUDIO TEXT SCRIPT
To calculate test pressure, multiply the MAOP times the appropriate test factor. The
result is the recommended testing pressure. For example, testing pressure for a pipe
with an MAOP of 80 pounds per square inch, a class location of 2, and an
installation date of 1969 would be calculated by taking 80 psi time the test factor of
1.25 for a testing pressure of 100 psi. Click the icon to practice.

18. Module summaries with
clickable images reiterate
important concepts and
connect back to the learning
objectives and forward to
the industry compliance
assessment.
View A
View B
MODULE SUMMARY

19. The House on Mango Street Unit
This unit was designed for secondary school language learners. Based
on The House on Mango Street by Sandra Cisneros, the book was used
as the basis for applying new learning about strategic questioning and
figurative language. What follows are a few of the learning resources
designed for the unit. Due to the K12 context, development was simple
and functional.
Backward
Design Map
Study
Packet
QAR
Strategy
Assignment
Scaffolds
Figurative
Language
Click through page by page, or contact me for an interactive version.

20. Backward Design Plan

21. Frequent comprehension checks
and guided reading activities are
important parts of learning design
at all levels and in all contexts.

22. Strategic questioning was taught via unit content.
Instructional materials guided learners from Knowledge
to Evaluation in the learning process and included…
Instruction
Learning Supports
Application &
Evaluation

23. Figurative language was also a theme throughout the unit…

24. All learning is reinforced and practiced in…
Assignments
Informal Comprehension Checks
Assessments

25. Other kinds of writing…
This is the miscellaneous section! In addition to
instructional design, I love putting together
educational supports, job aids, newsletters, blogs…
I have also worked on many departmental reports,
procedures manuals, grant applications, academic
articles, theses, and much more.
Please page through to see a few odds and ends. Be
sure to email me with any questions.

26. Graphic Organizers
In communicating content, spatial
design has a grammar of its own.
Strategic use of space can often
say much more than words alone.
Going graphic makes almost any
concept more accessible.

27. This job aid was designed as a guide for moving through the ADDIE process.

28. Newsletters
This is the front page of
one of a series of weekly
educational newsletters I
created as part of ongoing
staff development.

29. Thank you…
This is just a sample of my
work. If there is something
you’d like to see more of,
please let me know. Thanks
so much for looking!
Heather Stockton
hstocktoncomm@gmail.co
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