Instructor-led Training

With over a decade of experience designing learning experiences in STEAM fields, my expertise spans diverse educational contexts and subject areas. This includes the development of curricula and instructional materials for language acquisition, computer science, and educational technology, tailored to the unique needs of learners across both K-12 and higher education settings. This breadth of experience has cultivated a deep understanding of effective pedagogical strategies, instructional design principles, and the application of technology to enhance learning outcomes across a wide spectrum of learners. Two recent examples of my learning design artifacts are listed below.

Web Application Design Lecture and Workshop in CMU

Beginning in March 2025 and continuing forward, I have been invited as a guest speaker to deliver lectures and lead workshops for Carnegie Mellon University's 82183 AI in Humanities course in every semester including Summer.

Alt text: This is a Google Slide on Web Application Design

Here is how I Applied the ADDIE model to the lecture and workshop design:

Analysis: The initial analysis phase involved a thorough understanding of the learning needs and objectives of the students enrolled in the AI in Humanities course. I reviewed the course syllabus and communicated with the two course instructors to pinpoint the specific knowledge and skills related to API architecture and AI-powered web design that the students were expected to acquire. Critically, the target audience was carefully considered. Recognizing that the majority of students are humanities majors with limited prior coding experience, my instructional approach was tailored to accommodate this. This involved a conscious effort to use easy-to-understand language and provide detailed, step-by-step explanations throughout the lecture and workshop, particularly during the website building and OpenAI API integration segments.

Design: The design phase strategically focused on structuring the lecture and workshop to effectively meet the identified learning objectives, keeping the students' background in mind. Principles from Norman's Design of Everyday Things (2013) and Mayer's Handbook of Multimedia Learning (2021) were intentionally integrated to enhance learning. This included designing for visibility by commencing with a clear review of fundamental concepts like GPT, providing clear and immediate feedback during explanations and activities, minimizing cognitive load by segmenting complex topics into manageable units, emphasizing affordances through a practical, hands-on website construction exercise, and employing a multimedia approach by combining verbal explanations with a live coding demonstration. Furthermore, the collaborative brainstorming activity was specifically designed to actively engage students and facilitate the practical application of the newly learned concepts in a supportive environment.

Development: The development phase involved the creation of all necessary learning materials and activities for the session. This included the preparation of comprehensive lecture materials covering essential API terminology and the foundational concepts of web application architecture. A key component was the development of a practical, step-by-step exercise guiding students through the construction of a functional website utilizing the OpenAI API with Python and the Flask framework. The coding demonstration was meticulously prepared to visually illustrate the direct relationship between code and its resulting output, making the process more tangible for novice coders.

Implementation: The implementation phase involved the actual delivery of the lecture and workshop to the students. I presented the information in an engaging and accessible manner, such as facilitating the hands-on website development activity, providing guidance and support, answering questions, and demonstrating the coding process. I also effectively moderated the collaborative brainstorming session to encourage participation and the sharing of ideas.

Evaluation: The evaluation phase involved gathering immediate feedback from the students through informal questioning during the lecture and workshop. The positive responses indicated that students found the session, particularly the guidance on website building, to be highly helpful. Furthermore, observing the students' active engagement during the hands-on activities and reviewing the innovative outcomes of the brainstorming session provided valuable qualitative insights into the effectiveness of the instructional design and delivery methods. This immediate feedback and observation will inform any necessary adjustments and refinements for future iterations of the lecture and workshop to further optimize the learning experience for subsequent cohorts of students.

API Architecture and Web Application Building

Alt text: Image of a screenshot of the online course built in Articulate 360 Rise

I am currently developing an online learning module called API Architecture and Web Application Building for Carnegie Mellon University. This module provides a practical guide to understanding API architecture and leveraging the power of the ChatGPT API. Students will learn how to design, build, and deploy a web application that integrates seamlessly with ChatGPT, gaining hands-on experience with API implementation.

In developing this module, I've grounded my approach in key adult learning theories. Knowles' andragogy informed the design by emphasizing the relevance and application of the material to students' professional and academic goals, focusing on practical skills and real-world implementation. Recognizing that adults are self-directed learners, I've structured the learning experience to allow for flexibility and personalized learning paths, integrating hands-on activities and projects that encourage exploration and experimentation. To address the need for experience-based learning, the module heavily emphasizes practical application, using Articulate 360 to create engaging and interactive modules. This approach aligns with principles outlined in Julie Dirksen's "Design for How People Learn," which stresses the importance of understanding cognitive processes and designing learning experiences that cater to how individuals naturally acquire knowledge.

Furthermore, the practical, step-by-step guidance provided in the modules reflects the methodologies and practical advice found in Tim Slade's "The eLearning Designer's Handbook," ensuring that even new eLearning designers can effectively navigate the development process. By focusing on real-world projects, I aim to foster a sense of problem-centered learning, equipping students with the skills and confidence to navigate the rapidly evolving tech landscape. My design aim to bridge the gap between theoretical knowledge and practical application, empowering learners to confidently design and deploy web applications that leverage cutting-edge technology.

Reference:

Dirksen, J. (2016). Design for how people learn (2nd ed.). New Riders.

Mayer, R. E. (Ed.). (2021). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.

Norman, D. A. (2013). The design of everyday things: Revised and expanded edition. Basic books.

Slade, T. (2017). The eLearning designer's handbook: A practical guide to the eLearning development process for new eLearning designers. ATD Press.