Work Samples

For this scenario-based learning project, I created a Rise360 module that guides learners through the completion of an occupational therapy home health evaluation. The educational problem that I would like to address with this eLearning project is the need for real-world application within the occupational therapy classroom. Graduate occupational therapy students often are unable to experience real-world training until the second or third year of their educational programs. With SBL, students can apply their knowledge and skills in a practice area before going out into a high stakes environment where the clients they serve are at risk. Through this eLearning project, students will be more prepared for their fieldwork experiences and real-life occupational therapy service provision.

Click here to view the Rise360 Module

Click here to view the module flowchart

For this project examining digital learning theories, I worked in a team to synthesize research about situated learning theory and create a digital artifact infographic to reflect our findings. 

Our infographic offers a snapshot of situated learning theory, including some key foundations and benefits. Central to situated learning theory is the belief that learning is not just a process of obtaining knowledge but also a means of personal growth. At its heart, the idea of "learning by doing" emphasizes the importance of connecting education to realistic contexts and experiences. Rather than relying on rote memorization, situated learning focuses on both gaining and applying knowledge in practical, meaningful ways. The infographic highlights gamification as an example of a key area of education that can benefit from attention to situated learning theory. With gamification—such as in-person activities, augmented reality (AR), virtuality reality (VR), and eLearning—the infographic illustrates how learning can feel authentic, dynamic, and enjoyable, creating a pathway for deeper engagement. 

The infographic itself uses a visual medium to present these concepts in a way that provides an easy entrypoint into situated learning theory. Our aim was to deliver complex ideas in an approachable manner with its clean layout, concise points, and engaging design. This format allows you to quickly grasp the key principles of situated learning and understand how they apply to your unique instructional context. By emphasizing relevance to personal growth and future careers, the infographic positions situated learning as more than just a theory—it’s a roadmap to success in both higher education and professional life beyond.

Click here to view the infographic

The purpose of this project was to create a screencast showcasing the use of effective presentation design principles. For this screencast, I applied the following design principles while presenting on Dr. Robert Gagne's 9 instructional events:

• Up the Energy: An engaging, dynamic, and inflective presenter tone and approach keeps the audience’s attention and enhance the learning experience.

• Why is This Important: Emphasizing the relevance of the content in real-world OT practice highlights the practicality and importance of the information.

• Go Beyond Text and Use a Variety of Visuals: Incorporating diverse visuals, such as infographics, demonstration videos, and case study images, makes the presentation more engaging and helps illustrate key concepts effectively.

Click here to view the screencast

My purpose for this project was to record an E-learning screencast integrating the use of Allen's "magic keys" and motivational theories into the presentation. The first magic key I implemented was “Select the right content for each learner.” I implemented this magic key by designing my presentation with kid friendly, age-appropriate language and simple concepts related to bartering and money. The second magic key I utilized was “use an appealing context.” I created an appealing context through the inflection in my narration, the use of engaging images, and implementation of real world stories/scenarios.

My e-learning screencast was informed by Bandura’s Self Efficacy Theory. Specifically, I implemented mechanisms of action including modeling and psychological states. By modeling how to barter and use commodity money through visual scenarios, students will understand how to perform the task effectively. By providing exciting narration, images, and stories, learners emotional states will increase their motivation and belief that they can master bartering and commodity money knowledge.

My screencast was also informed by the ARCS Model. I captured learner’s attention by proving exciting visuals and asking reflective questions during the presentation. I made the presentation relevant by using examples that would be meaningful to a child including trading with a friend and wanting to buy toys or treats. I facilitated confidence by sharing a scenario example of how a child could successfully barter and using commodity money. Finally, I promoted satisfaction through positive verbal feedback at the end of the module to indicate their mastery over completion of the e-learning presentation.

Click here to view the e-learning screencast

The purpose of this project was to create a screencast showcasing the use of advanced presentation skills such as idea building and storytelling. For this screencast, I applied the following design principles while presenting on the topic of self-directed learning (SDL):

• Opening story and tease: I captured audience attention through a strong opening statement consisting of a relevant, short story about myself that illustrated the topic of SDL without giving away the SDL concepts that are discussed later in the presentation.

• The Journey: During the presentation, I take listeners on my own personal journey with explanation and persuasion to arrive at the application of effective SDL principles.

• Closing Call to Action: I ended the presentation with a call to action for all listeners to facilitate SDL in their own adult classrooms and workplaces.

Click here to view the screencast