Designing Effective and Inclusive Online Learning
I have extensive experience supporting faculty and students through LMS builds, teaching guides, and instructional resources. My work merges strategic course design with academic technology to create seamless learning experiences that improve teaching effectiveness and student success.
Across higher education environments, I collaborate with faculty, librarians, and student support teams to design courses, develop instructional resources, and implement learning technologies that enhance engagement, accessibility, and course organization.
Across higher education environments, I collaborate with faculty, librarians, and student support teams to design courses, develop instructional resources, and implement learning technologies that enhance engagement, accessibility, and course organization.
My Instructional Design Approach
My instructional design practice is grounded in evidence-based learning frameworks that support alignment, accessibility, and meaningful student engagement. These frameworks guide how I collaborate with faculty, structure courses, and design learning experiences that promote deeper understanding and student success in online and blended learning environments.
Backward Design
I use the principles of backward design to ensure that courses are intentionally aligned with learning outcomes. In this approach, course development begins by identifying what students should know or be able to do by the end of the course. Assessments are then designed to measure those outcomes, followed by learning activities that help students develop the knowledge and skills required to succeed.
This approach ensures that course activities directly support intended learning outcomes and helps faculty create coherent learning experiences.
Reference
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.
I use the principles of backward design to ensure that courses are intentionally aligned with learning outcomes. In this approach, course development begins by identifying what students should know or be able to do by the end of the course. Assessments are then designed to measure those outcomes, followed by learning activities that help students develop the knowledge and skills required to succeed.
This approach ensures that course activities directly support intended learning outcomes and helps faculty create coherent learning experiences.
Reference
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.
Constructive Alignment
Constructive alignment emphasizes the alignment of learning outcomes, teaching activities, and assessment methods so that students actively construct knowledge through meaningful learning tasks. This approach ensures that course activities and assessments directly support the development of the intended learning outcomes.
By aligning these components, instructors can create learning environments that encourage deeper learning and more authentic demonstrations of student understanding.
Reference
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.
Constructive alignment emphasizes the alignment of learning outcomes, teaching activities, and assessment methods so that students actively construct knowledge through meaningful learning tasks. This approach ensures that course activities and assessments directly support the development of the intended learning outcomes.
By aligning these components, instructors can create learning environments that encourage deeper learning and more authentic demonstrations of student understanding.
Reference
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364.
Bloom’s Taxonomy
Learning objectives and assessments are aligned using Bloom’s revised taxonomy to support progression from foundational knowledge to higher-order thinking. This framework helps instructors design activities and assessments that move beyond memorization toward deeper cognitive engagement, including analysis, evaluation, and creation.
Using Bloom’s taxonomy supports intentional course scaffolding and encourages the development of critical thinking and problem-solving skills.
Reference
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Learning objectives and assessments are aligned using Bloom’s revised taxonomy to support progression from foundational knowledge to higher-order thinking. This framework helps instructors design activities and assessments that move beyond memorization toward deeper cognitive engagement, including analysis, evaluation, and creation.
Using Bloom’s taxonomy supports intentional course scaffolding and encourages the development of critical thinking and problem-solving skills.
Reference
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Universal Design for Learning
To support diverse learners, I incorporate Universal Design for Learning principles into course design. UDL encourages instructors to provide multiple means of engagement, representation, and expression so that learners can access content and demonstrate understanding in different ways.
Applying UDL strategies improves accessibility while also enhancing engagement and flexibility for all students.
Reference
CAST. (2018). Universal design for learning guidelines version 2.2. CAST.
To support diverse learners, I incorporate Universal Design for Learning principles into course design. UDL encourages instructors to provide multiple means of engagement, representation, and expression so that learners can access content and demonstrate understanding in different ways.
Applying UDL strategies improves accessibility while also enhancing engagement and flexibility for all students.
Reference
CAST. (2018). Universal design for learning guidelines version 2.2. CAST.
Community of Inquiry Framework
The Community of Inquiry (CoI) framework informs how I design online learning environments that promote meaningful interaction and collaborative knowledge construction. The model identifies three essential elements for effective online learning:
Reference
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
The Community of Inquiry (CoI) framework informs how I design online learning environments that promote meaningful interaction and collaborative knowledge construction. The model identifies three essential elements for effective online learning:
- Teaching Presence: instructional design, facilitation, and guidance
- Social Presence: opportunities for students to interact and build community
- Cognitive Presence: activities that support inquiry, reflection, and deeper understanding
Reference
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
Continuous Course Improvement
Courses are refined through an iterative improvement process informed by student feedback, learning analytics, and faculty reflection. Ongoing evaluation helps identify opportunities to improve course clarity, accessibility, and engagement.
Regular review of course data and learner experiences ensures that courses evolve to support student learning and success better.
Reference
Quality Matters. (2023). Higher education rubric (7th ed.). Quality Matters.
Courses are refined through an iterative improvement process informed by student feedback, learning analytics, and faculty reflection. Ongoing evaluation helps identify opportunities to improve course clarity, accessibility, and engagement.
Regular review of course data and learner experiences ensures that courses evolve to support student learning and success better.
Reference
Quality Matters. (2023). Higher education rubric (7th ed.). Quality Matters.
My Instructional Design Process
1. Consultation:
Initial meetings with faculty to identify course goals, learning challenges, and student needs.
2. Course Design:
Aligning learning objectives, assessments, and learning activities using instructional design frameworks.
3. Course Development:
Building structured modules within the LMS, integrating multimedia and learning activities.
4. Course Review:
Testing course navigation, accessibility, gradebook structure, and assignment workflows.
5. Course Launch:
Preparing courses for the start of the semester and supporting faculty with final adjustments.
6. Continuous Improvement:
Using feedback and analytics to refine courses for future iterations.
Initial meetings with faculty to identify course goals, learning challenges, and student needs.
2. Course Design:
Aligning learning objectives, assessments, and learning activities using instructional design frameworks.
3. Course Development:
Building structured modules within the LMS, integrating multimedia and learning activities.
4. Course Review:
Testing course navigation, accessibility, gradebook structure, and assignment workflows.
5. Course Launch:
Preparing courses for the start of the semester and supporting faculty with final adjustments.
6. Continuous Improvement:
Using feedback and analytics to refine courses for future iterations.
Tools & Technologies
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Learning Management Systems
Multimedia and Interactive Learning
Course Development Tools
Accessibility and Quality Assurance
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Higher Education Project Highlights
Faculty Teaching Guides
Developed instructional resources that translate learning science into practical teaching strategies.
Examples include:
Developed instructional resources that translate learning science into practical teaching strategies.
Examples include:
- Course design planning guides
- Assignment and rubric templates
- Online discussion facilitation strategies
- Accessibility and inclusive teaching resources
- Course organization recommendations
Moodle and Echo360 Integration Guides
Developed documentation to support faculty adoption of learning technologies.
Examples include:
Developed documentation to support faculty adoption of learning technologies.
Examples include:
- Echo360 interactive lecture integration
- Embedding video content in Moodle modules
- Designing interactive lecture questions
- Multimedia learning design best practices
Semester Pre-Term Course Checklist
Created a structured checklist that helps faculty prepare courses before the semester begins.
Checklist areas include:
Created a structured checklist that helps faculty prepare courses before the semester begins.
Checklist areas include:
- Course schedule and deadlines
- Gradebook configuration
- Assignment submission settings
- Accessibility review
- Technology integrations
- Course welcome announcements
Sample Gradebook Framework
Designed gradebook structures that align assessments with grading categories while improving clarity for both instructors and students.
Gradebook features include:
Designed gradebook structures that align assessments with grading categories while improving clarity for both instructors and students.
Gradebook features include:
- Weighted categories
- Transparent grading calculations
- Automated grade aggregation
- Clear feedback workflows
Program-Level Course Design
Supported broader curriculum development initiatives, including:
Supported broader curriculum development initiatives, including:
- Curriculum mapping across courses
- Alignment of program learning outcomes
- Standardized LMS course templates
- Faculty training resources for online teaching
Instructional Design Artifacts
Examples of instructional resources developed as part of my design work include:
- Faculty teaching guides
- Course design templates
- Pre-term course readiness checklists
- Accessibility evaluation frameworks
- LMS student support resource blocks
- And more
Accessibility Checklist for Online Courses
This accessibility checklist was developed as a practical tool to help instructors review and improve the accessibility of their online courses before the start of a semester. The checklist guides faculty through key areas of course design, including document formatting, multimedia accessibility, course navigation, and inclusive instructional practices.
The checklist is informed by Universal Design for Learning (UDL) principles and web accessibility guidelines, encouraging instructors to design course materials that are usable by all learners, including those using assistive technologies. By organizing accessibility considerations into clear, actionable steps, the resource helps instructors identify potential barriers and implement improvements that support equitable access to course content.
This artifact demonstrates my ability to translate accessibility standards into practical instructional design resources that support faculty in creating inclusive and accessible learning environments.
This accessibility checklist was developed as a practical tool to help instructors review and improve the accessibility of their online courses before the start of a semester. The checklist guides faculty through key areas of course design, including document formatting, multimedia accessibility, course navigation, and inclusive instructional practices.
The checklist is informed by Universal Design for Learning (UDL) principles and web accessibility guidelines, encouraging instructors to design course materials that are usable by all learners, including those using assistive technologies. By organizing accessibility considerations into clear, actionable steps, the resource helps instructors identify potential barriers and implement improvements that support equitable access to course content.
This artifact demonstrates my ability to translate accessibility standards into practical instructional design resources that support faculty in creating inclusive and accessible learning environments.
Instructional Design Newsletter
This instructional design newsletter was created to share practical teaching strategies, technology updates, and course design resources with faculty. The newsletter serves as a communication tool that translates instructional design research and academic technology practices into actionable guidance instructors can apply in their courses.
Each edition highlights topics such as effective online teaching practices, accessibility and Universal Design for Learning strategies, LMS tools and integrations, and upcoming faculty development opportunities. By providing concise, research-informed recommendations, the newsletter supports continuous professional development and helps instructors enhance course quality and student engagement.
This artifact demonstrates my experience in faculty outreach, instructional communication, and the development of resources that support teaching and learning across an institution.
This instructional design newsletter was created to share practical teaching strategies, technology updates, and course design resources with faculty. The newsletter serves as a communication tool that translates instructional design research and academic technology practices into actionable guidance instructors can apply in their courses.
Each edition highlights topics such as effective online teaching practices, accessibility and Universal Design for Learning strategies, LMS tools and integrations, and upcoming faculty development opportunities. By providing concise, research-informed recommendations, the newsletter supports continuous professional development and helps instructors enhance course quality and student engagement.
This artifact demonstrates my experience in faculty outreach, instructional communication, and the development of resources that support teaching and learning across an institution.
Pre-Term Course Readiness Checklist
This pre-term course readiness checklist was developed to support instructors and instructional designers in preparing online or hybrid courses before the start of a semester. The checklist provides a structured process for reviewing course setup, ensuring that key components—such as course organization, assignments, gradebook configuration, accessibility, and technology integrations—are fully prepared before students access the learning management system.
The resource helps instructors verify that course materials are clearly organized, learning objectives are aligned with activities and assessments, and course tools function properly. It also prompts instructors to review accessibility features, communication plans, and student support resources to ensure that students begin the course with a clear understanding of expectations and available support.
This artifact demonstrates my approach to course quality assurance and faculty support by creating practical tools that streamline course preparation and contribute to a smooth course launch each semester.
This pre-term course readiness checklist was developed to support instructors and instructional designers in preparing online or hybrid courses before the start of a semester. The checklist provides a structured process for reviewing course setup, ensuring that key components—such as course organization, assignments, gradebook configuration, accessibility, and technology integrations—are fully prepared before students access the learning management system.
The resource helps instructors verify that course materials are clearly organized, learning objectives are aligned with activities and assessments, and course tools function properly. It also prompts instructors to review accessibility features, communication plans, and student support resources to ensure that students begin the course with a clear understanding of expectations and available support.
This artifact demonstrates my approach to course quality assurance and faculty support by creating practical tools that streamline course preparation and contribute to a smooth course launch each semester.
Course Quality Assurance Rubric
This course quality assurance rubric was developed as a structured evaluation tool to support instructional designers and faculty in reviewing online courses prior to launch. The rubric provides clear criteria for assessing essential elements of course design, including course organization, learning objective alignment, assessment quality, accessibility, student engagement, multimedia integration, and communication expectations.
The rubric is designed to guide systematic course reviews by identifying strengths and areas for improvement across multiple dimensions of instructional design. By using defined performance levels, the rubric helps instructors and instructional designers evaluate whether course components support effective learning experiences and align with instructional design best practices.
This artifact demonstrates my experience in developing course review processes that promote quality assurance, accessibility, and alignment within online learning environments. The rubric also supports collaborative course improvement by providing instructors with actionable feedback that can be used to refine course design and enhance student learning outcomes.
This course quality assurance rubric was developed as a structured evaluation tool to support instructional designers and faculty in reviewing online courses prior to launch. The rubric provides clear criteria for assessing essential elements of course design, including course organization, learning objective alignment, assessment quality, accessibility, student engagement, multimedia integration, and communication expectations.
The rubric is designed to guide systematic course reviews by identifying strengths and areas for improvement across multiple dimensions of instructional design. By using defined performance levels, the rubric helps instructors and instructional designers evaluate whether course components support effective learning experiences and align with instructional design best practices.
This artifact demonstrates my experience in developing course review processes that promote quality assurance, accessibility, and alignment within online learning environments. The rubric also supports collaborative course improvement by providing instructors with actionable feedback that can be used to refine course design and enhance student learning outcomes.
Instructional Technology Training Videos: Moodle
To support faculty in effectively using the learning management system, I developed a series of instructional videos that guide instructors through common Moodle tasks and course management practices. These videos provide clear, step-by-step demonstrations of essential functions such as creating assignments, organizing course modules, configuring the gradebook, embedding multimedia, and managing student submissions.
The goal of these resources is to reduce the technical barriers instructors may experience when working in the LMS while promoting instructional design best practices. By combining screen demonstrations with concise explanations, the videos help faculty understand not only how to use Moodle tools but also how those tools can support effective course design and student engagement.
These videos are used as part of faculty support and professional development resources, enabling instructors to learn at their own pace and reference specific tutorials as needed. This artifact demonstrates my ability to design instructional technology training materials that translate complex system workflows into accessible, instructor-friendly learning resources.
To support faculty in effectively using the learning management system, I developed a series of instructional videos that guide instructors through common Moodle tasks and course management practices. These videos provide clear, step-by-step demonstrations of essential functions such as creating assignments, organizing course modules, configuring the gradebook, embedding multimedia, and managing student submissions.
The goal of these resources is to reduce the technical barriers instructors may experience when working in the LMS while promoting instructional design best practices. By combining screen demonstrations with concise explanations, the videos help faculty understand not only how to use Moodle tools but also how those tools can support effective course design and student engagement.
These videos are used as part of faculty support and professional development resources, enabling instructors to learn at their own pace and reference specific tutorials as needed. This artifact demonstrates my ability to design instructional technology training materials that translate complex system workflows into accessible, instructor-friendly learning resources.
Moodle Training Video: Navigating the Dashboard
Moodle Training Video: Adding Announcements
Moodle Training Video: Adding Quiz Questions
Impact on Teaching and Learning
Through faculty collaboration, course design support, and instructional technology integration, my work contributes to improved teaching and learning outcomes.
These initiatives help institutions:
These initiatives help institutions:
- Improve course organization and navigation
- Increase faculty confidence with learning technologies
- Ensure accessibility and inclusive course design
- Provide consistent student learning experiences
- Reduce barriers in online learning environments