Degrees and Certificates Achieved/In Progress
Below you will find information on degrees and certificates achieved or in the process of being achieved.
Ph.D.
ISLT (in progress)
Ph.D. Instructional Systems and Learning Technologies (ISLT) (in progress)
Florida State University
Expected completion - Spring 2021
M.Ed.
Ed. Tech
M.Ed. Educational Technology
The University of Texas Rio Grande Valley (UTRGV) - Formerly The University of Texas at Brownsville (UTB)
May 2012
B.S.
Business Mgmt.
B.S.Business Management
Indiana University - Purdue University Fort Wayne campus
December 2003
Cert
MCT Cert
Microsoft Certified Trainer (MCT)
Microsoft
February 2020
Cert
MCCT Cert
Modern Classroom Certified Trainer (MCCT)
Logical Operations
July 2020
Cert
IS/IT PM Cert
Information Systems/Information Technology Project Management Certificate
Villanova University
Spring 2015
Coursework Completed by Degree
Below, you will find a list of courses completed. You can click on each course to view more about the accomplishments and work completed in each course.
Ph.D. Instructional Systems and Learning Technologies (ISLT) - in progress
This course is currently in progress in Summer 2019.
This course is currently in progress in Summer 2019.
This course is currently in progress in Summer 2019.
This course was taken in Spring 2019 by Dr. Jim Klein.
- Defining IDT
- History of IDT
- Processes of learning
- Professional issues and settings in IDT
- Recent trends and issues
- Innovation and adoption
This course was taken in Spring 2019 with Dr. Vanessa Dennen.
- In this course, we looked at the current state of the literature, where it is, where it needs to be, what is missing and discussed trends in research over time.
- Terminology
- Research changes over time and what is hot when
- What research says about
- Theories and models
- Cognition
- Collaboration and interaction
- Agents and adaptive technologies
- Distance learning/learning environments
- Motivation
- Emerging technologies
- Performance technology
- Systemic change and change management
This course was taken in Spring 2019 with Dr. Linda Schrader.
- Qualitative inquiry (QI)
- Quantitative vs. qualitative
- QI theories
- Qualitative research designs
- Sampling strategies
- Observational methods
- Interviews and focus groups
- Data analysis and credibility
- Taking field notes
- Using Nvivo
- Ethical conduct
- Identified a problem, purpose, etc. and conducted a qualitative study
This course was taken in Fall 2018 with Dr. Valerie Shute.
- Selected a top, researched the literature and followed systematic literature review process to write our own literature review.
The course was taken in Fall 2018 with Dr. Vanessa Dennen.
- Learning styles myth/multiple intelligences
- Epistemology
- Piaget's Genetic Epistemology
- Communities of Practice (CoP)
- Joint enterprise, mutual engagement, shared repertoire
- Trajectories - Peripheral, inbound, insider, boundary, outbound
- Cognitive Apprenticeship
- Social Constructivism
- Bruner & Vygotsky
- ZPD
- Enactive, iconic, symbolic
- Situated cognition
- CoP, PBL, Apprenticeship
- Meaningful learning & Schema theory
- 3 Types of knowledge (declarative, procedural, structural)
- Accretion, tuning, restructuring
- 2 types of learning (combinatorial & superordinate)
- Subsumption (correlative and derivative)
- Motivational theories
- Self-regulation (forethought - task analysis & self-motivation beliefs, performance - self-control & self-observation, self-reflection - self-judgement & self-reaction)
- Self-efficacy
- Attribution theory
- ACRS model (Attention, Relevance, Confidence, Satisfaction)
- Goals (Proximal, distal, learning, performance)
- Instructional theories
- Gagne 9 events
- ABCDs of Objectives
- Domains of learning
- Affective
- Cognitive
- Psychomotor
- Bloom's Taxonomy
- Developmental theories
- Piaget - 4 phases (Sensorimotor, pre-operational, concrete operations, formal operation), adaptation, accommodation, assimilation, equilibration
- Bruner, Vygotsky
- Learning theories
- Behaviorism, Cognitive information processing (CIP), meaningful learning, schema theory & mental models, situated cognition, connectivism
The course was taken in Fall 2018 with Dr. Vanessa Dennen.
- Conversation analysis (CA) vs Discourse analysis (DA)
- Conversation analysis (CA)
- Openings/closings
- Adjacency pairs
- Silence
- Transitions
- Plain talk
- Membership categorization
- Discourse Analysis
- Accounts
- Systemic-functional grammar
- Narrative structure
- Critical DA
- Key concepts of CA/DA
- Making the commonplace visible
- Contrasting text
- Footing, positioning, voice
- Communicating identify in text and/or images
- Membership as a discourse device
- Content analysis
- Document analysis
- Jeffersonian transcription
- Narrative power and authority
- Identity
- Ethical issues in CA/DA
- CDMA
- Activity systems analysis
- Subject
- Rules
- Tool
- Community
- Division of labor
- Object
- Outcome
The course was taken Summer of 2018 with Dr. Darren Brooks.
Topics Covered
- Change vs. change management
- Roles and perspectives in change management
- Change management models
- ADKAR
- Bridges’ Transition Model
- Lewin’s 3-Stages of Changes
- Nudge Theory
- Prochaska’s Transtheoretical Model
- Kotter's 8-steps
- Fullan Model
- EASIER Approach
- Resistance to change
- Organizational readiness
- Change management strategies
- Reinforcing and sustaining organizational change
Deliverables
- Group presentation of real-world change management plan developed
This course was taken in Summer 2018 with Dr. Vanessa Dennen.
- Individual Projects
- Identified a real-world problem where analytics could be used to address the problem in 3 different contexts
- Personal analytics
- Education/professional analytics
- Web/social media analytics
- Created a plan of action
- Collected data
- Analyzed data
- Reported findings
- Identified a real-world problem where analytics could be used to address the problem in 3 different contexts
- Group project
- Identifying a real-world problem where we created an analytics solution
- Learned to use Tableau in my group
The course was taken in Summer 2018 by Dr. Slih Binci.
- Correlation & regression
- Preparing for regression
- Tests in regression, assumptions, diagnostics
- Multiple regression
- Assumptions
- Multicolinearity
- Tests
- Compications in MR
- Confounds
- Suppressors
- Diagnostics, nonlinearity
- Fitting a model
- Dummy variables
- ANOVA vs. regression
- ANCOVA
- ATI model
- Logistic regression
- Assumptions, interpretation of parameters
This course was taken in Spring 2018 with Dr. Vanessa Dennen.
- Publish or perish
- The business of publishing
- Publishing in journals
- Journal selection
- Special issues
- Preparing the manuscript
- Submission process
- Peer review process
- Revisions and submissions
- Rejections
- Open educational resources/open access publishing
- Predatory publishers
- Determining authorship
- Altmetrics
The course was taken in Spring 2018 with Dr. Alysiaa Roehrig.
The course was taken in Spring 2018 with Dr. Russell Almond.
- Basics
- Variables
- Distributional shapes/Graphs
- Central Tendency
- Measuring location & center/Measuring variability & Scale
- Normal distribution and z-scores
- Regression
- Correlation
- Regression and prediction
- Probability
- Conditional probability
- Central limit theorem
- Inverse probability
- Other
-
- Hypothesis testing (z-tests)
- Type I & II errors
- One mean, CI for mean t-test
- Two independent samples t-test
- 2 dependent samples t-test
- Categorical data
- Chi-squre tests
The course was taken in Fall 2017 with Dr. Kerry Burner.
Topics Covered
- Organizational Systems and Performance
- Organizational Performance Assessment
- From Organizational Performance to Training Design
Deliverables
- Case study
- Course project using ADDIE to solve a performance problem
- Research paper project w/annotated bibliographies
M.Ed. Educational Technology Coursework
Percentage Basics Learning Module Development Process
- Instructional Goal
- After completion of this learning module, 7th-grade math students will increase mastery by a minimum of 20% of knowledge gained about percentages utilized in real-world problem-solving situations.
- Part 1: Project Proposal
- Part 2a: Design Document
- Part 2b: Instructional Solution
- Part 3: Lessons Learned
- Final Presentation
Coursework does not exist to display for this course.
The course was taken in Fall 2011.
- Lab 1 - Self Contained PowerPoint Lesson
- Project 1 - Design Document
- Goals
- Learner Characteristics
- Learning Context
- Performance Objectives & Assessments
- Instructional Strategies
- Storyboard
- Lab 2 - Self Contained Camtasia Lesson
- Lab 3 - Tutorial Video using Camtasia with Narration
Coursework does not exist to display for this course.
The course was taken in Summer 2011.
- Part 1: Elearning Project Proposal
- Part 2: Module Description and Outline
- Part 3: Moodle Interface Design
- Part 4: Adding Content (Overviews, Assignments, and Discussion Activities)
- Part 5: Adding Assessments (Developing Online Quizzes)
- Part 6: Adding Multimedia (Developing Multimedia Presentations)
- Cooperative Project
The course was taken Spring 2011 with Dr. Joseph Rene Cobeil.
- The Design Document
- IU1: The Learners, Their Environment, and the Instructional Goal
- IU2: The Task Analysis and Instructional Objectives
- IU3: The Performance Objectives and Assessment
- IU4: The Instructional Strategy
- IU5: The Formative Evaluation
- Feedback To be found with each IU
- Feedback Partner: Jessica Pettyjohn
- Berman and Moore ISD Model - Collaborative Group Project
The course was taken in Spring 2011 with Dr. Zhidong Zhang.
- Assignment #1: Consent Form
- Assignment #2a: Writing a Research Problem
- Assignment #2b: Writing a Literature Review
- Assignment #4: Standard Deviation
- Assignment #5: Regression Analysis (1st submission) (2nd submission)
- Assignment #6: T-test
- Assignment #7: One-way ANOVA
- Assignment #8: Split-Half Reliability
- Assignment #9: Critical Analysis of Wansink's (2007) experimental research article
- Assignment #10: Beck paper Comments / Beck Reseach Outline re anxiety & depression
- Assignment #11: Comments on Deerings: Ethnographic Study
- Assignment #12: Description of design & data collected from Harchar using Grounded Theory
- Assignment #13: Interview Form
- Literature Review: PDF Doc
Coursework does not exist to display for this course.
The course was taken in Fall 2010 with Dr. Sullivan and Mrs. Evans.
- Module 1 - Copyright in Education
- Module 2 - Analyzing Star Chart Data
- Module 3 - Campus Needs Assessment
- Module 4 - Developing & Implementing a Staff Development Plan
- Module 5 - Developing a Long-Range Technology Plan
- Module 6 - Examining Technology Funding
The course was taken in Summer 2010 with Dr. Butler.
- Course Orientation
- Complete online orientation
- Create short PowerPoint orientation as a "get to know"
- Module 0
- Read Chapter 1
- Complete Discussion Questions for Chapter 1
- Module 1
- Read Chapters 2 & 3
- Complete Discussion Questions for Chapter 2 & 3
- Module 2
- Read Chapters 4 & 5
- Begin FACTS Design
- Module 3
- Read the rest of the book
- Do a presentation on Chapter 6
- Continue completing FACTS Design
- FACTS Intro
- The lesson plan below was designed by using the FACTS Web-based online tool. The tool allows you to easily design and make changes as needed to your lesson. It facilitates a well prepared lesson using many different tools, anchored instruction of a problem solving real life situation for students while using many activities to do so.
- My lesson is for my 6th grade Math classroom. Students usually go to school and don't realize that the things they learn may help them down the road in their career. Many people do not plan ahead for their career path and find themselves then unhappy, uneducated, and or unemployed. The following lesson aims to solve this problem by allowing students to research and actively seek out possible career paths of interest while examining the pro's, con's, requirements, salary etc. They will be using the Occupational Outlook Handbook as well as other medias in addition to feedback from an expert in their field.
- FACTS Final Design
- FACTS Design completed with PowerPoint & Camtasia video as well as documentation from FACTS web-based link
The course was taken Summer 2010 with Dr. Sam Pan (UTB)
- Project 1: Introduction "Get to Know" brief PowerPoint
- Created a short simple PowerPoint of a picture of something I wanted to share with the class as well as a link to a favorite site.
- Project 2: EPortfolio Setup
- Creation of EPortfolio which houses all projects and work throughout my Master Degree Program
- Project 3: Multimedia Lesson
- 3A: Creating a PowerPoint about myself with images
- 3B: Creating a Camtasia production video from the PowerPoint, including audio, narration, hotspots, callouts, etc.
- Project 4: Collaborative Project
- Collaborated with 2 other classmates to create a recommendation for implementation of SharePoint, a Microsoft software application, in a K-12 environment using the ADDIE model.
- Project 5: Research Paper
- Wrote a 3000 word APA style formatted paper using 8 sources in order to research the past, present, and future of instructional technology.
Course was taken in Summer 2010 with Dr. Butler (UTB)
- Module 0 - Preparing for Class
- Completed online orientation. Created short PowerPoint as a "get to know" for the class.
- Module 1 - Preparing EPorfolio
- Created/setup the website pages where all work throughout my master's degree program will be located.
- Module 2 - Digital Storytelling
- 2A: Created a story about myself using images & clip art. First had to create it in PowerPoint, then import into PhotoStory3. Inside PhotoStory3, we then added narration, audio, and transitions as needed. These were then presented to the class.
- 2B: We then created a lesson plan that we could use in the classroom where the students would use PhotoStory3 for educational purposes.
- Module 3 - Multimedia Presentation & Planning
- 3A: Developed my Mission Statement as an MTT.
- 3B: Created Multimedia presentation using PowerPoint to display current technology issue at my campus & my recommendations as an MTT to administration.
- Module 4 - Web 2.0
- 4A: Define Web 2.0 in my own words.
- My Definition of Web 2.0
- In a nutshell, Web 2.0 is connecting information and people in a social and organized online network.
- Web 2.0 is a fancy way of implying a step up and more effective way of current internet use abilities from Web 1.0, the way we have used the internet for so many years. Web 2.0 applications allow unique effective social networks to be formed for people to connect on various topics of interest and to share what they “know” or seek to “know” with more people than they ever have in history while being able to express oneself in a creative way at the same time.
- These social networks enhance the type of collaboration and communication among friends, complete strangers with similar interests all over the world. A key for their success is better organization of information usually through tagging. They usually allow the ability of personalization by each user, such as including user interests, which adds importance and relevance. Examples of Web 2.0 would be wiki’s, blogs, feeds, social bookmarking, online communities, and the ability to capture and send electronic images, voice, video, and audio. Once you “get it” and understand how to use one, you will be educated on being able to use them all.
- 4B: Setup and maintain Diigo, fellow classmates.
- 4C: Create & maintain a wiki for teachers or students.
- 4D: Create & maintain a blog related to educational technology.
- 4E: Present a Web 2.0 technology to the class through the presentation of some form.
- 4A: Define Web 2.0 in my own words.
Information Systems/Information Technology Project Management Certificate
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