#1 Mobile App for Seniors Searching Healthcare

FISHMobileAppFor the capstone courses, EDIT 732 & 752, Analysis, Design and Implementation of Technology-Enabled Learning Environments (LEs), I worked with my team to design an iPad mobile app to support seniors searching for reliable healthcare information on the internet.  The project encompassed a diverse set of skills including collecting user experience data, performing targeted analysis and developing multiple revisions to our prototype design.

This iterative development approach provided hands-on experience working with our client, identifying a problem, conducting User Experience (UX) research, identifying user requirements, performing usability testing, and applying rapid prototyping methods to refine our design.  My role included working with my team in all aspects, including leading the team on a rotating schedule and conducting presentations to share our results with the class.

#2 Virtual World Mentoring

For my EDIT 772 course, I designed a virtual world prototype design known as “OptiSTEAM  Virtual World: STEM & Art collaborations for women and girls”.

shop_ClothesI selected this topic to integrate my work and volunteer experience, as well as complement my previous ID coursework projects.  The topic focuses on the problem that middle-school and high school girls are losing interest in STEM-related majors, which has been shown to influence their college majors & careers, and also has an impact on the nation’s economy.  Many programs are available to address this issue but outcomes are difficult to measure and the current statistics are not showing a favorable trend.  With all the advances in technology, I believe it is important to continue to find ways to improve opportunities to engage girls in STEAM, and a 3D VW seems to be a good fit – engaging, interactive, always available…. with opportunities to create, share and socialize.


  • To conduct a pilot project to study peer-to-peer mentoring, providing an opportunity for college students to reach out to high school students, offer support about college social life, majors and career goals
  • To gauge the level of interest, motivation and learning outcomes of a 3D VW for high school girls and university women to learn and collaborate about STEAM activities, education and careers
  • To bring together different disciplines – traditional STEM majors with Art & Design majors to explore the significance of STEAM and share expertise

The lesson plan focused on two main learning activities:

Peer-to-peer mentoring activities – to foster collaboration and creativity in designing content in the “STEAM” VW space.   University students reach out to high school girls via a survey and presentation, share program information, explore VW features, and demonstrate social networking skills.  This design enables older students to help younger students communicate their interests, listen to their input, and work together on a fun project

Creative design activity  – “STEAM Apparel” - hands-on workshop where participants will be working together on designing their own clothing. The theme was chosen due to its overall popularity with girls and women and potential for creativity.  University students will conduct the workshop sessions with the high school students in-world with a professor (SME) present for guidance.  Explore design features of SL, collaborate on strategy to create (PBL), create designs using external software & upload to SL, provide feedback, refine designs and present work in a fashion show as a finale.

The VW setting was envisioned as a Student Center with a café and comfortable seating to promote casual conversations, a meeting center for formal instruction and an auditorium for presentations and performances.

To assess this type of learning environment, evaluations would be conducted for formative assessments throughout & a summative survey to analyze for themes and ways to measure engagement.

Some future ideas and learning activities include:

  • Mobile app to get notifications of what’s happening in-world
  • Possible games,  scavenger hunts
  • Develop additional learning activities based on student input that may have additional relevance to their schools and communities
  • Schedule dynamic guest speakers in STEAM careers
  • Additional building demonstrations such as for architecture students, graphics design, robotics, chemistry, etc.
  • Hold a career fair with representative from businesses, governments agencies and other organizations


Final Project Report: pdf_iconEDIT_772_Final_Project_Paper

Photo Credit:


#3 Online Community of Practice

For EDIT 730, I designed a Community of Practice (CoP) website, known as STEM Share, for the final project to support the ongoing need to engage and support girls and young women in the fields of STEM.

CoPScreen2To help support girls and young women in STEM, a local Foundation provides educational opportunities and scholarships to programs in the DC Metro area.  Due to the popularity of the programs, the Foundation has requested a web-based solution to extend its mission.  To increase the scale of the Foundation’s outreach to a larger audience of girls, an online CoP was designed as a pilot to address the following needs: a) Increase open collaboration between other girl-serving STEM programs and non-profit organizations to share best practices and expertise; b) provide an easily accessible platform for participants to explore STEM educational programs and activities with their peers, as well as interact with women professionals for mentoring and to learn about STEM careers; c) collaborate on problems faced by girls and women in STEM and provide a social platform for interaction and support to solve these issues; and d) contribute to a custom knowledge-based system for girls to explore in-depth and find specific information based on academic strengths and areas of interest.

The target audience for the CoP is primarily middle and high school girls interested in learning about STEM educational opportunities and careers.  Middle school and high school girls would benefit from a reliable, current and supportive community with relevant information, social interaction and opportunities to construct their own learning.   Young and seasoned business professionals as well as educators are also members of the CoP.  Their motivation is to give back to the community, share their expertise and improve the opportunities for girls and young women.  They will serve as mentors, coaches and sustainers when needed.

By joining and actively participating in the STEM Reach CoP, the learners will be able to build a network of resources and relationships around learning, careers and STEM; identify STEM subjects and their core concepts; identify STEM careers and their core competencies; explore and evaluate different STEM subjects and careers based on interests and assessments; design a plan for course selections in middle/high school and plans for college; request assistance from mentors and other SMEs in the CoP to review and advise; share experiences with the group or one-on-one with mentors and peers; and support other peers with their questions or problems and ensure a sense of community

Participants will be assessed via a voluntary reflection form to be completed and sent to their mentor and/or peers on a mutually negotiated basis.  Mentors and other SMEs can review participant’s activity on the discussion boards if applicable when providing guidance.  Peers can also view comments from other peers and provide encouragement when needed.  A separate Leadership application will be reviewed after participants are actively engaged in the CoP activities and submit the form.  A SME will award a participant on a flexible basis with recognition on the homepage blog and an opportunity to design a page on the website.  Assessment will also involved Identifying emerging needs of the CoP in terms of learner and mentor support as well as technologies.

Final Project Paperpdf_iconSTEM_Share_Final_Paper

STEM Share Website

#4 eLearning Training

Working with a team of peers for the EDIT 611 Innovations in eLearning course, we designed an online First Aid Training course for the George Mason University Office of Housing and Resident Life.

As a pilot project, the training modules were designed to help Residential Assistants (RAs) learn standard practices for responding to emergency situations.   The course was part of a comprehensive job training requirement for RAs to address the physical, social, and mental health needs of student residents.

In researching GMU’s requirements for Resident Assistants, we learned they must complete a basic First Aid course as part of their job skills qualifications.  The course must follow the guidelines set forth by the Occupational Safety and Health Administration (OSHA).  In our analysis of the training need, we confirmed that online learning options which comply with the American Red Cross or the American Heart Association guidelines are effective for building First Aid skills.   Our project was based on the assumption that a free and self-directed course that meets the required standards may appeal to those RAs who lack the time and resources to attend classroom instruction in order to acquire their First Aid skills.

Our team chose to design the modules based on elements of cognitive and constructivist learning theory. The instructional design strategies focused on presenting new material in small chunks with opportunities for knowledge checks and feedback, presenting concepts in sequence from simple to complex, and providing scaffolds for difficult tasks. We also integrated constructivist strategies by presenting case studies for students to test their First Aid knowledge.  Learners were also actively engaged in the content using blog postings, Q&A options, problem-based learning, as well as scenarios to address issues from the affective domain.   We also adapted Gagne’s nine instructional events for the curriculum development: gaining the learner’s attention via topic overviews and relevance to the job; conveying a sense of confidence to master the content; and provided opportunities to achieve their goals.  The design also adhered to multimedia best practices for optimal learning transfer.  Feedback was provided in the form of built-in knowledge checks, quizzes and appropriate corrective messages.

Final Project Presentation (audio file not attached):


#5 Research Proposal

The EDIT 590 course, Educational Research in Technology, enabled me to learn more about evidence-based research methods and to further my interests on the impact of MOOCs in higher education.

For my proposal, I found many experts writing about how technology and the internet have vastly changed the traditional learning model in higher education institutions, particularly with online courses providing an alternative to on-campus lecture halls.  As the popularity of online learning has grown, a relatively new development has emerged, Massive Open Online Courses (MOOCs), which is viewed by many as a transformative change to the business of education.

I chose to pursue a mixed-methods study to explore how university students and professors perceive MOOCs, as compared to face-to-face classroom and online course formats.  The analysis proposed to compare credit and non-credit based MOOCs and what features are most beneficial to learners.  Using an online survey instrument and interviews, data would be collected and analyzed to identify participants’ ratings and experiences with various course formats.  The analysis will provide insights into the MOOC development, the impacts on higher education and areas for future research.

The research questions included:

  1. Is there a relationship between participants’ experience in online learning courses and their perceptions of traditional classroom (F2F), university-designed online and MOOC courses?
  2. Does access to free and/or credit-based MOOCs affect their decisions to enroll in a MOOC?
  3. What elements are perceived as valuable for F2F, university-designed online and MOOC courses?

The study would also examine whether a high perception of value of MOOCs will correlate with a high level of experience and satisfaction with online courses.  The analysis will focus on the course delivery format and its effect on the participant’s perceived value of the learning environment.

Research Proposal Paperpdf_iconTricia_RESEARCH_PROPOSAL_FINAL


#6 Web Accessibility

For the EDIT 526 Web Accessibility course, I learned to design a multipage website that follows web accessibility standards through HTML, CSS and Dreamweaver.


The purpose of the website prototype was to design a platform where volunteers could find and share information related to the efforts of the Outreach Committee for an education  Foundation.   To ensure that people of all abilities would be able to use the website, industry best practices were applied and evaluation tools were used to validate accessibility.

Feature choices such as color contrasts, fonts, layout, image/chart descriptions, navigation, captioned video/audio file and forms were designed and tested to be accessible. As a student, my goal was to apply what I learned in this course and to continue to improve my awareness and technical experience to ensure website accessibility on future projects.


 Final Report: pdf_iconFinal_Assignment_Accessible_Website


#7 SharePoint Software Training

In the EDIT 705 Introduction to Instructional Design, I was immersed in the detailed process of instructional design – conducting learner analysis, context analysis, task analysis, defining learning objectives, creating a plan for instruction, and developing an assessment plan to evaluate learning and the training program as a whole.

For my final project, I identified a training need for a small business to ensure successful user adoption of a SharePoint intranet site for supporting internal operations, document storage, workflow, business process documentation, email management, information search and collaboration.  Users were working with a fragmented content management system and lacked documented workflows, which lead to duplication of efforts and increased overhead in their daily operations.

The final Instructional Design Document provided a detailed solution to provide training to a selected group of Power Users focused on learning more advanced features and to increase sharing of business information. The results of the formative, summative and confirmative evaluations would determine the success of the training aligned with the business objectives. Future training targeted to other user groups and topics would be considered after owner analysis of ROI for this Power User course.

Final IDD Design Document: pdf_iconFINAL_IDD_ProjectDesignDocument


#8 Synchronous Blackboard Collaborate Lesson

jugglerFor my EDIT 574 – Digital Collaboration Applications, I designed, presented and recorded a lesson plan via Blackboard Collaborate during multiple synchronous sessions with my team and the class.

The topic was “Applied Instructional Design: Using Case Studies & Problem-Based Learning to practice ID skills”.

This project required effective teaching skills while integrating the technology features available in Collaborate.  Some of the features I explored include polling, whiteboard, application sharing, break-out rooms, and web tours.  The main purpose was to facilitate collaboration among the group while learning new information.

Final PowerPoint Design: pdf_iconAppliedInstructionalDesign_SynchLesson_TriciaBoland

#9 eLearning Design using Articulate Studio

SampleScreenImageIn my EDIT 575 tools course, our team developed an eLearning training module using the features of Articulate Studio 13, including Presenter, Engage and Quizmaker.  The course was designed for managers to learn how to effectively provide timely feedback to employees.  The modules include scenarios, interactive problem-based learning activities, reflections and assessments.



Leave a Reply