Design plan and prototype · ADDIE · Genially · University of Tennessee, Knoxville
The problem
Fewer than half of food-insecure students at the University of Tennessee use the campus food pantry. Food insecurity runs roughly four times higher among college students than among adults generally.
The pantry already existed. Availability wasn't the gap — stigma and perceived eligibility were. Students who qualified didn't believe they did, or wouldn't walk through the door. That reframes the design problem: a module that lists hours and locations solves the wrong thing.
What I designed
A one-hour asynchronous module, self-paced, reached by QR code from anywhere on campus, built in Genially for a student population of 38,728.
The content is organized to dismantle the barrier rather than describe the service — video testimonials from students who use the pantry, a virtual tour so a first-time visitor knows exactly what walking in looks like, and scenario simulations. The sequence is instructivist; the engagement pieces are constructivist. Sweller's cognitive load research and Mayer's multimedia principles governed how much appeared on any screen.
The design plan runs the full ADDIE cycle: learner analysis across a population spanning age, nationality, language, and financial circumstance; performance, learning, and cultural context analysis; content analysis with an instructional plan diagram; a table aligning every learning outcome to its assessment, strategy, and technology; design implications; a technology summary; an implementation schedule; a Kirkpatrick evaluation framework across all four levels; and a budget.
My role
I wrote the design and development plan, the media and technology plan, the implementation schedule, the evaluation framework, and the budget. The project background, needs analysis, and the learner, context, and content analyses
You CAN Handle the Tooth Canvas course · Four modules · Adult learners
The problem
Poor oral health is linked to serious systemic disease, and the technique that prevents it is specific — not "brush twice a day," but a particular angle, motion, and sequence. That detail lives in clinical training and rarely reaches the people who have to perform it, usually because it's written the way clinicians talk to each other.
The audience here was adults across Shelby County, with a range of reading levels and no clinical background. The design problem was translating named clinical techniques into instructions someone can actually follow at a bathroom sink.
What I built
A four-module self-paced Canvas course with no deadlines, teaching three techniques: Modified Bass brushing, the Fones method for parents of young children, and C-shape flossing.
Each lesson pairs plain-language text with images, video demonstration, and interactive simulation, then closes with a short knowledge check so learners confirm they have it before moving on. A final quiz covers the full course.
The build followed ADDIE throughout, with a learner-centered framing driving every content decision — the clinical accuracy is intact, but nothing is phrased the way it would be in a hygiene textbook.
Why it matters
I gave this instruction chairside for years, one patient at a time, in about four minutes, with no way to know whether it stuck. This is the same content designed to work without me in the room.