As part of my Master’s in Instructional Technology practicum, I designed and developed the asynchronous section of ELPS-411, the senior capstone course for the Leadership Knoxville Scholars program at the University of Tennessee. The goal was to create an engaging, accessible online experience that paralleled the quality and structure of the synchronous version.
This project involved translating existing course materials into a comprehensive Canvas course package, featuring structured weekly modules, multimedia banners, interactive activities, and accessible design elements that adhere to WCAG standards. I also designed custom banner graphics in Canva, developed rubrics for all assignments, and ensured alt text compliance throughout visual components.
The final deliverables included the complete Canvas IMSCC package, a detailed storyboard in Excel, and a course handoff guide for the instructor. This project demonstrates my ability to manage an end-to-end instructional design process—collaborating with stakeholders, aligning learning activities with objectives, applying accessibility best practices, and producing a polished course ready for implementation in the spring semester.
AECT Standards and Alignment
Standard 1: Content Knowledge (1.1, 1.2, 1.3, 1.4, 1.5): Applied instructional design processes to create an asynchronous Canvas course, integrate appropriate technologies, evaluate accessibility and alignment, manage development, and uphold ethical standards.
Standard 2: Content Pedagogy (2.1, 2.2, 2.4, 2.5): Applied educational technologies and methodologies to improve learning outcomes, implement pedagogically aligned tools, manage resources for an accessible online environment, and create inclusive content for diverse learners.
Standard 3: Learning Environments (3.1, 3.2, 3.3, 3.4, 3.5, 3.6): Developed a research-informed course design, optimized learning through carefully selected processes and resources, evaluated and refined content, established a sustainable course structure, adhered to ethical standards, and addressed the diverse needs of learners.
Standard 4: Professional Knowledge & Skills (4.1, 4.2, 4.3, 4.4, 4.5): Collaborated with stakeholders to design and evaluate instructional materials; led the development of a technology-enhanced course; reflected on peer review feedback to implement improvements; aligned assessments with learning objectives; and upheld ethical practices that respect learner diversity.
Standard 5: Research (5.1, 5.3): Applied theoretical foundations of instructional design to guide course development, utilizing evaluation strategies to assess and refine processes, resources, and accessibility features, thereby enhancing quality and learner performance..​
This theory analysis involved reviewing an interactive instructional design. I chose to analyze the chocolate-making process, focusing on the intricate steps in transforming cacao beans into chocolate. For my analysis, I adopted the perspective of Richard Mayer, articulating my findings from his viewpoint. I concentrated on my assumptions related to his theory of multimedia learning, identifying both ineffective and effective components of this instructional design. Additionally, I proposed changes and enhancements that could benefit the instructional designer. This process required thorough research and a deep understanding of Mayer's theory to evaluate the instruction from both Mayer's perspective and the instructional designer's.
AECT Standards and Alignment
Standard 1: Content Knowledge (1.1, 1.2, 1.3, 1.5): Applied Mayer ID design principle/theory knowledge for evaluation and suggested modifications for improved learning experience.
Standard 5: Research (5.1, 5.2, 5.3, 5.4): Applied theoretical foundations, methodology, evaluation, and professional conduct.​​
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