instructional design portfolio

Arturo Pelayo i

Portfolio

Presented to the

Department of Instructional Design and Technology

Western Illinois University

In Partial Fulfillment

of the Requirements for the Degree

Master of Science

by

Arturo Pelayo

December 2008

Arturo Pelayo ii

Table of Contents

Title Page ............................................................................................................................. i

Approval Page.................................................................................................................... iii

Acknowledgements............................................................................................................ iv

Oral Defense Outline ..........................................................................................................v

Personal Reflections.............................................................................................................1

Background ..............................................................................................................1

Coursework Highlights ............................................................................................1

New Knowledge and Skills......................................................................................2

Suggestions for IDT Department .............................................................................3

Course Annotations………………………………………………………………………..4

Project Annotation ..............................................................................................................8

Project Annotation #1: NautiCast – A Higher Education Podcast Series …….......8

Project Annotation #2: Slideshow Proposal for The Scholar Ship ….…………..15

Project Annotation #3: Voyage Planner & Agenda.…………………....………..19

Conclusions........................................................................................................................25

Appendix ...........................................................................................................................26

Appendix A: NautiCast – A Higher Education Podcast Series ……....................26

Appendix B: Slideshow Proposal for The Scholar Ship ….……………………..33

Appendix C: Voyage Planner & Agenda.…………………....…………………..39

Appendix D: Resume.…………………………..…………....…………………..62

Appendix E: Defense Presentation ........................................................................64

Read Me File......................................................................................................................74

Arturo Pelayo iii

Approval Page

This portfolio by Arturo Pelayo Aréchiga is accepted in its present form by the

Department of Instructional Design and Technology of Western Illinois University as

satisfying the portfolio requirements for the degree Master of Science.

_______________________________________

Dr. Richard Thurman.

Portfolio Advisor/Committee Chair.

_______________________________________

Dr. Leaunda Hemphill.

Member, Portfolio Committee.

November 14, 2008

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Acknowledgements

To my Graduate Committee: Dr. Leaunda Hemphill, Dr. Richard Thurman and to my

IDT Chair, Dr. Hoyet Hemphill, as sources of inspiration for my graduate work as well as

for their valuable patience, endurance and friendship.

To all the people that have helped me along life. Their support and friendship has been a

key factor in my success. They are my source of inspiration and reason to thrive on.

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Oral Defense Outline

Reflections of IDT Experience:

• Prior technology experience.

• Goals for entering the program.

• IDT courses that helped reach the goals.

Annotated Project #1: NautiCast: A Higher Education Podcast Series.

• Project Description: NautiCast was developed onboard The Scholar

Ship as a podcasting series focused on Higher Education topics that

pertain to the different courses of all academic departments of the College

of Education and Human Services (COEHS) of Western Illinois

University. This project involved audio and video materials that were

solely recorded and edited onboard the Motor Vessel Oceanic II.

• Intended Audience: Faculty & Students of the College of Education and

Human Services.

• Intended purpose of the project: Provide the academic departments

within COEHS educational materials to enrich the curricula of several

courses. Interested Faculty and Department Chairs provided a range of

themes and topics for materials to be developed over the course of 16-

weeks and through Greece, Portugal, Panama, Ecuador, French Polynesia,

New Zealand, Australia and China.

• Date Completed: December, 2007

• Completion Conditions or Requirements: Through a list of themes and

topics provided by Faculty, a variety of programming activities where

organized on the ship. Activities include: panels, lectures, simulations,

interviews, site visits, etc.

• Personal Contribution to the Project: The project was done

independently.

• Achieved Outcomes or Technology Integration: The podcasting series

was syndicated and remains available through WIU’s iTunes U podcasting

service.

• Appendix Items: Please see DVD.

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Annotated Project #2: Slideshow Proposal for The Scholar Ship.

• Project Description: A slideshow was developed to outline the program

goals, opportunities and logistical challenges to overcome for the duration

of the program. This project involved the creation of slides for a

presentation with personnel from COEHS.

• Intended Audience: The Dean of COEHS, The Assistant Dean of

COEHS and the Associate Dean of COEHS.

• Intended purpose of the project: Provide information on The Scholar

Ship program, outline to the audience the benefits, risks, investments and

dividends that can be obtained from participation.

• Date Completed: June 2007.

• Completion Conditions or Requirements: Last 35 minutes with ample

time to discuss the program and to develop a strategy moving forward.


independently.

• Achieved Outcomes or Technology Integration: The slideshow drove

the decision on participation and engagement into The Scholar Ship

program.


Annotated Project #3: Voyage Planner & Agenda.

• Project Description: The Voyage Planner & Agenda integrates several

timelines in an easy to read document that has been designed to be printed

in duplex mode. Content is paired throughout the document by allocating

each port of call and the activities at such timeframe in the span of two

pages and nothing more than that.

• Intended Audience: The Assistant Dean of COEHS and Faculty

interested in content developed onboard.

• Intended purpose of the project: Layout a production schedule that also

interfaced with the known dates and milestones of The Scholar Ship

voyage.

• Date Completed: August 2007.

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• Completion Conditions or Requirements: Provide information of the

program, the ports of call, contact information, production outline and

descriptions of activities in each port.


independently.

• Achieved Outcomes or Technology Integration: The major dates and

milestones at each port of call and the activities that surrounded each

country visit where integrated in a single document. The document design

allowed for easy read with concise information provided and ample space

for hand written notes.


Closing Reflections:

• Plans for the future.

• Suggestions for IDT Department.

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Personal Reflections

Background

I began my Master’s at the end of an internship I had at Siemens Medical Solutions in

Hoffman Estates, Illinois. For the period of a year, I worked in a research and

development environment in the Nuclear Systems Engineering Group. I was in charge of

conducting research on image quality for multi-modality medical equipment that

integrated Single Photon Emission Computed Tomography (SPECT), Computer

Tomography (CT) as well as Positron Emission Tomography (PET) imaging

technologies.

My experience while working in this highly technical and multi cultural environment

inspired me to look into an instructional design program that would allow me to gain the

tools necessary to develop an aspiring career in consulting. It was my belief that having a

technical background in physics while paired with the knowledge that the Instructional

Design & Technology (IDT) program offered, would allow me to provide a unique

insight and know-how to whichever company I could eventually create or become a part

of.

What made my decision of partaking into two years of coursework in IDT was that this

knowledge could be used in any field. This flexibility was highly desired by me as I

wanted to flex the muscle of previously acquired skills and now with the IDT knowledge,

I could leapfrog my career profile and essentially take the transferable skills from IDT

into any field.

At 26 years old, I feel that I have gained an unprecedented insight into how Education

works in the United States. In this country I have been in an environment that is

conductive to a high degree of networking and a university and department that values

such rich connections.

Coursework Highlights

One of the classes that I enjoyed the most was the Visual Literacy class (IDT 560) on

which we learned about how to develop instructional products geared to many different

types of learners. It was perhaps one of the most insightful classes that I have had in the

process of perception and the value that is attributed to companies, products and services

when a mastery of visual literacy has been achieved. It undoubtedly adds value, but most

importantly it is the fact that value is translated into long lasting educational experiences

that are easily measured through the design of effective mechanisms that gauge that

learning process.

Visual literacy expanded my interest in intercultural communication and how other

cultures have their own ways of using visual literacy. It was in this reflection of how

knowledge has no borders that I truly understood the meaning of all the groundwork I

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had in prior courses such as the Preseminar (IDT 500), Foundations of IDT (IDT 505)

and Principles of IDT (IDT 510).

Through visual literacy I saw how “all the dots connected” and understood the value of

the IDT Management (IDT 565) class as well as the Imaging class I took along with my

eventual leap into the study abroad courses I took on The Scholar Ship (which where in

great measure guided by my Visual Literacy class).

Being able to properly document The Scholar Ship experience (through IDT 605 – an

Independent Study with Dr. Hoyet Hemphill, IDT Chair) through the lens of an

Instructional Designer was a great formative and practical way of taking all my

knowledge into action and be tangible about all what I learned through a series of

programming activities while onboard, the community manager work I did prior to

embarkation on the FaceBook social networking community I created for The Scholar

Ship as well as the successful management lessons I took from taking onto the whole

experience as a consultant in instructional design.

New Knowledge and Experience

Working as a Graduate Assistant for the Office for Professional Partnerships and

Development (OPPDT) of the College of Education and Human Services (COEHS), gave

me an insight into emerging technologies. Working a COEHS gave me an understanding

of the power to make learning mobile, and thus transformational in nature.

Being able to work and learn more and more through my IDT courses and the research

developed for COEHS gave me the necessary insight into the areas where educational

podcasting and mobile learning have the power to level the field across cultures and

societies.

I firmly believe on the power of knowledge and information and such should not be a

privilege of the few, but in fact an enabler of sustainable development and a strength for

human interaction to flourish relationships based on common awareness and respect.

Being able to “walk the talk” onboard The Scholar Ship was the most valuable

experience in IDT that I have had to go into “the real world” and go elbow to elbow and

truly get a feeling of the different learning systems around the world and how the power

of information has shaped societies through how the management of such knowledge and

–in cases- the abuse of that power has forever shaped how societies interact with one

another.

In essence, The Scholar Ship was a multi-country study abroad program based on a cruise

ship. The program I attended had eight ports of call and academic programs where held at

each port of call. Within TSS, we were trained as active agents of change and I utilized

my IDT knowledge to create tangible impacts on my work onboard.

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Suggestions for IDT Department

For incoming students into the IDT program I would recommend that the Department

along with faculty and a core group of students analyze the leverage that “Web 2.0”

applications can have in learning.

I would suggest also to take into account new products that are impacting mobile learning

and how course material should begin a portability to mobile devices such as smart

phones and other portable electronics.

I would recommend that the IDT Department begins a task force on helping create

recommendations, standards and guidelines for WIU as far as how content management

systems are used in Western Illinois University.

I would certainly recommend the exploration of research in areas such as:

• Human Computer Interaction.

• Adoption of Social Media for Instructional Design.

• The potential for instruction of online communities such as Second Life.

• The power of Social Networking and current popular social services such

as FaceBook, MySpace, twitter, delicious, Reddit and Ning,

• User Interface Research and Development.

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Course Annotations

EIS 500: Research Methods

I was hesitant to take this course along with more IDT courses as the Master’s Degree

took shape. I decided to take it as early as possible as it was my intent to develop a

Thesis.

It was eye-opening for me how there were many similarities to R&D methodologies

(given that I came from an undergraduate degree in Physics) of other fields in the

Sciences.

Research Methods gave me the direction that I needed to steer many of my interests in

IDT and allowed me to focus the remainder of my work orientation and research interests

for papers as well as independent work that was paired at times with my Graduate

Assistantship work for the College of Education and Human Services as the podcasting

initiatives began taking shape in the College.

IDT 500: Preseminar

I took this course as my first IDT class along with EIS 500. IDT 500 set the ground work

for my IDT Master’s as it provided a great deal of perspectives in the field of IDT, it’s

history and emerging trends paired with a great interaction among peers that stimulated

the discussion of the resources that students of the Department had and most importantly

it created great awareness of the faculty diversity of the WIU IDT Department.

The class provided a way to network early with peers that all students would

fundamentally work closely with through the remainder of the Graduate program. This

class allowed me to connect closely with peers with whom at a later time in other courses

I would team-up for online courses.

Even while this class was offered online, the students and the teacher, Dr. Bruce Harris,

provided a rich environment that allowed for professional discourse as well as the

introduction of the foundation of the IDT knowledge base and this proved important as

the next course I took was IDT 505: Foundations of Instructional Technology.

IDT 505: Foundations of Instructional Technology

Taking a deep look at the theories that are the underpinnings of IDT, this course brought

a deep sense of awareness to what I was studying and how many researchers and theorists

had taken the field into other arenas. It was in this course where I began looking at IDT

as a career path to Consulting and the greater field of Training & Development.

Arturo Pelayo 5

My IDT 505 research concentrated on the value of IDT for cross-cultural interactions in

the Web 2.0 world. It was through IDT 505 that I got a grasp on terminology, attributes,

models, accomplishments as well as issues and directions of the field in general.

IDT 510: Principles of Instructional Design

Here is where I began fully integrating the knowledge acquired since the beginning of the

summer session. This course was a keystone for me to fill the gap of the teaching-

learning process that I felt I lacked a clear understanding of, as I came from a Physics

background whereas the majority of peers had either a great deal of experience in

Education, or formative studies in Education too.

Several case studies where developed and I was fortunate to have taken IDT 500 already

and be taking 505 at the same time as I was able to complement this online based class

with the knowledge acquired from a variety of textbooks as well as the forming network

of peers that many times I would be in teams in both courses.

Given the chance to work with them since early Summer of 2006, it is my belief that this

provided a good groundwork for better working relationships as well as I believe it built a

sense of community and a soon-to-be IDT alumni identity.

IDT 530: Graphics Applications in Education and Training

This face-to-face weekend course was a great opportunity to network with peers that I

was working in prior courses that were online-based. IDT 530 was a good survey of a

variety of software that was used for imaging, graphic design, 3D modeling as well as

movie editing.

One of my greatest take-away lessons was the sheer amount of diverse approaches each

of us took in class and how we began to learn from one another’s experiences while we

were all developing each assignment individually with a totally different take of the same

theories and software applications. It was great to have this face-to-face course as I feel I

gained unparalleled feedback and we provided to one another immediate remediation as

well as tips and tricks.

IDT 561: Virtual Reality / Simulations

This weekend academy provided me with great insight in the application of Adobe Flash

in Education. I believe that having taken IDT 530 just the semester prior, gave good

continuity to the use of software as an integrator of IDT work.

The educational products that brewed out of the creativity of the classroom allowed me to

gain more perspective in how the simplest ideas can provide the best analogies to acquire

Arturo Pelayo 6

knowledge and how simple common interfaces can gauge that knowledge acquisition and

provide immediate remediation through the clever integration of evaluation instruments.

I really enjoyed my work in Flash and shared good laughs with peers on their work. The

long weekend academies provided a venue for classroom epiphany moments, as peers

would take the time to freely share ideas on how to go about another peer’s project, this

was the best ‘idea bank’ I came across so far in my IDT coursework.

IDT 560: Visual Literacy

This was one of the most delightful courses that I took on the IDT Department and this

provided me with the understanding of theories of visual communication and their

application in instructional deliverables either in print or of online delivery.

I learned that the world has infinite ways in which we can cue learners. Knowledge

through visual interfaces is always going on and I take away from this course the

important lesson that, in the world we live in, sometimes high-technology approaches are

not as effective as simple solutions that have a high degree of visual literacy. Yes,

sometimes paper makes a better instructional product.

IDT 565: Management for IDT

This online course provided me the means to understand how management was applied to

the world of Education. The interaction with peers facilitated the process of assimilating

the concepts and theories of management of instruction as well as the very special

interaction with the undergraduate students who worked on an instructional deliverable

where we effectively acted as managers of such project and provided insight into how we

could foresee ourselves in management positions.

The work accomplished in IDT 565 allowed me to realize my potential as a manager and

how I could enable my vision of becoming a consultant in Education. This course was

taken at a pivotal point on my IDT degree as it was one of the last courses that I took

prior to my study abroad adventure and only 3 courses shy of the completion of the

Master’s Program.

The Scholar Ship Studies

The opportunity to explore the world on The Scholar Ship allowed me for the first time in

any course I had began taking since Summer of 2006 to see the world and analyze it with

the lens of an Instructional Designer.

While at sea we were presented with opportunities to lead and to learn, what it meant for

an individual to realize such opportunities was the social construct they brought along

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with them into the ship just like layers of glass on a kaleidoscope, each aspect of their life

took form and sense of the common reality we all had upon our lives. We each have a

kaleidoscope that we all needed to unfold and understand how it worked before we could

take on ourselves to let go of it, smash it into smaller pieces, much like a supernova event

where we would then collectively have this common debris that reignited our vision of

the world, our drive and what it implied to be shore bound eventually at the end of those

four months.

IDT 591: Independent Study

As part of this experiential learning opportunity, in close communication with Dr. Hoyet

Hemphill the summer prior to embarkation I began developing a report that shaped the

challenges of shipboard education and how Instructional Design was a pivotal science

that has the history and reach that can solidify this modality of learning.

While the original plan was to develop this project as I was in the voyage (and receive

feedback while onboard), technical as well as cost issues prevented such reporting.

Fortunately, the work continued onboard and the report was carefully detailed and this

was culminated in a 50+ page report that has in depth analysis of the educational

company known as The Scholar Ship.

The experiences as well as the lessons learned where unique in my experience as I had

the lens of an Instructional Designer on all what I did onboard the ship. It was the first

voyage and with it the great opportunity to take a first hand experience and leave a great

mark on the procedures as well as provide critical feedback through the eyes of

Instructional Design.

IDT 536: Video Production for Multimedia

Prior to the beginning of this course, I was grateful to return invigorated from a Study

Abroad experience unlike any other by sailing the world and visiting over 10 countries in

the process. This experience impregnated my mind and gave a final shape to what the

vision I want to establish on my IDT work.

As my last IDT course, I’ve been grateful to integrate a vast array of courses and

fundamentally develop my signature approach to delivering instructional products that

take on the knowledge acquired and provide solutions that align to my values and vision

of what IDT professional I want to be.

The video production course was a great way to showcase my creativity through

instructional products and allowed me to build upon the material that I had previously

recorded on the voyage and know how to take it to the next level to provide quality

learning venues, to invigorate discussions in class and to enrich the various perspectives

on the issues that shape our world

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Project Annotations

Item One: NautiCast – A Higher Education Podcast Series.

NautiCast is a Higher Education podcasting series conceived during my employment as a

Graduate Assistant for iTunes U at the Office for Partnerships and Professional

Development of the College of Education and Human Services of Western Illinois

University. The opportunity to create an innovative podcast for Higher Education rises

when I was accepted into The Scholar Ship program and subsequently prepared a

proposal that was shared, analyzed and approved by the COEHS team under the direct

supervision of the Assistant Dean.

Project Description

NautiCast represents the first-ever educational podcast entirely recorded, edited and

delivered to the world via iTunes U syndication in a cruise ship that transverses the globe

in a span of sixteen weeks. Between the months of September through December of

2007, the vessel traveled through Greece, Portugal, Panama, Ecuador, The French

Polynesia, New Zealand, Australia and China.

An initial content development and logistics meeting was held in July of 2007. At that

time, an Agenda of the ports of call was presented (please see Project Annotation #2).

Audiovisual material was gathered from the ports of call during the Academic Port

Program component of the exchange program as well as through Independent Travel

opportunities and on-board lecture series from Global Scholars (visiting lecturers that

joined the vessel community from one port to another).

Original high quality educational content was produced and tailored to the needs of the

different Academic Departments of COEHS. Podcasts where delivered in both audio and

video formats and they remain available in four main categories:

a. “About TSS” This category entails all aspects of the exchange program and is tailored

to answer onboard life questions such as what Academic Programs are, explain how the

Research Institute works, showcase simulations and events on the vessel and on ports of

call.

b. “NautiCast” This category contains the core podcasts that houses interviews with

Global Scholars, seminars, simulations, interviews with staff as well as a variety of

lecture series and any content that was created on the vessel.

c. “Sights & Sounds” This category contains purely video-based podcasts that showcase

the ports of call and the main cultural components of lifestyles and events.

d. “Podcasting Club” This section is where material produced by program participants is

housed and showcased.

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NautiCast encompasses a very diverse source of complimentary materials that are

intended for Higher Education use. It’s unique setting (developed onboard The Scholar

Ship) fully supports Higher Education topics that pertain to the different courses of all

academic departments of the College of Education and Human Services (COEHS) of

Western Illinois University.

Intended Audience

These podcasts were created for the faculty and students of the College of Education and

Human Services at Western Illinois University.

Intended purpose of the project

This project involves audio and video podcasts that were recorded and edited onboard the

Motor Vessel Oceanic II for the purpose of expanding course discussion, knowledge

enhancement for an overall enrichment of the learning experiences in the classroom. The

intention was to provide the academic departments within COEHS with educational

materials to enrich the curricula of several courses. Interested Faculty and Department

Chairs provided a range of themes and topics for materials to be developed over the

course of 16-weeks and through Greece, Portugal, Panama, Ecuador, French Polynesia,

New Zealand, Australia and China.

Date Completed

This project was started in September, 2007 and was completed by December, 2007.

Courses Used:

In order to produce this Higher Education podcasting series, I took on a variety of

knowledge acquired through my IDT courses. Without the knowledge of these courses,

the presented result would not have been achieved, nor its scope fully acknowledged.

IDT 530: Graphics Applications in Education and Training. This course allowed me to

gain expertise in several software applications that I used for editing the podcasts along

with the creation of podcast artwork in Photoshop. I also learned enough from the class to

facilitate a face-to-face seminar series on the ship for program participants to gain new

skills and tips for taking better pictures, filming better shots as well as integrating a

digital workflow to showcase their creations onboard the vessel as well as through iTunes

U for the best of such products.

The knowledge of IDT 530 was a fundamental pillar in the design and development of

the seminars conducted on the ship as well as for my own formative work that eventually,

when tied to IDT 560, Visual Literacy, takes on Instructional Design knowledge for good

deliverables.

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IDT 560: Visual Literacy. The knowledge that I applied from the IDT560, Visual

Literacy, class was the need to pay attention to details, to engage with learners long

before being able to record interviews and begin taping and properly documenting the

experience.

Through the knowledge from visual literacy, I took the decision to create rapport with

peers to get to know them fully and create a sound set of experiences from a variety of

participants that could anchor stories and knowledge, making the podcast episodes stand

on their own while overall arching a story of life onboard a vessel.

I applied Visual Literacy knowledge from the get-go when I created the initial

exploratory slideshow that was presented to the COEHS Assistant Dean on the meeting

where The Scholar Ship podcasting initiative was pitched and subsequently there is a

high level of influence of Visual Literacy principles on materials such as the

Agenda/Planner that was developed for the Assistant Dean as well. (Please refer to

Appendices 1 & 2 for the slideshow and the agenda/planner, respectively).

The instructional deliverables where purely online based, while I had to keep in mind that

their use could either be in a classroom or individually disseminated on a personal iPod.

The experiences of working with people from all over the world allowed me to put in

practice the knowledge if interfaces, user experience, visual factors engineering as well as

usability in a way and with an audience that was as densely diverse as I could have ever

experienced in my life.

Important lessons allowed me to retain instructional alignment, as was the case of being

able to discern what content was truly for NautiCast and what aspects of some events

would not necessarily add educational value to the episodes of NautiCast. Such balance

that lies in the shoulders of my editor hat was a careful and joyful balance of the

experiences I had while learning on many of my IDT courses (Pre-seminar, Foundations

and Principles of IDT all come to mind).

IDT 565: Management for IDT. Applying the knowledge from IDT 565, Management for

IDT, was quintessential to understand the scope of the project and primordial in

developing a timeline of NautiCast that fit neatly not only with the port dates, but as well

as match the academic calendar and allow for the rigor of the four courses that I took on

the ship to flourish in diligent innovation that didn’t take me away of the learning

experiences and partake on the community events.

IDT 565 allowed me to establish clear timetables as well as explore to detail contingency

plans long before embarkation as well as develop an extensive repertoire of

documentation on both shore and off shore activities.

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Primarily, it was expected that in the worst-case scenario, I would report to the COEHS

Assistant Dean at least once when in port. In the other end, the best-case scenario, I

would upload all the content developed thus far at such port of call.

The asynchronous nature of the development of this distance learning project allowed me

to gain valuable insight into the many different available communication infrastructures

around the globe and thus be able to report in varying degrees through the span of 16

weeks.

During many weeks that we lacked communication (the Atlantic Ocean crossing as well

as the Pacific Ocean crossing come to mind quite vividly), I was effectively at times

‘calling the shots’ of ne content, given the nature of the voyage, we would not be able to

return to a port nor could we afford to miss certain opportunities that could be

documented and later edited for Higher Education use in the podcasts.

IDT 536: Video Production for Multimedia. This course allowed me to swiftly take all

the content recorded and be able to showcase it while retaining the ever-valuable notion

of Instructional Alignment which, in my case, became the Editor role.

Being able to look at all the content recorded after a brief Holiday pause was a great way

to re-evaluate the recorded and edited content, which all became fully incorporated in a

weekly basis through the iTunes U syndication service that was secured in July of 2007.

Connectivity was a big difficulty at times and while content was not directly uploaded

through iTunes U, an FTP connection was tested before the voyage, and eventually

became the mainstream procedure by which content could be sent over to the Assistant

COEHS Dean in WIU, then cleared for publication in the iTunes U servers.

To date, there are over 80 podcasts published through iTunes U, while more material has

been directly given to Faculty per their request. Other material, like the “Freedom of

Press in Ecuador” podcast was not at all published on iTunes U for the personal safety of

the people interviewed.

As my last IDT course, I believe I have fully developed my signature approach to

delivering instructional products that take on the knowledge acquired and provide

solutions that align to my values and vision of the IDT professional I am now.

The Video Production course was a great way to showcase my creativity through

instructional products and allowed me to build upon the material that I had previously

recorded on the voyage and know how to take it to the next level to provide quality

learning venues, to invigorate discussions in class and to enrich the various perspectives

on the issues that shape our world.

Personal Contribution to the Project:

The project was done independently.

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Procedures for Creating/Completing the Project

To create NautiCast, I began by prioritizing the topics of the podcast. I began by

acquainting Students, Faculty and Staff over the course of the Orientation Week we held

onboard. The reason why this took a week was because we had to become used to life at

sea, cope with weather and begin developing an understanding of living without week

days, time zones and programming activities throughout the journey.

Develop a Community of Purpose: Once I began to get acquainted with the crew, faculty

and staff I created an interest meeting for whoever may want to join in a team. Luckily

we formed “Visionary Productions”. Whilst NautiCast was done solely by me, it was

important for me to develop original material and optimize the experience by defining the

core topics I would engage on so that other students could focus in other areas of life

onboard, life at port and anything else they may want to engage.

A key aspect at this early stage is to define the core themes, the feasible technology that

one can have and in the particular case of being on a ship, identify the best areas to shoot,

edit and upload the content.

Gain an understanding of limitations: Changing conditions like weather will always have

an impact of where the material may be shot. Primarily I wanted to be at a place that was

relatively quiet and that also showcased the context of where we were shooting content.

At times I shot in the open decks, other times in a cabin five decks below to keep the

noise from the engines, students and crew at a minimum when recording audio

interviews.

It was very important then to do test runs at this stage to make sure that the color

correction would be kept at a minimum when editing the video; the audio had a minimum

compliance to acceptable quality and that the content itself had instructional alignment,

relevance and flexibility to add-on accessibility options (closed-captioning, subtitles and

other types of support).

Establish consistency: It was very important to me that the audio content particularly had

the same cues at the beginning and at the end. In Garageband I created a musical loop

with standard audio that both introduced and explained what NautiCast was as well as the

particular topics being discussed in that particular episode.

It was very important to understand how to establish content categories, tags and the

overall flow from episode to episode and themes. It was clear from an early stage that

some podcasts may be longer than others so it was fundamental to keep a standard length

so that the files would be relatively easy to upload, consistent in size, quality of audio/

video as well as relevant in content for the learner.

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It was very important to have a list of who this content was primarily made for as well as

retain an “arching” of the whole story of the journey and that it was relevant at the point

in time and the location we were at in that particular moment.

Teachers from the Department of Bilingual and Bicultural Education had expressed a

need for content not to exceed 15 minutes in length so that they may either be able to

present it in class and have a subsequent activity that could be developed in the remainder

35 minutes and also allowed them to provide proper closing –or- have students access the

content on demand for homework.

An important aspect of creating an educational podcast is the fact that the medium on

itself allows for a great degree of interactivity. It was important for me to shoot video

content or record audio content with enough headway onscreen for interactive links or on

audio for editing and audio mixing.

Shooting content with interactivity in mind is paramount, otherwise I would have ended

with a lot of material that would have been hard to translate, subtitle, edit and, to the

least, use as an instructional product.

Podcasting is a tricky medium for remediation. In the case of NautiCast it was important

to constantly communicate with the Associate Dean of COEHS to know the latest topics,

the depth at which each topic should be carried and the acceptable formats that would be

suitable for the intended lecture (recording a panel vs. one-to-one conversations vs. field

visits without direct engagement).

It was very important to me to verify content consistency and quality by engaging with

the Assistant Dean of COEHS and making sure that what I was producing was of good

quality and otherwise to make changes or have follow up interviews, if possible.

The very nature of the journey many times provided challenging to have “follow ups”

because we simply were not in port anymore or the visiting lecturer had left the ship in

the previous port or either I would be seasick or the person I was to meet was a little

green as well.

Even while I was heading this project entirely, it was very helpful to gather feedback not

only from the learners, the teachers who had requested this content but also, in my

particular case, the peers I had around me.

Since I had formed a Community of Purpose, it was natural for our group to comment on

each others approach to the goal of our projects (be it blogs, video, photography and in

my case: podcasting).

After the whole production life cycle, the most demanding and stressing aspect of

NautiCast was finding the time to upload content since only a 14.4 kbps connection was

available –sporadically. At times I had to decide between shooting once-in-a—lifetime

events like meeting the Dalai Lama or spending 3 hours at a café without certainty of

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success in uploading the content. Being able to own the content is then fundamental to

the post-production lifecycle.

Having stipulated the delivery methods with the Assistant Dean of COEHS was

extremely important as it allowed me to continue shooting content knowing that it would

be then shared once I was back in campus.

Achieved Outcomes

The complete podcasting series is currently available through WIU’s iTunes U

podcasting service. You can use the following URL (which will launch iTunes) to access

the podcasts: http://deimos.apple.com/WebObjects/ Core.

woa/Browse/wiu.edu.1445063868.01458642977.1548293367?i=1400033641

The iTunes U content is located in the WIU server, such content is managed by COEHS

and its availability is only tied to when COEHS deems such content not necessary. While

not all podcasts have been included on the DVD that accompanies this Portfolio due to

their size, several representative examples of the podcasts are indeed included. See the

readme file on the DVD to find out how to access these podcasts.

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Project Annotations (continued)

Item Two: Slideshow Proposal for The Scholar Ship

This slideshow was prepared for the informational meeting of The Scholar Ship multi-

country study abroad program for the Assistant Dean of COEHS. The slideshow provides

general guidance, overview and outline of opportunities to direct content development

efforts for the podcasting series “NautiCast”. Presentation design that incorporated

Principles of Instructional Design was a key asset on the development of this slideshow.

Outlining the information in this slideshow and presenting it to stake holders in a clear

and objective fashion was fundamental to gain the support of the parties involved and

opened the gateway to create innovative new media content for COEHS onboard The

Scholar Ship and at the 9 ports of call.

Project Description

The slideshow integrates a comprehensive overview of the program, the academic

institutions that are participating –and backing the program- along with the research that

is to be conducted on the ship.

An emphasis of the slideshow and the presentation is to outline the content opportunity at

hand with a clear leverage of location-based content capture while integrating web 2.0

technologies for such content to be electronically distributed and for new content to be

developed as well. (please see Project Annotation #1 for details on NautiCast).

The content of the slideshow was gathered after careful research into three main areas:

a. Overview of The Scholar Ship program and based on the contents of the

universities that backed the program (called “Academic Stewards” in

their website: www.thescholarship.com).

b. Overview of the ports of call in each country and the academic programs

in each port interfacing the NPOs, NGOs and government officials in

each country.

c. Overview of logistics for NautiCast and how this higher education

podcasting series would serve the College of Education and Human

Services.

The presentation of the slideshow was planned to last 35 minutes with ample time to

discuss the program and to develop a strategy moving forward. A slideshow handout was

provided to The Dean, Associate Dean and Assistant Dean of COEHS. This slideshow

was a simple outline of the slides with space for hand written notes.

Intended Audience

The Dean, Associate Dean and Assistant Dean of COEHS.

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This project is created to provide information on The Scholar Ship program, outline to

the audience the benefits, risks, investments and dividends that can be obtained from

participation and finally, drive a decision on participation and engagement into The

Scholar Ship program.

Date Completed

This project was started in May, 2007 and was completed by June, 2007.

Courses Used

In order to produce this slideshow, I utilized a variety of knowledge and skills acquired

through my IDT courses. Without these courses, the result would not have been achieved,

nor would I have been able to participate in The Scholar Ship multi-country study abroad

program.

IDT 530: Graphics Applications in Education and Training. This course allowed me to

gain expertise in graphics and how to place content in harmony and in sync with the

instructional purpose at hand. Since the podcasts where both video and audio, there was a

good opportunity to utilize the principles learned in IDT 530.

I was able to produce a good instructional product that had alignment with the audience

for which it was targeted to.

IDT 560: Visual Literacy. The knowledge that I applied from the IDT560, Visual

Literacy class was the integration of good typography in harmony with the graphics that

were used.

The primary lesson applied to this project was not to make it a visual fashion show, but

properly utilize the Visual Literacy principles to target the instructional purpose of this

slideshow: Share insight on The Scholar Ship, instigate discussion on the content

development plan and arrive to a decision.

The instructional deliverable was showcased to the full audience it was intended to and

an printed outline of each slide was provided at the end of the session.

Important lessons allowed me to retain instructional alignment, as mentioned earlier,

quality information was used to provide highlights without making large text blocks or

considerable amounts of bullet points. It was a lean and effective instructional product.

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To create this slideshow I first did an analysis of my target audience, I asked them how

much time we had and what their main reason for attending this meeting was along with

what specific information they wanted from me with regards to questions of The Scholar

Ship Program.

I made a list of the information that I had gathered of what the program was, what the

academic goals it had, who was supporting it financially and academically and took in

high consideration the alignment of the mission of this program with the mission of the

College as how it was reflective of my Graduate Assistantship and how I supported

COEHS.

In effect the fact-finding process was geared towards the audience and to the institutions

that I was engaging with to source the content from. I was able to remove from a written

draft of the slideshow the information that all the audience already knew, which allowed

to retain instructional alignment on the aspects that really were to be explored.

The fact that the audience was informed on the program given that they all had accessed

the website was very helpful as it streamlined the content and depth of explanations I had

to cover.

Once the fact-finding process was concluded, I began the creation of the electronic

slideshow. I created a slide for each core topic and decided not to use more than one

slide for each topic to keep everything contained and in this process retain attention not

only to me as presenter, but also to prevent scrolling back across multiple slides with the

audience present and spending unnecessary time finding content.

The slideshow would then follow the exact same written outline that I had. The first slide

was a welcome slide, followed by a bulleted agenda of the topics to be discussed. Each

bullet then being a slide and wrapped at the end by a wrap-up slide and a thank you note.

At this stage I was most interested not in cramming text/content to each slide, but by

understanding the true purpose of this instructional product, each slide was fundamentally

simple and objective. It was for the presenter to provide the content and to retain the

learner attention on the presenter.

After this was concluded, I devoted time on acquiring the necessary artwork to represent

each institution’s logos as well as to make the presentation more dynamic by creating

associations graphically rather than engaging in multiple text bullet points.

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I memorized the content of each slide and took note of the websites of each institution in

case it would be required to browse for specific information.

Once the first draft of the slideshow was finalized, I went back and asked each member

of the audience if there were any outstanding questions. After this was concluded I then

sent an e-mail with a meeting reminder indicating the location, time and a brief outline of

the agenda (this was based on the same bulleted agenda slide).

Finally, I made sure that the room assigned had the necessary projector and interface.

Once this was done, I printed a handout of the slideshow with enough space beside each

slide to write notes.

The slideshow was then presented in the timeframe that was stipulated and the project

thus concluded.

Achieved Outcomes

The presentation of this project allowed me to gain the support of the College of

Education and Human Services, such support extended to continue my Graduate

Assistantship commitment to the College onboard The Scholar Ship.

The meeting provided the perfect setting to also discuss the logistics of content creation,

content delivery and themes for each port as they related to the topics that each academic

department of COEHS would submit to the Assistant Dean of COEHS, who in turn

would be my liaison with COEHS throughout the duration of the program from

September 5th

– December 23rd

, 2007.

Please refer to Appendix 2 in this document to see the Slideshow handouts.

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Project Annotations (continued)

Item Three: Voyage Planner & Agenda.

This project was developed after the completion of the slideshow project (please refer to

Item #3 for details). A direct outcome of the meeting held at the presentation of the

slideshow project was the need to layout a production schedule that also interfaced with

the known dates and milestones of The Scholar Ship voyage. Knowing each port of call

and the activities within ports would better suit the themes of the podcast series. This

Voyage Planner & Agenda is the culmination of interfacing the different calendars that

were known prior to embarkation in September 2007.

Project Description

The Voyage Planner & Agenda integrates several timelines in an easy to read document

that has been designed to be printed in duplex mode. Content is paired throughout the

document by allocating each port of call and the activities at such timeframe in the span

of two pages and nothing more than that.

At the end of each known activity there is space for handwritten production notes and

general information to be added. Generous and consistent typography make this

document pleasant to the eye and practical for the brain.

The areas of content included in this document are:

a. Streamlined background information on the program.

b. The intent of the podcasting series with background information.

c. A key visual: A map of the planet that includes the route with dates in which

the ship will be at each port of call.

This is all provided within the first three pages and serves as a guiding point in case the

document is shared with a learner that has no background information regarding the

program, the plan of action set and the major milestones at sea, an area particularly

helpful for Department Chairs and Faculty.

Intended Audience

It was prepared for the as a follow up from the informational meeting of The Scholar

Ship for the Assistant Dean of COEHS. This itinerary served as a great outline for four

months of The Scholar Ship program.

A fundamental design feature of this project is the inclusion of content to guide alternate

audiences (Department Chairs and Faculty of COEHS) and provide enough information

regarding the background of the program, the ports of call, contact information,

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production outline and descriptions of activities in each port that lend themselves to

themes for the podcasting series, NautiCast.


Provide an easy to use outline of the voyage, the major dates and milestones at each port

of call and the activities that surrounded each country visit. The document design allows

for easy read with concise information provided and ample space for hand written notes.

Date Completed

This project was started in June, 2007 and was completed by August, 2007.

Courses Used

In order to produce this itinerary, I utilized a variety of my IDT courses. Without these

courses, the result would not have been achieved. The courses that I utilized the most are

listed below.

IDT 530: Graphics Applications in Education and Training.

The fundamental use of graphics in this project was the map that outlined the travel

schedule of the ship and the coordinated usage of a template that while changing subtle

color hues and themes remained constant throughout the document. It allowed for text

indentation as well as positioning of key data like: contact information at sea as well as

contact information within the College of Education and Human Services.

The back-page was also a good implementation of what I learned in this class because I

did not want to use bullet points at all or plain blocks of text. Space is managed evenly

and organically by virtue of the use of negative space and balance of colors on the

background as well as correlating their size to the importance of each section.

The end result is an instructional product that has embedded all the information that the

learner needs without a need to seek information elsewhere. It is a map figuratively as

well as literally.

IDT 560: Visual Literacy.

The best testament of what I learned in this class is showcased in this document above

and beyond any other instructional product that involved graphic design and visual

literacy that I produced during my Masters.

The groundwork set for this project began long before I sat on the computer as I already

knew what information to include, but I wanted to understand what could be a good

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interface to utilize, this is why I chose a Planner format to include both dates and

description of events tied to the themes of each port. Merging the content from ports,

with the calendar and leaving enough room to purposely fill in the details by hand was

the key to make this document work well.

In each matching page I wanted to make a bold statement, this was accentuated by the big

red font that I used on the country name which was paired with a leadership quote that fit

not only within one fifth of the document but that also matched the activities of that week

and that country.

This document is organic to read as each country has the same information displayed in

the same areas and by virtue of repetition it becomes intuitive to scan for information

with greater speed once the learner is aware of the layout.

They key attribute that pulls the design together is the different fonts used as each has a

purpose and is never used in an inconsistent location, function or color. The imagery is

always in a distinctive location and the text spacing and text blocks all follow the same

pattern (all the way to the detail of making sure that time stamps have the same spacing

across 18 pages).

IDT 565: Management for IDT.

It was paramount for me to utilize good time management at this time of the year,

because while I began the project in June, I was traveling abroad for 7 weeks as I was

required to update my student Visa, gain additional Visas for each country that I would

visit and most importantly initiate a round of vaccinations that would be phased for the

remainder 12 weeks prior to embarkation.

In this sense, the management of this project had to account for a high degree of

uncertainty based on what the reaction of my body would be to seven different

vaccinations with some of them even requiring 4 rounds of shots. Fortunately I only

experienced mild pain and had to reschedule two of the 9 shot sessions I had.

The challenge for this project was not to ‘cram’ content and timelines, but to showcase

the data in an elegant and intuitive fashion that in itself had to showcase my management

skills for NautiCast. From IDT 565, I applied clear outlines while exploring to detail the

necessary information that could serve the audience in case of a question and that I

couldn’t be reached via the satellite phone at sea.



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To create this document I began by doing background research on the data that I wanted

to include in the document, which timelines and what amounts of data to showcase within

each page of the Voyage Planner & Agenda. A starting point for this data was the

slideshow project because in this one I had laid out the foundation of information that the

audience had and it had already been corroborated at this point that they had internalized

the information and had a copy of the handout of the slideshow.

I began by eliminating unnecessary details of timelines (like the description of every

single day activities that did not have meaning or value to NautiCast. I then pursued the

strategy of selecting the proper medium to convey all these timelines and merge them

organically for the learner.

I decided to utilize a Planner format because it allowed me to place content description

and had a friendly block format that could be used for the calendar portion of the data

sets. In similar fashion to what a conference schedule works, I then began the process of

incorporating the data in a single timeline stream in an MS Word document. After this

data was compiled, I then began reducing the text blocks by creating a consistent tone to

the text. This reduced the amount of text significantly which then allowed me to export

this MS Word document into a Publisher template for which I chose a two column based

document that would allow for easy read of blocks of text.

Once each block of text was outlined continuously, I realized that it would make more

sense to cluster the events of each port within to adjacent pages and nothing more.

Streamlining the content to two pages allowed me to organically and systematically give

consistency to the whole document while in itself making an interface that was easy for

the learner.

It didn’t make a lot of sense just to begin the document with the breakdown by days and

activities. Instead, I wrote a full page description of the program, the project, who was

involved and what the responsibilities of each actor was. In the adjacent page I then

inserted a map of the travel route of The Scholar Ship and a break down of the ports of

call with the matching dates. Having little text in this page allowed me to break from a

narrative based document to a more streamlined style of writing that was the calendar

breakdown by country.

At this point I have 22 pages that are intended to be printed in duplex mode. This means

that we have 11 pieces of paper. This consideration mirrors the need for an easy to read

document that is also a light information package and that stands on itself as a

convergence of different timelines.

The document breaks down as follows:

• Page 1: Front page with The Scholar Ship logo, COEHS logo and WIU

logo to reflect the sum of the involved parties into NautiCast. The cover is

simple and the graphics are of equal size.

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• Page 2: (back cover): Includes description of the program, parties involved

and outline of responsibilities stated at this time of the project.

• Page 3: Map of the route of The Scholar Ship with the ports of call and the

dates that the ship will be at each port.

• Page 4 & 5: Greece

• Page 5 & 6: Portugal

• Page 7 & 8: Panama

• Page 9 & 10: Ecuador

• Page 11 & 12: French Polynesia (Papeete)

• Page 13 & 14: New Zealand

• Page 15 & 16: Australia

• Page 17 & 18: China (Shanghai, Beijing & Hong Kong)

• Page 19 & 20: Debarkation & closing days activities.

• Page 21: (Back page) Outline of the ports of call, contact information and

return information.

At this point the document has all the timelines included and the Visual Literacy

components are outlined within the breakdown (with particular attention to make all data

for each country fit within two pages).

Data spacing is consistently done in two columns. Prominently odd-numbered pages have

blocks of text with descriptions of each activity and these descriptions may ‘bleed’ over

to the even-numbered pages with variable space that would mostly be used for

handwritten annotations. These handwritten annotations are allocated by adding outlines

for text to be written in double spaced format to make it easier on the user to write with

ample space between lines to type larger text if it is so desired.

Once all the formatting has been structured and verified that is consistent page-to-page

and country-to-country I realized that at times there was simply a lot of space left for

hand written notes while in some countries there was barely 10 lines to write.

It occurred to me to include leadership quotes in each country to set a theme for the week

in that country and to soften the calendar layout. I also decided to include a picture next

to each quote to soften the text and locate it generally towards the right margin of the

even-numbered pages so that when the document was opened, the image was really

laying towards the middle of the whole layout. Beneath each quote I then inserted a thin

hairline which also solved a subtle design problem that I had before: too much white /

blank space from the first line of text to the header of the page.

After the quotes where inserted I then decided to print a draft and make sure that all the

margins fit within the discrete printing outlines of the printer. It is important to do this as

there may be a difference between the margin location in the software and the actual

margin that the printer will use.

Once the draft was proof read, I decided to accentuate the differences within each section

by using 4 font types as follows: One for the country name (in red), one for the quote

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(black and bold), one for the scheduling of items in the calendar sections (alternating in

black and gray to make it easier to distinguish paragraphs) and finally another font type

for the sub headers that outlined each section (in light green).

In all the decision to make subtle changes to each font type greatly enhanced the

instructional purpose of each section as well as provided great visual literacy.

Finally I saved a copy in a backup disc, I emailed myself a copy of the searchable PDF

file and then e-mailed the finalized file to the Assistant Dean of COEHS while making

sure that we both had the same file version.

Achieved Outcomes

This project was completed and submitted to the intended audience before embarkation in

August of 2007. The document was electronically submitted as a searchable borderless

PDF file so that it could subsequently printed in the manner that it was intended.

The Voyage Planner & Agenda was fundamental to the success of the programming

being conducted onboard The Scholar Ship as well as serving as a reference point for

project management and status reporting from the ship and the ports of call to the

Assistant Dean of COEHS in WIU.

Please refer to Appendix 3 in this document to see the Voyage Planner & Agenda.

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Conclusions

When I look back to the past two years, the three most significant lessons I have learned

are that the Instructional Designer I want to become must live and work in a highly

stimulating intercultural community (I do appreciate having a desk at a possible job, but I

do not see myself there all the time. This might change in the future, but for now, it is not

in my vision of self), an inherent sense of stamina to embrace the world and a very

important need of being empty on expectations and willing to embrace uncertainty in all

possible ways.

The time I had the honor to be an IDT student was invested in establishing trust and

creating a network of diverse colleagues who are specialized in different facets of

Instructional Design. Growth comes in unexpected ways and I was pleased to have met

faculty and staff in carrying latitudes, modalities of learning and interaction as well as

variety of countries that provided that necessary intercultural lens and shift of paradigms.

I believe that the best leaders in Education are those that step back and understand their

learners first, they are the ones who should ultimately shine and grow through the

knowledge and experiential learning opportunities that we merely facilitate. No one

should be in the position of “filing the shoes” of someone else, but be allowed to grow,

change and challenge their environment with the guidance of the legacy of the

experiences of leaders past them.

We have a unique challenge that transcends its legacy past our very lives. Biography is

not destiny, yet it most not be overlooked in the juvenile spirit of setting our own path of

life. We live in a world and are all interconnected. In the web of life we must find not

only our path, but our pace and learn to find people to lean on to enrich our life

experiences.

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Appendix A

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Appendix A: Project #1 – NautiCast: A Higher Education Podcast.

Access Instructions:

On the provided DVD-ROM a sample set of NautiCast documentation is provided for

compliance with the IDT portfolio. The complete project podcasts are available for

subscription and download through WIU”s podcasting service at:

http://deimos.apple.com/WebObjects/Core.woa/Browse/wiu.edu.1445063868.014450638

71

Note:

Audio and video podcasts require Apple’s iTunes 8 software for subscription, download,

playback and for accessing iTunes U.

Operating Requirements: Either Mac OS X 10.4 (or newer) or Microsoft Windows XP

Operating System (Service Pack 2 or better).

NautiCast files on DVD:

Please follow the next steps to access the content:

• Load the DVD on the DVD-ROM drive.

• Open a window to show the contents of the DVD

• Look for the NautiCast folder in the root directory and open its contents.

• Folder index:

1- “Documentation” Contains the documentation

2- “Artwork” Contains source images, artwork source files,

3- “Source” Sample GarageBand audio recordings as well as any

other audio/video source files used.

In the following pages I have attached screenshots of the iTunes U interface for

NautiCast.

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Appendix : Project #1 – Screen Captures of “NautiCast” on iTunes U

The development of NautiCast was conceived on four core tracks. These tracks

eventually became accessible and transparent to the end learner via WIU @ iTunes U.

“About TSS” - Garner information on the program, report on the experiential

learning components, etc. (Very short video clips that contained the necessary

information, generally focused on answering a single question).

“NautiCast” – The core podcast for Higher Education that contained media

sourced through a variety of programming activities. (Mostly recorded on audio

as each episode was close to 60 minutes in length).

“Sights and Sounds” – A podcast that showcased the places that we visited,

while not necessarily containing a narration. (Particularly helpful for showcasing

certain habitats or indigenous communities while allowing the teacher/ facilitator

lead the discussion of a topic).

“Podcasting Club” - Organized as part of programming activities I made, a

group of students, faculty and staff generated content of their own. This was very

helpful as it allowed me to provide a level of insight into instruction design to

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people while content was generally used for in-course assignments or port

activities highlight.

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Appendix B

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Appendix B: Project #2

Slideshow.


On the provided DVD-ROM I have attached the Slideshow as a PDF, PPT and

QuickTime Movie.

Note:

A variety of software can be used to view the Slideshow:

PDF - Adobe Acrobat or a PDF viewer is needed to open this file.

- You may download “Adobe Acrobat Reader” in www.adobe.com for either

Mac or PC.

Quicktime Movie - An interactive movie has been created for the slideshow. To open

this movie it is required that you have Apple QuickTime Software.

- You may download “Apple QuickTime” at apple.com/quicktime/

for either Mac or PC.

PPT - A Microsoft PowerPoint Compatible file has also been created and provided in

the DVD. You will need Microsoft PowerPoint 1997 (or newer) wich comes as

part of the Microsoft Office Suite for either Mac or PC.



File on DVD:




• Look for the “slideshow” folder in the root directory and open its contents.

Now:

- Open the file titled “tss.pdf” if you want to view as a PDF.

- Open the file titled “tss.ppt” if you want to open in MS PowerPoint.

- Open the file titled “tss.mov” if you want to view it in QuickTime.

Preview:

In the following pages I have attached a copy of the TSS Slideshow.

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Appendix C

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Appendix C: Project #3 – Voyage Agenda for planning session.


On the provided DVD-ROM I have attached the Planner/Agenda PDF file for the IDT

portfolio.

Note:

Adobe Acrobat or a PDF viewer is needed to open this file. You may download “Adobe

Acrobat Reader” in www.adobe.com for either Mac, PC.



File on DVD:




• Look for the “Planner” folder in the root directory and open its contents.

Now open the file titled “tss_planner_s07.pdf”

Preview:

In the following pages I have attached a copy of the Planner.

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Appendix C: Project #1 – Core topics & Colleges

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Appendix D: RESUME

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Arturo Pelayo global media alchemist [email protected] linkedin.com/in/arturopelayo

Profile

Fluent in English, Spanish and with advanced German & French, I am passionate about

interconnecting people by providing them tailored and interactive e-learning solutions in

multi-cultural environments.

Experience

Instructional Designer, Western Illinois Univ.; Macomb, IL - 2006-08

Delivered academic and social outreach projects with the United Nations in Ecuador and

several projects in Portugal, Panama, New Zealand, Australia and the People's Republic of

China. Podcasting initiatives are available on Apple’s iTunes U Service.

Systems Engineer Co-Op, Siemens; Hoffman Estates, IL - 2005-06 Worked in

Research and Development of next-generation multi-modality medical equipment with a

focus on image quality, system integration, reliability and overall efficiency.

eLearning Solutions Assistant, CAIT; Macomb, IL - 2000-2005

Participated in K12 and Higher Education satellite education solutions as lead provider,

production assistant and database developer.

Education

Western Illinois University, Macomb, IL - Master, Instructional Design, 2008

The Scholar Ship, Ocean Going - Certificate in International Communications, 2007

Western Illinois University, Macomb, Illinois - Bachelor of Science in Physics, 2005

Technische Universität München, Munich, Germany - Intercultural Leadership, 2001

Skills

Development of global podcasting solutions. Tech savvy with self-reliant passion for field

and hands-on problem analysis through entrepreneurship and planning. Experienced social

networking community manager.

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Appendix E: Defense Presentation

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Appendix E: Defense Presentation

The Department Clearance form is in file in the Instructional Design Department.

Attached in the next several pages is a screenshot of the Defense Presentation Slideshow.

Please see the “Read Me” section for instructions on how to locate and playback the file

in Adobe Flash, Apple Keynote, Apple QuickTime Interactive Movie, or other formats.

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Envision. Invent. Inspire.

!"#$%&'$()$"*+'+,-+"-()*+-.$/"#%+-+,&+*"012

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Getting started.

This presentation is designed for the IDT 603 -Portfolio class

requirements

This presentation provides information about an annotated project

that takes knowledge of IDT courses taken between June 2006 and

May 2008.

To navigate within this slideshow, use the following buttons:

( home / topic selection) ( previous slide ) ( next slide )

[ H ] [>][<]

[ H ] [>][<]

You may proceed through the annotated projects in numerical order or randomly access

them through the main menu.!

Topic selection:

ANNOTATED PROJECTS:

[ NautiCast: A Higher Education Podcasting Series ]

Reflections of IDT Experience.

Closing Reflections.

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the IDT experience.

[ H ] [>][<]

[ H ] [>][<]

prior technology

experience

goals for program

[ H ] [>][<]

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[ H ] [>][<]

IDT course highlight.

[ H ] [>][<]

annotated projects.

[ H ] [>][<]

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knowledge base

[ H ] [>][<]

idt courses that helped get there:

> management

> visual literacy

> foundations & principles

> video production

[ H ] [>][<]

NautiCast “tracks”

> about tss

> NautiCast

> sights & sounds

> podcasting club

[ H ] [>][<]

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Each has been uploaded in

iTunesU and an RSS feed is

available.

[ H ] [>][<]

[ H ] [>][<]

[ H ] [>][<]

demo

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RPTA

Darien Jungle Expedition;

The Rain Forest preservation;

TSSRI Malaria Barcoding;

Global Warming research;

+18,000 pictures for digital archive

[ H ] [>][<]

EIS

- Conflict Studies, International Relations;

- Correa’s Ecuador & Freedom of Press

- Cultural Kaleidoscope

- Islam Panel

- Panama & the Canal

- Human Geography

- The Third Person effect

- Hunger Banquet simulations

[ H ] [>][<]

Common use:

- Personal visioning workshop

- Personal leadership

- Global citizenship

- 1:1 interviews with faculty, staff regarding

onboard life.

- Re-entry & culture shock

- Instructional Design & International

Education

[ H ] [>][<]

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knowledge base

[ H ] [>][<]

closing reflections.

[ H ] [>][<]

[ H ] [>][<]

plans for the future

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[ H ] [>][<]

the end ?

suggestions

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Read Me File

The DVD-ROM contains the documents and files for the IDT portfolio. The project

podcasts are available for subscription and download through WIU”s podcasting service

at:

http://deimos.apple.com/WebObjects/Core.woa/Browse/wiu.edu.1445063868.014450638

71

Note: iTunes 8 is required for accessing iTunes U as well as downloading the materials.

A copy of the defense slideshow is also available on the DVD-ROM.

Operating Requirements: Either Mac or Windows Operating System, Microsoft Word or

Apple Pages, Microsoft PowerPoint or Apple Keynote; Slideshow file will run in

PowerPoint, Keynote or Adobe Flash.

The files will run on any computer with Windows XP or Mac OS X (10.5) operating

systems and a DVD-ROM drive. Audio and video podcasts require Apple’s iTunes

software for playback.

Folders and Files on DVD: Below is a list of rest of the files and folders found on this

DVD.

Read Me File (within the “readme” folder)

Portfolio Report Documentation (within the “idt503 – portfolio pdf” folder).

Defense Presentation File:

1. Start this presentation by simply double clicking the file of your choice:

MS PowerPoint, Apple Keynote, Apple QuickTime Interactive Movie or

Adobe Flash Interactive Presentation found on this DVD.

2. Open the presentation titled “Defense Presentation”. Click on the Slide

Show menu and then View Slide Show to run the PowerPoint

presentation. This presentation contains a title slide, introduction, projects

represented by courses, and a demonstration of the projects. After viewing

the “Demonstration of Projects” slide, click on the blue button found on

the left of each bulleted item to active the hyperlinks.

instructional design portfolio

Design

project annotation

project description

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appendix c

appendix e

appendix d

appendix b

appendix items