Empowering Diverse Learning Experiences
Multi-lingual Learning & Instructional Design
Profile
An MSc in Learning Design & Technology and Board-Certified Cognitive Specialist focused on the neuroscience of education and professional training with over 10 years of experience in program management, eLearning, synchronous and asynchronous instructional design, training, and team leadership across diverse industries.
Highly skilled in needs assessment, performance analysis, and iterative improvement, with a strong focus on collaborating with subject matter experts (SMEs), identifying skill gaps, and engaging stakeholders to drive meaningful outcomes.
Brings a global perspective with extensive experience living, working and team collaborating in the U.S., Canada, Europe, Middle East, Asia and Africa.
Multilingual: English (native), French (fluent B2), Spanish (Intermediate)
Curriculum Vitae
Education
Master of Science in Learning Design and Technology at the University of Maryland Global Campus (UMGC), with a focus on developing learning content and training programs that support professional and academic advancement for diverse learners, professional training in the workplace, and language learning.
Previously earned a Bachelor of Science in Business Healthcare Management from UMGC, with a minor in Psychology, concentrating on business management in healthcare, epidemiological management, policies, ethics, compliance, research & data analysis, internal & external stakeholder management.
Additionally have an ASc in Architecture and Residential Construction Design, along with certifications and professional credits in the areas of Neuroscience in Learning Design, Child & Adolescent Psychology as it relates to students with learning challenges. Also certified Lean Six Sigma and Google Data Analytics.
Skills
I am recognized for excellent problem-solving, analytical, and communication skills, with expert-level proficiency in Excel, Microsoft Office, multiple Learning Management Systems (LMS), and SCORM standards. Highly experienced in a wide range of learning authoring tools, including Articulate, H5P and AI-powered technologies. Also proficient in AutoCAD and numerous other software applications, with a strong ability to quickly adapt to new tools and systems.
I regularly employ Bloom's Taxonomy to develop learning objectives. These are hierarchal classifications of intellectual behavior that are essential to both learning and assessment. The cognitive domains are categorized according to complexity, and can help in designing and reflecting on training and instructional design.
Info graphics & Job Aids
Learning Theories & Models
Constructivism
John Keller's ARC
Constructivism
What is the best way to explain to someone how to make a cake? Providing them with written instructions or having them help you make it together?
Constructivism is basically that - encouraging active participation to be engaged in the construction of knowledge rather than just the passive act of reading or watching.
Constructivism can gre
What is the best way to explain to someone how to make a cake? Providing them with written instructions or having them help you make it together?
Constructivism is basically that - encouraging active participation to be engaged in the construction of knowledge rather than just the passive act of reading or watching.
Constructivism can greatly impact instructional design by emphasizing on the learner and their active participation, which then leads to increased motivation through a sense of purpose. Their learning is reinforced through relevant experiences, fostering ownership and deeper comprehension and engagement.
Andragogy
John Keller's ARC
Constructivism
Andragogy is based on the humanistic assumptions that adults are self-directed, motivated and autonomous learners and teachers are merely facilitators of knowledge. This theory has many implications for adult learners, including improved career prospects, increased knowledge retention, and a lifelong learning mindset. Because adults typic
Andragogy is based on the humanistic assumptions that adults are self-directed, motivated and autonomous learners and teachers are merely facilitators of knowledge. This theory has many implications for adult learners, including improved career prospects, increased knowledge retention, and a lifelong learning mindset. Because adults typically want to learn with a goal in mind relative to their personal or professional life, it helps to promote problem-solving and skill development while networking in adult learning environments.
I also employee the ADDIE (Analysis, Design, Development, Implement & Evaluate) framework and the Understanding by Design (UbD) model takes a backwards approach to traditional instruction design methods.
John Keller's ARC
John Keller's ARC
John Keller's ARC
Developed nearly 50 years after the original constructivist theory originators in 1983, John Keller's ARCS Model of Motivation promotes and sustains motivation during the process of learning development:
1. Attention through perceptual arousal, active participation, variability, humor and other methods.
2. Relevance to increase motivation
Developed nearly 50 years after the original constructivist theory originators in 1983, John Keller's ARCS Model of Motivation promotes and sustains motivation during the process of learning development:
1. Attention through perceptual arousal, active participation, variability, humor and other methods.
2. Relevance to increase motivation by relating learning with experience, worth, usefulness and matching.
3. Build Confidence to improve success by providing requirements, objectives, meaningful progress and feedback so the learner feels some degree of control.
4. Ensure Satisfaction so the experience is rewarding and that the knowledge learned is useful and beneficial.
Scaffolding
John Keller's ARC
John Keller's ARC
Vygotsky's and Bruner's Zone of Proximal Development (ZPD), developed in the late 1920's represents the gap between what one can learn independently vs. learning with help. This is illustrated by scaffolding, as a temporary support provide for knowledge development to aid in completing tasks and the eventual reduction of this support to d
Vygotsky's and Bruner's Zone of Proximal Development (ZPD), developed in the late 1920's represents the gap between what one can learn independently vs. learning with help. This is illustrated by scaffolding, as a temporary support provide for knowledge development to aid in completing tasks and the eventual reduction of this support to develop independence.
Scaffolding is essential in the constructivism framework for educators to provide appropriate and adequate support for learners so they can develop self-directed methods of learning.