Bridging Cyber Operations and Instructional Design to Build the Next Generation of Digital Learners.
Projects
Each project reflects my commitment to mission-ready learning—where instructional theory meets operational impact.
Research Development Paper
Cybersecurity in Education: Safeguarding the Future of Learning
LINK TO DOCUMENT
​Project Background​
Education research emphasizes the increasing importance of cybersecurity awareness and the necessity for robust infrastructure in digital learning environments. As institutions increasingly depend on Learning Management Systems (LMS) and online platforms, safeguarding sensitive student and institutional data has become a top priority. This project investigates the intersection of cybersecurity and education, examines current challenges, and proposes strategies to create secure, ethical, and inclusive digital learning ecosystems.
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Project Goal and Final Product
The final deliverable was a detailed research paper that synthesized findings from seven peer-reviewed sources, identified gaps, and offered evidence-based recommendations for improving cybersecurity awareness and policy implementation in educational institutions.
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Role and Contributions
As the researcher and author, I:
I conducted a systematic literature review to identify emerging cybersecurity threats in the field of education. I synthesized the key findings into three thematic sections: (1) fostering a culture of cybersecurity awareness, (2) establishing robust cybersecurity infrastructures, and (3) meeting ethical and legal obligations for data protection. Additionally, I formulated research questions focusing on standardization, inclusivity, and legal frameworks to guide future exploration.
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Design Process
Needs Assessment: Identified gaps in cybersecurity practices and awareness across various educational levels, from K-12 to higher education.
Tools and Technologies:
Utilized Microsoft Word and BGSU's digital library databases for compiling research.
Limitations:
Strict deadlines and limited access to real-world data on educational cybersecurity implementations restricted the study to findings based on literature.
Outcome:
Produced a 10-page research synthesis that demonstrates mastery of academic research methodology, adherence to APA formatting, and integration of educational technology.
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Impact and Reflection
The paper improved my ability to connect cybersecurity best practices with instructional design and digital ethics. It also impacted my later coursework in digital learning theory and course development, emphasizing user safety, privacy, and compliance with FERPA and GDPR standards.
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Scenario / Project Background
Apply advanced multimedia design principles and instructional strategies to tackle a real-world cybersecurity challenge. This scenario aims to improve employees' ability to protect Personally Identifiable Information (PII) in their daily work environments. Since many cyber incidents occur due to human error, the project's goal is to create an engaging and interactive learning experience that transforms traditional compliance training into a practical, decision-based simulation.
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Project Goal and Final Product
The objective of the Safeguard PII module was to enhance cybersecurity awareness through realistic, scenario-based learning (SBL). The final product is an interactive Rise 360 e-learning module that allows learners to navigate branching decision paths to identify phishing attempts, secure sensitive data, and respond to cyber threats. By incorporating narrative storytelling and multimedia elements, the course enables learners to experience the consequences of their actions in a controlled, risk-free environment.
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Role and Contributions
As the Instructional Designer and Multimedia Developer, I:
Conducted a needs assessment to identify gaps in cybersecurity awareness.
Designed storyboards, flowcharts, and branching scenarios in line with Clark & Mayer's (2012) SBL framework.
Applied Allen's (2016) e-learning design principles to enhance engagement and retention.
Built and published the final module using Articulate Rise 360, ensuring compatibility with standard LMS environments such as DoD myLearning.
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Design Process
Needs Assessment: Identified common vulnerabilities related to Personally Identifiable Information (PII), primarily caused by phishing, inadequate data handling, and remote work practices.
Technologies Used: Utilized Articulate Rise 360 for module development, Adobe Illustrator for visuals, and PDF flowcharts for storyboarding.
Authoring Tools / Learning Management System (LMS): Developed a SCORM-compliant course using Rise 360, designed for deployment on myLearning or similar LMS platforms.
Limitations: Due to time constraints, full-scale user testing was not possible. However, prototype evaluations confirmed the effectiveness of interactivity and the clarity of content.
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Instructional Design Framework
The project incorporated three core instructional strategies:
Context-Driven Learning: Learners tackle authentic cybersecurity challenges that are rooted in realistic work environments.
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Consequence-Driven Learning: Each decision leads to immediate outcomes, emphasizing the importance of practicing safe digital behavior.
Engagement Through Storytelling: A branching narrative features workplace characters, such as IT support and managers, to enhance relevance and immersion.
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Impact and Reflection
The Safeguard PII module showcases my capability to design engaging, multimedia-rich e-learning that effectively combines instructional design with cybersecurity awareness. It demonstrates the following:
Proficiency in scenario-based learning, multimedia integration, and visual storytelling.
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Application of research-supported instructional strategies developed by experts such as Clark, Mayer, and Allen.
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Expertise in creating SCORM-compliant, interactive training suited for both government and corporate learning environments.
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Through this project, I learned how multimedia design and instructional theory come together to create engaging, high-impact training experiences that enhance real-world cybersecurity behaviors and decision-making.
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Scenario / Project Background
I explored how emerging multimedia, networked technologies, and online learning environments are transforming the ways in which people learn, how instructional materials are designed, and how assessments are conducted. The project involved creating a screencast along with a supporting document to demonstrate my understanding of digital learning theories, such as connectivism, constructivism, and cognitivism, and to apply these theories to a realistic instructional context.
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Project Goal & Final Product
Goal: To clarify how modern digital-learning theories inform the design of online and hybrid instruction, and demonstrate my capability to apply theory into practical instructional recommendations and multimedia resources.
Final product: A screencast walkthrough that illustrates key learning theories in digital contexts, along with a companion document outlining the theories, mapping them to design implications, and proposing how these implications might manifest in a multimedia learning environment.
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Role & Contributions
As the sole designer/developer for this artifact
I researched and selected relevant digital learning theories, including connectivism, social constructivism, and cognitivism, and connected them with current technological trends. I designed and recorded a screencast using Loom to explain the theories and their implications for design. Additionally, I created an instructional document in Google Docs that includes summaries of the theories, tables of design implications, and real-world application scenarios. I anchored my explanation in my background in military cyber operations and instructional design, emphasizing how digital learning theories can inform training in cyber and military IT settings.
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Design Process
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Needs assessment: Considered the gap between traditional face-to-face training and networked/digital environments (remote, hybrid, asynchronous) in military/IT settings.
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Technologies used: Loom for screencast capture; Google Docs for documentation; PPT/slide visuals within screencast.
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Limitations: Time and access to live metrics or deployment data; the scope was conceptual rather than full deployment.
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Development steps:
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Select theories relevant to digital learning.
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Draft document mapping theory → design implications → application.
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Develop screencast storyboard, record, edit.
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Finalize assets and link in the portfolio.
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Impact & Reflection
This artifact showcases my ability to connect theory and practice. As an instructional designer with a background in IT and the military, I can interpret digital learning theories and explain how they influence my design decisions for learning systems and cyber training. It highlights my ability to adapt to technology-driven learning environments, think critically about how learning happens in digital contexts, and create instructional materials that are tailored for hybrid and asynchronous training models.
Outdoor Learning Through Pokémon Go
Visual Artifact: Outdoor Learning Through Pokémon Go Poster
Reflective Paper: LINK
Scenario / Project Background
I explored how mobile games can enhance physical activity, social connection, and educational engagement. Using Pokémon Go as a case study, the analysis connected personal experience with theoretical frameworks from Schell’s The Art of Game Design (2019) and research on gamified learning (Zhou, 2024; Gao et al., 2020).
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The accompanying poster visually captures how gameplay evolved from daily routines to collaborative adventures that inspired movement, teamwork, and reflection—demonstrating the educational power of immersive game design.
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Project Goal and Final Product
The objective of this project was to explore how augmented reality (AR) gaming enhances cognitive, physical, and social learning.
The final deliverables included:
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1. A reflective paper analyzing the physical, social, and educational impacts of playing Pokémon Go, supported by scholarly sources.
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2. A visual poster that illustrates the learning journey through images, highlighting themes of exploration, teamwork, and learning through play.
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These elements demonstrate how game-based mechanics can transform everyday activities into meaningful, learner-centered experiences.
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Role and Contributions
As a researcher, designer, and content creator, I performed the following tasks:
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Collected and synthesized scholarly research on gamification and mobile learning.
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Documented my personal gameplay data and reflections to connect theory with lived experience.
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Designed an infographic-style poster to visualize outcomes across physical, social, and educational domains.
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Mapped game mechanics such as rewards, exploration, and collaboration to principles of motivation, engagement, and experiential learning.
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Design Process
Needs Assessment: Identified opportunities for integrating traditional physical education with digital learning through augmented reality (AR) games.
Technologies Used: Employed Microsoft Word and Canva for poster design, along with a mobile AR interface for data collection.
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Limitations: The study was based on a small, self-reported data sample and emphasized reflective analysis rather than empirical testing.
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Instructional Design Framework
Based on the works of Schell (2019) and Zhou (2024), the project highlights the following key concepts:
Engagement and Exploration: Learning that is driven by curiosity and the desire to discover.
Social Learning: Collaborative efforts in the real world, achieved through shared goals and community events.
Intrinsic Motivation: Immediate feedback and achievement cycles that help maintain interest.
Learning through Play: A holistic approach that integrates cognitive, emotional, and physical learning outcomes.
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Impact and Reflection
This project highlighted how augmented reality (AR) games, such as Pokémon Go, foster authentic learning environments that seamlessly blend enjoyment, physical activity, and education. It reinforced several key points:
Game-based learning can encourage active and meaningful participation beyond just screen time.
The integration of storytelling, exploration, and collaboration enhances both engagement and information retention.
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Gamified systems can be utilized to design future educational simulations and cyber-training modules relevant to my work in instructional design and military training.
By transforming a popular game into a study of educational design, this project demonstrates the creative and analytical thinking essential for effective instructional design.
Applying Merrill's First Principles in Military IT Training
Link: View Prezi Presentation
Supporting Document: LINK
Scenario / Project Background
This project demonstrates how instructional design theory can be effectively communicated through multimedia presentations. I chose to focus on Merrill's First Principles of Instruction—problem-centered learning, activation, demonstration, application, and integration—by applying them to real-world continuous learning challenges within a military information technology (IT) environment.
The aim was to create a clear and engaging presentation that educates while modeling good design practices using professional multimedia principles.
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Project Goal and Final Product
The goal of this project was to design and deliver an engaging presentation that:
Explained Merrill's principles in the context of continuous learning within cyber and communications units.
Illustrated how these principles can directly improve IT training outcomes in the military.
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Applied multimedia design and presentation strategies (Reynolds, 2011; ShiftLearning, n.d.) to ensure clarity, visual appeal, and cognitive effectiveness.
The final deliverable was a Prezi presentation accompanied by a narrated script. This presentation integrated visuals, minimal on-screen text, and purposeful pacing to maintain focus on the spoken message.
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Role and Contributions
As the designer, speaker, and instructional strategist,
I developed a comprehensive presentation script that connects Merrill's theory to real-life examples from my 23-year career in Air Force IT.
I designed the Prezi presentation using Reynolds' Presentation Zen principles—simplicity, focus, and storytelling—aiming to reduce clutter and enhance audience engagement.
I also applied ShiftLearning's Graphic Design Tips for Accidental Instructional Designers, which include:
- Minimizing clutter by prioritizing verbal delivery over excessive text.
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- Selecting readable fonts and ensuring strong contrast (white text on a black background) for better accessibility.
During the presentation, I delivered concise narration that emphasized real-world relevance and instructional application.
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Design Process
Needs Assessment: Identified the gap between formal military technical training and the need for ongoing, adaptive learning in rapidly changing IT environments.
Tools and Technologies: Used Prezi Next for visual storytelling, Microsoft Word for scripting, and consulted academic sources for citation support.
Limitations: Time constraints limited the ability to layer advanced animations; therefore, the focus remained on delivering clear concepts effectively.
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Instructional Design Framework
The project exemplified the instructional design framework outlined by Merrill (2002) and Merrill et al. (2008) in the following ways:
1. It framed training as problem-centered learning, focusing on real challenges related to IT integration.
2. It activated prior experiences to help learners connect new systems with their existing knowledge.
3. It demonstrated and applied skills through controlled, sandbox-style training environments.
4. It encouraged integration and reflection through debrief sessions and after-action reports.
These design elements reflect the same principles taught in the presentation, reinforcing the connection between content and design execution.
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Impact and Reflection
This artifact demonstrates my ability to integrate instructional theory, multimedia communication, and professional presentation design. It illustrates my skills in the following areas:
- Simplifying complex instructional theories for practical application.
- Utilizing multimedia and visual design to enhance cognitive processing and engage the audience.
- Exhibiting leadership in instructional communication by connecting theory to real-world military learning environments.
Ultimately, this project reinforced my conviction that effective instructional design extends beyond merely teaching content; it focuses on creating clear, engaging, and memorable learning experiences that foster lasting understanding and application.
