Instructional Design
"Perfection is neither a goal nor an option in design."
"Designers must make instruction inspiring and memorable."
“Various perspectives can be true at once; the difference may lie in which ones are the most helpful.”
- quotes from Patricia Smith and Tillman Ragan's book Instructional Design (2005)
Using the above as guiding principles, I view the instrucional design process as a non-linear process of constant revision and improvement. My current focus is on creating hands on, student centered and real life situation based EFL instruction that builds confidence, promotes participation and increases the motivation to continue learning. Although I view a student centric model as most effective, I work to incorporate and employ a variety of perspectives when considering a design, such as Vygotsky's theory of scaffolding and Piaget's stages of cognition.
Visual Model of Instructional Design
Click here (or click the gear) to view a short animation about the process of instructional design.
The design process is a constant evolution involving analysis, development and evaluation.
Music and Diversity EFL Workshop: Listen to Your Heart
This workshop was designed for Freshman English Students at Kyunpook National University in Daegu, South Korea. The 5 day workshop focuses on using music as a tool to improve English listening and speaking skills as well as a platform for building tolerance and acceptance of diversity and multiculturalism.
Academic English
I recently led a team in designing course objectives, assignments and all assessments for a new English program at Kyungpook National University. The course is based on a textbook chosen by the university administration. The structure of the course was designed by myself and small team from the English teaching staff. The course focuses on building public speaking and presentation skills.
Click here for examples of assessment designs.
Success in English: Find Your Passion, Achieve Your Goals
This course was developed for and implemented with Undeclared Major freshman students at Kyungpook National University in Daegu, South Korea. The 4 week course was a prerequisite for entering a study abroad program. I was given freedom to develop the course as I saw fit but also had to fit within certain parameters set by the administration. The design process was very short due to time constraints. I competed with my coworkers for the opportunity to implement my course which was one of 6 that were chosen.
Freshman English Program
Learning Contract
As a way to put the learning in the hands of the learners, this project was designed and implemented into my Freshman English courses at Kyungpook National University in Daegu, South Korea. The goal was to empower students to direct and individualize their own learning and encourage them to continue learning outside of the classroom using the most effective method for each of them.
Freshman English 1
Final Project: Inventions to Change the World
This project was developed as an alternative to an already established final project format used at Kyungpook National University in Daegu, South Korea. The new format requires students to think critically while demonstrating a variety of English and social skills. The project offers students a chance to utilize their creativity, direct the project towards their own interests and contemplate world issues with the goal of creating positive change.
Freshman English 2
Final Project: The Best Job in the World
This project was developed as an alternative to an already established final project format used at Kyungpook National University in Daegu, South Korea. The design of this project was influenced by a real-world marketing campaign to promote tourism in Queensland, Australia held in 2009. This project places learners in a real-world setting and requires them to engage in a variety of activities that promote teamwork and English development.
