Letters of Recommendation
“I have witnessed firsthand Heather's exceptional ability to design, structure, and align content to meet diverse learning objectives and classroom needs. She demonstrates a deep understanding of instructional design principles, ensuring that every component of the module she created was educationally sound and engaging.”
-David O’Neal, 5th Grade Teacher
“Her skills in designing e-learning experiences for adults are particularly noteworthy. Heather has a remarkable talent for developing learning opportunities that replicate real-world applications, making them immediately relevant and engaging.”
-Nathan Gray, Assistant Superintendent
WGU Master of Education in Educational Technology and Instruction Design Program
D302 Implementing and Evaluating E-Learning Solutions
“You did a great job assembling your capstone report by including an abstract and discussing the module titled "Designing Purposeful Digital Instruction: A Design-Based Research Study of an E-Learning Module for Experienced Upper-Elementary Educators." Congratulations on completing your Capstone Project!”
“You appropriately discussed refining the module by programming mandatory knowledge checks, embedding reflective journals directly in the module, incorporating additional modeled examples and guided instructional activities, and adding additional reflective prompts.”
“You dutifully shared four refinements by recommending embedding a structured baseline reflection, implementing a delayed post-implementation reflection, programming knowledge checks as mandatory, and embedding the reflective journal form within the module’s Tools section. You did a great job highlighting one significant potential bias by citing social desirability bias.”
D301 Developing an E-Learning Solution and Research Methodology
“You comprehensively present a justification for Solution 3, where you effectively detail the justification based on the technology, advantages, challenges, and theoretical alignment. Nice work!”
“You did a great job describing the formative and summative assessments that will be used in the e-learning module by discussing how embedded knowledge checks, flip cards, scenario-based prompts, and guided reflection activities, along with journaling and the final assignment, align with your research questions.”
“You successfully focused the qualitative data collection methods in the study with teachers by using two targeted instruments: the end-of-course survey and the embedded reflection prompts.”
D300 Identifying Learner Needs and a Research Problem
“You clearly developed an empathy map by describing a veteran elementary educator who possesses strong curriculum knowledge and classroom management strategies. You also properly identified an instructional problem when you stated that teachers struggle with effective digital tool integration into their classrooms.”
“Your submission capably presents two feasible research questions, supported by the aligned purpose of the module for teachers learning about instructional strategies for Google Classroom integration.”
“Your submission capably presents a well-developed literature review through the introduction and themes, supported by a thorough set of scholarly sources. “
D299 Learning Experience Design Lab
“As evidenced by describing the elementary teacher learners and focusing on helping teachers design practical lessons using the three stages of the Backwards Design framework, you clearly identified the e-learning goal of the modules. You did a great job utilizing NearPod as the design tool and effectively incorporated YouTube multimedia videos on Backward Design.”
“You did a great job providing actionable ideas for improvement in each of your three reviews and across all standards categories, as evidenced, for example, by your suggestion to ensure image fit in Category #3 of your Review #3.”
“You've effectively characterized the processes used to analyze the data from three peer reviews by noting that you applied descriptive statistics to the numerical ratings and categorization to the qualitative remarks. Nice work.”
D298 Adult E-Learning Solutions
“You appropriately detail a conclusion of the presentation, noting that understanding the challenges that adult learners face in an eLearning environment allows designers to make courses accessible.”
“You skillfully plan an e-learning experience about targeted instruction and build a quality mockup as it aptly aligns with SUNY Online Course Quality Review (OSCQR) standards, such as including design elements for peer-to-peer engagement and collaboration using GroupMe.”
“You did an excellent job analyzing data to determine the impact of e-learning on adult learners by inferring a completion equity gap for older adult learners aged 40 and above, and course assessments disconnected from the instructional content. In addition, you skillfully recommend solutions, including providing a flexible, self-paced track designed for time-constrained adult learners.”
D297 Designing E-Learning Experiences for Adults
“You appropriately described the instructional setting when discussing paraprofessionals working in an upper elementary setting. You thoughtfully discuss two best practices that informed the design of the collaborative e-learning experience by noting a safe learning community and group expectations. Nice work!”
“You clearly described the target learners by detailing them as adults from 21-68 who work as teachers or paraprofessionals in an elementary setting. Also, you provided a thoughtful discussion on how self-reflection is supported in this experience as learners are working through the real-world task of implementing school-wide procedures.”
“You designed a wonderful problem-based e-learning experience for teachers by incorporating best practices, Universal Design for Learning (UDL) principles, and a focus on equity and inclusion. Your use of problem-based scenarios encourages participants to analyze and synthesize new ideas, resulting in a meaningful and engaging module.”
“You wonderfully designed a competency-based e-learning experience for teachers by creating the experience based on best practices, UDL principles, and equity/inclusion. Your use of self-reflection practices allows for a meaningful and engaging module.”
D292 Learning Experience Design Foundations II
“You have done a great job discussing how learning will occur through a video-guided lesson that includes direct instruction, modeled examples, and reflection questions. You wisely reinforce the learning with peer collaboration.”
“You creatively developed a storyboard for your Sharktank-based e-learning experience by incorporating informative audio, engaging activities and collaboration, and the utilization of easy-to-use navigational features. Well done!”
“You effectively discussed how operability elements have been incorporated into your mockup by noting that the mockup allows for the incorporation of screen readers and alternative keyboards, and that alternative text is provided for important information. Nice job!”
“You did a great job sharing the purpose of testing by noting that it seeks to verify that learners can successfully access the media and collaborate with other sales representatives in a timely fashion. You nicely provided the test type by detailing that it will be a remote, moderated usability test.”
D291 Learning Experience Design Foundations I
“By conducting a more thorough learner analysis, you capably addressed the assumption that learners are comfortable in a virtual environment.”
“You skillfully created learning objectives that correlate with the learning goal and would allow the sales representatives to demonstrate how to share content virtually and create a virtual presentation. The alignment and explanation of Bloom's cognitive levels in relation to the learning objectives was well done. Nice work!”
“One of Heather’s greatest strengths is her problem-solving ability. She is proactive, analytical, and able to identify concerns early before they grow into larger issues. She approaches challenges with professionalism and a calm, solutions-focused mindset.”
-Mike Barefoot, Principal