Design
Environments for instruction, collaboration, and performance support
Design is much more than feature sets or blueprints; it's a proactive process of investigation, organization, and problem solving. The design competencies built by the LSDD Program teach students how to approach learning environments in a thoughtful way. Careful analysis is put into the audience through understanding user backgrounds and organizational goals. Communication and interaction are explored to facilitate purpose and workflow. And theoretical frameworks provide scaffolding for design decisions.
In Interface Design, I worked with a group to apply these competencies towards a virtual learning environment called Habitat. Habitat was iteratively designed to incorporate user interface and interaction changes based on theoretical concepts, the needs of its users, and peer feedback. In Computer Supported Cooperative Work, I designed a multi-user coding environment called Sandbox to further understand the relationship between collaboration and workflow support.
Develop
Learning systems applications and components
Development translates designs into functional applications and application components. In the LSDD Program, high-fidelity prototypes are produced to demonstrate development skills. I built on my understanding of web development by working with XHTML, CSS, and JavaScript. I also explored new technologies, including HTML5, CSS3, and Apache Cordova for mobile application development.
I learned to think more about compatibility, troubleshooting, and responsive design. In the Mobile Apps course, I worked with a group to apply these skills to building a modern, hybrid application called uReport. Working with the iSocial Lab on serious games research, I also used these skills to learn how to develop in the Unity Game Engine.
Evaluate
Needs assessment and evaluation
Needs assessment and evaluation drive improvement through critical thinking, problem solving, and investigation. Both use a variety of tools and methods to gather data, analyze findings, and propose solutions. Needs assessment focuses on bridging the gap between what students currently know and what they need to know. I explored this gap in the context of a computer science course, CS2830, undergoing major changes in its content and delivery.
Evaluation is organized into short-term design and development feedback (formative) and long-term effectiveness and feasibility recommendations (summative). The goal is to determine how a system can be improved. To understand this, I analyzed the design, development, and implementation of a language learning site, Duolingo, combining multiple perspectives together to propose thoughtful suggestions and potential solutions.
