As an instructional designer, educational technologist, designer and instructor my teaching practice is grounded in the idea that learning experiences can push beyond traditional models such as lecture, tutorial, essays and exam. While pedagogy should never be dictated by technology, I definitely use it when appropriate to support social and engaging learning activities for my students, encouraging them to draw upon past experience and their own passions. Using mobile learning, Open Educational Resources, Problem-based learning and other methods, my students engage with contextually relavent content and are always aware of why they are completing a task or activity, and how it will benefit them.Allowing students to be creative while working on assessment tasks is very important to me, and it’s even more important that they have evidence of their learning in the real world, so most assessments I design are authentic, and able to be shared, not just with the instructor, but with peers and a wider audience online.Above all, when I teach I want to ensure that the relationships between content, social interaction and assessment are in balance, so that students can critically engage while still having fun as they learn.
My approach to teaching in a design or creative field is based on the foundation of the practical application of learned knowledge and skills for the workplace.Technologies and tools change constantly, so to prepare my students for a career in creative arts or other related fields, I always endeavour to teach principles over software. This way, in a changing landscape, students will be able to adapt to any new tool, any new context and create polished products that will meet their clients’ needs.I always try to inspire my students interests beyond design theory and practice, to other domains of their own choosing. My own interest in human cognition, evolutionary psychology and programming comes out in my design work, and I want my students to build their own passions into their creative processes.Overall, I am a strong supporter of the pedagogical principles of process over product and authentic assessment. This means that all assessment is rooted in real world experiences, such as role play for client <-> designer relationships and interactions, and everything that goes into the design process, from briefs, to sketches, prototyping, peer feedback and eventual creation of the final product.
PhD, Education (2019)
University of Wollongong, Australia
Cognitive Load Theory, Embodied CognitionResearch focus on cognitive function of gestures in problem solving and UX/UI implications for educational settings.
Master of Cross-Disciplinary Art and Design (2013)
University of New South Wales, Australia
UI and UX DesignPractical focus on web and mobile user interface design and user experience design in cross-disciplinary contexts, including art curation, marketing, education and product design.
Master of Education (2007)
Western Washington University, USA
Continuing and College EducationConcentration in Adult Education, Instruction Design and eLearning / Educational Technology in practice.
Bachelor of Arts (2002)
Western Washington University, USA
East Asian StudiesConcentration in Japanese Military History during the Pacific Theatre of World War II, with electives in video and multimedia production.
Management / Admin
- Distance Learning Management
- Committee Leadership
- Project Management (Budgets above $100K)
- Curriculum and Policy Authorship
- Learning Space Design
- Instructional Design
- Educational Technology
- Guided Conversation facilitation
- Mobile Learning
- Authentic Assessment
Software & Programming
- Adobe CC Suite
- Apple Final Cut Pro
- Apple Motion
- SPSS Statistics
- HTML, CSS, JQuery, Swift, Objective-C, PHP, Actionscript
WESTERN WASHINGTON UNIVERSITY
DSGN397B: Principles of Interaction Design (3 credit subject)
Overview of the principles of interaction design with an emphasis on issues and topics related to the development of interaction design, human-centered design, and current industry practices. Course is a combination of lectures, assignments and reflections on process.
UNIVERSITY OF WOLLONGONG
EDGI900: Introduction to Technology in Education (6 credit subject)
This subject provides a basic introduction to the strand: Information and Communication Technologies in Learning. It is an overview of issues and topics that will be further elaborated upon in subsequent subjects; specifically it introduces students to current issues and trends, learning theory, instructional design, and research and evaluation. The subject explores the concept of educational technology and the ways in which the educational enterprise is affected by it. The subject considers the theoretical and practical skills used in designing, developing, and evaluating teaching and learning environments using a variety of instructional systems.
EDGI901: Emerging Issues in Educational Technology (6 credit subject)
This subject provides an opportunity to engage critically with emerging issues and new debates in educational technology. This subject will build on the foundation in educational technology gained through the introductory level subject EDGI900, enabling extended exploration of current questions, discussions and controversies in this continuously evolving field.
EDFE101: Education Foundations 1: Learning and Development (6 credit subject)
This subject will introduce students to the physical, social, emotional and cognitive development of children. The aim of the subject is to provide a sound theoretical foundation for further studies in education and psychology. While the focus is on children’s holistic development, the major focus is on concepts and theories related to children’s cognitive development and learning from birth to 18 years. This course will require students to critically engage with the theoretical perspectives presented in order to inform their development as prospective teachers.
BELLINGHAM TECHNICAL COLLEGE
EDUC281: eLearning For Educators (3 credit subject)
This course offers an exploration of current alluring trends, facilitation methods and tools with an emphasis on learner-centred instruction. Participants will discuss learning opportunities through hybrid, online, and self-paced models and explore issues related to course design, Open Educational Resources (OER) and social media.
EDUC207: Teaching and Facilitating Learning I (3 credit subject)
As an introduction to technical teaching, college instructors begin or expand their training as a skilled educator, with emphasis on student-centred learning. Focus is on four primary modes of instruction: lecture, discussion, demonstration, small group work through a lens by which instructors act as facilitators of learning in their classrooms and labs.
EDUC211:Planning for Instruction (3 credit subject)
Instructors plan for the delivery of instruction by identifying, sourcing and creating instructional materials appropriate for students of diverse backgrounds and learning styles. Instructors learn he basics of instructional design practice, including needs assessments, outcomes formulation and course design and evaluation.
EDUC209: Teaching and Facilitating Learning II (3 credit subject)
This course guides instructors through the advanced methods involved in student-centred learning, focusing on case studies, role-playing, self-motivation, students as creators and contributors and the building of learning communities in the classroom.
EDUC216: Assessment for Learning (3 credit hybrid course)
In this course, college instructors will demonstrate assessment literacy and will design and develop assessments to be integrated int the learning process, including performance-based and portfolio assessments. Alignment of formative assessments, summative assessments and course and unit outcomes are heavily emphasized.
NORTHWEST INDIAN COLLEGE
CMPS101: Introduction to Computers (3 credit subject)
Computer lab course providing an introduction to MS Windows, MS Word (word processing application), MS Excel (spreadsheet application), the internet and e-mail. Review of basics computer components, disk handling, keyboard operation and copying files.
WESTERN WASHINGTON UNIVERSITY
COMM442: Video Production Workshop (2 credit subject)
Course includes practical application of techniques used in video production, including basic shot framing, storyboarding, non-linear editing, pacing and sound design. Advanced topics include video production and basic animation techniques.
WESTERN WASHINGTON UNIVERSITY
IT344: Basic Instructional Technology Skills (1 credit subject)
Allows the student to prepare a portfolio that demonstrates the instructional technology skills required in the K-12 classroom.
Emerging Media Lab Community of Practice (July 2018)
Implications for VR in educational research and practiceUniversity of British Columbia, Vancouver, Canada
10th Annual Cognitive Load Theory Conference (Nov 2017)
Presentation: Meaningful Hand Gestures for Learning with ICTPoster: A Novel instrument for data collection in gesture based researchUniversity of Wollongong, Australia
Createworld Conference (Dec 2016)
SBCTC IGNIS Webinar Series (2015)
Webinar Presentation: Reading Strategies for the Digital Age
WA State Higher Education Technology Conference (March 2015)
Presentation: Canvas LMS – Accessibility Case ManagementSpokane, WA, USA
- Administration & Training
- Custom Tools
- Learning Design
- Learning Spaces