Course Design
Casey has created various modules using Storyline. See examples below. Example 1 is a module Casey created to allow users to access the Center for Victim Research's (CVR) webinars on the CVR website. Users could also automatically receive a certificate for watching, which enabled CVR to simplify the workflow associated with providing professional education certificates. The second example is from a module Casey created for an on-campus organization at Meredith College.
Example 1:
Example 2: StrongPoints Navigation Module created for Meredith College
Casey has also engaged in course redesign. The following screenshot provides an example of one of Casey's favorite course design options in Moodle--the social format. Utilizing the center space on the online course as a discussion forum allows students to post questions and comments, as well as dialogue regarding the class and other matters. This design feature helps provide the sense of community that is so often lost with e-learning courses. All navigation within the course is done through the links in the column on the right side of the page. The screenshot below is from ECI 541, a course that Casey redesigned in the summer of 2018 and taught in the fall of 2017 and spring of 2018.
Below you can see how ECI 541 appeared before and after the redesign.
BEFORE
The previous design of the course listed all assignments and reading in a vertical manner, requiring students to scroll to the current date and assignment. Navigation was difficult and the course was not visually appealing. Assignments solely consisted of discussion forums, which did not allow students to experience a sense of community and learning with and from their classmates. |
AFTER
The current design offers a more streamlined navigation system, with links to all units and assignments listed in the right-hand column (see first photo under course design). The result is a more visually appealing course. The course is now divided into 2 week units, with the first week focusing on reading and learning and the 2nd week focused on applying. This unit design creates a consistent, easy-to-follow learning organization for the students. Furthermore, assignments were altered to include a variety of technology tools, such as FlipGrid and Voicethread to help students better engage with each other and the course material. |
Video Production
The following video provides an example of Casey's video production techniques, as well as information regarding how she helped to redesign ECI 546, a course she assisted with as a graduate student.
The next video details how instructors can incorporate digital literacies in their online courses.
Resources featured: Higher Education Academy 7 Elements of Digital Literacy, Higher Education England Person-Based Digital Literacy, and Spires & Bartlett's Digital Literacy Practices.
Resources featured: Higher Education Academy 7 Elements of Digital Literacy, Higher Education England Person-Based Digital Literacy, and Spires & Bartlett's Digital Literacy Practices.
Technology for Learning
Casey has helped develop edtech products, including apps. See the screenshots below of Converse: Workplace, which Casey helped develop as a Senior Learning Scientist at ETS.
When re-designing a course to be more technologically inclusive, Casey created the assignment featured below for students in the ECI 546 New Literacies and Media class in consultation with the professor. Previously, students interviewed a K-12 student to determine their feelings on technology and wrote a report on their findings. The revamped assignment, featured below, required students to utilize multiple technologies to complete the assignment. For this first step, students had to poll K-12 students. The students in the ECI 546 course had to determine which technology tool would be most appropriate for their situation. Students collected data through the tech tool, and then created an infographic to display the data in a visually appealing way. This assignment enabled students to consider and evaluate tech tools according to their capabilities, as well as how they could display information through different mediums, both of which were objectives of the course.
Webinars and Professional Development Training
Casey has also designed various online modules and webinars to assist others in utilizing tech tools. The link below shows an online Prezi module that Casey and colleagues developed to explain how teachers could use Kahoot! in their traditional classrooms.
View Prezi: prezi.com/yo6xb2jy-ubs/?utm_campaign=share&utm_medium=copy
To view webinars that Casey helped produce, visit the Center for Victim Research's Youtube page.
The presentation featured below is from a professional development workshop delivered by Casey and two Subject Matter Experts at the State Victim Assistance Academy Leadership Symposium. Casey presented on research-based learning theories and strategies that support translating learning into practice.
View Prezi: prezi.com/yo6xb2jy-ubs/?utm_campaign=share&utm_medium=copy
To view webinars that Casey helped produce, visit the Center for Victim Research's Youtube page.
The presentation featured below is from a professional development workshop delivered by Casey and two Subject Matter Experts at the State Victim Assistance Academy Leadership Symposium. Casey presented on research-based learning theories and strategies that support translating learning into practice.
Website Development and Graphic Design
In addition to creating training workshops and Powerpoint presentations, Casey also engaged in website development and image creation. An example of web development is this website. Sample images created by Casey can be seen below: