How did I land into the IDD&E MS at Syracuse University?
While working as an Adult Education Teacher for Syracuse School District, I had the opportunity to plan and implement diverse practices in my ESL instructions. I was aware of the new trends in English as a New Language (ENL) and the technology used in these classrooms by being very curious about it and participating in multiple PD offered by the district, but I was always thinking about how I could do things better to improve my students learning and adaptation to the new environment. PD never seemed to be completed or supported by a different approach that could spark and understand that “thing” that I felt missing. I followed what was needed to be taught in the adult ENL school, but for me, it was just the first layer of everything else I was always testing.
Having access to a computer lab on site was a blessed for our school and an inspiration for me and my students. I was able to teach them basic computer skills taking them from where they were in technology and English skills and slowly develop they understanding of concepts, helping them change their attitude toward technology, and apply what they were learning in their lives -such as being able to keep up with their email, which we take for granted that everybody knows how to.- I was also able to build, deliver and test a Learning Management System (LMS) that served as extra English and computer practice while in the classroom or to be used at home. This LMS was also a medium to include mobile technology in the classroom and additional skills for my students. Being able to use their cell phones to access the LMS for more English lessons, helped students to give a better use to their technology and to continue developing their education even though computers were not always available. These projects were very hard to do because I knew the technical skills, but I lacked the instructional designer skills, which I can now recognize. In the end, those new innovations were successful within the students in my classroom and it inspired me to expand it to my vocational students.
I was also invested in preparing higher-English-level students in technical/vocational English and technology skills to be able to get jobs as office assistants in local offices and teaching assistants in local early childhood education centers and schools. Over the years, I had the opportunity to investigate and try out the technology, office skills, teaching, and other soft skills were needed for my students to get a job and succeed in those environments. The knowledge and experience I obtained helped me develop a strong core curriculum for both training, but again, I felt that something was missing. I took all the technology ideas from the regular English classes and developed another section of the LMS for the vocational students and it was a hit. I was able to demonstrate my supervisors the benefits of the LMS and mobile technology integration in both learning environments by the results that my students were showing by getting jobs and being able to retain them for more than six months.
Aiming to continue my studies in the education field, I explored many schools and programs trying to enroll in one that could finally close the knowledge and skills gap I had and provide ways to fill in what I was missing in my years of teaching experience. That’s how I ended up registering for the IDD&E program which opened many doors and strengthened my knowledge and skills as an instructional designer.
What now…
I am currently working as an Academic Learning Specialist in the Center for Learning and Student Success at Syracuse University. In this position, my principal duties are to help in the instructional design, development, and implementation of the Academic Coaching pilot program and the SUCCEED program for first-year students. During this process, I had the opportunity to analyze the knowledge/skills gap among students participating in these programs and develop a plan to close this knowledge and skills gap as much as possible. While developing an action plan, I had the opportunity to help in concreting the instructional goals and learning objectives for the program. In the designing phase, I worked in the creation of the Blackboard organization for both programs: created content outlines, upload documents, presentations, videos, and other content files, created interactive activities, and assessments. I helped in formatting and making sure documents, presentations, and videos are accessible for all students, and troubleshoot problems as needed. I created presentations and videos out of content.
An interesting thing I have learned during this process was that convincing higher-up to follow ADDIE model to construct responsive instruction gets very difficult at times. On the other hand, negotiating and showing draft products to support the rationale for what is needed to be done, helped in my development of those skills and get to a consensus with the client. During the development process of these two pilot programs, I could through myself into learning new technical skills using Camtasia and Captivated and learned about Syracuse University strict accessibilities standards. Furthermore, I am in the phase of getting my IDDE skills in the workforce. I believe I have the concepts clear and I am capable to discuss them and make my point supported by IDD&E best practices.
What next…
My plans are to continue strengthening my knowledge and skills by specializing in the ADDIE model through more education and possibly internships. I am also in the process of getting ready to finish my application for the IDD&E Ph.D. program which will be the ultimate goal for my future career as a researcher in the adult education field aiming to impact future generation education.