Design and Development

Why this supra-badge matters. 
Design and Development is the craft core of instructional design—the space where careful analysis becomes purposeful learning experiences. It demands two simultaneous disciplines: (1) selecting the right process for the problem and (2) executing that process into clear objectives, sound strategy, engaging materials, and defensible assessments. Framing my work through this supra-badge helped me show the complete chain from need → objectives → interventions → artifacts → evidence of learning, aligned with the six sub-badges on my portfolio page. 

Sub-Badge 1: Instructional Design & Development Process 

Competencies. Choose or create an ID process that fits the project and use it consistently from analysis through build. My sailing-academy Design Document is anchored in the Dick & Carey model to surface the performance gap and translate it into measurable objectives. That choice fits the context: a complex, safety-critical skill set where clarity of prerequisites, enabling skills, and criterion performance matters. 
Personal achievements. I mapped the performance context (on-water maneuvers and decisions) to explicit learning objectives and assessment criteria, establishing a traceable line from river realities to classroom/online practice. The Design Document became the “source of truth” for downstream storyboards, scripts, and media plans, reducing rework and aligning everyone on outcomes. 

Sub-Badge 2: Systematic Design 

Competencies. Identify and sequence instructional goals so that learning scaffolds from foundations to transfer. 
Personal achievements. I decomposed terminal objectives into enabling objectives and then sequenced them into teachable clusters (briefing → demo → guided practice → independent practice → performance check). That systematic flow informed both the sailing artifacts and my “Designing with the Theories” plan, where the order of activities intentionally moved learners from recognition and rehearsal to application and reflection. 

Sub-Badge 3: Design Instructional Interventions 

Competencies. Select strategies aligned to goals and apply interaction/UX principles that drive engagement and transfer. 
Personal achievements. In Designing with the Theories, I planned a multi-theory intervention to help doctoral students adopt a new AI testing tool: behaviorism (targeted practice and immediate feedback), cognitivism (worked examples, signaling, chunking), and constructivism (scenario-based challenges with reflection). I coupled those choices with interaction design patterns—clear affordances, progressive disclosure, and gamified micro-goals—to keep cognitive load appropriate while sustaining motivation. 

Sub-Badge 4: Select or Modify Existing Materials 

Competencies. Curate and adapt the best available resources to fit objectives, context, and delivery constraints. 
Personal achievements. For the Storyline sailing module, I curated ASA-aligned concepts and sailing-school references, then adapted them into concise visuals, job-aid-friendly language, and scenario prompts. Where existing assets were partial fits, I rewrote examples, simplified diagrams, and added anticipatory guidance (common errors, misconceptions) so materials matched the exact objectives and learner profile. 

Sub-Badge 5: Develop Instructional Materials 

Competencies. Produce polished, accessible materials across delivery formats (eLearning, slides, scripts, job aids). 
Personal achievements. I built a full Articulate Storyline module for new sailors advancing through the ASA curriculum: project plan → storyboard set → narration scripts → interactions and knowledge checks. I tailored tone and challenge level to novice sailors, added light gamification (progress cues, small wins), and instrumented feedback so learners always knew what to do next and why it mattered. 

Sub-Badge 6: Design Learning Assessment 

Competencies. Identify the processes and outcomes to measure; align assessment with objectives and context. 
Personal achievements. I wrote criterion-referenced checks tied directly to enabling objectives (e.g., decision rules, procedural steps, and situation recognition). For performance transfer, I complemented item-level checks with scenario judgment prompts and “explain-your-choice” micro-reflections—giving instructors and learners evidence of both accuracy and reasoning quality. 

Overall Experience: What I Gained 

Working through this supra-badge sharpened the end-to-end muscle of design: start with authentic performance needs; write assessable objectives; choose strategies with theoretical intent; build materials that reduce noise and increase signal; and verify learning with aligned measures. It also accelerated my throughput—templates for design docs, storyboards, and scripts now let me move from SME notes to build-ready assets quickly, without sacrificing rigor. 

Current practice. I’ll keep using Dick & Carey for complex, safety-relevant skills (like seamanship) and my multi-theory playbook for tech-adoption contexts (like doctoral students onboarding to AI tools). The process artifacts (design doc → storyboard → script) will remain my QA spine to keep teams aligned and rework low. 

Future practice. I’ll expand the Storyline module patterns into reusable libraries (interaction types, feedback blocks, assessment items) and pair them with measurement plans that track not only quiz outcomes but behavioral indicators post-training. The goal is unchanged: design and development that measurably improves performance, changes organizations for the better, and leaves learners with skills they can trust under real-world pressure. 

Design & Development made the craft-work visible: the discipline of turning analysis into clear objectives, purposeful interventions, and build-ready materials. The artifacts on this page don’t just show finished screens; they reveal how I scope, sequence, prototype, and test—habits I’ll keep sharpening to deliver faster, cleaner builds that transfer to real performance at scale. 

Challenge 1: Proof of my ability to select or create an instructional design process based the nature of the project

Challenge 1: Evidence showcasing my ability to identify and sequence instructional goals

Challenge 1: My skill in identifying instructional strategies that align with instructional goals and anticipated learning outcomes

Challenge 2: My ability to apply appropriate interaction design and interactive learning principles

Challenge 1: Skill to identify and select existing materials that support the content analyses proposed technologies, delivery methods, and instructional strategies

Challenge 1: The ability to produce instructional materials in a variety of delivery formats

Challenge 1: The ability to identify the learning processes and outcomes to be measured