Design & Development
“Design is really an act of communication, which means having a deep understanding of the person with whom the designer is communicating.”
Donald A. Norman
I design and develop interactive learning experiences, educational resources, and technology-enhanced instructional materials across interdisciplinary contexts. My work includes interactive case studies, open educational resources, teacher learning modules, and curriculum materials designed to connect theory, practice, and authentic learning needs. Across these projects, I focus on creating engaging, reflective, and usable materials that support real-world application for both learners and educators.
H5P-based interactive case studies designed for engineering and computing education. These projects engage learners in authentic scenarios involving ethics, sustainability, teamwork, and professional decision-making through branching choices, reflection, and feedback.
Educator-focused resources developed to support teaching and learning in computing education. These OERs provide practical guidance on instructional approaches including case-based learning and gamification.
Interdisciplinary instructional design projects in mathematics education, including a teacher-learning module, technology-enhanced classroom materials, and interactive books designed to support meaningful and engaging learning experiences.
Interactive Case Studies
Eco vs. Economy: The NovaTech Decision
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This interactive H5P case study places learners in a product-development scenario where they must balance cost, sustainability, regulation, reputation, investor pressure, supply-chain realities, and team communication. Through branching decisions, learners explore how engineering choices affect both organizational outcomes and team culture.
Topic:
Sustainability in engineering, ethical decision-making, stakeholder trade-offs, product design, and team dynamics.
Who can use it:
Engineering educators, computing educators, sustainability-focused instructors, capstone faculty, and those teaching ethics or professional practice.
How it can be used:
This case can be used as a class activity followed by discussion, an individual reflection task, a case-based ethics exercise, or a professional-skills activity in engineering design and capstone courses.
What learners do:
Learners evaluate competing material choices, consider short-term and long-term consequences, respond to regulatory and reputational pressure, compare alternative strategies, and reflect on how decision-making processes shape team trust, morale, and organizational culture.
Topic:
Engineering ethics, professional responsibility, NDA compliance, legal boundaries, and workplace communication.
Who can use it:
Engineering educators, computing educators, professional ethics instructors, and faculty teaching workplace readiness or professional practice.
How it can be used:
This case can be used as an in-class activity, a homework-based reflection assignment, a discussion starter in ethics or professional practice courses, or a workplace training example related to confidentiality and responsible decision-making.
What learners do:
Learners read a realistic workplace scenario, make decisions at multiple points, distinguish what is safe to share and what is prohibited under an NDA, complete short interactive tasks, and reflect on legal risks, ethical responsibilities, and professional communication choices.
NDA Ethical Dilemma
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This interactive H5P case study follows Emma, an engineer who joins a new company while still bound by a non-disclosure agreement from her previous employer. Learners make decisions as Emma navigates legal, ethical, and professional tensions around sharing expertise, responding to team pressure, and maintaining professional responsibility.
Topic:
Respect in professional environments, teamwork, inclusion, cultural awareness, conflict management, and workplace communication.
Who can use it:
Engineering educators, instructors teaching professionalism or teamwork, first-year seminar faculty, capstone instructors, and those supporting workplace preparation.
How it can be used:
This case can be used as a professional skills module, a discussion starter on teamwork and inclusion, a reflection activity in engineering ethics or leadership courses, or a support resource for internship and career preparation.
What learners do:
Learners move through multiple workplace situations, choose responses to interpersonal and professional challenges, evaluate respectful and disrespectful actions, and reflect on how respect affects team morale, communication, and innovation.
Respect for Others
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This interactive case study follows Jordan, a newly graduated engineer, as they navigate workplace situations involving interruptions, cultural insensitivity, dismissed contributions, team conflict, and respectful leadership. The case is designed to help learners reflect on how respect shapes collaboration, trust, and professional success.
Open Educational Resources (OERs)
Who can use it:
Computing educators, engineering educators, faculty interested in active learning, and instructors designing authentic, discussion-based learning experiences.
What it covers:
This resource explains what case-based learning is, why it is valuable in computing education, how case studies can be structured, what kinds of learning activities can be built around them, and how instructors can assess learning through discussion, reflection, written work, presentations, and other methods.
How educators can use it:
Educators can use this resource to design new case-based activities, adapt existing instruction into more applied learning experiences, support student reflection and discussion, and connect technical concepts to realistic professional situations.
Case-Based Learning in Computing Education
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This open educational resource introduces educators to case-based learning as an instructional strategy centered on real-world problems presented in professional contexts. It explains the pedagogical structure of case-based learning, common case-related activities, assessment approaches, and examples of how case studies can be used across different levels of computing education.
Who can use it:
Computing educators, engineering and technology instructors, faculty interested in engagement and motivation, and educators designing active or interactive learning environments.
What it covers:
This resource introduces game elements such as points, badges, leaderboards, levels, challenges, rewards, storytelling, and avatars. It also explains how gamification can be aligned with technical, conceptual, and collaborative learning outcomes and includes examples from programming, algorithms, web development, cybersecurity, and AI.
How educators can use it:
Educators can use this resource to design gamified lessons or modules, align game elements with course goals, reflect critically on the strengths and limitations of gamification, and generate ideas for course redesign across different levels of computing education.
Gamification in Computing Education
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This open educational resource supports educators in understanding and applying gamification in computing education. It explains what gamification is, outlines common game elements, discusses both benefits and limitations, and shows how gamified strategies can be aligned with educational goals across different computing topics and course levels.
Additional Design Projects
Focus:
Technology integration in mathematics education, teacher support, and lesson design.
Who can use it:
Middle school mathematics teachers, teacher educators, and instructional designers interested in technology-enhanced mathematics instruction.
How it can be used:
This module can be used as a teacher-learning resource, a professional development material, or an example of online instructional design for K-12 mathematics education. It is especially useful for educators who want to choose appropriate digital tools and align them with different stages of instruction.
What the module includes:
The module is designed as an online module delivered through Google Classroom. It guides teachers through a sequence that includes creating a class, identifying learning outcomes, and selecting technological tools for each phase of the 5E learning model: Engage, Explore, Explain, Elaborate, and Evaluate. The module also includes an assessment plan with an entry skills test, pretest, practice test, and posttest.
Using Tech Tools for Math Lessons
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This project is an online training module designed to help middle school mathematics teachers integrate technology more effectively into their lessons. The module focuses on using technological materials and applications to support student learning in mathematics and is organized around the 5E learning model.
Focus:
Mathematics education, STEM integration, hands-on learning, and educational technology.
Who can use it:
Elementary and middle school educators, teacher educators, and those interested in integrating coding and physical computing into mathematics instruction.
How it can be used:
These materials can be used to support classroom instruction, enrich STEM-based mathematics activities, and provide learners with more interactive ways to explore patterns, graphs, and relationships between mathematical ideas and real-world applications.
What it supports:
These materials can be used to support classroom instruction, enrich STEM-based mathematics activities, and provide learners with more interactive ways to explore patterns, graphs, and relationships between mathematical ideas and real-world applications.
5th-Grade Pattern and Graph Materials with Arduino and MBlock
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This project involved the development of educational materials for the 5th-grade pattern and graph topic using Arduino and MBlock. The goal was to connect mathematics learning with hands-on, technology-supported activities that make abstract concepts more concrete and engaging for learners.
Focus:
Ratio and proportion, interactive learning, and structured mathematics instruction.
Who can use it:
Middle school math teachers, teacher educators, and students interested in interactive mathematics materials.
How it can be used:
This interactive book can be used as a classroom support tool, a supplementary learning resource, or an example of how the 5E model can be applied in digital mathematics materials.
What it supports:
It supports student engagement and concept development by organizing learning activities according to the 5E model and presenting content in an interactive format.
Interactive Book for 7th-Grade Mathematics
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I contributed to the development of interactive books for 7th-grade mathematics based on the 5E learning model. These projects were designed to support more engaging and structured learning experiences through interactive content and pedagogically organized lesson flow.