Academic Language

Client: A state university in Maryland

My Role: Instructional Designer

Development Tools: Canva, Articulate Storyline, Microsoft PowerPoint, ARTA

Project Summary: This e-learning module was designed to address a critical challenge for pre-service educators in a teacher preparation program at a state university in Maryland: consistently low performance on two rubrics within a state-required portfolio assessment, which evaluate instructional planning, implementation, and assessment of academic language. Grounded in Merrill’s Pebble-in-the-Pond model, the course emphasizes problem-centered, scenario-based learning to help learners analyze, scaffold, and integrate academic language demands into their lessons.

I collaborated with faculty stakeholders to architect the learning experience, ensuring alignment with the assessment standards and program requirements. The training focused on realistic scenarios, targeted supports, and assessments that mirror the assessment expectations, providing a structured, competency-driven pathway for pre-service educators to strengthen their academic language skills, improve rubric performance, and prepare for licensure requirements.

Key Deliverables:

• Instructional Design Document (IDD): Defined project context, learner analysis, performance goals, instructional strategy, and assessment plan.

• Storyboard: Sequenced nine lessons plus final demonstration and application scenarios, integrating narrative context, problem-based interactions, and scaffolded skill development.

• Job Aids: Downloadable guides to reinforce application beyond the e-learning module.

• E-Learning Course Content: A 30-minute interactive module where learners practice identifying, scaffolding, and assessing academic language demands through guided demonstrations and applications, culminating in a final lesson plan integration activity.