Learning Solutions and Inclusive Impact
This final section of my portfolio showcases the tangible results of my design philosophy. It is where theoretical foundations meet real-world application, proving that my learning environments are not only engaging but also measurable, effective, and universally accessible.
LMS & Digital Learning Environments
Technical builds demonstrating platform proficiency and UDL application.
What’s inside this section:
LMS & Digital Learning Environments: A gallery of full course builds within Canvas and Google Sites. These artifacts demonstrate my ability to create intuitive, scaffolded navigation, including inclusive features like embedded ASL land acknowledgments, that prioritize Universal Design for Learning (UDL) and ease of use.
Interactive Learning Objects: A collection of scenario-based modules developed in Genially. These "living" resources show how I integrate interactive elements and AI-supported content to foster active participation, allowing adult learners to control their own pacing and engage deeply with complex topics.
Equitable & Culturally Responsive Design: Concrete evidence of my commitment to representation. This includes specialized toolkits for Pride Month and Black History Month, showing how I intentionally center underrepresented voices and design for diverse lived experiences to ensure every learner feels a sense of belonging.
Assessment, Evaluation & Data: The proof of success. Here, I feature AI Ethics surveys and SMART rubrics used to measure learning outcomes. These tools highlight my ability to use data and reflection to evaluate the effectiveness of a design and ensure that the needs of all learners are being met.
Professional Learning & Credibility: Documentation of my ongoing growth, including certifications in Social Justice and Equity. This reinforces that my designs are grounded in a current, ethical understanding of the systemic factors that influence education today.
By bringing together high-tech builds and high-empathy design, this page confirms my ability to deliver learning solutions that are as inclusive as they are innovative.
LMS & Digital Learning Environments
Technical builds demonstrating platform proficiency and UDL application.
Canvas LMS Course Builds
Primary Course Module:
The design process prioritized a learner centered structure to ensure the digital environment supports specific educational goals. By following a modular framework, content is organized into manageable units that reduce cognitive load and provide a clear path for progress.
Key elements include intuitive navigation for ease of use and universal design principles to ensure accessibility for all students. The architecture integrates interactive multimedia and discussion tools to build community, while rigorous testing ensures a functional and seamless user experience. This approach creates a stable and supportive ecosystem for academic growth.
How and Why it was created the way it was
The course home page was developed using an LMS platform as a structured entry point for learners. It was designed to provide clear navigation and set expectations at the start of the course. The design draws on cognitive load theory and Universal Design for Learning to ensure information is presented clearly and accessibly. This supports ease of use, reduces confusion, and improves the overall learner experience.
The files page was created within the LMS to organize and centralize course materials. Its purpose is to allow learners to quickly locate and access resources needed for learning. The design applies cognitive load theory and Universal Design for Learning to maintain clarity and accessibility. This improves efficiency and supports independent learning.
The land acknowledgement page, which includes an embedded ASL video, was developed using the LMS and multimedia tools. It was designed to recognize Indigenous land while also supporting inclusive communication through multiple formats. The design is informed by Universal Design for Learning and culturally responsive pedagogy. This promotes accessibility, representation, and a sense of belonging for diverse learners.
Module 1 content was developed within the LMS as a structured and scaffolded learning experience. It was designed to introduce foundational concepts in a clear and organized way. The design applies constructivism and cognitive load theory to support knowledge building and manageable information processing. This helps learners progressively develop understanding.
The key terminology section was created using an LMS content page to define and explain essential concepts. Its purpose is to help learners understand important terms and connect them to meaningful application. The design draws on constructivism and Universal Design for Learning to support clarity and engagement. This strengthens comprehension and supports the application of knowledge.
The flashcards learning activity was developed using an interactive learning tool to reinforce key concepts. It was designed to support active recall and repeated practice. The design is informed by cognitive load theory and constructivism to support effective learning and retention. This improves memory and deepens understanding through interaction.
The YouTube video was embedded as a multimedia learning resource to present content in an alternative format. It was designed to support visual and auditory learning preferences. The design applies Universal Design for Learning and social learning theory to enhance accessibility and engagement. This increases understanding and supports diverse learners.
The reflection activity was developed using an LMS activity tool to encourage learners to think critically about their learning. It was designed to connect course content to personal experience and promote deeper thinking. The design is grounded in constructivism and social learning theory to support meaning-making and interaction. This fosters deeper engagement, reflection, and learner growth.
Primary Course Module:
This digital portfolio reflects my growth as an educator and instructional designer, highlighting my ability to apply backward design, align learning outcomes, and create accessible, learner-centered experiences. Using tools like Google Sites, I demonstrate how digital platforms can support engagement, organization, and diverse learner needs. This artifact represents my commitment to inclusive design and my ongoing development in creating meaningful, real-world learning experiences.
Explore LIVE e-Learning Resource
This artifact highlights my ability to explore and evaluate eLearning resources that support accessible and inclusive education. It reflects my understanding of how well-designed digital content can enhance engagement, provide flexible learning opportunities, and meet the needs of diverse learners. Through this work, I demonstrate my ability to select and apply meaningful online resources to support effective, learner-centered instruction.
Interactive Learning Objects (Genially)
Course Design Prototype:
This artifact, developed via Genially, serves as a dynamic synthesis of my research into the intersection of technology and educational support. Rather than presenting information in a static format, this interactive experience allows users to navigate the nuanced layers of inclusive design and systemic advocacy at their own pace.
Educational Context Module:
This artifact serves as a multidimensional exploration of the Educational Context Model. It is a visual and interactive mapping of the systemic layers that influence student success from immediate classroom dynamics to broader institutional policies. By utilizing an interactive format, this model allows users to engage with the disconnect between theoretical mandates and the lived realities of educational support for students.
Equitable & Inclusive Design
Evidence of my commitment to diversity, equity, and representation.
Pride Month Resource:
This learning resource was developed using Canva with a strong focus on equity, diversity, and inclusion through a Pride Month lens. The content is designed to recognize and celebrate LGBTQ+ identities while also creating space for critical reflection, awareness, and allyship within educational environments. Pride Month serves as both a celebration and an opportunity to educate communities, promote acceptance, and support inclusive practices.
The design is grounded in constructivism, social learning theory, cognitive load theory, Universal Design for Learning, and culturally responsive pedagogy to support both classroom and online learning. These frameworks guide the use of clear visuals, accessible content, and interactive elements that encourage learners to actively engage with diverse perspectives and build understanding through reflection and dialogue.
An intentional EDI approach informed all aspects of the design, including inclusive language, representation, and accessibility. In higher education, Pride-focused learning resources play a critical role in fostering safe, supportive environments where all learners feel valued and empowered to bring their full identities into the learning space.
Counter-Story & Artist Statement:
My counter-story image shows my two identities as a white woman. It represents the oppression of women, how women are often silenced or held back, and how I hold some privilege because I am white and able bodied. The picture shows the struggle of women trying to be heard and move forward. It also shows how I can use my voice to support women of colour and women with disabilities, who often face more barriers. My art speaks about oppression, allyship, ableism, and standing together so that all women can be seen and heard.
Assessment & Evaluation Tools
Showcasing how I measure success through data and reflection.
Assessment Tool 1:
This artifact was created as an assessment tool to explore educators’ understanding of ethical and accessible uses of AI in education. It is intended for educators and adult learners who are beginning to integrate AI into their practice.
The use of Google Forms supports multiple forms of assessment. It can function as assessment for learning by identifying current knowledge and misconceptions, assessment as learning by prompting reflection on ethical and accessibility considerations, and assessment of learning when used as a summative tool to evaluate overall understanding. The design prioritizes clear language, logical sequencing, and ease of use, ensuring accessibility and equitable participation. This aligns with inclusive assessment practices by reducing barriers and supporting a wide range of learners.
Overall, the artifact demonstrates growth as an educator and instructional designer through the intentional integration of assessment strategies, aligning tool selection with both accessibility standards and meaningful evaluation of learning.
This artifact was created as an assessment tool to explore educators’ understanding of ethical and accessible uses of AI in education. It is intended for educators and adult learners who are beginning to integrate AI into their practice.
The use of Google Forms supports multiple forms of assessment. It can function as assessment for learning by identifying current knowledge and misconceptions, assessment as learning by prompting reflection on ethical and accessibility considerations, and assessment of learning when used as a summative tool to evaluate overall understanding.
The design prioritizes clear language, logical sequencing, and ease of use, ensuring accessibility and equitable participation. This aligns with inclusive assessment practices by reducing barriers and supporting a wide range of learners.
Overall, the artifact demonstrates growth as an educator and instructional designer through the intentional integration of assessment strategies, aligning tool selection with both accessibility standards and meaningful evaluation of learning.
Summative Rubric:
This rubric was created as a summative assessment tool for the Personal AI Toolkit using SMART principles to ensure criteria are clear, specific, and measurable. It is designed for adult learners and educators, with aligned learning outcomes and structured performance levels that support consistent evaluation.
Key design decisions include focusing on observable skills such as ethical judgment, bias evaluation, and reflection, rather than technical ability. Clear language and organization support accessibility by making expectations transparent and easy to understand.
Overall, the rubric demonstrates growth in designing structured, outcome-aligned assessments that are equitable, purposeful, and grounded in effective learning design.