RESUME
Related Experience
Related Experience
Professional Summary
Instructional
Design
I like to feel that I came into the field of online learning right as the technology was just starting to allow for amazing new opportunities for teaching and learning. In the beginning, we actually had to design for dial-up users, indicating my fifteen years of professional learning course development. I was fortunate to work with an excellent team that included teachers, web artists and programmers, and videographers who always strove to meet the needs of the learner over all else. As a team, we examined the landscape of online learning at that time, and were brazen enough to think we could do better. The result has been the production of courses that span content areas and include model teaching of over one hundred teachers. From algebra to physical education, to classroom management, there are few topic areas we haven’t worked in. With each project, we strove to implement new technology, tools, or strategies to improve learning and performance. Our team experienced the complete learning curve and growing pains of the e-learning industry as it blossomed into the impressive field that it is today. Our products rival those of the industry leaders in the corporate world, though we are a small education entity. We have learned to utilize the features of the online medium to maximize learning and this can be seen in the evolution of our course development. The courses we have created include innovative uses of video, interactivity, direct instruction, customized databases, or learning management systems. I have worked on online products using a variety tools, such as Captivate, Camtasia, Snagit, Canvas, Moodle, Scoology, My Big Campus, as well as all of the video and photo production tools. Because of my wealth of experience, I have become adept at synthesizing content and determining the appropriate online presentation of the material to align with learning outcomes, which is no easy task.
I am currently progressing through a graduate program in Learning Design and Technology (instructional design), which has served to bolster my knowledge of learning theory, distance learning strategies, cognitive processes in regard to online learning, and image design for learning. Many would claim that the most important thing in instructional design is user engagement, but I disagree. I believe that the primary focus needs to be on cognitive load. Many online course developers highlight the opportunities for flashy animations, video, or images, but this typically serves to tax the cognitive load and distract the learner. My aim is always to match the media with the learning objective to maximize cognitive acceptance.
That said, I have a particular talent for taking mundane course material and presenting it in novel and entertaining ways. For example, my current work is creating online compliance training in the areas of playground supervision, fire extinguisher training, hazard communication, etc. I turned his very dry content into playful, entertaining, yet, informative online learning experiences. As a validation of my capability, other online learning industry professionals, upon viewing this work, are now wishing to contract the services of Digital Solutions to improve their trainings.
Trainer/Staff
Developer
Almost every project tackled by Ed Tech Productions (formerly Professional Development Online Production) served to meet staff and faculty professional development needs, so my experience in staff development spans fifteen years.
Because of my background in video and film production, I was tasked with managing the professional development components associated with the Picture This grant. The main thrust of the grant goal was to support teachers seeking to incorporate video production into their classroom curriculum, and engaged teacher cohorts over a three-year span. It’s very difficult to master all of the facets involved; the technology, the craft, purposeful implementation, transferring the knowledge and skills to the students, as well as learning how to manage production in the classroom. In my experience, at the first setback, teachers put the equipment away, and give up. Because of my belief in the power of video to enhance learning, I designed curriculum and activities to teach the video skills and provide a base of confidence for the teacher participants. We held face-to-face sessions where new tools and techniques were taught, then the teachers spent time creating their own videos to demonstrate their learning. The videos were shared through a private online community where they could view and comment on each other’s work. With my help, the teacher participants also planned and implemented lessons featuring video production. If needed, I visited their classrooms to model the process of teaching production skills to students and managing student productions. To capture the lessons learned, the culmination of the grant was a resource website at picturethis.sdcoe.net. This robust, media-rich site includes everything teachers need to know to implement a video-based curriculum. I designed modules that teach the technology and art of production, activities to teach these skills to students, model video-based lesson plans, integration support, and links to resources.
The success of the Picture This grant led our team to write another grant called Picture These that focused on supporting 45 teachers in the National School District in teaching content using the arts. The grant period covered three years, with a different arts domain for each year: digital photography, drawing and painting, and theater and dance. I was part of the small team that developed and implemented the monthly face-to-face sessions as well as established and maintained the associated online community. The sessions included arts integration workshops, art lessons, presentations by local artists, lesson planning work. I worked with program evaluators to adjust the trainings to align with the grant goals and ensure successful execution. It was very rewarding to work directly with teachers in their lesson planning groups. It was rewarding to visit classrooms and see the evidence of purposeful use of the arts in enhancing learning, and to know that I played a part in that outcome.
Over the years, I have conducted a variety of professional development trainings and presentations around the topic of technology in education. From teaching iMovie on the iPad to several sessions during a technology day in Vista to presenting at the CUE conference, my years of working with technology and teachers has primed me to serve in a professional development role. Upcoming opportunities in this area for me will be presenting in Shanghai, China and Prague on the topic of the use of augmented reality in education.
Production
I have been involved in video production since 1984 (30 years), when I served as crew for community producers working through the local cable television stations. My love of production led me to the Radio-Television program at Palomar College, where I learned the art, craft, and technology of broadcast video and film production. I received validation that I was on the correct career path when I was nominated for a student Emmy award in 1991. While progressing through the film program at San Diego State University, I became enthralled with documentary film, because of the power it has to impact public opinion.
After graduation, I worked as a freelance videographer and editor for a myriad of production companies from San Diego to Los Angeles. In time, my production journey led me to the San Diego County Office of Education where I was able to start the video department for the Professional Development Online Production team. In that capacity, I researched and purchased equipment, hired and trained staff, managed all video projects, implemented processes and protocols, all while writing, producing, directing, filming, and editing videos. One of my main thrusts was to continually investigate emerging technologies to improve our production value. From streaming codecs to animation programs, I sampled everything in order to make appropriate choices for our video work.
Over the fifteen years that followed, not only did our production approaches change with technology advances, but my video craft changed as well. Filming in classrooms is difficult, but our team has been able to hone our processes precisely enough to allow us be very nimble on location. This allows classroom activities to continue with little impact from the crew. It takes a very specific type of videographer to synthesize the learning content in order to capture it on camera, and it is an art that takes a long time to master. In the process of mastering this craft, I have created videos in a multitude of formats including: animation, green screen, multi-camera studio and location shoots, and single camera shoots, covering a variety of genres and subjects.
My standards of production quality are very high, because I know what the possibilities are. Having experience in all aspects of the production process allows me to communicate my ideas from concept through scripting through post-production. In order to stay current, and share my experience with others, I take opportunities to coach teachers on how to tackle video implementation in their curriculum.
Project
Management
Producing video and e-learning projects inherently requires good project management skills, so I have been learning project management for fifteen years. Whether the project is small with a quick turnaround time, or a multi-year grant that includes a variety of video, web, and training products, with proper management, you risk wasting money and resources, missing deadlines or omitting necessary elements, or not meeting the project objectives.
At Digital Solutions, we have implemented the processes set out in the Project Management Book of Knowledge (PMBOK) and apply them to projects big and small. During the initiating phase, I will meet with a potential client to gather all of the information regarding their needs, and brainstorm to help them see all of the possible ways Digital Solutions can meet those needs. Once I believe I have a clear picture of the project, I meet with our tech providers (including ITV and Software Application Services personnel) to ascertain costs and identify openings on the production calendar. After further evaluation of costs and timelines, I write up a proposal to present to the client for approval. Once signed, a project charter, project management plan, scope of work, and work breakdown structure documents are created and shared with key stakeholders during the planning phase. The thinking represented in these documents ensures that project objectives are clearly defined, all elements of the project have been analyzed and accounted for, and the project scope is established. For example, using the work breakdown structure for an e-learning module I managed recently, I outlined each task necessary for production, including dependencies. That exercise revealed the personnel and timelines required and whether or not the identified scope was feasible.
With the signing of a contract, our project teams enter the executing phase and begin work according to the project management plan. Typically, we start the work with a kick off meeting where all of the project deliverables are defined, the process is outlined, and a design brainstorm session ensues. This brainstorm allows for each team member to contribute their ideas to shape the project, which creates buy-in and an improved product.
As the project manager, I have to monitor and control the work progress. This can be a challenge when working with multiple departments and teams, given that each team carries several projects with diverse objectives. It is very important for the project manager to communicate task and project priorities to team members, especially in the event of competing resources or clashing timelines. As I track progress, I keep tabs on areas of possible areas where the project may go out of scope. This is especially necessary when working with creative employees, as they will invest extra time and energy to produce exceptional product. I find it is helpful to continually communicate the project objectives to help keep team members aware and focused and within scope. Having milestones helps the entire team follow progress and reveals possible areas of scope creep. If a production is going off-course, I pull it back by allocating more resources or fast track tasks. For example, if post-production is exceeding the allotted timeline, I may add another editor to create the graphic or animated elements in parallel with the story editing to save time.
Every project is impacted by unforeseen challenges, so a change configuration board is established at the start of each project to deal with issues that impact the scope of work. This board is made up of they key stakeholders, including the client and our SDCOE tech providers, who evaluate the changes in scope, timeline, outcome, etc. and determine next steps together. This process keeps all parties in the information loop, gives each a voice in determining the direction, and eliminates many problems associated with change management.
Once the project is completed, I do a formal closing. This includes a client letter that confirms acceptance of the final deliverables, and a reflection on the process to determine what went well and what I can change in future projects.
Leadership
As the lead of the video team for Ed Tech Productions, it was my job to recruit, hire, train, manage, and evaluate the video crew. As production is a highly detail-oriented pursuit, it was imperative that I established systems and protocols to ensure that all aspects in the preproduction, production, and post-production phases were addressed at a high level of creativity and technical precision. Some of the processes I implemented dealt with equipment storage and maintenance, pre-shoot operations, location setup steps, file naming, editing project set up and backup, producer video approval job aids, and media management. The procedures of each process ensured that the workplace standards and expectations of video personnel were clear and consistent. I encouraged employee input on improving our procedures or establishing new ones.
It was often the case that I hired candidates who possessed a great deal of potential, but required ample mentoring. Some of the training came through explicit instruction and modeling, but I supported their independent professional growth by providing opportunities to try new tools, techniques, or formats. I made sure to set the standard through my own behavior, so the crew had a standard to emulate. When the standards and expectations are explicit, it is easier to evaluate employee performance. I would monitor their performance informally during video shoots, observing their actions and work quality. More formal means of evaluation came from weekly coaching sessions. If a crew member’s activity didn’t meet the standard, I would implement coaching to lead that person back on track. For example, sometimes this meant reviewing footage or an edited clip to debrief possible methods for improving quality, or offering opportunities for practice. On occasion, my evaluation of a freelance worker led to a decision no longer contract for their services.
Part of my leadership philosophy is to cultivate an atmosphere of team effort where hierarchy is less important as each member’s contribution to the project or goal. In this system, individuals become self-regulated in terms of accountability, because no one wants to be the one who is holding up progress by not completing their tasks on time. It also fosters innovation and creativity, as each team member knows that all ideas are valued equally, so ego and self-promotion give way to collaboration and brainstorming.