S.1.1 Overview 

This artifact is a fully functional, publicly accessible portfolio website built from scratch using HTML, CSS, and JavaScript over the course of the Web Design class. The site serves as a professional showcase of the skills and projects developed throughout the semester, presenting the body of work completed in the course rather than functioning as a learning environment for an external audience. It includes a curated collection of web-based projects created during the class, including modules that incorporated augmented reality (AR), virtual reality (VR), and directed reality (DR) components, along with supporting media such as audio, video, images, and a job aid.

The site was developed iteratively, with each module assignment building on the previous one in terms of technical complexity, design sophistication, and media integration. The final portfolio brought all of this work together into a cohesive, navigable website that reflects a progression of skills from foundational web design principles through advanced interactive media. The site is published to Google Cloud Storage and is publicly accessible at: https://storage.googleapis.com/e-portfolio_hanson/FinalProject/index.html 

S.1.1 Competencies and Skills Demonstrated 

5. Job/Task/Content Analysis

• Analyzed the goals and requirements of each project to determine appropriate design approaches, content organization, and technical implementation strategies before building.

7. Select Instructional Media

• Selected and integrated diverse media types — AR, VR, DR, audio, video, and static images — across individual projects, demonstrating the ability to match media formats to instructional and design goals

8. Recommend Instructional Strategies

• Applied web design and instructional design principles to make deliberate decisions about layout, interactivity, and media use across each project, demonstrating an understanding of how design choices affect user engagement and comprehension.

10. Develop Training Program Materials

• Produced all web-based project materials independently, including HTML/CSS/JS code, media assets, navigation structures, a job aid, and interactive modules, within the technical constraints of browser-based delivery.

S.1.2 Overview 

This artifact is a structured mobile app review and instructional flyer completed as part of a weekly activity in EME 6055. The assignment required selecting a mobile application, critically evaluating its educational value, and demonstrating how it could be deployed to enhance learning and performance across different contexts. The chosen application was Kahoot, a gamified quiz and assessment platform widely used in K-12, higher education, and corporate training environments.

The review drew directly from personal teaching and training experience using Kahoot across three distinct settings: with 5th-grade students studying climate change and outdoor education, with youth ages 5–16 at a summer camp, and in corporate new hire orientation at a cybersecurity company. This real-world grounding enabled a nuanced evaluation that went beyond surface features to assess instructional effectiveness, audience adaptability, and potential barriers to implementation. The assignment also required creating a visual instructional flyer in Canva that demonstrates how teachers can leverage Kahoot's tools, including quizzes, puzzles, flashcards, and premade templates.

S.1.2 Competencies and Skills Demonstrated 

3. Assess Target Audience Characteristics

• Tailored Kahoot quizzes to three distinct audiences: elementary students, camp youth, and corporate trainees, demonstrating the ability to assess learner characteristics and adjust instructional technology use accordingly.

4. Assess Relevant Characteristics of the Setting

• Identified contextual factors that affect Kahoot's effectiveness, including device availability, classroom configuration (individual vs. team play), and organizational training contexts.

7. Select Instructional Media

• Applied a structured evaluative framework to assess Kahoot's instructional utility, describing its features, cost-benefit considerations, and suitability across subject areas and age groups.

8. Recommend Instructional Strategies

• Provided specific guidance on how to deploy Kahoot most effectively, using team play for device-limited settings, leveraging incorrect answers as teaching moments, and aligning question design to learning objectives.

S.1.3 Overview 

This artifact is a formal usability testing report evaluating the Memrise mobile language learning application. The study was conducted with three participants recruited from professional and personal networks, representing diverse demographic profiles: a 41-year-old male senior instructional designer, a 23-year-old female instructional designer with prior Memrise experience, and a 28-year-old male property manager from the UK with no prior experience with language-learning apps. Sessions ranged from 25 to 35 minutes and were conducted both in-person and via Microsoft Teams.

Participants were guided through seven structured tasks: creating an account, selecting a language, changing the language, adjusting audio settings, modifying a profile preference, updating a profile photo, and resetting a password. The administrator collected quantitative data on task completion rates, time on task, clicks per task, and error counts. Following the tasks, participants completed a 5-point task difficulty questionnaire and a 19-item, 7-point satisfaction survey measuring ease of use, efficiency, learnability, clarity, and overall user experience. The report concluded with actionable design recommendations prioritized by severity

S.1.3 Competencies and Skills Demonstrated 

1. Perform a Needs Assessment

• Identified specific usability gaps, poor language-change navigation, and SSO password issues, through systematic observation and participant data, effectively diagnosing the 'discrepancies' between intended and actual user performance.

3. Assess Target Audience Characteristics

• Recruited participants with varying ages, technology familiarity, language backgrounds, and prior app experience to capture a representative range of user perspectives. 

9. Develop Performance Measurement Instruments 

• Designed and administered both a task difficulty questionnaire (5-point scale) and a satisfaction survey (7-point, 19-item scale) to measure multiple dimensions of usability and user experience.

12. Evaluate Instruction, Program, and Process

• Conducted a structured formative evaluation of the Memrise app, collected and analyzed both quantitative and qualitative data, and generated prioritized recommendations for design improvement, the full evaluation cycle. 

S.1.4 Overview 

This artifact is a comprehensive project management plan developed for the Channel Partner Technical Training and Certification Program at Veracode, a cybersecurity software company. The project addressed a real organizational need: equipping channel partners (resellers, system integrators, and managed service providers) with the technical knowledge and credentials required to successfully sell, implement, and support Veracode's products. The final deliverable was a full project management package that served as both the planning and governing document for the initiative.

The plan encompassed all phases of the project lifecycle and included the following components: an impact statement and program overview; an introduction and organizational background; a detailed communication plan identifying stakeholders, communication methods, and frequency; a resource planning section outlining personnel, tools, and infrastructure needs; a full project schedule with milestones, tasks, and dependencies; a Statement of Work (SOW) defining scope, deliverables, and exclusions; a budget and cost estimate; a scope creep management strategy; a facilitation plan for training delivery; a project close-out summary; and a post-mortem and lessons learned reflection. The project applied formal project management methodologies and terminology throughout. 

S.1.4 Competencies and Skills Demonstrated 

2. Plan and Monitor Training Projects

• Developed a complete project management plan, including budget, schedule, milestones, resource allocation, and scope management, then applied monitoring mechanisms through the facilitation plan and project close-out documentation. 

5. Perform Job/Task/Content Analysis

• Analyzed the roles, responsibilities, and technical knowledge requirements of channel partners to define the scope and content of the certification program.

10. Develop Training Program Materials

• Produced all supporting documentation, SOW, communication plan, schedule, and facilitation plan as formal deliverables that governed the design and implementation of the training program.

12. Evaluate Instruction, Program, and Process

• Conducted a post-mortem and lessons learned reflection to evaluate the effectiveness of the project management process and identify improvements for future initiatives.

S.1.5 Overview 

This artifact is a graduate-level research assignment focused on the ethical design of a proposed study examining AI-powered roleplay simulation as a training tool for objection handling in corporate sales environments. Task 3 specifically addressed participant sampling and the ethical considerations required for conducting research in a workplace setting. The proposed study targeted sales representatives at a cybersecurity company who would use an AI role-play bot as part of their sales training.

The assignment outlined an anticipated sample of 30 to 50 participants obtained through convenience sampling, drawing from existing onboarding cohorts or sales teams already scheduled to use the training tool. The document addressed the rationale for this sampling approach, its appropriateness for an applied study in a real organizational setting, and its limitations regarding generalizability. Beyond sampling, the artifact provided a thorough analysis of the ethical obligations involved: voluntary participation, informed consent, data confidentiality, de-identification of role-play transcripts and AI-generated performance scores, the power dynamics inherent in employer-sponsored research, and considerations for linguistic and cultural diversity in a multinational sales workforce.

S.1.5 Competencies and Skills Demonstrated 

3. Assess Target Audience Characteristics 

• Identified and described the characteristics of the participant population in detail, including experience level, linguistic background, cultural diversity, and organizational context, and connected those characteristics to ethical research design decisions.

9. Develop Performance Measurement Instruments

• Addressed the ethical requirements for designing and administering data collection instruments (surveys, reflection prompts, AI-generated scores) in ways that protect participant privacy and ensure data validity across diverse respondents.

12. Evaluate Instruction, Program, and Process

• Designed an evaluation framework for an AI-supported training intervention that incorporates ethical safeguards into the data collection and analysis process, reflecting best practices in professional and institutional research guidelines.