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Portfolio

Michael Graham

Instructional Design Portfolio

Special educator transitioning into instructional design, with strengths in learner-centered design, accessibility, blended and online learning, and continuous improvement through evaluation.

About Me

I am an educator with extensive K–12 experience who designs learning with a strong focus on clarity, accessibility, and real-world usability. My work is grounded in inclusive design, practical classroom experience, and the belief that learning experiences should be built to support diverse learners from the start.

As I transition into instructional design, I bring experience in online and blended learning, LMS-based instruction, multimedia learning, and evaluation-informed revision. I am especially interested in designing learning experiences that are engaging, usable, and responsive to learner feedback.

Core Strengths

  • Blended and online learning design
  • LMS design and facilitation
  • Accessibility and learner support (UDL-informed)
  • Multimedia learning (video-based instruction)
  • Assessment and evaluation
  • Continuous improvement through data

Featured Project

Designing a Blended Learning Model to Improve Student Writing Outcomes

The Problem
Students needed more flexible access to instruction and more targeted support while learning argumentative writing. A traditional whole-group lecture model limited pacing, differentiation, and responsiveness.

My Approach
I implemented a blended, mastery-based model in which students accessed teacher-created videos and activities through an LMS, then progressed through content at their own pace. This freed class time for small-group support, feedback, and differentiation.

Design Decisions
The design emphasized accessibility, self-pacing, and repeated access to instruction. Students were able to stop, rewind, and revisit lessons as needed, while in-person time was used for targeted support instead of whole-class lecture.

Results
Students reported that the model was more beneficial for their learning, and I observed improvement in student writing outcomes. The approach also allowed for more individualized support and better use of instructional time.

Key Insight
Blended learning is most effective when paired with intentional design that prioritizes accessibility, pacing, and responsiveness to learner needs.

Tools & Platforms

  • Canvas LMS
  • Google Workspace
  • Microsoft Office
  • DaVinci Resolve (video editing)
  • YouTube (instructional video delivery)
  • Survey and evaluation tools

Design Approach

My design approach is rooted in learner needs, accessibility, and iterative improvement. I aim to create learning experiences that are clear, engaging, and practical, while using feedback and evaluation to strengthen the design over time. I value simplicity, usability, and designing with intention rather than adding unnecessary complexity.

Designing Video to Improve Instructor Presence in Online Learning: Module Link

The Problem
Online courses often lack a strong sense of instructor presence, which can lead to decreased student engagement and a weaker connection to the learning experience. Without intentional design, students may feel isolated and less motivated to participate.

My Role
As part of a collaborative design team, I contributed to the development of a structured online learning module focused on improving instructor presence. My work included designing instructional content, organizing learning flow, and contributing to multimedia elements that model effective instructor communication.

My Approach
I helped design a module that demonstrates how instructors can establish presence through clear communication, structured content, and intentional use of video. The module was organized to guide learners through key concepts, examples, and application, allowing them to see and apply effective strategies.

Design Decisions

  • Structured content into clear, manageable sections to support cognitive processing
  • Used video to model effective instructor communication and tone
  • Applied signaling and alignment between visuals and narration to reinforce key ideas
  • Designed for both clarity and engagement to support online learners

Tools & Development

  • Google Sites for module design and delivery
  • Video created and edited using DaVinci Resolve
  • YouTube integration for accessible video delivery

Evaluation Approach
The module can be evaluated through learner feedback, engagement data, and application of strategies in practice. Metrics such as completion rates, interaction with content, and perceived instructor presence can inform future improvements.

Results
This project demonstrates how intentional multimedia design can improve instructor presence in online environments. The structured approach supports learner engagement and provides a model for effective online teaching practices.

Key Insight
Instructor presence is not automatic in online learning—it must be intentionally designed through communication, structure, and thoughtful use of multimedia.

Popular posts from this blog

Evaluator Competencies: A Reflection on Strengths and Needs

    The Evaluator Competencies Self-Assessment required for the Learning Design and Technology 506 course gave me valuable insights. It allowed me to see the current strengths that I bring with my experience and areas where I need further development in regard to the five domains outlined by the American Evaluation Association’s Evaluator Competencies . My professional experience mostly comes from being in the classroom as a K-12 special education teacher. I use data frequently to monitor and report on student progress, adjust instruction, and develop IEP goals. I understand data and its use on a classroom level to work with students and collaborate with colleagues and families. The self-assessment, on the other hand, has made it clear that I am still developing when it comes to formal evaluation design and implementation with broader programs and systems. My novice, 2 out of 6, evaluator placement stems from my limited formal design and methodology experience, however I p...
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My Goals as a Learning Designer

 Why I’m Here      After 16 years in K-12 education, I have seen how powerful thoughtfully designed learning experiences can be, especially when technology is integrated with purpose. I now want to play a larger role in shaping and creating experiences that reach a broader audience of diverse learners in the higher education setting.      Throughout the LDT program at ASU I have learned that designing instruction is foundationally grounded in systematic processes that encompass creativity, technology, empathy, and learning theories. Delivering effective and equitable learning experiences is my main objective as I enter the learning design field. The field incorporates a broad array of disciplines such as design thinking, media production, data analysis, psychology, and many others (Wagoner, n.d). The depth of the profession is deep, this both excites and challenges me, to explore and discover, as I work toward being able to design effective learn...
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Evaluator Competencies: From Strengths and Needs to Growth and Application

       At the beginning of this course, I rated myself as a novice evaluator according to the AEA Evaluator Competencies . That has not really changed in terms of overall placement, but my understanding of what that actually means has changed quite a bit. At the start, I associated evaluation mostly with assessment and data use at the classroom level. I am comfortable working with student data, adjusting instruction, and communicating results, but I did not have experience designing evaluations or thinking about systems in a structured way. After completing the self-assessment at the end of the course, I would now place myself at a 3 out of 6. I am still developing, but I now understand how evaluation works beyond the classroom. Looking at my results, my strengths are still in interpersonal competence and reflective practice. My growth areas are still methodology and planning and management, but those areas have improved. The difference now, compared to when I first ...
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