Overview of LDT Experience
I have led or participated in numerous instructional design projects. One notable project, following the Dick & Carey model, involved designing an asynchronous online course on expository essay summary writing for EFL learners using Canvas. This course comprises four modules focusing on essay structure and summarization skills, incorporating pre-tests to assess prior knowledge and post-tests to measure learning outcomes. The course also includes formative exercises for ongoing assessment. Detailed design documents outline learner analysis, learning context, tasks, assessment development, and both formative and summative evaluations. For more details, the course can be accessed at https://canvas.instructure.com/enroll/KYPMP6.
I designed an asynchronous e-learning course using Articulate Storyline on the topic of “Strategies for International Students to Navigate Sensitive Topics in Conversations with Americans Based on Five Core American Values.” The course consists of five modules and includes quizzes with multiple-choice and true/false questions. It concludes with a course evaluation survey. In this project, I created and edited an introduction video using Camtasia and developed a cartoon dialogue with Vyond, and designed a comic with Canva. The E-learning course is presented below.
Following McKenney and Reeves’ (2018) educational design research process, Task-Based Language Teaching (TBLT), and two virtual reality (VR) affordances—authenticity and interaction—I designed eight task-based role-playing speaking activities for EFL college students using the VR application Immerse. The activities go as follows: 1). Checking in at the airport; 2). Going through a security check; 3). Ordering food at McDonald’s; 4). Checking in at a hotel; 5). Ordering in a fine restaurant; 6). Paying the bill; 7). Shopping in a mall and 8). Checking out of the hotel. This project aimed to improve students’ speaking skills through immersive and interactive experiences. I developed and implemented three design principles that can serve as guidelines for designing and assessing speaking activities in VR environments, ensuring that educational practices are both pedagogically sound and technologically enhanced.
In collaboration with a lecturer from the Oral English Proficiency Program at Purdue, we developed three workshops to teach prospective international teaching assistants how to use a Head-Mounted-Display-based virtual reality application, Wooorld, to improve their presentation skills. Students introduced landmarks from their countries or hometowns while practicing the use of prepositions. This approach motivated students and deeply engaged them in the learning process.
I work as a research intern for ImmerseMe, a company specializing in creating 360-degree videos for language teaching. In this role, I actively participated in the redesign of their platform, offering evaluations and suggestions to enhance the instructional design of both the learning content and the user interface. My contributions focused on optimizing the educational effectiveness and user experience, ensuring that the platform is engaging, intuitive, and pedagogically sound.
