Annotated Videos

Through the tool EdPuzzle, I was able to create an assignment for my students in an Introduction to Research course. Learning about how to conduct a literature review is one of the learning outcomes of the course. With the annotated video, knowledge checks were strategically based for maximum engagement with the assignment.

Even in higher education, educators are scrapping to find ways to keep students motivated to learn and provide instant feedback with realtime assessment, like in EdPuzzle.

The tool below was created for students in the LEARN program. It gives context of a video I pulled from Youtube to a very specific program and how this one lesson contributes to the grater experience for the students within the program.

How to Conduct a Literature Review


Connecting with Infographics

The objective of this infographic is to illustrate (in an easily digestible format) that LEARN is a unique experience for a selective LEARNing Community.

I was able to create an infographic to help students create a connection with the impact of the LEARN program. Since GenZ students (the generation now entering college) ask a lot more “Why?” questions, I want to communicate why they are being required to attend workshops and seminars by depicting the long-term impacts of the program. If I fuel the students with answers to the “Why?” questions, I hope to ignite internal motivations to be successful within the program I coordinate.

Why LEARN? Infographic


Scroll through a dissection of infographics about a similar subject below. 

Bloom’s Taxonomy and Voki

I broke down the learning objectives with a partner of Voki, a Web 2.0 tool that can be used as an instructional strategy or a learning tool. Voki is a way to give another face or voice to a new topic in the classroom. Check out the references at the bottom of the GoogleDoc to learn more about the strategies of using Voki to cover all learning outcomes using Bloom’s levels of learning.

Google Cardboard

My Backyard
Google Cardboard Example here

To view the Google Cardboard example above, buy a Google Cardboard device, download the mobile app, Google Cardboard, and follow the link in the caption above. 

I found a great article from the Journal of Education Technology & Society that described the effects of VR/AR in a Physics classroom (Liou, Yang, Chen, & Tarng, 2017). VR was described as reducing the cognitive load and burden when a student interacted with the simple virtual environment, thus increasing motivation in practice and experiential learning (Sweller, 1994; Bandura, 1986). To provide support through inquiry based learning in VR/AR environments, these STEM instructors found that both AR and VR had significant effects on students’ learning performance (Liou et al., 2017).

For example, if an environment was broken down into simple learning environments, like a research lab in Biology or Optics, we could record a video of the research environment with audio of a lecture describing the tools and materials within the research lab. If faculty mentors, were to use this VR strategy to orientate new students (graduate and undergraduate) into their physical lab space and particular machines that need to be mastered before actually using, it would save time and increase motivation of students to learn and complete tasks.


  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
  • Liou, H. H., Yang, S. J., Chen, S. Y., & Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Journal of Educational Technology & Society20(3), 110-121.
  • Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction4(4), 295-312.

Photo Filters and Learning

Since I teach introduction to research courses and a large portion of our spring semester curriculum is writing succinctly with a scientific tone, I would utilize a photo editing package to distort a photo for a class activity.

As an exercise, I would ask the students to succinctly describe each consecutive photo as the photo became more, or less, distorted. After practicing with the whole class, I would then as the students to describe, with a limited number of words, the picture to a partner so that the partner can draw what they are hearing.

This quick class activity would be a great exercise in communication and presenting quality details in a succinct format. After comparing the photos given to “Student A” and the photos that were drawn by “Student B” the students will start to evaluate details versus unnecessary language. Eventually the word/character count would become as short as a “Tweet”.

Selfies in Learning

Can’t believe #CUGradChat for @CU_GARS is still going strong since its first live broadcast in 2013. It’s an innovative tool to simulate community, recruit new graduates for the @CU_HESA program, and capture story of current students in the program. #SAgrad #SAchat #SAtech

The concept of assigning a selfie in class is to make the learning scenario a more authentic experience through social learning (Bandura & Walters, 1977).

After reading the ‘ECONSelfie’ article (2016), I discovered that creating a selfie assignment for students to demonstrate their understanding of a topic and create original material ranks in the higher levels of Bloom’s Taxonomy (1956). Below was my submission for “Technology in Learning.” Imagine if you designed your curriculum with a demonstration, evaluation, and creation activity assignment like the Selfie in Learning. You might be surprised the submissions you receive.

In 2013, the Clemson University Higher Education, Student Affairs (@CU_HESA) graduate program wanted to find a way for prospective students to make a decision about Clemson before having to travel to South Carolina for face-to-face interviews (@CU_GARS). I, in a recruitment and selection position, was able to train and put a team together to broadcast our first live Google+ Hangout On Air accompanied with live chat on Facebook and Twitter. This was an innovative strategy to connect with a prospective, self-selected community at the time, and I believe still is an innovative technique to promote story from peers to peers. The idea to promote community and to give space for peers to interact and share lessons learned online is one I try to use with the learners I interact with everyday. Currently, I have a Facebook group, a GroupMe chat, and discussion posts within a Learning Management System (LMS) for the L.E.A.R.N. program. In these spaces, students are able to interact in an online community environment, and share their stories when prompted. In the future, I would like to create a more interactive space for the peer mentors, or student leaders, within the scholarship program to recruit, and begin to train, the next cohort of peer mentors. Since the current peer mentors have already been trained in the art of storytelling, I would like to have the peer mentors in the spotlight on a live broadcast to share their stories and leadership development. This way, we would be able to share their stories digitally to spread the impact of their leadership skills, recruit the next cohort of leaders, and use their stories as positive examples of the program.


  • Al-Bahrani, A., Holder, K., Moryl, R. L., Murphy, P. R., & Patel, D. (2016). Putting yourself in the picture with an ‘ECONSelfie’: Using student-generated photos to enhance introductory economics courses. International Review of Economics Education22, 16-22.
  • Bandura, A., & Walters, R. H. (1977). Social learning theory(Vol. 1). Englewood Cliffs, NJ: Prentice-hall.
  • Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24.

QR Codes and Short URLs

QR Code

My first idea to use QR codes was for a scavenger hunt on UCF’s campus for students new to the campus to physically explore the campus and learn about the resources by using QR codes at the specific offices (Cauley, 2011). Miller also references scavenger hunts as a normal response as a way to utilize QR codes within the classroom (2014).  Since I found my idea as repetitive, and not that creative, I wanted to look deeper into ways I could use QR codes to help promote learning. Miller’s list of twelve ideas helped me jumpstart my brainstorming (2014):

  • Teaching students to effectively utilize QR codes and other virtual reality (VR) options could help when students start creating research posters. Using technology to strengthen undergraduate research posters for STEM-related projects could help students communicate their technical research to a wider audience by using exemplars (Miller, 2014).
  • I have used QR codes to help in saving trees and assigning class assignments (Miller, 2014; Cauley, 2011). Since I work in a small office, saving money on ink and paper is a large concern. For a long URL to a class assignment, I would shorten the URL and post the QR code on a Powerpoint presentation. This way, students could follow to the assignment whichever way they were most comfortable with on their mobile device.

Cauley’s list emphasizes QR codes to assign homework assignments or to link to important forms (2011). I utilize QR codes to mostly help with completing in class assessments (Cauley, 2011).  I do believe that giving a student feedback via QR code would be an interesting and individualized experience (Cauley, 2011). I would be willing to try giving a QR code for feedback on a student’s writing connected to a video of me giving solid, individualized advice on how they may be able to better their writing. This effort could help me build rapport with my students.


Storytelling in Leadership Development


I created a quick summer curriculum for our student leaders to meta-cognitively reflect on their experiences transitioning to the University of Central Florida. The above link to a WikiSpace is the Curriculum page I created. Below is the outline for the summer project:

Setup Assignment –  I run a scholarship program at the University of Central Florida, where the student in the program receives a 5-star mentoring experience. One of these mentors is a peer mentor, a student who has previously been a part of the program and currently in upper-level courses.

Even though coursework is a part of the LEARN student experience, I wanted to stretch a little further to create an assignment to integrate into the peer mentor training while the students are not on campus over the summer. My hope is that the peer mentors will create a digital story for their mentees full of their advice and a personal transition story.

Assignment Introduction – The Sway presentation here will be an introduction to digital storytelling and show the peer mentors first-hand what a project could look like. Pictures, video, sound and interactive media are all welcome in a digital transition story.

Reflection Exercise – I plan to scaffold their assignment by asking the peer mentors to reflect on their transition to UCF from their state college or high school. Engaging in a metacognitive activity will help students remember what it was like to come to a new university, socialize, and understand the academic rigors demanded of them in a STEM discipline at UCF.

Storyboarding – Next, I will ask the peer mentors to take their reflection and translate it to a story board with the tool from EducationWorld.com

Tech Tools – After the storyboard makes sense and the peer mentors are able to give reviews of each others’ story boards, I will introduce the different technologies that could make a digital transition story possible. Below are link farms of different tools that could help a student create a digital transition story.

Rubric for Assignment – If I were grading this assignment, I would then modify Schrock’s K12 Digital Storytelling Rubric for higher education students:

The Why – I would then let the students send out their digital transition stories to their mentees before the fall semester begins as an introduction and virtual meet-n-greet for the students to feel as though the peer mentors a approachable.

The outcome of the curriculum posted above is posted below. I was given permission to post the two examples below by each student.

Student Leader Created Example #1

Student Leader Created Example #2

Podcast Series in the Classroom



Podcast, Episode 1*
Computational Thinking in Undergraduate Research –  Previewing


This first podcast introduces the concept of computational thinking in undergraduate research. The podcast series was created for use in the second (spring) semester of a first-year learning community, L.E.A.R.N., created to help first-generation and underrepresented students in STEM get involved in undergraduate research. Through the podcast series, I am seeking to preview the concept of computational thinking before it is covered in the 1 credit Introduction to Research II course for the LEARN program.


Podcast, Episode 2*
Computational Thinking in Undergraduate Research – Selecting Literature for a Literature Review


This second podcast in the computational thinking in undergraduate research series covers computational thinking and its application to the logistical process of analyzing and organizing literature for a literature review. LEARN students write a short research proposal of their research topic area that has been decided upon with their graduate research mentor or faculty mentor in the research lab. This podcast aims to supplement the conversation in class and help students think through the process of organizing their literature to create a narrative for their literature review for their proposal.


Podcast, Episode 3*
Computational Thinking in Undergraduate Research – Transferring the Problem-Solving Process to Social Media


In the last podcast of this mini-series, I attempt to make the connection between analyzing and organizing reputable sources to create a literature review and analyzing and sharing viral posts on social media. When managing your online identity as a student, you want to pay attention to the brand you are promoting with the posts you comment on or share within your profile. Attempting to help students transfer computational thinking principles, to a wide variety of decisions will not only help them manage their brand as a paraprofessional, but will help student develop digital citizenship by applying computational thinking principles outside of the classroom.


*As a part of University of Central Florida’s Educational Technology/eLearning Graduate Certificate, I am taking EME 6053, Teaching and Learning with Emerging Technologies. For the assignment in the course, I was asked to add the podcasts to an online website. The music for this podcast was obtained through an Education license from Freeplay Music LLC.

Online Tutorial

Video and Audio Editing, Screen Capture and Lesson Composition

I created a video tutorial to help prospective transfer students understand the intricacies of credit transfer. In December 2015, I was at the University of Maryland, Baltimore County (UMBC) working on a Bill & Melinda Gates Foundation transfer, STEM retention grant.

As a pre-transfer STEM advisor to prospective UMBC students, I found myself answering the same question: “The courses that I’ve taken, what do they count as at UMBC?”

In the state of Maryland, there are transfer equivalencies set up for each course at each institution. It can become a daunting task to a student trying to take the exact amount of classes for the least time to degree. So I created a video to point students in the direction to find their own answers so that they become advocates for themselves before, during and after transfer.


This video covers online resources to utilize when planning to transfer credits. For the most updated information regarding course equivalencies, always consult with the Registrar’s Office at your prospective institution.

Pre-Transfer STEM Advising program from the t-STEM Initiative ( presents “Online Group Information Sessions” for prospective UMBC STEM students.

Music from… (Chuzausen – “Raro Bueno” track cut to fit material shown).