Instructional Design
In addition to leading over 100 hands-on workshops in our lab, I consult each year with 150-200 faculty/staff members (SMEs) to assist them in designing and developing course modules and instructional resources for use in real and virtual classrooms. These resources range anywhere from animated gifs to interactive media (primarily webpages- but include Shockwave (via Authorware), and interactive QuickTime movies. In this role I particularly enjoy the performance analysis and assessment phases of formal ISD.

My leadership skills have been honed as a coach, a teacher, and as a father of three boys and one girl. I am motivated by goals and communicate objectives clearly. I believe in "sign-offs," sharing the credit, and in success. I am a "reformed perfectionist." I set high goals for myself and others and we almost always achieve-- This is because the goals we set are realistic and because progress is monitored regularly and support (coaching) is individualized when required.

I love the challenge of analyzing complex tasks/skills and planning for the best way to assist others in mastering these skills and relationships within a body of knowledge. During the design process I rely primarily upon the Dick and Carey model of instructional systems design. Identifying foundational skills and planning to build upon them is a task I relish in every new project. I rely heavily on the Robert Mager "six pack" and Robert Horn's "information mapping" strategies in designing a course. Effective learner performance is the goal of any product I'm involved in. I believe that performance demands within training products should closely emulate real world tasks.

When conducting a task analysis I use logic mapping (or flow charting) to help me minimize development time and to facilitate storyboarding. Logic branches are ideal places for conceptualizing visual representations that can really paint a picture of the product to be created. I create "storyboards" in PowerPoint using the drawing tools to rough out interfaces quickly. The branching and multimedia options offered within PowerPoint allow me to quickly construct a mockup of key user interactions that are useful in defining a product with clients.

I am in favor of rapid proto-typing a software product. I find that putting a proposal ALL on paper FIRST is a nice ideal that all too often results in a product design that is far short of the client's actual needs. I believe that forcing a signoff on a paper-based design alone is a dis-service to the client, the end-user and to the industry. I also believe that formative evaluation should be embraced from day one during the lifecycle of an instructional product.

Project Management
I frequently manage projects with faculty/staff members. These projects include grants, webpages, multimedia resources (such as digital or analog video products or interactive tutorials or simulations), retreats, special interest groups, and conferences. Most projects are small in scale and deliverable in a number of days or weeks. Most involve a faculty member and myself, but often a number of people with a variety of skills are involved. I enjoy the challenge of coordinating these group projects.

Computer Applications
I am experienced in using many software tools for developing instructional materials. I use both Macintosh and Windows platforms and can readily exchange data between the two. I personally favor the Macintosh operating system so most of my day-to-day day work (correspondence, E-mail, data management, and web-development) is done on this platform. However, our campus is >70% Windows so I spend a substantial portion of my time using Windows development tools. I've found that using these tools (and the strengths of the unique software products for each) in tandem allow me to accomplish virtually anything required for my job. I am familiar with related technologies including a variety of image/audio capture and editing devices. The following is a list of applications with which I am familiar.

Color KEY:

Green = daily or frequently (>3 times/week)
Brown = regularly or >once monthly
Black = < once monthly

Operating Systems
Macintosh OS and Windows OS
Programming/Scripting Languages 
HTML 4.0, TransScript, Perl/CGI Scripting, JavaScript, AppleScript
Authoring Software 
DreamCard, Revolution, Authorware, Flash
Internet Development Software 
Macromedia Dreamweaver, Netscape Composer, Adobe Acrobat/Distiller PDF Utilities, Pure HTML
Website Management
FTP applications; Telnet/Unix, WS_FTP, Fetch
Course Management System
WebCT (Web Course Tools)
Graphic Design Software 
Photoshop, Illustrator, GIFbuilder
Project Management 
Microsoft Project 
Digital Audio/Video Software 
QuickTime Pro, iMovie, iDVD, QuickTime VR Authoring Studio, QuickVoice, Adobe Premiere, MediaCleaner Pro, CoolEdit'2000, Qualcomm PureVoice, SnapZ Pro, Electrifier Pro, Ultra Recorder, Amadeus II
Spreadsheet/Charting Software 
Excel, Appleworks
DataBase Software 
Appleworks, Filemaker Pro, Access
Word Processing Software 
Word, Appleworks, WordPerfect 
Desktop Publishing Software 
PageMaker 
Presentations Software 
Powerpoint, Appleworks 
Scanning Software 
OmniPage Pro (for OCR scanning) 
Electronic Mail Software 
Eudora, Netscape Messenger, Groupwise, Listproc 7.2 /8.2 listowner experience. Experienced with using UseNet and Listserv resources 
Other
Familiar with using a flatbed scanner, printer/plotters, and with digital cameras & camcorders, CD-ROM burners/duplicators
Utilities 
Stuffit Deluxe, CompactPro, WinZip, Snap32, SnapZPro, Camtasia, EasyCD, Groupwise

Teaching/Training/Coaching
I have had teaching responsibilities since I was a teenager. I am comfortable working with all ages-- kids to older adults. I'm often complimented as being "great with the technophobic." I have a knack for making difficult concepts understandable- I'm good with finding appropriate methphors and analogies for the given audience. I've taught and coached successfully on the high school and college levels. As a former NCAA All American performer I strive for and expect excellence in performance. Like anyone else, I thrive on success. I enjoy building learning modules that guide and inform, provide frequent opportunities for learner controlled practice with constructive feedback.