Design Skills

Scriptwriting

Script for Course Intro

Script and concept by Federico Gomez-Uroz Horst.
Animation and video development by Nick Meyer.

Course Intro Video Script for motion animation video.pdf

Script for Podcast Episode

Script and concept by Federico Gomez-Uroz Horst.
Topic: Careers in Information Technology. Duration: 9-10 minutes.

Podcast Script (for text-to-speech generated audio).pdf

Diagramming & Prototyping

Layout Prototypes & Diagrams

It's always good to use diagrams in order to visualize processes and layouts before development, allowing to address issues beforehand.

Proof-of-Concept Prototype

This video was created as a prototype for a module introduction video that presented learners with an overview of the work to complete in the module. The intention was also to show the use of some tools to speed up the development of this kind of videos.

After scripting the video, I used a text-to-video tool (text-to-speech + lip sync avatar) and stock videos to generate the module overview and Adobe Creative Suite tools to generate closed captions and add a closing slide.

Exploration Activity Prototype

This activity was created as a prototype for a presentation regarding Active Learning in a teaching and learning center. The intention was using a "more-show-than-tell" approach and create a prototype for content exploration.

This approach can be used in different ways to facilitate a number of learning activities (from setting up think-pair-share exercises to exploring scenarios, and even choose-your-own-adventure case studies exploration).

I used a tool called kites.io that allows to create small interactive mobile sites with ease. Click on the image to access the mobile site or use this link: https://qrkit.es/331c8f4c.

Graphics

Designing graphics to accompany instructional materials takes many forms but it is a powerful tool to develop, especially in cooperation with media specialists and strategists. The following examples represent some of my skills working with graphics, specifically using them to convey pertinent, essential information and meaning.

The image is a detailed infographic titled "Tree Trimming" with a focus on a $98 million underperforming contract. The background primarily features vibrant yellow with contrasting black, gray, white, and blue text. The top left corner features a black triangle with "MLGW" written in colored text (red, orange, green, blue) and "MATH" written vertically in white. Below that, on a yellow background, there is the text "21st Century Memphis or Bust!" accompanied by an abstract graphic of a tree branch. To the right, large black text reads "Why Customers Should Care." The main section describes tree trimming progress over three years (2020, 2021, 2022), represented by tree icons and corresponding completion rates, shown in percentages on blue circles. The goal of trimming 1400 miles annually is listed, with actual miles achieved in bold red: 2020: 610/1400 mi (43.6%) 2021: 550/1400 mi (39.6%) 2022: 190/1400 mi (13.6%) At the bottom left, there is a blue box stating, "Foliage & Tree limbs within 10 feet of power lines cause 60% of power outages." To the right, a performance rating is indicated with the text "City Council & MLGW Performance Rating: POOR," and one and a half stars out of five are highlighted in yellow with three gray stars.

Infographic + Data Visualization

Promotional graphic for Christian Brothers University offering a digital certificate in Spanish for professionals. A woman in a business suit talks on a landline phone at a reception desk. A central box indicates that the certificate is designed for Nurses, Counselors, Managers, Educators. The message "Learn with us now" is displayed as well as the university webpage url: www.cbu.edu.

Promotional graphic for a college program

The image depicts a comprehensive timeline for a course development process labeled "IDD Tier 3 (rapid) Course Development Timeline" and is divided into several phases: Audit Phase, Decision, Project Plan, Development Phase, Approval, and QA & Flip. It uses a combination of text boxes, colored icons, and connecting lines to highlight steps and key personnel involved in each phase of the timeline. The phases are partitioned vertically with highlighted weekly intervals (W1 to W12) indicating specific tasks: Audit Phase (W1-W2): Several steps such as creating a Smartsheet, creating course folders/docs, requesting 004 or 003, checking LMS integrations, evaluating the course, evaluating media, conducting a modified QM review, performing an accessibility audit, and scheduling meetings. Decision Phase (W3): A checklist with scope and deliverables is indicated. Sharing project plan with AD/DC. Project Plan Phase (W4): Approval of the project plan with AD/DC. Development Phase (W5-W10): Building or changing course elements (W5-W8). Building or fixing course media (W5-W8). Addressing needed accessibility changes (W5-W8). Approval Phase (W11): Approval meeting with AD/DC. QA & Flip Phase (W12): QA check. Updating syllabus in Concourse. Submitting a ticket for 004 Flip. Key Section: Defines acronyms and roles, including: AD (Associate Dean), DC (Department Chair), DCD (Director of Course Development), CLMS (Creative Learning and Media Services), DQA (Director of Quality Assurance), LMS (Learning Management System Team), PM (Program Manager), ID (Instructional Designer), IT (Instructional Technologist), QR (Quality Reviewer), and IAS (Instructional Accessibility Specialist)

Overall Process Overview to accompany a job aid

Video

Video can be used in many ways, from delivering content to illustrating scenarios to provide a course with a "voice" and maintain consistency on asynchronous learning experiences. These are some examples of my use of video.

Video to Explain a Process

This video was created to accompany a job aid on how to place students in language courses. The target audience is the advising body, mostly faculty members.

After detecting a number of issues with students advising regarding language courses, the job aid and this accompanying video were sent to advisors across campus, providing a quick overview of the process of language placement and a step-by-step explanation of the job aid.

Video to Deliver Quick Overviews and Maintain Consistency

These three videos were for the same course (8-weeks, asynchronous/online, advance-level Spanish) and represent an introduction/welcome to the course, the overview for the first week of work, and a weekly overview focused on the content and activities for that week.

Continue to Work Samples

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