Heather Stockton, MA

Instructional design | Content writing | Editing

Effective and creative

communication

“Whole picture” thinking

Content design that captivates,

instructs, and informs

Contact me…

Heather Stocktonhstocktoncomm@gmail.com

Some things to know about me

I am a recovering K12 teacher

I LOVE…

Designing learning experiences

Finding just the right word

Creatures great and small

Real (that is to say heavy) cream

in my coffee

I am an INFJ – the rarest type

of person!

Portfolio Contents – Main Menu

Instructional Design ProcessCurriculum maps and storyboards

Sample CoursesE-Learning, face-to-face, and blended instruction

Other Content DesignInstructional supports, newsletters, and more

Click through page by page, or contact me for an interactive version!

Instructional Design Process

Thorough planning shows in the end product. I love using “backward

design” maps as part of the ADDIE process. Careful mapping and

storyboarding help to keep all facets of learning design aligned with

the learning objectives.

Curriculum map for ongoing staff

development

Unit plan of day-by-day instruction

Storyboard for e-learning module

Click through page by page, or contact me for an interactive version.

This curriculum map

was used as the

foundation of an

ongoing, weekly staff

development segment at

an urban secondary

school.

Unit Map

Here are 2 weeks

of a month long

unit designed for

secondary school

students.

All learning

objectives

(SWBATS) are

aligned closely

with the unit’s

backward design

map.

E-Learning Storyboard

Content

Multiliteracies learning theory

Audience

Undergrad instructional design students at Metro State University

Technology

Developed in Adobe Captivate 8

Storyboard

The following 2 pages are excerpted from the storyboard. The

entire module was about 30 pages.

Screen Title

A Multiliteracies Perspective

On-screen Text

Course objectives:[1] Understand the “new literacy” [2] Recognize and appreciate multimodal design principles [3] Know why multiliteracies matters to instructional designers

Section | Page Title | Page #

Introduction - Course Objectives - 3

Narration script (if applicable):

Welcome! For instructional designers, an understanding of learning theory can make your designs stronger. This e-learning module discusses some of the basics of multiliteracies learning theory. [1] In this course, we’ll talk about the “new literacy” – what it is and how it’s different from traditional literacy. [2] We’ll explore multimodal design, which is a big part of multiliteracies theory. Multimodal design can help make your work even more effective and engaging in infinite ways. [3] Finally, we’ll look at why multiliteracies theory should matter to you as a designer. The world is changing, so let’s get started!

Description of Graphics and Navigation (if applicable):

• Navigation bar (back, play/pause, table of contents, audio text, next)• Graphics: lightbulb, magnifying glass, smiling face, “why” in scrabble letters

Description of Interactions, Animations, and Media (if applicable):

Video starts on page launchMotion graphics animation coordinated with narration to introduce course objectives

Screen Title

Literacy re-examined…

On-screen Text

Multiple philosophiesMultiple technologiesMultiple ways to communicateMultiple languagesMultiple communities Multiple identitiesMultiliteracies

Section | Page Title | Page #

Literacy Paradigms – Introduce Multiliteracies - 8

Narration script (if applicable):

In 1996, a group of scholars got together to re-examine literacy from a modern perspective. They explored society’s changing views on citizenship, business, and community. They saw that multiple philosophiesgovern our business and social lives. Multiple technologies are ever-present, demanding multiple kinds of communication skills. Many people navigate multiple languages on a daily basis, including work languages, home languages, technical and computer languages and more. Individuals are members of multiple communities requiring multiple identity positions. They concluded that success requires much more than the ability to read and write. The term multiliteracies was coined to reflect a new kind of literacy.

Description of Graphics and Navigation (if applicable):

• Navigation bar (back, play/pause, table of contents, audio text, next)

Description of Interactions, Animations, and Media (if applicable):

• Audio narration on page launch• Motion graphic animation: Phrases float up from the bottom and are coordinated with the applicable

part of the narration.

E-Learning Module Face-to-Face Instruction

I have worked on numerous courses

in the utility industry. The following

excerpts are from a course on

pressure testing, authored in

Lectora 16.

I have designed and delivered

instruction in multiple content areas

for both adults and children. These

excerpts are from a unit for secondary

school students.

Sample Courses

Click through page by page, or contact me for an interactive version

E-Learning Module

This course was designed for a utilities trade association. My

responsibilities included…

Clarifying and honing objectives

Writing new content

Combining, revising, and updating old content

Adding graphics and spatial supports

Building and modifying interactions

Working within a very specific (and very picky!) template

Using a formal instructional tone per company style

Fact checking and collaborating with SMEs as needed

Note: Background design is highly templated and not my work.

All proprietary information is blurred.

Course objectives were designed to support industry standards and very specific compliance testing content requirements.

Module Introduction Page

Audio Text ScriptClass locations are based on population density. There are four classes ranging from Class 1, a rural environment, to Class 4, a densely populated environment. Class is determined by counting habitable buildings within 660 feet of a given pipeline. Class is one of the factors which determines pressure testing requirements.

Graphics reinforce content and are clickable to provide further information.

View A

View B

TEST FACTORS: The next 3 pages show a tabbed interaction scaffolding the calculation of test factors. Page text is kept minimal with audio supporting it.

AUDIO TEXT SCRIPT

Test requirements for certain pipelines are determined by

making calculations based on the class location of the pipeline

and associated test factors. This results in a pressure test that is

higher than the pipeline’s intended MAOP.

FACTORS TAB AUDIO TEXT SCRIPT

In order to determine the appropriate test fact, you must know the date of installation for

the pipe, as well as its associated class location. For example, if a Class 3 pipe was

installed in 1969, according to the reference chart, it would have a test factor of 1.4

EXAMPLES TAB AUDIO TEXT SCRIPT

To calculate test pressure, multiply the MAOP times the appropriate test factor. The

result is the recommended testing pressure. For example, testing pressure for a pipe

with an MAOP of 80 pounds per square inch, a class location of 2, and an

installation date of 1969 would be calculated by taking 80 psi time the test factor of

1.25 for a testing pressure of 100 psi. Click the icon to practice.

Module summaries with clickable images reiterate important concepts and connect back to the learning objectives and forward to the industry compliance assessment.

View A

View B

MODULE SUMMARY

The House on Mango Street Unit

This unit was designed for secondary school language learners. Based on The House on Mango Street by Sandra Cisneros, the book was used as the basis for applying new learning about strategic questioning and figurative language. What follows are a few of the learning resources designed for the unit. Due to the K12 context, development was simple and functional.

Backward Design Map

Study Packet

QAR Strategy

Assignment Scaffolds

Figurative Language

Click through page by page, or contact me for an interactive version.

Backward Design Plan

Frequent comprehension checks

and guided reading activities are

important parts of learning design

at all levels and in all contexts.

Strategic questioning was taught via unit content. Instructional materials guided learners from Knowledge to Evaluation in the learning process and included…

Instruction

Learning Supports

Application & Evaluation

Figurative language was also a theme throughout the unit…

All learning is reinforced and practiced in…

Assignments

Informal Comprehension Checks

Assessments

Other kinds of writing…

This is the miscellaneous section! In addition to

instructional design, I love putting together

educational supports, job aids, newsletters, blogs…

I have also worked on many departmental reports,

procedures manuals, grant applications, academic

articles, theses, and much more.

Please page through to see a few odds and ends. Be

sure to email me with any questions.

Graphic OrganizersIn communicating content, spatial design has a grammar of its own. Strategic use of space can often say much more than words alone. Going graphic makes almost any concept more accessible.

This job aid was designed as a guide for moving through the ADDIE process.

Newsletters

This is the front page of one of a series of weekly educational newsletters I created as part of ongoing staff development.

Thank you…

This is just a sample of my

work. If there is something

you’d like to see more of,

please let me know. Thanks

so much for looking!

Heather Stockton

hstocktoncomm@gmail.com