Content Development

Professional Presentation Analysis

As a Full Sail Instructor, our team was given a 3-month deadline to produce an entirely new curriculum to replace the current Digital Literacy course.  I was part of the team responsible for creating classroom assets, activities, and developing both authentic assessments and rubrics.  Assets shown here represent final assignment/rubric drafts.

5 Minute Story Pitch Challenge

This is an interactive exercise in spontaneous creativity and storytelling.

Objective:

Create a storytelling activity that can be conducted by instructors in the classroom, online, and by students on their own.

 

Based on a randomized list of story genres and a wildcard element, players have 5 minutes to pitch a story and include as many standard story elements as they can. Each story element is worth a certain number of points. The player with the most points wins.

 

 

CLICK TO DOWNLOAD RANDOMIZER FILE:

I created a video that explains the instructions and breaks down each story element that will earn players points.

 

Integrative Learning Campus Initiative

Overview:

In February of 2016, our leadership team tasked me with revamping the campus curriculum so that it would be better aligned with the campus-wide Integrative Learning Initiative.

 

 The Objectives:

  • Incorporate more interactive activities into each of the twelve 2-hour lectures.  This is to make each lecture session consist of less content review and more hands-on, guided application of the concepts and techniques being taught.

  • Create new Integrative Learning activities to account for twenty-four hours of attendance credit.

 

Timeline:

I was given this task during the last week of February, to be completed during the month of March, in order to be launched at the beginning of April.

 

 

Execution:

I began by assembling a team of four other campus instructors from the Creative Presentation department.

 

Week 1:

I scheduled a meeting to discuss the objectives of the initiative. During the meeting, we brainstormed ideas through the use of the online collaboration tools of Google Drive. At the end of the meeting, we divided into two teams; each one to focus on brainstorming ideas for one of the objectives listed above.

 

Week 2

I scheduled a meeting to discuss the progress of each team. At the end of the meeting, tasks were delegated to create the new content for weeks 1 and 2. This included new slide decks for each of the first six lecture sessions, as well as written instructions for the first two Integrative Learning activities.

 

Week 3:

The team reconvened to showcase and discuss the content that was completed. Each team member completed his or her assigned task on time, and with great proficiency. At the end of the third meeting, new tasks were assigned to create the content for weeks 3 and 4. This included new slide decks for each of the last six lecture sessions, as well as written instructions for the last two Integrative Learning activities.

 

Week 4:

The team met for the final time to showcase and discuss the content that was completed. Once again, each team member completed his or her task with great proficiency.

 

After a final review of all the materials, the new slide decks were distributed via the Basecamp platform, and the new Integrative Learning activities were loaded on to the LMS for the April semester launch.

 

Through collaboration, experimentation, delegation, and adherence to weekly milestones, I led the team to successfully fulfill the objectives laid before us by creating a cohesive curriculum that is both challenging and engaging for our campus students.

Presentation Planning Twine Asset

Overview:

In May of 2016, our leadership team was tasked with creating an interactive teaching asset that would help students better understand the importance and purpose of creating a planning document for their presentations.

 

Objective:

  • Create an interactive online asset that could be utilized by both teachers and students.

  • The asset was to be in a “Choose Your Own Adventure” style game, allowing the students to choose between creating a plan for pitching an idea, pitching a product/service, or pitching themselves to potential employers.

  • Correct choices would allow them to progress, while incorrect choices would bring them to an end point with an explanation and lesson.

 

Timeline:

The goal was to complete the project before the second week of July. The project took a few more weeks to complete due to the complexity of the build.

 

Execution:

The three Course Directors, of which I was one, each took one of the potential planning paths to our respective teams of Associate Course Directors.

 

Each team developed the stages and lessons within their assigned planning path.

 

Once completed, the path outlines were sent to me.

 

Utilizing the free web tool, Twine, I mapped, constructed, and linked all the various stages and end points for all three planning paths.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(Birdseye view of the mapping and path linking)

 

Once the project file was completed, I uploaded the project to philome.la, which is a free Twine hosting site.

 

The link was distributed via the Basecamp platform and was launched in August.

 

You can access the asset at the following link: http://www.philome.la/ageimer/crp_planning-activity

© 2019 by Andrew Geimer.

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