Hello! I'm Alice
I relocated from North Carolina to Alabama to further my education and assist in my husband's career advancement within YellowHammer Roofing. Prior to this, I spent more than seven years as a high school agricultural education and FFA advisor. During my time as an educator, I created award-winning FFA Chapters and specialized not only in K-12 education but adult education as well.
I am currently nearing the completion of my Masters in Education Technology & Instructional Design from Western Governor's University and anticipate graduating in the summer of 2024.
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Alice Coburn
INSTRUCTIONAL DESIGN
EXPERIENCE
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JAN 2017 - DEC 2023
CATAWBA COUNTY SCHOOLS, NC
EDUCATOR
FFA ADVISOR
- Proficient in utilizing technology tools and platforms to enrich agricultural education learning experiences.
- Established history of adjusting teaching techniques and integrating creative instructional methods to captivate students and improve educational results.
- Thorough knowledge of instructional design principles, strategies, and models, enabling the creation of compelling and effective learning opportunities.
- Dedicated to keeping up-to-date with the latest trends and advancements in instructional design, educational technology, and agricultural education through continuous professional development.
- Skilled in interpersonal communication, with a proven capacity to work collaboratively with various stakeholders to cultivate a supportive learning atmosphere and facilitate effective communication.
2014 - 2016
STUDENT TEACHING
CATAWBA COUNTY SCHOOLS, NC
- Proficient in utilizing inquiry-based decision-making techniques
- Verify alignment of all project components with predefined content standards
- Skilled in facilitating and leading instructional strategic planning sessions as both a contributor and a leader
2012 - 2015
WORKSTUDY: TUTOR
SCRIBE
CALDWELL COM. COLLEGE & TECH INST., NC
- Developed various educational materials such as syllabi, visual aids, answer keys, supplementary notes, and course websites.
- Assisted the instructor during lectures and provided support during teaching sessions.
- Introduced horticultural therapy at Compass Education in CCC&TI by establishing a range of gardens on campus and container gardens in the classroom, aiming to enhance the well-being of students facing mobility difficulties.
2023 - 2024
M.Ed. EDUCATION TECHNOLOGY & INSTRUCTIONAL DESIGN
WESTERN GOVERNOR'S UNIVERSITY, UT
- Established procedures based on research outcomes to boost effectiveness and output in academic initiatives.
- Recognized critical areas for enhancement in assignments, leading to accomplished project outcomes.
- Utilized an educational design model to craft interactive learning exercises.
- Exhibited efficient instructional remedies, enhancing the overall effectiveness of learning.
- Showcased impressive presentation abilities in diverse environments, including face-to-face and virtual settings.
2014 - 2016
NC AGRICULTURAL & TECH STATE UNI., NC
B.S. AGRICULTURAL EDUCATION
MINOR PLANT & SOIL SCIENCE
- Acquired teaching background in agriculture, refining abilities in designing lessons, managing classrooms, and engaging students, which can be utilized in developing effective instructional materials in instructional design.
- Profound comprehension of agricultural concepts and teaching techniques provides valuable perspectives for creating interactive resources for students in agriculture.
- Educational background in agricultural education establishes a solid base for designing successful learning experiences in instructional design.
2012 - 2014
A.S. LANDSCAPE GARDENING
CALDWELL COM. COLLEGE & TECH INST., NC
- Gained plant science, soil management, and landscape design knowledge through associate's degree in landscape gardening, valuable for creating visually appealing educational materials in environmental sciences.
- Expertise in design software like AutoCAD, SketchUp, and Adobe Creative Suite for developing landscape designs and plans, useful for crafting multimedia-rich instructional materials in instructional design.
- Acquired project management skills for coordinating and executing landscaping projects, applicable to overseeing instructional design projects within specified timelines and budgets.
EDUCATION
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Skills & Tools
Microsoft Suite - Proficient
Canvas - Proficient
Critical Thinking - Proficient
Complex Problem-Solving - Proficient
Collaboration - Advanced
Google Suite - Proficient
Project Management - Proficient
Articulate - Intermediate
Adult Learning Theories - Advanced
Visual Design - Advanced
Expertise
ADDIE
ANALYSIS
DEVELOPMENT
DESIGN
The analysis step in ADDIE is pivotal in instructional design, forming the basis for tailored learning solutions. By understanding learners' needs and challenges, designers create effective strategies to optimize the learning experience. This phase ensures that subsequent design decisions align with learners' requirements, enhancing overall effectiveness.
The development stage in ADDIE converts design concepts into tangible learning materials, crucial for crafting engaging and informative instructional content. Effective development ensures alignment with learning goals, facilitating successful implementation and evaluation.
In the ADDIE model, the design phase is crucial for structuring instructional materials based on learner needs. It translates analysis findings into clear objectives, paving the way for engaging learning experiences and successful outcomes.
IMPLEMENT
The implementation phase of ADDIE marks the execution of instructional designs, deploying materials for effective learning experiences. It ensures efficient delivery, maximizing impact on learners' understanding and skill acquisition.
EVALUATE
The evaluation step in ADDIE assesses the effectiveness of instructional design by gathering feedback to measure learning objectives and identify areas for improvement, ensuring continuous enhancement of the learning experience.
Universal Design for Learning
These guidelines present a comprehensive range of practical recommendations that can be implemented across various fields and areas of study. Their purpose is to guarantee that every learner can engage with and benefit from valuable and stimulating educational experiences.
Engagement
We would not be who we are without our eco-friendly design, which is at the core of our strategy. We are constantly working to improve our offerings and expand upon our capabilities when it comes to design and production. Get in touch to learn more.
Reperesentation
We would not be who we are without our eco-friendly design, which is at the core of our strategy. We are constantly working to improve our offerings and expand upon our capabilities when it comes to design and production. Get in touch to learn more.
Action & Expression
We would not be who we are without our eco-friendly design, which is at the core of our strategy. We are constantly working to improve our offerings and expand upon our capabilities when it comes to design and production. Get in touch to learn more.
Backward Design
A deliberate and concentrated approach to instructional design necessitates a fundamental change in our mindset as instructional designers and curriculum writers. This change entails placing significant emphasis on identifying the desired learning outcomes and the corresponding evidence of these outcomes, prior to considering our role as instructional designers in facilitating teaching and learning activities.
Identify Desired Results
What engagement forms should participants encounter?
This knowledge is important for familiarity. The content in this category is a lower priority and will be mentioned in the lesson, unit, or course.
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What knowledge and skills should participants aim to master?
The knowledge and skills at this stage are crucial and necessary. The information in this category may include facts, concepts, principles, processes, strategies, and methods that students should acquire by the end of the course.
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What concepts and understandings should participants retain?
These enduring understandings are the ideas that instructors want students to remember even after completing the course.
Determine Acceptable Evidence
In the second phase of backward design, instructional designers consider assessments and tasks learners will do to show their understanding. In the previous phase, designers identified course objectives, which helps them understand what evidence learners can provide. It's important to use various assessment methods to evaluate learners based on the goals set. Sometimes, there may be a mismatch between assessments and objectives, which can be frustrating for learners and designers.
Plan Learning Experiences & Instruction
In backward design, instructional designers consider methods, strategies, and activities to achieve learning objectives and assessments. They provide learners with resources and engage them through exercises, discussions, case studies, and simulations. Designers teach and coach learners using various methods and techniques. Selecting suitable materials and resources is important to cater to diverse needs. This may include textbooks, online resources, multimedia materials, and experiments.
As an instructional design student, I've built a portfolio that presents my expertise through evidence such as research, design planning, prototypes, mockups, and e-learning experiences. This collection reflects my proficiency across different phases of the instructional design process, demonstrating my ability to conceptualize, create, and implement effective learning solutions. With this portfolio, I showcase not only theoretical knowledge but also practical skills, establishing myself as a competent professional in the field of instructional design.