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Create an eLearning Module

Overview:
Designed and developed an interactive eLearning module to support 3rd‑grade students’ understanding of narrative story elements. The module applies multimedia learning principles to reduce cognitive load while keeping learners engaged through clear structure and purposeful interaction.

Purpose & Audience:
This project focused on helping elementary learners identify key story elements such as character, setting, plot, problem, and solution using age‑appropriate content, visuals, and pacing.

Role:
As the instructional designer and developer, I led the project end to end, including instructional design, interaction development, and optimization. I applied coherence, signaling, contiguity, and segmenting principles; built reusable templates; developed branching and click‑to‑reveal interactions; and streamlined assets to improve performance.

Tools:

Articulate Storyline (Articulate 360)

Asset optimization tools

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Exploring Story Elements: Characters, Setting, Plot, Problem, and Solution​

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By the end of this module, learners will be able to: * Identify the four key story elements: characters, setting, plot, problem, and solution. * Explain how each element contributes toastory’s s

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Create an eLearning Storyboard

Overview:

Designed and developed a comprehensive storyboard to guide the creation of a dynamic eLearning experience. The storyboard establishes the instructional flow, screen‑by‑screen content, interactions, narration, and assessments while applying multimedia learning principles to support learner engagement and reduce cognitive load.

Purpose & Audience:

This project focused on supporting adult learners participating in self‑paced, online instruction. The storyboard was designed to clearly communicate instructional goals, present content in manageable segments, and prepare learners to successfully engage with interactive and assessment elements within the final eLearning module.

Role:

As the instructional designer, I led the project from concept through storyboard completion. I analyzed learner needs, defined learning objectives, structured the instructional sequence, and developed on‑screen text, narration scripts, interactions, and assessment prompts. I applied coherence, signaling, contiguity, and segmenting principles to ensure clarity, alignment, and instructional effectiveness throughout the storyboard.

Tools:

Canva

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EID-505 Benchmark - Storyboarding Dynamic eLearning Experiences

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Check out this 25 × 20 cm designed by Tre E Ward.

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Create an In‑Person Instructional Storyboard

Overview:

Designed a comprehensive storyboard for an in‑person Assessment Literacy Institute. The storyboard serves as a structured guide for facilitating face‑to‑face professional learning focused on improving participants’ understanding and application of assessment literacy concepts. It outlines instructional flow, learning activities, discussions, and assessment opportunities to support effective delivery.

Purpose & Audience:

This project focused on supporting educators and educational professionals participating in an instructor‑led Assessment Literacy Institute. The purpose of the instructional solution is to strengthen participants’ knowledge of assessment practices, including formative and summative assessment, data interpretation, and instructional decision‑making. The storyboard ensures content is logically sequenced, learner‑centered, and aligned with professional practice.

Role:

As the instructional designer, I led the project from analysis through storyboard completion. I identified learner needs and instructional goals, developed measurable learning objectives, and organized content into meaningful instructional segments. I designed interactive in‑person learning activities, facilitated collaborative discussions, identified required materials and resources, and embedded formative and summative assessment checks to support participant learning and facilitator implementation.

Tools:

Microsoft Word

Microsoft Powerpoint

Canva

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EID-510 Storyboarding an In-Person Instructional Solution

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Check out this 25 × 20 cm designed by Tre E Ward.

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In-Person Instructional Solution

Overview:

Designed a comprehensive storyboard to support the in‑person professional development initiative, Closing the Gap: Assessment & Evaluation. The storyboard serves as a structured guide for facilitating a multi‑session Assessment Literacy Institute, outlining instructional flow, learning activities, collaborative discussions, and evaluation checkpoints to ensure consistent and effective face‑to‑face delivery.

Purpose & Audience:

This project focused on supporting K–8 educators, with an emphasis on grades 3–8, who demonstrated gaps in assessment literacy, rubric design, formative assessment practices, and data interpretation. The purpose of the in‑person solution is to build teacher confidence and consistency in designing aligned assessments, providing actionable feedback, and using data to inform instructional decisions in order to improve student outcomes and equity.

Role:

As the instructional designer, I led the project from needs analysis through storyboard development. I translated performance gaps and institutional goals into measurable learning objectives, structured two in‑person training sessions totaling six instructional hours, and designed hands‑on activities such as formative assessment creation, rubric calibration, and feedback practice using authentic student work. I also embedded formative and summative evaluation methods aligned with the Kirkpatrick Levels 1–4 to support continuous improvement and accountability.

Tools:

Microsoft Word

Canva

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Closing the Gap: Assessment & Evaluation

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Curriculum Evaluation

Overview:

Designed an in‑person instructional infographic to support curriculum evaluation and professional learning focused on EL Education K–5 Language Arts. The infographic guides facilitators through structured curriculum analysis sessions examining scope and sequence, integration, articulation, balance, continuity, and learning theory to support informed instructional and curricular decision‑making.

Purpose & Audience:

This project focused on supporting elementary educators, instructional coaches, and curriculum leaders engaged in evaluating and implementing EL Education Language Arts curriculum. The purpose is to strengthen participants’ understanding of curriculum design elements, alignment across grade levels, interdisciplinary integration, and constructivist learning foundations to improve instructional coherence and student learning outcomes.

Role:

As the instructional designer, I led the project from analying the EL Education curriculum components, translated evaluation criteria into measurable session objectives, and structured in‑person activities that guided participants through collaborative review and discussion. I designed learning segments focused on scope and sequence, continuity, articulation, balance, and learning theory integration, incorporating discussion prompts, reflection activities, and applied curriculum analysis tasks.

Tools:

Canva

EL Education

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Please feel free to contact me!

tr3.ward3@gmail.com

678-572-8550

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Welcome to My Instructional Design Portfolio!

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Welcome to My Instructional Design Portfolio!

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Hello and thank you for visiting my portfolio! My name is Tre' Ward, and I am passionate about designing engaging, effective learning experiences. Whether you are a potential employer, collaborator, or fellow educator, I look forward to connecting and sharing my work with you.

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I am an experienced educator and aspiring instructional designer with a background in psychology, literacy, and STEAM instruction. I specialize in creating learner-centered experiences that promote understanding and retention. My experience spans elementary education, middle-high school coaching/mentorship, and mental health. Outside of work, I enjoy dance, cooking, and exploring new technologies in the field of education.

I possess a Bachelor's in Psychology along with a Reading Endorsement recieved while attaining my Georgia Educator's certification. I also have a miriad of experience in STEAM education, emphasizing integrating all content areas to problem-solve, innovate, and promote collaboration. I hope to become an instructional coach within the elementary academic setting to assist teacher's in Reading and ELA inctruction specifically. Ultimatyely, I strive to develop curriculum and resources that will better serve scholars to bridge the gaps in literacy that we are seeing across the nation.

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Overview:

This artifact documents the iterative revision of an instructional solution designed to improve 3rd grade students’ ability to identify the main idea of informational texts, select relevant supporting evidence, and explain their reasoning in writing. Using assessment data and student feedback from the initial implementation, the instructional intervention was revised through the addition of explicit think-aloud modeling, sentence stems, and enhanced scaffolding within a graphic organizer. The document demonstrates a data-driven instructional design process focused on continuous improvement and learner success.

Purpose & Audience:

The purpose of this instructional solution was to address identified learning gaps in reading comprehension and written reasoning, particularly students’ ability to explain how textual evidence supports the main idea. The solution was designed for a class of 25 third-grade students and implemented within a literacy unit using informational texts. Secondary audiences include classroom teachers, instructional coaches, curriculum developers, and educational stakeholders interested in evidence-based literacy interventions and instructional design practices.

Role:

As the instructional designer and classroom teacher, I analyzed student performance data, identified areas of instructional need, and designed revisions to strengthen the effectiveness of the intervention. I developed and refined the graphic organizer, incorporated research-based instructional strategies, aligned revisions with learning theories such as Cognitive Load Theory and Cognitive Apprenticeship, and created an implementation and evaluation plan. Additionally, I collected and interpreted both quantitative and qualitative data to inform iterative improvements and ensure the instructional solution remained responsive to learner needs

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EID-590 Iterating an Instructional Solution

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Needs Assessment

Performance Problem

Upper elementary scholars (grades 3–5) struggle with multiplication fact fluency, which affects their ability to solve multi-step math problems and grasp advanced concepts like division and fractions.

Current vs. Desired Performance

Current: Reliance on rote memorization, skip counting, and finger strategies; frustration during timed drills.

Desired: Engaging, daily practice using visual models, games, and technology; confident and fluent application of multiplication in real-world contexts.

Identified By

- Teachers, instructional coaches, and administrators using:

- Benchmark assessments

- Observations

- Student surveys

- Digital learning analytics

Learner Characteristics

- Motivated by games, peer interaction, and real-life relevance.

- Prefer synchronous, instructor-led formats but enjoy gamified digital tools.

- Familiar with basic tech (Chromebooks, Google Classroom).

- Need visual, scaffolded, and differentiated instruction.

Plan of Implementation

Instructional Goals

Automatic recall of multiplication facts (0–12) with 90% accuracy.

Application of strategies like arrays, skip counting, and repeated addition.

Progress tracking through fluency charts and reflection journals.

Instructional Format

Hybrid model: Combines face-to-face instruction with gamified, self-paced digital practice.

Short, engaging sessions: Fit into daily classroom routines.

Differentiated instruction: Supports varied fluency levels and learning styles.

Assessment Tools

Mini-Lesson Slide Deck
This resource introduces and reinforces the conceptual understanding of multiplication. It includes visual models such as arrays, equal groups, and number lines, along with explanations of strategies like skip counting, repeated addition, and the commutative property. Embedded videos and interactive questions provide opportunities for immediate practice and feedback. This material supports scholars by building foundational understanding and offering scaffolding for diverse learning needs (Finley, 2025).

Interactive Practice Games
Gamified platforms such as Prodigy, Blooket, or custom-designed Google Slides games are used to build automaticity through engaging repetition. These games adapt to student performance, provide immediate feedback, and incorporate rewards to maintain motivation. They support scholars by increasing engagement and reducing math anxiety through playful practice (Ersozlu, 2024).

Multiplication Strategy Cards
These cards serve as quick-reference tools that visually represent different multiplication strategies. Each card is color-coded and includes step-by-step examples with illustrations. Available in both printable and digital formats, they reinforce strategy use and support recall. Scholars benefit from differentiated access to strategies based on their individual preferences and fluency levels (Pozas et al., 2021).

Real-World Application Tasks
These tasks connect multiplication to everyday life through word problems involving budgeting, cooking, sports, and shopping. Each task includes scaffolded prompts and visual supports to ensure accessibility. Offered in both group and individual formats, they encourage learners to apply multiplication skills in meaningful contexts, deepening understanding and relevance (Sujatha & Vinayakan, 2023).

Fluency Tracker and Reflection Journal
This tool encourages students to monitor their progress and set personal goals. It includes a weekly progress chart and reflection prompts that guide learners in evaluating their growth. Whether digital or paper-based, this resource promotes metacognition and ownership of learning, directly supporting the objective of tracking progress over time (Sarkar & Al Mamun, 2023).

Assessment

To evaluate learning outcomes, a comprehensive assessment will be implemented that includes a timed digital quiz, a strategy application task, and a progress reflection journal. The Multiplication Mastery Bootcamp is crafted to support learners in mastering multiplication fact fluency through engaging, differentiated, and developmentally appropriate strategies. The timed quiz will measure students’ automatic recall of multiplication facts from 0 to 12, with a goal of achieving 90% accuracy within a set time limit. This will be administered using platforms such as Google Forms or Kahoot, which allow for quick response intervals and immediate feedback.

In addition to recall, students will complete a paper-based strategy application task. This task will require them to solve multiplication problems using visual models and strategies such as skip counting, arrays, and repeated addition. Their responses will be evaluated based on the accuracy of their solutions, the appropriateness of the strategy used, and the clarity of their explanations.

To support metacognitive growth, students will maintain a fluency tracker and reflection journal. Using either a printable chart or a digital tool like Google Sheets, students will log their progress and respond to weekly prompts that encourage them to reflect on their learning and set goals for improvement.

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One of the most impactful lessons I have learned throughout my instructional design coursework is that authentic assessment is not simply a final evaluation. It is a design decision that shapes the entire learning experience. Early in my academic journey, I viewed assessments as checkpoints to measure learning outcomes. Through deeper engagement with instructional design models and practical projects, I now understand that authentic assessments must be intentionally aligned with real-world performance, learner context, and instructional activities from the very beginning of the design process.

Authentic assessments require learners to apply knowledge and skills in ways that mirror real professional tasks (Nieminen et al., 2022). This approach increases learner motivation, promotes transfer of learning, and improves long-term performance. For instructional designers, this means shifting from traditional tests toward performance-based tasks such as simulations, portfolios, case analyses, or workplace projects. I also learned that technology should enable authenticity, not just digitize traditional assessments. Digital tools can support collaboration, reflection, and problem-solving when they are selected with purpose.

For learning professionals, the key takeaway is this: assessment design should be treated as learning design. When assessments are authentic and aligned, they become powerful instructional tools rather than mere measures of success.

Reference

Nieminen, J. H., Bearman, M., & Ajjawi, R. (2022). Designing the digital in authentic assessment: Is it fit for purpose? Assessment & Evaluation in Higher Education, 48(4), 529–543. https://doi.org/10.1080/02602938.2022.2089627