OPWL students are required to complete a real workplace project, for a real client in the workplace, as a member of a virtual team. These projects are intended to provide students practice conducting a needs assessment, an evaluation as well as designing instruction, developing e-learning modules or proposing a research project. The goal is to provide student practice applying the fields’ models to resolve real workplace problems so the process can successfully be replicated in the student’s workplace. While that is the primary goal, we are proud that so many of the course projects done by students have resulted in grants being awarded or proposed solutions being implemented as the client feedback indicates on the below spring 2016 student instructional design project.
Below are course project samples completed by students to resolve real workplace needs.
OPWL 523 Rapid E-Learning Development
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- 2015 Managing Responsible Service
Developed by Aly Summers using Articulate Storyline
(This course was created & used only for class purposes and is not official training documentation.) - 2015 Stop the Beeping: Resolving UPS System Issues
Developed by Valerie Gardin using Articulate Storyline
(This course was created & used only for class purposes and is not official training documentation.)
OPWL 529 Needs Assessment
- 2013 A Needs Assessment of the LETC’s Internal Self-Assessment (PDF)
Completed by James Corbett, Dyan Ellinger, Savannah McEntarffer, and Alan Wheaton - 2013 Preserving Patient Safety after the Implementation of an Electronic Health Record (PDF)
Completed by Valerie Alley, Geoff Rhode, Elizabeth Martin, and Angie Wolthuis
OPWL 530 Evaluation
- 2013 Total Vision Soccer Club (PDF)
Completed by Stacey Olachea, Colleen Olson, and Ben Davis - 2013 Digital Detectives Evaluation (PDF)
Completed by Robbie Proulx and Tiffany Smith - 2013 Wize High School Evaluation (PDF)
Completed by Jeff Alger, Kim Harris, and Karen Pense
OPWL 537 Instructional Design
- A List of Instructional Design Projects Student Teams Have Completed (PDF)
- 2019 Recognizing Check Fraud (PDF)
Completed by Keli Jackson, Lori Simkins, Danielle Dale, Jennifer Ratliff - 2018 Komen Idaho Montana: Coaching Volunteers’ Performance Through Accuracy and Confidence (PDF)
Completed by Amy Eisel, Angela (Angi) Lamkins, Josh Orr, Lyn Wright
Received the Nova Southern University award for Outstanding Practice by a Graduate Student in Instructional Design at the 2018 annual AECT conference - 2018 Forever Homes Project: Connecting Foster Dogs to Forever Homes (PDF)
Completed by Rob Ash, Roberta Dombrowski, Devin Erickson, Boone Steinmetz - 2017 WSG EmComm: Transmitting Digital Emergency Communications Instructional Plan (PDF)
Completed by Dan Couch, Sabrina Johnson, Michelle Mullette - 2017 Effective Feedback for Performance Evaluations and Beyond for Northwest Lineman College (PDF)
Completed by Kara Rutherford, Beverly Naylor, and Tammy Wheeler
Received the Nova Southern University award for Outstanding Practice by a Graduate Student in Instructional Design at the 2017 annual AECT conference - 2016 Team USCG Cutter Mooring ID Project (PDF – 42 mb)
Completed by Matthew Romano, Kyle Weist, Jennifer Shamsy, and Daphne Lee - 2015 Mongolian Beef, Made Right, Every Time – Wok Cook Training (PDF)
Completed by Team Wok
OPWL 551 E-Learning Content Design
- Haircut Consultation Challenge (PDF)
Completed by Marianne Meindertsma - Scheduling meetings in Outlook (PDF)
Completed by Danielle Dale