M. Michelle Slaughter
Design Portfolio
Course Design
Context
I have designed and developed courses since 2007, having been a high school teacher and college professor for over 16 years. In that time, I have learned and grown tremendously through my experiences and professional training. Having taught online courses for over ten years, I follow high-quality standards for content, organization, alignment, accessibility, and student engagement.
​
During this time, I have taken part in designing template online courses to be used across the college, we call these Exemplary Courses. The courses must meet specific high-quality guidelines in content, accessibility, engagement, organization, and instructional methodologies.
Design and Development
The Exemplary Course (EC) process uses the ADDIE Framework as a guide. For one EC I worked on as the faculty SME, my colleague and I created aligned objectives and assessments in a simplified course map that directed the project. We then researched and wrote all of the course content. Working closely with our assigned instructional designer, we converted our original materials into robust, learner-focused content and activities.
Results
In terms of organizational methodology, assessment strategies, and material delivery, they all must meet the same high standards before implementation. I have completed Humanities and Theatre courses with several dozens of sections in use each semester across all 5 campuses.
​
The examples below highlight the HUM 1020: Introduction to the Humanities Exemplary Course. This course was adopted college-wide for all online sections. The asynchronous course is built with a term-adaptive structure organized by 8 topic-based modules. All course content is housed in Articulate RISE lessons with formative knowledge checks and rich-media resources. Students are assessed through creative activities and assignments that allow for learner choice. The class has been very successful with high praise in feedback from both learners and instructors. However, following the ADDIE Framework, when any issues continuously occur they are addressed and changed. The course is not stagnant but evolves based on the evaluations received from faculty and students.
Check out my design samples below from conception through execution.
 |  |  |  |  |  |
|---|---|---|---|---|---|
 |  |  |  |  |  |