I am currently a student in the Instructional Technology program at UNC Wilmington. Why would someone with a background in Journalism and English study Instructional Technology? The first computer I ever really got my hands on was an Apple IIe, and I was in a computer-programming class my senior year in high school. While the projects we worked on were simplistic by today’s standards, it taught me that technology was not something to be feared but a tool to be used. Thanks to this early experience, for me education and technology have always been intricately intertwined.
As a graduate student in instructional technology, I have had extensive course work in analysis, design, development and project management. I am knowledgeable in the use of Articulate Storyline, Adobe Captivate, Camtasia, and SnagIt. I am a quick learner when it
comes to software, but I am also extremely detail oriented and a self-starter. I also have a significant amount of corporate experience. Prior to pursuing an MS in Instructional Technology, I was a technical writer with almost ten years of experience. I worked for Nortel Networks as a full-time telecommuter, supervising a team of up to 6 writers when we had a large team and acting as a team of writers myself when our department was downsized. Before that, I worked as a contractor for IBM in sales support, writing and editing unsolicited sales proposals for the laptops and desktops division. I have also worked as a freelance technical writer and copyeditor and a medical transcriptionist, working on documents GlaxoSmithKline and medical practitioners. I have extensive knowledge of MS Word, including utilizing templates, tracking revisions, managing multiple document versions, using styles, and writing and running macros.
Articulate Storyline 2
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A North Carolina native, I grew up in a small town outside of Asheville, near the campus of Warren Wilson College. After graduating from UNC in 1990 with a BA in Journalism. I worked for several years in restaurants and retail management before completing my MA in English at NC State in 1998. After graduating, I worked as a technical writer for Nortel Networks, where I was a full-time telecommuter. I stopped working in 2002 to stay home with my children. After living in the RTP area for two decades, I relocated with my family to Wilmington in 2008 and began the MS in Instructional Technology program at UNCW in 2013. At UNCW, I worked with the ELMS project and the Office of eLearning. Since graduation, I have been freelancing as an Instructional Designer.
Master of Science in Instructional Technology
University of North Carolina Wilmington, Wilmington, NC July 2017
Member, Phi Kappa Phi Honor Society
Completed one year of coursework toward Ph.D. in Communications, Rhetoric and Digital Media (CRDM)
North Carolina State University, Raleigh, NC 8/2006 – 6/2007
Master of Arts in English
North Carolina State University, Raleigh, NC 8/1993 – 8/1998
Completed an additional 12 hours of graduate courses in Middle Grades Language Arts Education
Bachelor of Arts in Journalism, Public Relations sequence
University of North Carolina, Chapel Hill, NC 8/1986 – 12/1990
Recipient, Fred Morrison Scholarship
Hayes, R., Martin, F. (2014). Using iBook Author to Design an eBook Applying Text Design Principles. Poster presented at Association for
Educational Communications and Technology, Jacksonville, FL.
Hayes, R., Godwin, C., Butts, D., & Martin, F. (2015) The HPT model applied to a boutique-style online retail store. Performance Improvement.
Hayes, R. (1998). Absence and Disruption: The Portrayal of Female Sexuality in the Works of Charlotte Mew (Master's Thesis). NCSU, Raleigh.
Self-employed Freelancer/Contractor July 2016 – Present
▪ Consult with clients to provide best learning solution possible to resolve issues
▪ Create solutions using Articulate Storyline 2, PowerPoint, and other eLearning software as needed
Graduate Assistant, Office of eLearning
University of North Carolina Wilmington, Wilmington, NC 06/2014 – 08/2014, 05/2015 – 03/2016
Graduate Assistant, ELMS Project
University of North Carolina Wilmington, Wilmington, NC 01/2014 – 06/2014
North Carolina State University, Raleigh, NC 08/2006 – 06/2007
Senior Technical Writer, Team Leader
Nortel Networks, Durham, NC 5/2000 – 12/2002
IBM, Research Triangle Park, NC 3/1999 - 12/1999
Blackboard Learn 9.1 (admin)
Articulate Storyline 1 & 2
Knowledge of Chicago, MLA, APA
Last Used/Years Experience
The Association for Educational Communications and Technology (AECT) provides the definition for instructional technology:
Educational technology is the study of ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. (AECT, 2007)
In practice, the definition is accurate, but the public perception of instructional technology (a.k.a. Instructional design) is vague at best. When I told my cousin that I was going to study instructional design, he quipped that he was surprised that they would offer an entire Masters program on how to create PowerPoint slides. I knew he was teasing me, but that moment really stands out in my mind as an insight into the public perception of instructional design. This is a field that has struggled with its identity from its beginnings, when the practitioners were media center directors of newly emerging institutional libraries. This difficulty has been exacerbated by the fact that instructional designers can play very different roles in very different environments. A middle school technology teacher who instructs 6th graders on computer word processing, a professor who teaches online courses, and a corporate executive who creates training modules for the development of sales professionals may all consider themselves instructional designers. Not many fields have this level of diversity in their membership, and this can be simultaneously a source of strength and a source of difficulty. Getting a consensus among such a diverse group can be a challenge, and their circles of influence will be more dissipated, which may be a partial explanation for a lack of influence in policy decisions, historically speaking. The convergence of media and instruction has served to both solidify and fracture the identity of the field, in that
the inclusion of technology has led practitioners to feel more definitive about their role in instruction, but it has also led to more confusion from outsiders as to the difference between instructional media and instructional design. To many people outside the profession, the two things are one and the same.
Despite the fact that the field has been shaped by the work of experts in psychology, like Skinner, Mager, and Gagne, the field remains largely misunderstood by those in other disciplines. The university system and the US education system in general has historically supported the concept of educational disciplines as independent silos, and by its very nature, instructional design defies and challenges those divisions. This is a discipline that assimilates the technology and media available, whether it is radio, film, or computers, and tries to deliver information in the best possible way. I loved this quote from the article on the history of the AECT on their website from Charles Hoban, Jr., from the 1970s reminiscing on the issues that faced the field practitioners in the 1920s and 1930s:
The battle then as now was against verbalism, except that then the issues were more clearly seen and drawn. Verbalism was words empty of concrete, acted-upon, psychologically transformed meanings of reality as experienced through the senses...
I am not sure even now, almost 100 years later, the battle has changed all that much. As a society, we seem unable to shake the belief that a subject matter expert is the best person to teach that subject. The irony is that the focus should be on the learner -- not the amount of knowledge the instructor has, but the instructor’s ability to share that knowledge effectively with learners.