I have been helping educators with the process of creating online course ware and the whole teaching/learning experience. ‘Learning design’ is a more or less formal description of a pedagogical scenario that usually follows a theoretical framework or instructional design model. The process of learning design refers to the activity of designing units of learning, learning activities or learning environments. The aim of learning design is to engage learners and to facilitate their achievement of the desired learning outcomes. During my stay at UWS I became proficient in this field using several theoretical frameworks.
2. Developing quality e-learning sites
E-learning interface design is a core, integrated component of the overall design of online units. Interface design should be determined by how people learn and the tasks they need to perform. This should be driven by a pedagogical, not technological, approach which identifies learning outcomes. In this regard, design layout has an important role in the look and feel of e-learning sites and can affect the way students learn and interact on a particular unit.
I supported academics developing quality e-learning sites taking into account web design principles and technical considerations such as colour scheme, banners and icons, typography, navigation, and file size to achieve high quality e-learning sites that are compliant with university standards and good web design practices. The sites I design follows basic principles of usability and accessibility.
3. Development of online modules
4. Embedding Web 2.0 tools into existing curricula
From the point of view of content, a collection of PDFs and links to journal articles will not engage many learners and may overwhelm them and turn them off. Interactivity is essential in online learning environments and can be defined as the active involvement, participation, collaboration and engagement of the individual in the learning process. Learning is social and requires participation in a social process of knowledge construction. Knowledge occurs through a web of interactions and is distributed and mediated by people and the tools which they use for interacting. In this regard, Web 2.0 tools offer an excellent opportunity to further engage learners in their studies.
I have a vast experience integrating Web 2.0 tools like wikis, blogs, online videos, and Google Docs into existing curricula to make the learning process more interactive and social.
5. Learning objects creation
Learning objects can be defined as self-contained artifacts which are designed to address a specific learning objective. These artifacts can be reusable and can be part of a learning activity in learning environments. Learning objects can be slidecasts, podcasts, interactive video tutorials, screen-capture videos, virtual reality, custom-made animations etc. Learning objects, when used appropriately, can create an interactive learning environment which will facilitate the exchange of ideas and construction of knowledge. This is not only a technical skill as require pedagogical knowledge for effectiveness.
6. Skills producing animations in Flash/HTML5
For a wide range of situations including banners for websites, applications and custom made educational animations. I am moving from Flash to Adobe Edge (HTML5 output animator application) as the tablet revolution made Flash an obsolete technology.
7. Research in e-learning
My focus the last few years was not only designing learning experiences but also evaluation and research aimed to improve students experiences and engagement. I have a solid background conducting research in the area of Web 2.0 tools, use of digital video to promote reflection and also how interface design and good web design practices enhance the student online learning experience. I also have understanding of educational research in the area of ICT using qualitative/quantitative and mixed methodology.
8. Strong instructional design skills
Through my experience in the area of e-learning I developed the ability and methodology to capture the current state and needs of the learners, defining the end goal of instruction, and creating a technological intervention to assist in the transition. Part of the success is not only attributed to my deep understanding of technology but a good understanding of pedagogies and adult learning principles. These theoretical frameworks give me the capacity of being a critical thinker and analyse the implementation of technology in educational settings. I consider this is a real advantage as technology per se is not learning; it needs to be embedded into the curriculum in a meaningful way and to have clear learning tasks and outcomes to be effective. I consider I have good blended skills between educational technology and theoretical frameworks, sometimes hard to find in the e-learning workforce.
9. Well developed project management skills
This includes the ability to manage multiple projects, meet deadlines and successfully facilitate project outcomes. Ability to plan, priorise and complete multiple projects within a deadline. While I was working at the School of Education, University of Western Sydney I was catering for 45 academics disperse in two campuses (Penrith and Bankstown), I was the only e-learning officer for the School. I consider my organisation skills and ability to communicate help me to manage my deadlines efficiently. Additionally, my previous experience as freelance (www.artminds.com.au) also helped me to manage projects in a timely manner.
I have experience managing projects and also producing technical documentation. While I was at UWS I participated in several projects like the digital media project, interactive whiteboards, the virtual reality project, etc. I enjoy scoping projects and business documents following an official institutional template.
10. Excellent verbal and written communication skills
Excellent communicator with proven writing skills with 15 publications in the area of e-learning, a book chapter in press and 14 articles in the area of alpaca breeding technologies. For further information please visit www.jorge-reyna.com publications section.
11. Digital Photography
Around 10 years as digital photographer using Photoshop and Lightroom and combining with graphic creation software like Illustrator and InDesign. I been producing images for magazines, phamflets, posters, websites and so on. I participated in collective photography exhibitions at Sydney University, University of Western Sydney and small galleries in town. I been contributing to the organisation as a photographer since I started my role in April 2011 for events. I am willing to get involved in more photography work if required.
12. Web Design
13. Search Engine Optimisation
Solid knowledge in organic and PPC (Pay Per Click) search engine optimisation, use of Google Analytics and Google Webmaster Tools. While doing web design as freelance (www.artminds.com.au) I offered these services as add on to my design work. I have many satisfied clients that increased their website traffic and sales due to the SEO work I done for them.
14. Graphic Design
A wide experience as graphic designer developing logos, posters, business cards, DL's, graphics for websites etc. Intermedium/advance skills in Photoshop and Illustrator.
15. Production of eBooks for Apple Devices
Experience creating eBooks for Apple devices using eBook Authoring Tool. I did a trial and develop an ebook for NPS. I am willing to do work like that in the future at NPS
16. Video filming and production
Comprehensive knowledge in video filming and editing packages like Final Cut Studio 3, iMovie 2009, Premier Pro, After Effects, Pinnacle Studio, Camtasia Studio 8, etc. I been doing this since 2009. I produce high end video resources for the University of Western Sydney website. I am producing several videos for NPC testimonials, RACI video, Wise Wise Baby, social events, etc.
17. DVD Authoring and multimedia creation
For a wide range of project such corporative DVD's, educational videos and multimedia discs.
18. Audio editing and electronic music creation
For a wide range of projects using Garage Band, Reason, Audacity, etc
19. Technical sales (Veterinary products)
Marketing, sales and customer service at Qumica Suiza, Lima - Peru. A multitask job including face to face sales, technical service and also field trials. During my employment with the company I achieved new linkages between private industry (communal enterprises) and universities and institutes, to promote development of new opportunities for research in the use of new technologies. I coordinated post-graduate weekends by liaising with speakers, function coordinators and specialists.
• Territorial target jumped from 45% to 75% within 12 months (30% growth). • Built an excellent client support network. • Over 15 successful technical meetings with high attendance rate.
20. Customer service
Working for FoneZone and also running my own business in the digital media area
21. Computer literacy (Windows and Macintosh)
A good understanding operating computers. I am able to built computers from scratch, upgrade memories, hard drives, install software and applications. I can even install Apple OS onto non-Apple devices.
22. Facilitating workshops for academics/student
I have been presented courses for teachers and general public organised by the Education Knowledge Network, University of Western Sydney. Last year I presented a Photoshop CS5 course for Beginners and also how to use Google Docs in educational settings. I delivered a successful workshop on how to use technology to enhance productivity for NPS Facilitators Forum in May 2012. I enjoy the interaction with academics and students in the classroom and I been told I am a confident presenter. When I was working at the School of Education, UWS I was conducting training to the different programs (Early Childhood, Primary, Secondary, Social Ecology and Special Ed). These sessions were about "Tips to improve e-learning sites", "UWS Basic Standards", "Google Docs". I also presented to massive classrooms for units like "Classrooms without Borders", "Early Intervention and Prevention in Educational Contexts", etc.