​Paola Delarosa-Lloret
M.S. Instructional Design, Development & Evaluation
Practice and Preparation
This section showcases my ability to apply the full instructional design process, emphasizing collaboration, learner-centered solutions, and performance-focused outcomes.
Course: IDE 552
Project: Micro eLearning
Context of the project work: The project centers on creating a micro eLearning module titled "How Artificial Intelligence (AI) Impacts Candidate Screening." It addresses a significant performance problem in the Human Resources (HR) field: the lack of knowledge and expertise in leveraging AI to improve hiring processes. The module aims to fill this knowledge gap by introducing HR professionals, hiring managers, and organizational leaders to the practical benefits and ethical considerations of using AI in resume screening and candidate selection.
Author: Paola Delarosa-Lloret
IDD&E phase: Development
Reflection and self-assessment: This project was a challenge, but it turned out to be one of the most rewarding assignments I’ve worked on. I had never used Articulate 360 before, and at first, it felt a bit overwhelming. But as I spent more time exploring the platform and building out my module, I started to feel much more confident. By the end, I enjoyed working with it and took pride in what I created. I also learned how to use Clipchamp to put together my videos, which was another first for me. It was simple to use, and I appreciated how quickly I could edit and polish my recordings. I even figured out how to embed YouTube videos into Articulate 360, which added another layer to the module and helped me tie everything together visually and instructionally. Following the ADDIE steps helped keep me on track. Having the project instructions as a guide made it easier to navigate each phase, from analyzing the topic and audience to developing the full design and implementation. Despite the extensive workload, I can confidently assert that I gained significant knowledge and gained a deeper comprehension of the process involved in producing instructional, relevant, and accessible content. Overall, I’m proud of how it turned out and feel more confident using tools like Articulate and Clipchamp. I can see myself using these skills in future projects, especially in workplace training and HR development.
Course: IDE 621
Project: Principles of Instruction and Learning
Context of the project work: The Knowledge Base (KB) project was designed to deepen my understanding of major learning and instructional design theories and their practical application in instructional settings. This assignment required me to research, synthesize, and present behaviorist, cognitivist, and social learning theories through a combination of infographics, applied learning scenarios, observational checklists, and personal reflections. The culminating element of the KB was a front page that illustrated how these theories interconnect and inform instructional design practice.
Author: Paola Delarosa-Lloret
IDD&E phase: Analysis and Design
Reflection and self-assessment: This project primarily reflects the Analysis phase of the ADDIE model, focusing on how people learn and how that understanding informs instructional strategy. By exploring behaviorist, cognitivist, and social learning theories, I examined their foundations and how they shape instructional design. Using a single learning scenario across all three perspectives helped me compare how each theory influences instructional decisions. The project also touches on the Design phase through the creation of infographics and checklists, which translated theory into practical tools for planning instruction. While no instructional materials were developed, the KB served as a conceptual framework that strengthened my ability to connect theory with real-world practice.
Course: IDE 641
Project: Techniques in Educational Evaluation
Context of the project work: Our team conducted a formative evaluation of the edX MOOC "How to Learn Online" to assess its instructional quality, usability, and learner engagement. We used expert and learner reviews to evaluate the course against its stated objectives, focusing on accessibility, interactivity, and overall effectiveness. Our expert reviewer, a seasoned instructional designer, and two diverse learners provided valuable insights. Feedback highlighted the course’s clear structure and useful content but noted areas for improvement, including the need for more interactivity, multimedia elements, and visible instructor presence. This project gave us hands-on experience with real-world evaluation methods and emphasized the importance of early feedback in improving instructional design. It reinforced how formative evaluation supports continuous improvement and learner-centered development.
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Author (s): Brady Davis, Leah Willis and Paola Delarosa-Lloret
IDD&E phase: Evaluation
Reflection and self-assessment: Evaluating the “How to Learn Online” MOOC gave me a deeper understanding of what effective instructional evaluation looks like in practice. This project focused on the Evaluation phase of the ADDIE model, specifically formative evaluation. We gathered expert and learner feedback to assess usability, engagement, and alignment with course objectives. One of the biggest takeaways was learning how to adapt. We had to shift from closed-ended to open-ended questions to get more meaningful feedback, something that made a real difference in the quality of our data. I also gained hands-on experience creating rubrics, coordinating reviews, and analyzing both qualitative and quantitative input. The expert review brought a strong instructional design lens, while the learner feedback helped us see how the course works in real-world settings. That balance made our final recommendations more focused and useful. It also reminded me that good design goes beyond meeting objectives, it’s about making the content work for actual learners. This project challenged me in a good way. It reinforced how important feedback is throughout the design process and gave me more confidence in my ability to evaluate and improve instructional materials.
Course: IDE 712
Project: Analysis for Human Performance Technology Decisions
Context of the project work: Our team focused on identifying why the Learning Management System (LMS) at FuturePath Academy wasn’t being used instructionally by most teachers. Despite the system being implemented, only about 30% of educators utilized it for purposes beyond basic administrative tasks. We took a deep dive using tools like PESTLE, Task Knowledge Structures (TKS), and Information Processing Analysis (IPA) to uncover what was holding teachers back. The issues ranged from lack of training and limited support to motivation and unclear expectations. To address those gaps, we proposed targeted interventions like tiered PD, peer mentoring, a dedicated help desk, and recognition programs. Everything was mapped out with a clear 6-month implementation plan focused on improving adoption and supporting teachers in using the LMS more effectively in their instruction. This project was a great example of how front-end analysis can guide real solutions, and how much impact you can make when you dig into the “why” behind a performance problem.
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Author (s): Brady Davis, Leah Willis and Paola Delarosa-Lloret
IDD&E phase: Analysis
Reflection and self-assessment: This Front-End Analysis project was a great learning experience and helped me understand how to break down a performance problem in a structured, meaningful way. We focused on why teachers at FuturePath Academy weren’t using the LMS for instruction, despite having the tools in place. It pushed us to go beyond surface-level issues and look at deeper causes like motivation, training gaps, and school culture. What stood out most was how much value came from using multiple frameworks, PESTLE, TKS, IPA, and Rossett’s model to see the problem from different angles. It also made me realize how important it is to collect the right data. Designing the surveys, interview questions, and mapping those to specific performance gaps helped me build confidence in my ability to ask the right questions and connect them to real solutions. This project clearly reflects the Analysis phase of the ADDIE model. We didn’t jump straight into designing training; we took time to understand the problem, validate it with data, and propose targeted interventions that made sense based on what we learned. That mindset shift, slowing down to get the analysis right, was a major takeaway for me. Overall, this project gave me a stronger foundation for tackling performance problems and helped me develop tools I’ll definitely use moving forward in both instructional design and organizational development work.
Course: IDE 761
Project: Strategies in Educational Project Management
Context of the project work: Our team developed a comprehensive project management plan for a two-year professional development initiative at Innovative Future Middle School. The goal was to improve teachers’ proficiency in using educational technology by designing and delivering structured training, hands-on support, and multimedia integration. The plan followed the five-phase project management model (Define, Plan, Organize, Control, Close) and included key deliverables such as a work breakdown structure, Gantt chart, critical path analysis, and contingency plans. When the client requested a 20% reduction in project duration, we proposed two solutions—staggered shift scheduling and a train-the-trainer model—to meet the new timeline without increasing costs. This project emphasized the importance of strategic planning, flexibility, and stakeholder alignment in managing educational initiatives effectively.
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Author (s): Brady Davis, Leah Willis and Paola Delarosa-Lloret
IDD&E phase: Analysis, Design, Development, Implementation and Evaluation
Reflection and self-assessment: For this project, we were given a fully developed instructional design scenario where the ADDIE process had already been completed and solutions were in place. We took the initiative to develop the Project Management Plan (PMP), which outlined the actual execution of those solutions. That meant organizing the timeline, breaking down tasks, managing resources, and building in space for changes and challenges. This project facilitated my understanding of the relationship between instructional design and practical implementation. We weren't involved in the training's design or development, but we had to plan its rollout and keep it on track. Developing the work breakdown structure, Gantt chart, and contingency plan pushed me to think critically about scheduling, dependencies, and risk management. When the client requested a shorter timeline, we had to quickly assess the impact and come up with practical, low-cost solutions that wouldn’t compromise quality. It was also a great reminder that a strong instructional design plan doesn’t go very far without a solid execution strategy. This experience gave me more confidence in using project management tools to support implementation, especially in educational settings where change is constant and timelines shift. It also showed me how important clear communication, documentation, and flexibility are when leading a project with multiple moving parts.
