Arturo Pelayo's IDT Portfolio and Project Annotations

i
Arturo Pelayo

Portfolio

Presented to the
Department of Instructional Design and Technology
Western Illinois University

In Partial Fulfillment
of the Requirements for the Degree
Master of Science

by
Arturo Pelayo
December 2008

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Table of Contents

Title Page ............................................................................................................................. i

Approval Page.................................................................................................................... iii

Acknowledgements............................................................................................................ iv

Oral Defense Outline ..........................................................................................................v

Personal Reflections.............................................................................................................1

Background ..............................................................................................................1
Coursework Highlights ............................................................................................1
New Knowledge and Skills......................................................................................2
Suggestions for IDT Department .............................................................................3

Course Annotations………………………………………………………………………..4

Project Annotation ..............................................................................................................8

Project Annotation #1: NautiCast – A Higher Education Podcast Series …….......8
Project Annotation #2: Slideshow Proposal for The Scholar Ship ….…………..15
Project Annotation #3: Voyage Planner & Agenda.…………………....………..19

Conclusions........................................................................................................................25

Appendix ...........................................................................................................................26

Appendix A: NautiCast – A Higher Education Podcast Series ……....................26
Appendix B: Slideshow Proposal for The Scholar Ship ….……………………..33
Appendix C: Voyage Planner & Agenda.…………………....…………………..39
Appendix D: Resume.…………………………..…………....…………………..62

Appendix E: Defense Presentation ........................................................................64

Read Me File......................................................................................................................74

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Approval Page

This portfolio by Arturo Pelayo Aréchiga is accepted in its present form by the

Department of Instructional Design and Technology of Western Illinois University as

satisfying the portfolio requirements for the degree Master of Science.

_______________________________________
Dr. Richard Thurman.
Portfolio Advisor/Committee Chair.

_______________________________________
Dr. Leaunda Hemphill.
Member, Portfolio Committee.

November 14, 2008

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Acknowledgements

To my Graduate Committee: Dr. Leaunda Hemphill, Dr. Richard Thurman and to my

IDT Chair, Dr. Hoyet Hemphill, as sources of inspiration for my graduate work as well as

for their valuable patience, endurance and friendship.

To all the people that have helped me along life. Their support and friendship has been a

key factor in my success. They are my source of inspiration and reason to thrive on.

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Oral Defense Outline

Reflections of IDT Experience:

Prior technology experience.
•
Goals for entering the program.
•
IDT courses that helped reach the goals.
•

Annotated Project #1: NautiCast: A Higher Education Podcast Series.

Project Description: NautiCast was developed onboard The Scholar
•
Ship as a podcasting series focused on Higher Education topics that
pertain to the different courses of all academic departments of the College
of Education and Human Services (COEHS) of Western Illinois
University. This project involved audio and video materials that were
solely recorded and edited onboard the Motor Vessel Oceanic II.

Intended Audience: Faculty & Students of the College of Education and
•
Human Services.

Intended purpose of the project: Provide the academic departments
•
within COEHS educational materials to enrich the curricula of several
courses. Interested Faculty and Department Chairs provided a range of
themes and topics for materials to be developed over the course of 16-
weeks and through Greece, Portugal, Panama, Ecuador, French Polynesia,
New Zealand, Australia and China.

Date Completed: December, 2007
•

Completion Conditions or Requirements: Through a list of themes and
•
topics provided by Faculty, a variety of programming activities where
organized on the ship. Activities include: panels, lectures, simulations,
interviews, site visits, etc.

Personal Contribution to the Project: The project was done
•
independently.

Achieved Outcomes or Technology Integration: The podcasting series
•
was syndicated and remains available through WIU’s iTunes U podcasting
service.

Appendix Items: Please see DVD.
•

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Annotated Project #2: Slideshow Proposal for The Scholar Ship.

Project Description: A slideshow was developed to outline the program
•
goals, opportunities and logistical challenges to overcome for the duration
of the program. This project involved the creation of slides for a
presentation with personnel from COEHS.

Intended Audience: The Dean of COEHS, The Assistant Dean of
•
COEHS and the Associate Dean of COEHS.

Intended purpose of the project: Provide information on The Scholar
•
Ship program, outline to the audience the benefits, risks, investments and
dividends that can be obtained from participation.

Date Completed: June 2007.
•

Completion Conditions or Requirements: Last 35 minutes with ample
•
time to discuss the program and to develop a strategy moving forward.

•
independently.

Achieved Outcomes or Technology Integration: The slideshow drove
•
the decision on participation and engagement into The Scholar Ship
program.

•

Annotated Project #3: Voyage Planner & Agenda.

Project Description: The Voyage Planner & Agenda integrates several
•
timelines in an easy to read document that has been designed to be printed
in duplex mode. Content is paired throughout the document by allocating
each port of call and the activities at such timeframe in the span of two
pages and nothing more than that.

Intended Audience: The Assistant Dean of COEHS and Faculty
•
interested in content developed onboard.

Intended purpose of the project: Layout a production schedule that also
•
interfaced with the known dates and milestones of The Scholar Ship
voyage.

Date Completed: August 2007.
•

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Completion Conditions or Requirements: Provide information of the
•
program, the ports of call, contact information, production outline and
descriptions of activities in each port.

•
independently.

Achieved Outcomes or Technology Integration: The major dates and
•
milestones at each port of call and the activities that surrounded each
country visit where integrated in a single document. The document design
allowed for easy read with concise information provided and ample space
for hand written notes.

•

Closing Reflections:

Plans for the future.
•
Suggestions for IDT Department.
•

1
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Personal Reflections

Background

I began my Master’s at the end of an internship I had at Siemens Medical Solutions in
Hoffman Estates, Illinois. For the period of a year, I worked in a research and
development environment in the Nuclear Systems Engineering Group. I was in charge of
conducting research on image quality for multi-modality medical equipment that
integrated Single Photon Emission Computed Tomography (SPECT), Computer
Tomography (CT) as well as Positron Emission Tomography (PET) imaging
technologies.

My experience while working in this highly technical and multi cultural environment
inspired me to look into an instructional design program that would allow me to gain the
tools necessary to develop an aspiring career in consulting. It was my belief that having a
technical background in physics while paired with the knowledge that the Instructional
Design & Technology (IDT) program offered, would allow me to provide a unique
insight and know-how to whichever company I could eventually create or become a part
of.

What made my decision of partaking into two years of coursework in IDT was that this
knowledge could be used in any field. This flexibility was highly desired by me as I
wanted to flex the muscle of previously acquired skills and now with the IDT knowledge,
I could leapfrog my career profile and essentially take the transferable skills from IDT
into any field.

At 26 years old, I feel that I have gained an unprecedented insight into how Education
works in the United States. In this country I have been in an environment that is
conductive to a high degree of networking and a university and department that values
such rich connections.

Coursework Highlights

One of the classes that I enjoyed the most was the Visual Literacy class (IDT 560) on
which we learned about how to develop instructional products geared to many different
types of learners. It was perhaps one of the most insightful classes that I have had in the
process of perception and the value that is attributed to companies, products and services
when a mastery of visual literacy has been achieved. It undoubtedly adds value, but most
importantly it is the fact that value is translated into long lasting educational experiences
that are easily measured through the design of effective mechanisms that gauge that
learning process.

Visual literacy expanded my interest in intercultural communication and how other
cultures have their own ways of using visual literacy. It was in this reflection of how
knowledge has no borders that I truly understood the meaning of all the groundwork I

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2
had in prior courses such as the Preseminar (IDT 500), Foundations of IDT (IDT 505)
and Principles of IDT (IDT 510).

Through visual literacy I saw how “all the dots connected” and understood the value of
the IDT Management (IDT 565) class as well as the Imaging class I took along with my
eventual leap into the study abroad courses I took on The Scholar Ship (which where in
great measure guided by my Visual Literacy class).

Being able to properly document The Scholar Ship experience (through IDT 605 – an
Independent Study with Dr. Hoyet Hemphill, IDT Chair) through the lens of an
Instructional Designer was a great formative and practical way of taking all my
knowledge into action and be tangible about all what I learned through a series of
programming activities while onboard, the community manager work I did prior to
embarkation on the FaceBook social networking community I created for The Scholar
Ship as well as the successful management lessons I took from taking onto the whole
experience as a consultant in instructional design.

New Knowledge and Experience

Working as a Graduate Assistant for the Office for Professional Partnerships and
Development (OPPDT) of the College of Education and Human Services (COEHS), gave
me an insight into emerging technologies. Working a COEHS gave me an understanding
of the power to make learning mobile, and thus transformational in nature.

Being able to work and learn more and more through my IDT courses and the research
developed for COEHS gave me the necessary insight into the areas where educational
podcasting and mobile learning have the power to level the field across cultures and
societies.

I firmly believe on the power of knowledge and information and such should not be a
privilege of the few, but in fact an enabler of sustainable development and a strength for
human interaction to flourish relationships based on common awareness and respect.

Being able to “walk the talk” onboard The Scholar Ship was the most valuable
experience in IDT that I have had to go into “the real world” and go elbow to elbow and
truly get a feeling of the different learning systems around the world and how the power
of information has shaped societies through how the management of such knowledge and
–in cases- the abuse of that power has forever shaped how societies interact with one
another.

In essence, The Scholar Ship was a multi-country study abroad program based on a cruise
ship. The program I attended had eight ports of call and academic programs where held at
each port of call. Within TSS, we were trained as active agents of change and I utilized
my IDT knowledge to create tangible impacts on my work onboard.

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Suggestions for IDT Department

For incoming students into the IDT program I would recommend that the Department
along with faculty and a core group of students analyze the leverage that “Web 2.0”
applications can have in learning.

I would suggest also to take into account new products that are impacting mobile learning
and how course material should begin a portability to mobile devices such as smart
phones and other portable electronics.

I would recommend that the IDT Department begins a task force on helping create
recommendations, standards and guidelines for WIU as far as how content management
systems are used in Western Illinois University.

I would certainly recommend the exploration of research in areas such as:
• Human Computer Interaction.
• Adoption of Social Media for Instructional Design.
• The potential for instruction of online communities such as Second Life.
• The power of Social Networking and current popular social services such
as FaceBook, MySpace, twitter, delicious, Reddit and Ning,
• User Interface Research and Development.

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Course Annotations

EIS 500: Research Methods

I was hesitant to take this course along with more IDT courses as the Master’s Degree
took shape. I decided to take it as early as possible as it was my intent to develop a
Thesis.

It was eye-opening for me how there were many similarities to R&D methodologies
(given that I came from an undergraduate degree in Physics) of other fields in the
Sciences.

Research Methods gave me the direction that I needed to steer many of my interests in
IDT and allowed me to focus the remainder of my work orientation and research interests
for papers as well as independent work that was paired at times with my Graduate
Assistantship work for the College of Education and Human Services as the podcasting
initiatives began taking shape in the College.

IDT 500: Preseminar

I took this course as my first IDT class along with EIS 500. IDT 500 set the ground work
for my IDT Master’s as it provided a great deal of perspectives in the field of IDT, it’s
history and emerging trends paired with a great interaction among peers that stimulated
the discussion of the resources that students of the Department had and most importantly
it created great awareness of the faculty diversity of the WIU IDT Department.

The class provided a way to network early with peers that all students would
fundamentally work closely with through the remainder of the Graduate program. This
class allowed me to connect closely with peers with whom at a later time in other courses
I would team-up for online courses.

Even while this class was offered online, the students and the teacher, Dr. Bruce Harris,
provided a rich environment that allowed for professional discourse as well as the
introduction of the foundation of the IDT knowledge base and this proved important as
the next course I took was IDT 505: Foundations of Instructional Technology.

IDT 505: Foundations of Instructional Technology

Taking a deep look at the theories that are the underpinnings of IDT, this course brought
a deep sense of awareness to what I was studying and how many researchers and theorists
had taken the field into other arenas. It was in this course where I began looking at IDT
as a career path to Consulting and the greater field of Training & Development.

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My IDT 505 research concentrated on the value of IDT for cross-cultural interactions in
the Web 2.0 world. It was through IDT 505 that I got a grasp on terminology, attributes,
models, accomplishments as well as issues and directions of the field in general.

IDT 510: Principles of Instructional Design

Here is where I began fully integrating the knowledge acquired since the beginning of the
summer session. This course was a keystone for me to fill the gap of the teaching-
learning process that I felt I lacked a clear understanding of, as I came from a Physics
background whereas the majority of peers had either a great deal of experience in
Education, or formative studies in Education too.

Several case studies where developed and I was fortunate to have taken IDT 500 already
and be taking 505 at the same time as I was able to complement this online based class
with the knowledge acquired from a variety of textbooks as well as the forming network
of peers that many times I would be in teams in both courses.

Given the chance to work with them since early Summer of 2006, it is my belief that this
provided a good groundwork for better working relationships as well as I believe it built a
sense of community and a soon-to-be IDT alumni identity.

IDT 530: Graphics Applications in Education and Training

This face-to-face weekend course was a great opportunity to network with peers that I
was working in prior courses that were online-based. IDT 530 was a good survey of a
variety of software that was used for imaging, graphic design, 3D modeling as well as
movie editing.

One of my greatest take-away lessons was the sheer amount of diverse approaches each
of us took in class and how we began to learn from one another’s experiences while we
were all developing each assignment individually with a totally different take of the same
theories and software applications. It was great to have this face-to-face course as I feel I
gained unparalleled feedback and we provided to one another immediate remediation as
well as tips and tricks.

IDT 561: Virtual Reality / Simulations

This weekend academy provided me with great insight in the application of Adobe Flash
in Education. I believe that having taken IDT 530 just the semester prior, gave good
continuity to the use of software as an integrator of IDT work.

The educational products that brewed out of the creativity of the classroom allowed me to
gain more perspective in how the simplest ideas can provide the best analogies to acquire

Arturo Pelayo 6

knowledge and how simple common interfaces can gauge that knowledge acquisition and
provide immediate remediation through the clever integration of evaluation instruments.

I really enjoyed my work in Flash and shared good laughs with peers on their work. The
long weekend academies provided a venue for classroom epiphany moments, as peers
would take the time to freely share ideas on how to go about another peer’s project, this
was the best ‘idea bank’ I came across so far in my IDT coursework.

IDT 560: Visual Literacy

This was one of the most delightful courses that I took on the IDT Department and this
provided me with the understanding of theories of visual communication and their
application in instructional deliverables either in print or of online delivery.

I learned that the world has infinite ways in which we can cue learners. Knowledge
through visual interfaces is always going on and I take away from this course the
important lesson that, in the world we live in, sometimes high-technology approaches are
not as effective as simple solutions that have a high degree of visual literacy. Yes,
sometimes paper makes a better instructional product.

IDT 565: Management for IDT

This online course provided me the means to understand how management was applied to
the world of Education. The interaction with peers facilitated the process of assimilating
the concepts and theories of management of instruction as well as the very special
interaction with the undergraduate students who worked on an instructional deliverable
where we effectively acted as managers of such project and provided insight into how we
could foresee ourselves in management positions.

The work accomplished in IDT 565 allowed me to realize my potential as a manager and
how I could enable my vision of becoming a consultant in Education. This course was
taken at a pivotal point on my IDT degree as it was one of the last courses that I took
prior to my study abroad adventure and only 3 courses shy of the completion of the
Master’s Program.

The Scholar Ship Studies

The opportunity to explore the world on The Scholar Ship allowed me for the first time in
any course I had began taking since Summer of 2006 to see the world and analyze it with
the lens of an Instructional Designer.

While at sea we were presented with opportunities to lead and to learn, what it meant for
an individual to realize such opportunities was the social construct they brought along

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with them into the ship just like layers of glass on a kaleidoscope, each aspect of their life
took form and sense of the common reality we all had upon our lives. We each have a
kaleidoscope that we all needed to unfold and understand how it worked before we could
take on ourselves to let go of it, smash it into smaller pieces, much like a supernova event
where we would then collectively have this common debris that reignited our vision of
the world, our drive and what it implied to be shore bound eventually at the end of those
four months.

IDT 591: Independent Study

As part of this experiential learning opportunity, in close communication with Dr. Hoyet
Hemphill the summer prior to embarkation I began developing a report that shaped the
challenges of shipboard education and how Instructional Design was a pivotal science
that has the history and reach that can solidify this modality of learning.

While the original plan was to develop this project as I was in the voyage (and receive
feedback while onboard), technical as well as cost issues prevented such reporting.
Fortunately, the work continued onboard and the report was carefully detailed and this
was culminated in a 50+ page report that has in depth analysis of the educational
company known as The Scholar Ship.

The experiences as well as the lessons learned where unique in my experience as I had
the lens of an Instructional Designer on all what I did onboard the ship. It was the first
voyage and with it the great opportunity to take a first hand experience and leave a great
mark on the procedures as well as provide critical feedback through the eyes of
Instructional Design.

IDT 536: Video Production for Multimedia

Prior to the beginning of this course, I was grateful to return invigorated from a Study
Abroad experience unlike any other by sailing the world and visiting over 10 countries in
the process. This experience impregnated my mind and gave a final shape to what the
vision I want to establish on my IDT work.

As my last IDT course, I’ve been grateful to integrate a vast array of courses and
fundamentally develop my signature approach to delivering instructional products that
take on the knowledge acquired and provide solutions that align to my values and vision
of what IDT professional I want to be.

The video production course was a great way to showcase my creativity through
instructional products and allowed me to build upon the material that I had previously
recorded on the voyage and know how to take it to the next level to provide quality
learning venues, to invigorate discussions in class and to enrich the various perspectives
on the issues that shape our world

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Project Annotations

Item One: NautiCast – A Higher Education Podcast Series.

NautiCast is a Higher Education podcasting series conceived during my employment as a
Graduate Assistant for iTunes U at the Office for Partnerships and Professional
Development of the College of Education and Human Services of Western Illinois
University. The opportunity to create an innovative podcast for Higher Education rises
when I was accepted into The Scholar Ship program and subsequently prepared a
proposal that was shared, analyzed and approved by the COEHS team under the direct
supervision of the Assistant Dean.

Project Description

NautiCast represents the first-ever educational podcast entirely recorded, edited and
delivered to the world via iTunes U syndication in a cruise ship that transverses the globe
in a span of sixteen weeks. Between the months of September through December of
2007, the vessel traveled through Greece, Portugal, Panama, Ecuador, The French
Polynesia, New Zealand, Australia and China.

An initial content development and logistics meeting was held in July of 2007. At that
time, an Agenda of the ports of call was presented (please see Project Annotation #2).

Audiovisual material was gathered from the ports of call during the Academic Port
Program component of the exchange program as well as through Independent Travel
opportunities and on-board lecture series from Global Scholars (visiting lecturers that
joined the vessel community from one port to another).

Original high quality educational content was produced and tailored to the needs of the
different Academic Departments of COEHS. Podcasts where delivered in both audio and
video formats and they remain available in four main categories:

a. “About TSS” This category entails all aspects of the exchange program and is tailored
to answer onboard life questions such as what Academic Programs are, explain how the
Research Institute works, showcase simulations and events on the vessel and on ports of
call.

b. “NautiCast” This category contains the core podcasts that houses interviews with
Global Scholars, seminars, simulations, interviews with staff as well as a variety of
lecture series and any content that was created on the vessel.
c. “Sights & Sounds” This category contains purely video-based podcasts that showcase
the ports of call and the main cultural components of lifestyles and events.
d. “Podcasting Club” This section is where material produced by program participants is
housed and showcased.

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NautiCast encompasses a very diverse source of complimentary materials that are
intended for Higher Education use. It’s unique setting (developed onboard The Scholar
Ship) fully supports Higher Education topics that pertain to the different courses of all
academic departments of the College of Education and Human Services (COEHS) of
Western Illinois University.

Intended Audience

These podcasts were created for the faculty and students of the College of Education and
Human Services at Western Illinois University.

Intended purpose of the project

This project involves audio and video podcasts that were recorded and edited onboard the
Motor Vessel Oceanic II for the purpose of expanding course discussion, knowledge
enhancement for an overall enrichment of the learning experiences in the classroom. The
intention was to provide the academic departments within COEHS with educational
materials to enrich the curricula of several courses. Interested Faculty and Department
Chairs provided a range of themes and topics for materials to be developed over the
course of 16-weeks and through Greece, Portugal, Panama, Ecuador, French Polynesia,
New Zealand, Australia and China.

Date Completed

This project was started in September, 2007 and was completed by December, 2007.

Courses Used:

In order to produce this Higher Education podcasting series, I took on a variety of
knowledge acquired through my IDT courses. Without the knowledge of these courses,
the presented result would not have been achieved, nor its scope fully acknowledged.

IDT 530: Graphics Applications in Education and Training. This course allowed me to
gain expertise in several software applications that I used for editing the podcasts along
with the creation of podcast artwork in Photoshop. I also learned enough from the class to
facilitate a face-to-face seminar series on the ship for program participants to gain new
skills and tips for taking better pictures, filming better shots as well as integrating a
digital workflow to showcase their creations onboard the vessel as well as through iTunes
U for the best of such products.

The knowledge of IDT 530 was a fundamental pillar in the design and development of
the seminars conducted on the ship as well as for my own formative work that eventually,
when tied to IDT 560, Visual Literacy, takes on Instructional Design knowledge for good
deliverables.

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IDT 560: Visual Literacy. The knowledge that I applied from the IDT560, Visual
Literacy, class was the need to pay attention to details, to engage with learners long
before being able to record interviews and begin taping and properly documenting the
experience.

Through the knowledge from visual literacy, I took the decision to create rapport with
peers to get to know them fully and create a sound set of experiences from a variety of
participants that could anchor stories and knowledge, making the podcast episodes stand
on their own while overall arching a story of life onboard a vessel.

I applied Visual Literacy knowledge from the get-go when I created the initial
exploratory slideshow that was presented to the COEHS Assistant Dean on the meeting
where The Scholar Ship podcasting initiative was pitched and subsequently there is a
high level of influence of Visual Literacy principles on materials such as the
Agenda/Planner that was developed for the Assistant Dean as well. (Please refer to
Appendices 1 & 2 for the slideshow and the agenda/planner, respectively).

The instructional deliverables where purely online based, while I had to keep in mind that
their use could either be in a classroom or individually disseminated on a personal iPod.

The experiences of working with people from all over the world allowed me to put in
practice the knowledge if interfaces, user experience, visual factors engineering as well as
usability in a way and with an audience that was as densely diverse as I could have ever
experienced in my life.

Important lessons allowed me to retain instructional alignment, as was the case of being
able to discern what content was truly for NautiCast and what aspects of some events
would not necessarily add educational value to the episodes of NautiCast. Such balance
that lies in the shoulders of my editor hat was a careful and joyful balance of the
experiences I had while learning on many of my IDT courses (Pre-seminar, Foundations
and Principles of IDT all come to mind).

IDT 565: Management for IDT. Applying the knowledge from IDT 565, Management for
IDT, was quintessential to understand the scope of the project and primordial in
developing a timeline of NautiCast that fit neatly not only with the port dates, but as well
as match the academic calendar and allow for the rigor of the four courses that I took on
the ship to flourish in diligent innovation that didn’t take me away of the learning
experiences and partake on the community events.

IDT 565 allowed me to establish clear timetables as well as explore to detail contingency
plans long before embarkation as well as develop an extensive repertoire of
documentation on both shore and off shore activities.

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Primarily, it was expected that in the worst-case scenario, I would report to the COEHS
Assistant Dean at least once when in port. In the other end, the best-case scenario, I
would upload all the content developed thus far at such port of call.

The asynchronous nature of the development of this distance learning project allowed me
to gain valuable insight into the many different available communication infrastructures
around the globe and thus be able to report in varying degrees through the span of 16
weeks.

During many weeks that we lacked communication (the Atlantic Ocean crossing as well
as the Pacific Ocean crossing come to mind quite vividly), I was effectively at times
‘calling the shots’ of ne content, given the nature of the voyage, we would not be able to
return to a port nor could we afford to miss certain opportunities that could be
documented and later edited for Higher Education use in the podcasts.

IDT 536: Video Production for Multimedia. This course allowed me to swiftly take all
the content recorded and be able to showcase it while retaining the ever-valuable notion
of Instructional Alignment which, in my case, became the Editor role.

Being able to look at all the content recorded after a brief Holiday pause was a great way
to re-evaluate the recorded and edited content, which all became fully incorporated in a
weekly basis through the iTunes U syndication service that was secured in July of 2007.

Connectivity was a big difficulty at times and while content was not directly uploaded
through iTunes U, an FTP connection was tested before the voyage, and eventually
became the mainstream procedure by which content could be sent over to the Assistant
COEHS Dean in WIU, then cleared for publication in the iTunes U servers.

To date, there are over 80 podcasts published through iTunes U, while more material has
been directly given to Faculty per their request. Other material, like the “Freedom of
Press in Ecuador” podcast was not at all published on iTunes U for the personal safety of
the people interviewed.

As my last IDT course, I believe I have fully developed my signature approach to
delivering instructional products that take on the knowledge acquired and provide
solutions that align to my values and vision of the IDT professional I am now.

The Video Production course was a great way to showcase my creativity through
instructional products and allowed me to build upon the material that I had previously
recorded on the voyage and know how to take it to the next level to provide quality
learning venues, to invigorate discussions in class and to enrich the various perspectives
on the issues that shape our world.

Personal Contribution to the Project:

The project was done independently.

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Procedures for Creating/Completing the Project

To create NautiCast, I began by prioritizing the topics of the podcast. I began by
acquainting Students, Faculty and Staff over the course of the Orientation Week we held
onboard. The reason why this took a week was because we had to become used to life at
sea, cope with weather and begin developing an understanding of living without week
days, time zones and programming activities throughout the journey.

Develop a Community of Purpose: Once I began to get acquainted with the crew, faculty
and staff I created an interest meeting for whoever may want to join in a team. Luckily
we formed “Visionary Productions”. Whilst NautiCast was done solely by me, it was
important for me to develop original material and optimize the experience by defining the
core topics I would engage on so that other students could focus in other areas of life
onboard, life at port and anything else they may want to engage.

A key aspect at this early stage is to define the core themes, the feasible technology that
one can have and in the particular case of being on a ship, identify the best areas to shoot,
edit and upload the content.

Gain an understanding of limitations: Changing conditions like weather will always have
an impact of where the material may be shot. Primarily I wanted to be at a place that was
relatively quiet and that also showcased the context of where we were shooting content.
At times I shot in the open decks, other times in a cabin five decks below to keep the
noise from the engines, students and crew at a minimum when recording audio
interviews.

It was very important then to do test runs at this stage to make sure that the color
correction would be kept at a minimum when editing the video; the audio had a minimum
compliance to acceptable quality and that the content itself had instructional alignment,
relevance and flexibility to add-on accessibility options (closed-captioning, subtitles and
other types of support).

Establish consistency: It was very important to me that the audio content particularly had
the same cues at the beginning and at the end. In Garageband I created a musical loop
with standard audio that both introduced and explained what NautiCast was as well as the
particular topics being discussed in that particular episode.

It was very important to understand how to establish content categories, tags and the
overall flow from episode to episode and themes. It was clear from an early stage that
some podcasts may be longer than others so it was fundamental to keep a standard length
so that the files would be relatively easy to upload, consistent in size, quality of audio/
video as well as relevant in content for the learner.

Arturo Pelayo 13

It was very important to have a list of who this content was primarily made for as well as
retain an “arching” of the whole story of the journey and that it was relevant at the point
in time and the location we were at in that particular moment.

Teachers from the Department of Bilingual and Bicultural Education had expressed a
need for content not to exceed 15 minutes in length so that they may either be able to
present it in class and have a subsequent activity that could be developed in the remainder
35 minutes and also allowed them to provide proper closing –or- have students access the
content on demand for homework.

An important aspect of creating an educational podcast is the fact that the medium on
itself allows for a great degree of interactivity. It was important for me to shoot video
content or record audio content with enough headway onscreen for interactive links or on
audio for editing and audio mixing.

Shooting content with interactivity in mind is paramount, otherwise I would have ended
with a lot of material that would have been hard to translate, subtitle, edit and, to the
least, use as an instructional product.

Podcasting is a tricky medium for remediation. In the case of NautiCast it was important
to constantly communicate with the Associate Dean of COEHS to know the latest topics,
the depth at which each topic should be carried and the acceptable formats that would be
suitable for the intended lecture (recording a panel vs. one-to-one conversations vs. field
visits without direct engagement).

It was very important to me to verify content consistency and quality by engaging with
the Assistant Dean of COEHS and making sure that what I was producing was of good
quality and otherwise to make changes or have follow up interviews, if possible.

The very nature of the journey many times provided challenging to have “follow ups”
because we simply were not in port anymore or the visiting lecturer had left the ship in
the previous port or either I would be seasick or the person I was to meet was a little
green as well.

Even while I was heading this project entirely, it was very helpful to gather feedback not
only from the learners, the teachers who had requested this content but also, in my
particular case, the peers I had around me.

Since I had formed a Community of Purpose, it was natural for our group to comment on
each others approach to the goal of our projects (be it blogs, video, photography and in
my case: podcasting).

After the whole production life cycle, the most demanding and stressing aspect of
NautiCast was finding the time to upload content since only a 14.4 kbps connection was
available –sporadically. At times I had to decide between shooting once-in-a—lifetime
events like meeting the Dalai Lama or spending 3 hours at a café without certainty of

Arturo Pelayo 14

success in uploading the content. Being able to own the content is then fundamental to
the post-production lifecycle.

Having stipulated the delivery methods with the Assistant Dean of COEHS was
extremely important as it allowed me to continue shooting content knowing that it would
be then shared once I was back in campus.

Achieved Outcomes

The complete podcasting series is currently available through WIU’s iTunes U
podcasting service. You can use the following URL (which will launch iTunes) to access
the podcasts: http://deimos.apple.com/WebObjects/ Core.
woa/Browse/wiu.edu.1445063868.01458642977.1548293367?i=1400033641

The iTunes U content is located in the WIU server, such content is managed by COEHS
and its availability is only tied to when COEHS deems such content not necessary. While
not all podcasts have been included on the DVD that accompanies this Portfolio due to
their size, several representative examples of the podcasts are indeed included. See the
readme file on the DVD to find out how to access these podcasts.

Arturo Pelayo 15

Project Annotations (continued)

Item Two: Slideshow Proposal for The Scholar Ship

This slideshow was prepared for the informational meeting of The Scholar Ship multi-
country study abroad program for the Assistant Dean of COEHS. The slideshow provides
general guidance, overview and outline of opportunities to direct content development
efforts for the podcasting series “NautiCast”. Presentation design that incorporated
Principles of Instructional Design was a key asset on the development of this slideshow.
Outlining the information in this slideshow and presenting it to stake holders in a clear
and objective fashion was fundamental to gain the support of the parties involved and
opened the gateway to create innovative new media content for COEHS onboard The
Scholar Ship and at the 9 ports of call.

Project Description

The slideshow integrates a comprehensive overview of the program, the academic
institutions that are participating –and backing the program- along with the research that
is to be conducted on the ship.

An emphasis of the slideshow and the presentation is to outline the content opportunity at
hand with a clear leverage of location-based content capture while integrating web 2.0
technologies for such content to be electronically distributed and for new content to be
developed as well. (please see Project Annotation #1 for details on NautiCast).

The content of the slideshow was gathered after careful research into three main areas:
a. Overview of The Scholar Ship program and based on the contents of the
universities that backed the program (called “Academic Stewards” in
their website: www.thescholarship.com).
b. Overview of the ports of call in each country and the academic programs
in each port interfacing the NPOs, NGOs and government officials in
each country.
c. Overview of logistics for NautiCast and how this higher education
podcasting series would serve the College of Education and Human
Services.

The presentation of the slideshow was planned to last 35 minutes with ample time to
discuss the program and to develop a strategy moving forward. A slideshow handout was
provided to The Dean, Associate Dean and Assistant Dean of COEHS. This slideshow
was a simple outline of the slides with space for hand written notes.

Intended Audience

The Dean, Associate Dean and Assistant Dean of COEHS.

Arturo Pelayo 16


This project is created to provide information on The Scholar Ship program, outline to
the audience the benefits, risks, investments and dividends that can be obtained from
participation and finally, drive a decision on participation and engagement into The
Scholar Ship program.

Date Completed

This project was started in May, 2007 and was completed by June, 2007.

Courses Used

In order to produce this slideshow, I utilized a variety of knowledge and skills acquired
through my IDT courses. Without these courses, the result would not have been achieved,
nor would I have been able to participate in The Scholar Ship multi-country study abroad
program.

IDT 530: Graphics Applications in Education and Training. This course allowed me to
gain expertise in graphics and how to place content in harmony and in sync with the
instructional purpose at hand. Since the podcasts where both video and audio, there was a
good opportunity to utilize the principles learned in IDT 530.

I was able to produce a good instructional product that had alignment with the audience
for which it was targeted to.

IDT 560: Visual Literacy. The knowledge that I applied from the IDT560, Visual
Literacy class was the integration of good typography in harmony with the graphics that
were used.

The primary lesson applied to this project was not to make it a visual fashion show, but
properly utilize the Visual Literacy principles to target the instructional purpose of this
slideshow: Share insight on The Scholar Ship, instigate discussion on the content
development plan and arrive to a decision.

The instructional deliverable was showcased to the full audience it was intended to and
an printed outline of each slide was provided at the end of the session.

Important lessons allowed me to retain instructional alignment, as mentioned earlier,
quality information was used to provide highlights without making large text blocks or
considerable amounts of bullet points. It was a lean and effective instructional product.

Arturo Pelayo 17




To create this slideshow I first did an analysis of my target audience, I asked them how
much time we had and what their main reason for attending this meeting was along with
what specific information they wanted from me with regards to questions of The Scholar
Ship Program.

I made a list of the information that I had gathered of what the program was, what the
academic goals it had, who was supporting it financially and academically and took in
high consideration the alignment of the mission of this program with the mission of the
College as how it was reflective of my Graduate Assistantship and how I supported
COEHS.

In effect the fact-finding process was geared towards the audience and to the institutions
that I was engaging with to source the content from. I was able to remove from a written
draft of the slideshow the information that all the audience already knew, which allowed
to retain instructional alignment on the aspects that really were to be explored.

The fact that the audience was informed on the program given that they all had accessed
the website was very helpful as it streamlined the content and depth of explanations I had
to cover.

Once the fact-finding process was concluded, I began the creation of the electronic
slideshow. I created a slide for each core topic and decided not to use more than one
slide for each topic to keep everything contained and in this process retain attention not
only to me as presenter, but also to prevent scrolling back across multiple slides with the
audience present and spending unnecessary time finding content.

The slideshow would then follow the exact same written outline that I had. The first slide
was a welcome slide, followed by a bulleted agenda of the topics to be discussed. Each
bullet then being a slide and wrapped at the end by a wrap-up slide and a thank you note.

At this stage I was most interested not in cramming text/content to each slide, but by
understanding the true purpose of this instructional product, each slide was fundamentally
simple and objective. It was for the presenter to provide the content and to retain the
learner attention on the presenter.

After this was concluded, I devoted time on acquiring the necessary artwork to represent
each institution’s logos as well as to make the presentation more dynamic by creating
associations graphically rather than engaging in multiple text bullet points.

Arturo Pelayo 18

I memorized the content of each slide and took note of the websites of each institution in
case it would be required to browse for specific information.

Once the first draft of the slideshow was finalized, I went back and asked each member
of the audience if there were any outstanding questions. After this was concluded I then
sent an e-mail with a meeting reminder indicating the location, time and a brief outline of
the agenda (this was based on the same bulleted agenda slide).

Finally, I made sure that the room assigned had the necessary projector and interface.
Once this was done, I printed a handout of the slideshow with enough space beside each
slide to write notes.

The slideshow was then presented in the timeframe that was stipulated and the project
thus concluded.

Achieved Outcomes

The presentation of this project allowed me to gain the support of the College of
Education and Human Services, such support extended to continue my Graduate
Assistantship commitment to the College onboard The Scholar Ship.

The meeting provided the perfect setting to also discuss the logistics of content creation,
content delivery and themes for each port as they related to the topics that each academic
department of COEHS would submit to the Assistant Dean of COEHS, who in turn
would be my liaison with COEHS throughout the duration of the program from
September 5th – December 23rd, 2007.

Please refer to Appendix 2 in this document to see the Slideshow handouts.

Arturo Pelayo 19

Project Annotations (continued)

Item Three: Voyage Planner & Agenda.

This project was developed after the completion of the slideshow project (please refer to
Item #3 for details). A direct outcome of the meeting held at the presentation of the
slideshow project was the need to layout a production schedule that also interfaced with
the known dates and milestones of The Scholar Ship voyage. Knowing each port of call
and the activities within ports would better suit the themes of the podcast series. This
Voyage Planner & Agenda is the culmination of interfacing the different calendars that
were known prior to embarkation in September 2007.

Project Description

The Voyage Planner & Agenda integrates several timelines in an easy to read document
that has been designed to be printed in duplex mode. Content is paired throughout the
document by allocating each port of call and the activities at such timeframe in the span
of two pages and nothing more than that.

At the end of each known activity there is space for handwritten production notes and
general information to be added. Generous and consistent typography make this
document pleasant to the eye and practical for the brain.

The areas of content included in this document are:
a. Streamlined background information on the program.
b. The intent of the podcasting series with background information.
c. A key visual: A map of the planet that includes the route with dates in which
the ship will be at each port of call.

This is all provided within the first three pages and serves as a guiding point in case the
document is shared with a learner that has no background information regarding the
program, the plan of action set and the major milestones at sea, an area particularly
helpful for Department Chairs and Faculty.

Intended Audience

It was prepared for the as a follow up from the informational meeting of The Scholar
Ship for the Assistant Dean of COEHS. This itinerary served as a great outline for four
months of The Scholar Ship program.

A fundamental design feature of this project is the inclusion of content to guide alternate
audiences (Department Chairs and Faculty of COEHS) and provide enough information
regarding the background of the program, the ports of call, contact information,

Arturo Pelayo 20

production outline and descriptions of activities in each port that lend themselves to
themes for the podcasting series, NautiCast.


Provide an easy to use outline of the voyage, the major dates and milestones at each port
of call and the activities that surrounded each country visit. The document design allows
for easy read with concise information provided and ample space for hand written notes.

Date Completed

This project was started in June, 2007 and was completed by August, 2007.

Courses Used

In order to produce this itinerary, I utilized a variety of my IDT courses. Without these
courses, the result would not have been achieved. The courses that I utilized the most are
listed below.

IDT 530: Graphics Applications in Education and Training.

The fundamental use of graphics in this project was the map that outlined the travel
schedule of the ship and the coordinated usage of a template that while changing subtle
color hues and themes remained constant throughout the document. It allowed for text
indentation as well as positioning of key data like: contact information at sea as well as
contact information within the College of Education and Human Services.

The back-page was also a good implementation of what I learned in this class because I
did not want to use bullet points at all or plain blocks of text. Space is managed evenly
and organically by virtue of the use of negative space and balance of colors on the
background as well as correlating their size to the importance of each section.

The end result is an instructional product that has embedded all the information that the
learner needs without a need to seek information elsewhere. It is a map figuratively as
well as literally.

IDT 560: Visual Literacy.

The best testament of what I learned in this class is showcased in this document above
and beyond any other instructional product that involved graphic design and visual
literacy that I produced during my Masters.

The groundwork set for this project began long before I sat on the computer as I already
knew what information to include, but I wanted to understand what could be a good

Arturo Pelayo 21

interface to utilize, this is why I chose a Planner format to include both dates and
description of events tied to the themes of each port. Merging the content from ports,
with the calendar and leaving enough room to purposely fill in the details by hand was
the key to make this document work well.

In each matching page I wanted to make a bold statement, this was accentuated by the big
red font that I used on the country name which was paired with a leadership quote that fit
not only within one fifth of the document but that also matched the activities of that week
and that country.

This document is organic to read as each country has the same information displayed in
the same areas and by virtue of repetition it becomes intuitive to scan for information
with greater speed once the learner is aware of the layout.

They key attribute that pulls the design together is the different fonts used as each has a
purpose and is never used in an inconsistent location, function or color. The imagery is
always in a distinctive location and the text spacing and text blocks all follow the same
pattern (all the way to the detail of making sure that time stamps have the same spacing
across 18 pages).

IDT 565: Management for IDT.

It was paramount for me to utilize good time management at this time of the year,
because while I began the project in June, I was traveling abroad for 7 weeks as I was
required to update my student Visa, gain additional Visas for each country that I would
visit and most importantly initiate a round of vaccinations that would be phased for the
remainder 12 weeks prior to embarkation.

In this sense, the management of this project had to account for a high degree of
uncertainty based on what the reaction of my body would be to seven different
vaccinations with some of them even requiring 4 rounds of shots. Fortunately I only
experienced mild pain and had to reschedule two of the 9 shot sessions I had.

The challenge for this project was not to ‘cram’ content and timelines, but to showcase
the data in an elegant and intuitive fashion that in itself had to showcase my management
skills for NautiCast. From IDT 565, I applied clear outlines while exploring to detail the
necessary information that could serve the audience in case of a question and that I
couldn’t be reached via the satellite phone at sea.



Arturo Pelayo 22


To create this document I began by doing background research on the data that I wanted
to include in the document, which timelines and what amounts of data to showcase within
each page of the Voyage Planner & Agenda. A starting point for this data was the
slideshow project because in this one I had laid out the foundation of information that the
audience had and it had already been corroborated at this point that they had internalized
the information and had a copy of the handout of the slideshow.

I began by eliminating unnecessary details of timelines (like the description of every
single day activities that did not have meaning or value to NautiCast. I then pursued the
strategy of selecting the proper medium to convey all these timelines and merge them
organically for the learner.

I decided to utilize a Planner format because it allowed me to place content description
and had a friendly block format that could be used for the calendar portion of the data
sets. In similar fashion to what a conference schedule works, I then began the process of
incorporating the data in a single timeline stream in an MS Word document. After this
data was compiled, I then began reducing the text blocks by creating a consistent tone to
the text. This reduced the amount of text significantly which then allowed me to export
this MS Word document into a Publisher template for which I chose a two column based
document that would allow for easy read of blocks of text.

Once each block of text was outlined continuously, I realized that it would make more
sense to cluster the events of each port within to adjacent pages and nothing more.
Streamlining the content to two pages allowed me to organically and systematically give
consistency to the whole document while in itself making an interface that was easy for
the learner.

It didn’t make a lot of sense just to begin the document with the breakdown by days and
activities. Instead, I wrote a full page description of the program, the project, who was
involved and what the responsibilities of each actor was. In the adjacent page I then
inserted a map of the travel route of The Scholar Ship and a break down of the ports of
call with the matching dates. Having little text in this page allowed me to break from a
narrative based document to a more streamlined style of writing that was the calendar
breakdown by country.

At this point I have 22 pages that are intended to be printed in duplex mode. This means
that we have 11 pieces of paper. This consideration mirrors the need for an easy to read
document that is also a light information package and that stands on itself as a
convergence of different timelines.

The document breaks down as follows:
• Page 1: Front page with The Scholar Ship logo, COEHS logo and WIU
logo to reflect the sum of the involved parties into NautiCast. The cover is
simple and the graphics are of equal size.

Arturo Pelayo 23

Page 2: (back cover): Includes description of the program, parties involved
•
and outline of responsibilities stated at this time of the project.
Page 3: Map of the route of The Scholar Ship with the ports of call and the
•
dates that the ship will be at each port.
Page 4 & 5: Greece
•
Page 5 & 6: Portugal
•
Page 7 & 8: Panama
•
Page 9 & 10: Ecuador
•
Page 11 & 12: French Polynesia (Papeete)
•
Page 13 & 14: New Zealand
•
Page 15 & 16: Australia
•
Page 17 & 18: China (Shanghai, Beijing & Hong Kong)
•
Page 19 & 20: Debarkation & closing days activities.
•
Page 21: (Back page) Outline of the ports of call, contact information and
•
return information.

At this point the document has all the timelines included and the Visual Literacy
components are outlined within the breakdown (with particular attention to make all data
for each country fit within two pages).

Data spacing is consistently done in two columns. Prominently odd-numbered pages have
blocks of text with descriptions of each activity and these descriptions may ‘bleed’ over
to the even-numbered pages with variable space that would mostly be used for
handwritten annotations. These handwritten annotations are allocated by adding outlines
for text to be written in double spaced format to make it easier on the user to write with
ample space between lines to type larger text if it is so desired.

Once all the formatting has been structured and verified that is consistent page-to-page
and country-to-country I realized that at times there was simply a lot of space left for
hand written notes while in some countries there was barely 10 lines to write.

It occurred to me to include leadership quotes in each country to set a theme for the week
in that country and to soften the calendar layout. I also decided to include a picture next
to each quote to soften the text and locate it generally towards the right margin of the
even-numbered pages so that when the document was opened, the image was really
laying towards the middle of the whole layout. Beneath each quote I then inserted a thin
hairline which also solved a subtle design problem that I had before: too much white /
blank space from the first line of text to the header of the page.

After the quotes where inserted I then decided to print a draft and make sure that all the
margins fit within the discrete printing outlines of the printer. It is important to do this as
there may be a difference between the margin location in the software and the actual
margin that the printer will use.

Once the draft was proof read, I decided to accentuate the differences within each section
by using 4 font types as follows: One for the country name (in red), one for the quote

Arturo Pelayo 24

(black and bold), one for the scheduling of items in the calendar sections (alternating in
black and gray to make it easier to distinguish paragraphs) and finally another font type
for the sub headers that outlined each section (in light green).

In all the decision to make subtle changes to each font type greatly enhanced the
instructional purpose of each section as well as provided great visual literacy.

Finally I saved a copy in a backup disc, I emailed myself a copy of the searchable PDF
file and then e-mailed the finalized file to the Assistant Dean of COEHS while making
sure that we both had the same file version.

Achieved Outcomes

This project was completed and submitted to the intended audience before embarkation in
August of 2007. The document was electronically submitted as a searchable borderless
PDF file so that it could subsequently printed in the manner that it was intended.

The Voyage Planner & Agenda was fundamental to the success of the programming
being conducted onboard The Scholar Ship as well as serving as a reference point for
project management and status reporting from the ship and the ports of call to the
Assistant Dean of COEHS in WIU.

Please refer to Appendix 3 in this document to see the Voyage Planner & Agenda.

Arturo Pelayo 25

Conclusions

When I look back to the past two years, the three most significant lessons I have learned
are that the Instructional Designer I want to become must live and work in a highly
stimulating intercultural community (I do appreciate having a desk at a possible job, but I
do not see myself there all the time. This might change in the future, but for now, it is not
in my vision of self), an inherent sense of stamina to embrace the world and a very
important need of being empty on expectations and willing to embrace uncertainty in all
possible ways.

The time I had the honor to be an IDT student was invested in establishing trust and
creating a network of diverse colleagues who are specialized in different facets of
Instructional Design. Growth comes in unexpected ways and I was pleased to have met
faculty and staff in carrying latitudes, modalities of learning and interaction as well as
variety of countries that provided that necessary intercultural lens and shift of paradigms.

I believe that the best leaders in Education are those that step back and understand their
learners first, they are the ones who should ultimately shine and grow through the
knowledge and experiential learning opportunities that we merely facilitate. No one
should be in the position of “filing the shoes” of someone else, but be allowed to grow,
change and challenge their environment with the guidance of the legacy of the
experiences of leaders past them.

We have a unique challenge that transcends its legacy past our very lives. Biography is
not destiny, yet it most not be overlooked in the juvenile spirit of setting our own path of
life. We live in a world and are all interconnected. In the web of life we must find not
only our path, but our pace and learn to find people to lean on to enrich our life
experiences.

Arturo Pelayo 26

Appendix A

Arturo Pelayo 27

Appendix A: Project #1 – NautiCast: A Higher Education Podcast.

Access Instructions:
On the provided DVD-ROM a sample set of NautiCast documentation is provided for
compliance with the IDT portfolio. The complete project podcasts are available for
subscription and download through WIU”s podcasting service at:

http://deimos.apple.com/WebObjects/Core.woa/Browse/wiu.edu.1445063868.014450638
71

Note:
Audio and video podcasts require Apple’s iTunes 8 software for subscription, download,
playback and for accessing iTunes U.

Operating Requirements: Either Mac OS X 10.4 (or newer) or Microsoft Windows XP
Operating System (Service Pack 2 or better).

NautiCast files on DVD:

Please follow the next steps to access the content:

Load the DVD on the DVD-ROM drive.
•
Open a window to show the contents of the DVD
•
Look for the NautiCast folder in the root directory and open its contents.
•
Folder index:
•
1- “Documentation” Contains the documentation
2- “Artwork” Contains source images, artwork source files,
3- “Source” Sample GarageBand audio recordings as well as any
other audio/video source files used.

In the following pages I have attached screenshots of the iTunes U interface for
NautiCast.

Arturo Pelayo 28

Appendix : Project #1 – Screen Captures of “NautiCast” on iTunes U

The development of NautiCast was conceived on four core tracks. These tracks

eventually became accessible and transparent to the end learner via WIU @ iTunes U.

“About TSS” - Garner information on the program, report on the experiential

learning components, etc. (Very short video clips that contained the necessary

information, generally focused on answering a single question).

“NautiCast” – The core podcast for Higher Education that contained media

sourced through a variety of programming activities. (Mostly recorded on audio

as each episode was close to 60 minutes in length).

“Sights and Sounds” – A podcast that showcased the places that we visited,

while not necessarily containing a narration. (Particularly helpful for showcasing

certain habitats or indigenous communities while allowing the teacher/ facilitator

lead the discussion of a topic).

“Podcasting Club” - Organized as part of programming activities I made, a

group of students, faculty and staff generated content of their own. This was very

helpful as it allowed me to provide a level of insight into instruction design to

Arturo Pelayo 29

people while content was generally used for in-course assignments or port

activities highlight.

Arturo Pelayo 33

Appendix B

Arturo Pelayo 34

Appendix B: Project #2

Slideshow.

On the provided DVD-ROM I have attached the Slideshow as a PDF, PPT and
QuickTime Movie.

Note:
A variety of software can be used to view the Slideshow:

PDF - Adobe Acrobat or a PDF viewer is needed to open this file.
- You may download “Adobe Acrobat Reader” in www.adobe.com for either
Mac or PC.

Quicktime Movie - An interactive movie has been created for the slideshow. To open
this movie it is required that you have Apple QuickTime Software.
- You may download “Apple QuickTime” at apple.com/quicktime/
for either Mac or PC.

PPT - A Microsoft PowerPoint Compatible file has also been created and provided in
the DVD. You will need Microsoft PowerPoint 1997 (or newer) wich comes as
part of the Microsoft Office Suite for either Mac or PC.


File on DVD:


•
•
Look for the “slideshow” folder in the root directory and open its contents.
•

Now:
- Open the file titled “tss.pdf” if you want to view as a PDF.
- Open the file titled “tss.ppt” if you want to open in MS PowerPoint.
- Open the file titled “tss.mov” if you want to view it in QuickTime.

Preview:
In the following pages I have attached a copy of the TSS Slideshow.

Arturo Pelayo 39

Appendix C

Arturo Pelayo 40

Appendix C: Project #3 – Voyage Agenda for planning session.

On the provided DVD-ROM I have attached the Planner/Agenda PDF file for the IDT
portfolio.

Note:
Adobe Acrobat or a PDF viewer is needed to open this file. You may download “Adobe
Acrobat Reader” in www.adobe.com for either Mac, PC.


File on DVD:


•
•
Look for the “Planner” folder in the root directory and open its contents.
•

Now open the file titled “tss_planner_s07.pdf”

Preview:
In the following pages I have attached a copy of the Planner.

Arturo Pelayo 60

Appendix C: Project #1 – Core topics & Colleges

Arturo Pelayo 62

Appendix D: RESUME

Arturo Pelayo 63

Arturo Pelayo
global media alchemist arturo.pelayo@gmail.com linkedin.com/in/arturopelayo

Profile
Fluent in English, Spanish and with advanced German & French, I am passionate about
interconnecting people by providing them tailored and interactive e-learning solutions in
multi-cultural environments.

Experience
Instructional Designer, Western Illinois Univ.; Macomb, IL - 2006-08
Delivered academic and social outreach projects with the United Nations in Ecuador and
several projects in Portugal, Panama, New Zealand, Australia and the People's Republic of
China. Podcasting initiatives are available on Apple’s iTunes U Service.

Systems Engineer Co-Op, Siemens; Hoffman Estates, IL - 2005-06 Worked in
Research and Development of next-generation multi-modality medical equipment with a
focus on image quality, system integration, reliability and overall efﬁciency.

eLearning Solutions Assistant, CAIT; Macomb, IL - 2000-2005
Participated in K12 and Higher Education satellite education solutions as lead provider,
production assistant and database developer.

Education
Western Illinois University, Macomb, IL - Master, Instructional Design, 2008

The Scholar Ship, Ocean Going - Certificate in International Communications, 2007

Western Illinois University, Macomb, Illinois - Bachelor of Science in Physics, 2005

Technische Universität München, Munich, Germany - Intercultural Leadership, 2001

Skills
Development of global podcasting solutions. Tech savvy with self-reliant passion for field
and hands-on problem analysis through entrepreneurship and planning. Experienced social
networking community manager.

Arturo Pelayo 64

Appendix E: Defense Presentation

Arturo Pelayo 65

Appendix E: Defense Presentation

The Department Clearance form is in file in the Instructional Design Department.

Attached in the next several pages is a screenshot of the Defense Presentation Slideshow.
Please see the “Read Me” section for instructions on how to locate and playback the file
in Adobe Flash, Apple Keynote, Apple QuickTime Interactive Movie, or other formats.

Arturo Pelayo 66

Envision. Invent. Inspire.

!quot;#$%&'$()$quot;*+'+,-+quot;-()*+-.$/quot;#%+-+,&+*quot;012
Arturo Pelayo

Getting started.
This presentation is designed for the IDT 603 -Portfolio class
requirements
This presentation provides information about an annotated project
that takes knowledge of IDT courses taken between June 2006 and
May 2008.

To navigate within this slideshow, use the following buttons:

[ H] [<] [>]
( home / topic selection) ( previous slide ) ( next slide )

Topic selection:
You may proceed through the annotated projects in numerical order or randomly access
them through the main menu.!

Reflections of IDT Experience.

ANNOTATED PROJECTS:

[ NautiCast: A Higher Education Podcasting Series ]

Closing Reflections.

[ H] [<] [>]

Arturo Pelayo 67

the IDT experience.

[ H] [<] [>]

prior technology
experience
[ H] [<] [>]

goals for program
[ H] [<] [>]

Arturo Pelayo 68

IDT course highlight.

[ H] [<] [>]

[ H] [<] [>]

annotated projects.

[ H] [<] [>]

Arturo Pelayo 69

knowledge base

[ H] [<] [>]

idt courses that helped get there:

> management
> visual literacy
> foundations & principles
> video production

[ H] [<] [>]

NautiCast “tracks”

> about tss
> NautiCast
> sights & sounds
> podcasting club

[ H] [<] [>]

Arturo Pelayo 70

Each has been uploaded in
iTunesU and an RSS feed is
available.

[ H] [<] [>]

[ H] [<] [>]

demo

[ H] [<] [>]

Arturo Pelayo 71

RPTA
Darien Jungle Expedition;
The Rain Forest preservation;
TSSRI Malaria Barcoding;
Global Warming research;
+18,000 pictures for digital archive

[ H] [<] [>]

EIS
- Conflict Studies, International Relations;
- Correa’s Ecuador & Freedom of Press
- Cultural Kaleidoscope
- Islam Panel
- Panama & the Canal
- Human Geography
- The Third Person effect
- Hunger Banquet simulations

[ H] [<] [>]

Common use:
- Personal visioning workshop
- Personal leadership
- Global citizenship
- 1:1 interviews with faculty, staff regarding
onboard life.
- Re-entry & culture shock
- Instructional Design & International
Education

[ H] [<] [>]

Arturo Pelayo 72

knowledge base

[ H] [<] [>]

closing reflections.

[ H] [<] [>]

plans for the future

[ H] [<] [>]

Arturo Pelayo 73

the end ?

[ H] [<] [>]

suggestions

Arturo Pelayo 74

Read Me File

The DVD-ROM contains the documents and files for the IDT portfolio. The project
podcasts are available for subscription and download through WIU”s podcasting service
at:

http://deimos.apple.com/WebObjects/Core.woa/Browse/wiu.edu.1445063868.014450638
71

Note: iTunes 8 is required for accessing iTunes U as well as downloading the materials.

A copy of the defense slideshow is also available on the DVD-ROM.

Operating Requirements: Either Mac or Windows Operating System, Microsoft Word or
Apple Pages, Microsoft PowerPoint or Apple Keynote; Slideshow file will run in
PowerPoint, Keynote or Adobe Flash.

The files will run on any computer with Windows XP or Mac OS X (10.5) operating
systems and a DVD-ROM drive. Audio and video podcasts require Apple’s iTunes
software for playback.

Folders and Files on DVD: Below is a list of rest of the files and folders found on this
DVD.

Read Me File (within the “readme” folder)

Portfolio Report Documentation (within the “idt503 – portfolio pdf” folder).

Defense Presentation File:

1. Start this presentation by simply double clicking the file of your choice:
MS PowerPoint, Apple Keynote, Apple QuickTime Interactive Movie or
Adobe Flash Interactive Presentation found on this DVD.

2. Open the presentation titled “Defense Presentation”. Click on the Slide
Show menu and then View Slide Show to run the PowerPoint
presentation. This presentation contains a title slide, introduction, projects
represented by courses, and a demonstration of the projects. After viewing
the “Demonstration of Projects” slide, click on the blue button found on
the left of each bulleted item to active the hyperlinks.

Arturo Pelayo's IDT Portfolio and Project Annotations

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