Instructional Design

Keith Webster’s Instructional Design Portfolio

Non-Traditional Forest Products – History (Designer)


This content was developed as part of collaboration between UVic and Royal Roads and financed by BCcampus as an open education resource. It is used for the Environmental Restoration Certificate at UVic.

A major factor in the design of this piece was the successful integration of text, images, audio and video in a way that allowed students to follow the narrative but also hop out to explore the relevant media.

Much of the content for this unit was provided by First Nations elders. The design respected these contributions and made them a central point of the story.

Safety Plan Activity (Designer and Instructor)


This activity was developed for a blended section of EDCI 336 Educational Technology, taught to pre-service secondary teachers at UVic. The students read and view resources in the week leading up to class and apply this knowledge in authentic lab activities.

Student readings included theoretical pieces on the approaches to student safety online as well as practical examples of School Board policies and existing activity safety plans.

Learning objectives for this class include recognizing potential risks, designing appropriate avoidance and mitigation strategies, and communicating a safety plan to students, parents and administrators. This is a difficult set of concepts for many relatively young post-secondary students to understand. Creating safety plans and then discussing the plans created by others provides the opportunity for meta-analysis that leads to deeper learning.

PowerPoint with Audio and Transcript (Designer)


This content was developed to support a course in the Certificate in Environmental and Occupational Heath. This is an evolving field with a significant amount of revision required each year. In order to present material in an efficient and up-to-date manner instructors are encouraged to develop a series of PowerPoint slides and audio to supplement assigned readings and resources.

An important consideration in the design of these materials was to make them as conducive to learning as possible and to adhere to the principles of Universal Design for Learning (UDL).

In order to support UDL I developed a method of presenting a text alternative to the audio track that minimized distraction to students using the audio. This was informed by cognitive load theory in that items other than the image and audio were reduced (as perceived by the student) and dual processing theory in that students would not be reading along with the audio track.

Practicum Supervisor Course (Designer)


This content was developed for a non-credit course offered to Social Workers who had agreed to supervise practica for students in the UVic School of Social Work. The faculty member was eager to present material in small chunks and was intrigued of a Flash-based course she had recently seen. I try to avoid limiting technologies like Flash so I developed a chunked series of pages that provided much of the animation and interaction the faculty member desired while remaining within the standard HTML environment. This unit is typically presented embedded within a Moodle shell.

Design and Critique an Educational Graphic (Designer and Instructor)


This activity was developed for EDDL 5131, an online educational media course in the Graduate Certificate in Online Teaching and Learning at Thompson Rivers University.

Prior to starting this activity the students have been introduced to several graphic design strategies for communication (as well as several theoretical explanations of media communication). The emphasis is on producing a graphic that makes obvious use of one of these strategies and then describing how this graphic supports a specific learning objective. Artistic skill and technical skill in the graphic tool are secondary.

An important element of all the technology courses within the program is developing the authentic use of social media tools within the context of course learning activities. Mounting the graphic in Flickr and then using tools on Flickr to discuss the graphics is an extension to the activity. A final extension is the consideration of how Flickr might be used with their students within the K-12 curriculum.

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