Rebecca Yasskin

Instructional Designer

I design engaging and inclusive training solutions through strategic planning, project management, and relationship building for innovative organizations.

Featured Projects

• Dance Ambassador Program

• Instructional Designer Training

Projects

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Dance Ambassador Program

I facilitated the end-to-end creation of a program to increase retention of new dancers in the local dance scene.

Skills: ADDIE, Project Management, Branching Scenarios, Training Facilitation
Tools: BranchTrack, Google Suite, PowerPoint

Instructional Designer eLearning

I designed and developed a module of a course to train aspiring instructional design on gaps in their skills and knowledge. I also organized materials into the LMS based on the storyboard design document.

Skills: Storyboarding, Learning Management Systems, Collaboration
Tools: Articulate Storyline, Eduflow, Google Suite

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Resume

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Dance Ambassador Program

Overview

I facilitated the end-to-end creation of a program to increase retention of new dancers in the local dance scene. This included conducting a needs analysis, creating a mission document, designing and developing DEI trainings, developing a job aid, and recruiting and training dance ambassadors.

• Audience: Members of a local dance community who volunteer to act as Dance Ambassadors
• Responsibilities: Program Coordination, Instructional Design, eLearning Development, Microlearning Development, Training Facilitation
• Tools Used: BranchTrack, Google Slides, Google Docs, PowerPoint

Problem

Many of our local dances do not get enough attendance to break even or earn a profit. Based on a needs analysis, this is in part due to the fact that many new dancers do not stick around in the dance scene. When I dove more deeply into this issue, I found that many newer dancers in our scene found the community unwelcoming.

Solution

I proposed to organize and run a Dance Ambassador program in which community volunteers build relationships with new dancers and introduce them to other community members. Dance Ambassadors are trained in expectations toward being a welcoming community member as well as in DEI and community safety measures.

Process

I began with a needs analysis of issued affecting dancer safety. Then I developed a mission document to guide the progression and development of the program. Next, I designed and developed training materials including a slide deck for the initial instructor-led training and a self-paced virtual microlearning experience for continued learning. Finally, I recruited and trained volunteers to act as Dance Ambassadors. This will be an ongoing process, allowing for evaluation of the training’s efficacy and multiple iterations to improve the program.

Needs Analysis

I began looking for the solution to our retention problem by conducting a needs analysis of the issues facing dancer retention and safety. This included conversations with SMEs and survey data from the dance community. The results of the survey identified two major components affecting dancer retention: community inclusivity and safety. I chose to focus on inclusivity first because many factors that make safety a concern can also be mitigated by more inclusive practices. The Dance Ambassador Program is also part of a community-wide initiative to increase dancer safety in the at socials.

Kick-Off Meeting & Initial Training

To initiate the program, I conducted a virtual instructor led training (VILT) with all of the Dance Ambassadors I recruited to go over the goals and expectations of volunteering for the program.Because the audience had varying levels of experience creating a welcoming environment, I chose to use a discussion-based approach to the training. This way learners could share their ideas and prior knowledge to enhance the outcomes for the entire group. As facilitator, my role was to provide the specific expectations of the program, keep the discussion moving forward, and highlight ideas that strongly supported our mission.Check out the training slide deck:

Branching Scenario-Based Microlearning

For the ongoing development of Dance Ambassadors' skills, I developed a microlearning activity for learners to experience and discuss. I used BranchTrack to create a branching scenario to train Dance Ambassadors on how to handle reports of misconduct.

I chose a branching scenario for this part of the training because the process involved in handling misconduct rarely has a single right way to proceed. As such, there are multiple correct and incorrect ways to traverse the scenario. To design this activity, I created a series of choice-points that had realistic answer options and outcomes. Feedback is given where necessary, but most of the feedback comes in the form of experiencing what happens next. Just like in the real world, learners have the opportunity to correct early problems and still find an acceptable outcome.This training was highly engaging, and learners chose to try out the scenario multiple times to experience the different paths. It also generated discussion of possible situations not covered in the scenario itself.

• Experience the Scenario

As the program continues, I will be developing additional microlearning activities on a variety of DEI, safety, and belonging topics.

Social Learning Group

I set up a social learning group to house all Dance Ambassador documents and trainings. This group also serves as a space for Dance Ambassadors to meet up virtually and discuss any issues they encounter in their role and to share highlights of their experience.Additionally, Dance Ambassadors meet once a month to continue training in how to maintain welcoming, inclusive, and safe socials.

Results

The Dance Ambassador program is still in its early stages of implementation and has not yet been implemented at a dance social. I have received a lot of excited comments anticipating its launch. Many community members have commented how much we need an initiative like this to push our community to be a more welcoming space.Dance Ambassadors have expressed that the initial trainings were helpful in their understanding their role better and knowing how to implement their responsibilities. Additionally, the social learning space has already been helpful in allowing Dance Ambassadors to discuss concerns and ideas for improving the community.After the first month of implementation, I will meet with dance ambassadors to gain feedback on the efficacy of the training program. I will also conduct a survey of community members and local event directors to gauge the impact of the program.

Key Takeaways

Through creating this program, I have learned a lot about how to analyze qualitative data to be able to design and evaluate the efficacy of a soft skills training program. Additionally, I gained a better understanding of what is needed for effective change management.

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Instructional Designer eLearning for Transitioning Teachers

Overview

Teaching: A Path to Learning & Development (TPLD) recruited volunteers to create a course to train teachers and others aspiring instructional designers on their knowledge and skills gaps. I designed and developed a module to train aspiring instructional designers about the background knowledge they need to be successful. Additionally, I organized materials into the Eduflow LMS based on the storyboard design document.

• Audience: Teachers transitioning into instructional design
• Responsibilities: Instructional Design, Storyboarding, eLearning Development, LMS Administration
• Tools Used: Articulate Storyline, Google Slides, Google Docs, Eduflow LMS

Problem

While many teacher skills directly transfer to instructional design, there are other concepts and skills that teachers need to develop in order to successfully transition into a learning & development role.

Solution

While many teacher skills directly transfer to instructional design, there are other concepts and skills that teachers need to develop in order to successfully transition into a learning & development role.

Process

Text-Based Storyboard

I reviewed the gap analysis performed by the lead instructional designers to determine which content was necessary for learner success. I identified the key theories and principles to include in the eLearning module. Then I collaborated with another instructional design volunteer to design the module in a storyboard using Google Slides.

We decided to include a combination of interactive instructional slides and discussion boards to engage users in deeper processing of the information. We chose to present the main concepts and theories through an interactive Storyline activity with links to more information so that learners could choose in which theories they needed the most upskilling. The discussion posts were designed to encourage learners to apply the theories to their own experiences.

At the end of the design process, I also helped another team edit their module storyboard for flow, efficiency of instruction, and grammar.

ADDIE and SAM Interactive

I used Articulate Storyline to develop an interactive activity to explain the ADDIE and SAM processes. Learners hover over each of the steps to learn the basics of what it entails. If learners want more information, there are links to videos and articles that will allow them to learn more.

We chose to keep the information simple to reduce cognitive load. Learners will be moving through the ADDIE model in more detail later in the course, so this activity will help build the groundwork for further exploration.

LMS Administration

As part of the LMS Admin team, I loaded one module of the course into the Eduflow LMS based on the design storyboard. We used an iterative process to implement feedback on our sections. Because of the way SCORM files are supported in Eduflow, we had to restructure how some of the information was presented to be sure learners are presented with the right information at the right times. I also suggested and implemented improvements to the course organization that streamlined the learner experience.

Results

The TPLD training program received many positive reviews during its pilot phase. Transitioning teachers were able to self-assess their skill and knowledge gaps and then work through the modules to learn what they need to be successful instructional designers. The module my team developed was invaluable in setting learners up to be successful in the rest of the course.

Key Takeaways

From working through this process, I learned a lot about how a large-scale instructional design project can be organized and completed. While many groups were working on separate parts of the project, keeping an eye on the cohesiveness of the storyboard guided my decision-making in my sections.

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