• Collaborate and support the development of learner analyses to determine appropriate content for the Leadership Challenge Workshop.
• Design and develop content and evaluate training objectives, materials, and activities in consultation with the lead trainers for the Leadership Challenge Workshop.
• Producer of Leadership Challenge Virtual training via Zoom and MS Teams platforms. 
• Collaborate with the trainers in designing great learning experiences and effectively use multimedia, instructional methods, technology, and software.

• Planned, designed, and developed courses in LMS using technologies as needed.
• Collaborated and supported the development of learner analyses to determine appropriate assessment and course activities with faculty and subject matter experts
• Lead the design, development, writing, editing, and evaluation of learning objectives, assessment plans, rubrics, course materials, and learning activities in consultation with faculty and subject matter experts 
• Provided pedagogical guidance in alignment with instructional design theories, as well as practical advice on teaching and learning
• Collaborated with faculty to design great learning experiences and effectively use multimedia, instructional methods, technology, and software; advocated for and influenced faculty adoption of the same to support learner outcomes

• Coordinated with faculty regarding program development
• Designed a minor program in STEM Leadership for the School of Applied Engineering and Technology
• Designed and developed learning outcomes for the program
• Designed and developed syllabi, lesson plans, and assignments for instructors to use in class
• Designed and developed assessment tools to measure student progress in the program
• Consulted faculty in creating lesson plans and materials for each subject area, including textbooks and other instructional materials
• Coordinated with the Office of Academic Provost for program review and changes

• • Planned, designed, and developed courses in LMS using technologies as needed.
  • Collaborated and supported the development of learner analyses to determine appropriate assessment and course activities with faculty and subject matter experts
  • Lead the design, development, writing, editing, and evaluation of learning objectives, assessment plans, rubrics, course materials and learning activities in consultation with faculty and subject matter experts 
  • Provided pedagogical guidance in alignment with instructional design theories, as well as practical guidance on teaching and learning
  • Collaborated with faculty to design great learning experiences and effectively use multimedia, instructional methods, technology, and software; advocate for and influence faculty adoption of the same to support learner outcomes

• Coordinated with faculty and subject matter experts to teach off-campus and distance education programs.
• Developed a Memorandum of Understanding with distance education partners throughout the country.
• Developed INSEP (Industrial Skills Enhancement Program) for unemployed graduates.
• Designed and implemented the INSEP curriculum.
• Provided report of tracer study to the Ministry of Finance.
• Lead university community service program

• Taught educational psychology, educational technology, and microteaching for graduate and undergraduate teacher preparation program (BSc and Master in Technical and Vocational Education)
• Supervised graduate and undergraduate instructional design projects
• Supervised master thesis for graduate students

• Managed resources for instructional multimedia development
• Designed and developed interactive learning materials
• Developed audio visual materials and equipment specifications
• Provided training for instructors
• Technical director for graduation ceremonies and other special events which required me to manage audio and visual equipment, multi-camera production, and multimedia presentations

Multimedia, Graphic Design
Developed and Revised Program Curriculum

Southern Illinois University Carbondale

ABD in Curriculum & Instruction (Learning System Design & Technology)

Expected Graduation – May 2025

Instructional Gaming, Systematic Approach to Instruction, Seminar in Behavioral & Cognitive Foundation, Instructional Development, Instructional Theory, Principle, & Practice, Learning Models for Instruction, Task Analysis, Digital Video Production, Instructional Development Studio, Inferential Statistics, Multiple Regression, Content & Learning Management System, Utilization of Educational Media

Southern Illinois University Carbondale

M.Sc. Curriculum & Instruction

2019

Advanced Child Development, Design of E-Learning, Action Research, System Approach to Instruction, Foundation of IDT, Interactive Multimedia, Curriculum Design & Development, Data Mining/Big Data Analysis, Cultural Diversity

Universiti Teknologi Malaysia

Master in Education

1999

Educational Psychology, Educational Technology, Educational Philosophy, Educational Sociology, Pedagogy, Assessment, Curriculum Development

The Ohio State University

B.Sc in Human Ecology

1997

Psychology, Clothing & Humanity, Microeconomics, Macroeconomics, Business Writing, Professional Development, Human Ecology Foundations, Health & Behavior

certificates

MS Planner

Backward Design in Curriculum

Universal Design of Learning

An example of my Instructional Design Journal – Click for audio narration

Mohamad Ali Design Journal

Fundamentals of Leadership online

My initial proposal for this project was to design a course that can be run in both on-demand and cohort mode. However, based on the feedback, I realized it is better for the course to be designed for one mode only, and for that reason, I chose to make an online cohort mode for the Fundamentals of Leadership course. However, I also keep the option to convert this course into an on-demand mode in the future. Currently, this course is only offered in a face-to-face mode. I have to redesign this traditional face-to-face course into an online mode, which can be a challenging task, as the current course is based on due dates, and most of the instructions are given during the face-to-face sessions. The instructor is also not a fan of virtual or synchronous mode. Therefore, I cannot make a prerecorded lecture for this course. As a result, the course should be able to be delivered in asynchronous mode. One of the positive sides of this is that it allows this course to be utilized in a blended mode to support the current face-to-face classroom.

Informal reflection on design and activities

For this course, I reused the readily available materials and focused on the design process. I structured each weekly lesson into a lecture, an assignment, and quizzes. For content, there are also resources from textbook publishers.

The course structures are totally different if viewed from the instructor’s view versus the students’ view. This is because I populate the course with additional materials just for the instructor. I stored additional materials for as guidance for the instructor to teach the course. To avoid the confusion, I made 2 different folders, one for the instructor only and one for students only. I put the instructor resources folder in draft mode, so the students will not be able to see them. Therefore, students can only view the student resources folder, as it is published for students to view. There are also some additional folders for the students, which give specific instructions about Respondus Lockdown Browser, information about the textbook, and instructions about the two main projects in this course. I created these folders outside the normal weekly lesson, so that students can easily access them, and these folders can be directly viewed from the content menu of the D2L homepage.

As part of the design, I used the D2L checklist tool as a way to help the students in accessing the course and focus on the required deliverables. The checklist tool allows students to record their progress throughout the course by ticking the activities that they have accomplished. It also provides a direct link to the contents and activities so that the students do not have to scroll down the menu to find the content. From a design perspective, the checklist tool can provide a lighter front-end design for specific learners who do not favor a highly structured interface. From my experience, adult learners prefer the checklist tool as they want a straightforward and easy way to navigate the Learning Management System (LMS).

Another important component that I use to redesign this course is called Condition Release. In condition release, learners will only see the following content or activity after he or she has completed the previous content or activity that we set the condition. This tool will allow instructors to set a custom learning path for students. This tool is essential for both online and on-demand courses. Instead of going through the course randomly, we can set a learning path and sequence that requires students to meet all the prerequisite conditions before they can participate in the next task. For example, we can ensure that learners have mastered certain content and submit an assignment for it before they can take the quiz for that lesson. In an on-demand course where the learning is primarily unguided, this tool can effectively ensure that learners follow the proper learning sequence. In this course, one of the important prerequisites for learners to submit the Leadership Profile Paper is to complete the weekly reflection and action assignments. Therefore, all of these weekly assignments are sequenced using the release condition tool. The same goes to the quizzes. Learners are required to visit the content of that particular lesson and submit the weekly assignment before they can take the quiz. In my opinion, condition release is a very important tool in online learning.

Interface Design

I customized the D2L homepage with a banner to reflect the course. I created widgets to post important information, such as release conditions, and provided the link to the checklist tool. I used a simple interface with only the necessary information, such as calendar, textbook, and course announcements.  I provided an external link at the bottom for students to access external resources.

One of the hidden but critical tools in this course is the competencies tool. With the competencies tool, I can map the course learning objectives to the learning activities and assessment tool. For example, a learning objective can be tied to the rubric that assesses whether or not a student has accomplished the particular learning objective. A threshold is also set to inform the system of the minimum requirement for a student to achieve the particular objective. The D2L system will automatically measure the competencies’ achievement for each student. At the end of the day, the instructor can create a report for his/her class.

Besides the tools mentioned above, the pedagogical approach for this course includes communication tools, content tools, assessment tools, and a gradebook.  For this course, the contents were mostly acquired from the textbook publisher. I tried to get the instructor to record his voice over the PowerPoint, but due to time constraints, this was not achieved on time. I also added a glossary of terms for the course. As a communication tool, I set up a discussion board that requires students to discuss some of the topics in leadership and the lesson. The first forum is created for learners to introduce themselves to the class. There is also another forum that is dedicated to learners to post questions about the course. Based on my experience, many online students like to use this forum, especially when they face difficulties in the course. This forum acts as a course support tool for the students. For the assessment, quizzes are set up for each lesson. Other assignments include weekly assignments and two term papers. The first paper is called the leadership profile paper, and the other one is called the ethics assignment. Each paper is designed in its own folder. For example, the ethics paper folder includes the instructions, resources, a URL link for external resources, and the assignment submission folder inside the D2L folder. This ensures students can navigate all the required information easily without having to scroll back and forth from one location to another in D2L. Finally, online rubrics are set up for both assignments so that the instructor can provide timely feedback to the students. The rubrics are also included in the course syllabus, so that students can use them as guidelines for the term papers.

 Feedback

From the feedback from peers, I can see some improvements that can be made to the course. For example, adding small but essential things such as instructor contact in the welcome announcement cannot be taken for granted. I also receive feedback on how the course is structured and can be confusing for someone who has not used D2L before. I think the use of checklist can aide in the navigating the course for new users. I can see that the checklist tool is important for learners to navigate the course. Since the course is structured for both instructor and students, it is important to see the course in a student mode. Otherwise it can be overwhelming to navigate.

Self-Evaluation

One of the tools that I use to evaluate the course is through the QM rubric. Specifically, there are rooms for improvement for all the criteria. Generally, I tried to follow the standards stated in the rubric. Some of the standards are addressed in the course syllabus. For example, some of instructions and descriptions about course overview, assessment, learning objectives, and learner support are already addressed in the course syllabus. Some of the standards are also addressed in the course delivery. For example, for the Learning Objectives, the competencies tool is used to describe and measure course learning objectives. Another rubric, quality check for online courses also provide good guidelines for designing online courses. For example, there are standards for course design, engagement, communication, assessment, and course improvement. Based on these criteria, I believe that I have to work out the engagement and course improvement criteria for this course.   For example, the online instructor and course evaluation survey can be added to the course to get feedback for continous improvement. Further improvement can be done to the content area. Adding more instructor presence such using screencast can improve course engagement especially to an online course. However, this will require commitment from the course instructor.

Overall, I think that this course follows the instructional design requirement for a cohort based online course. It is a challenging task to convert a face-to-face to an online course, as there are many factors that need to be considered. However, with feedbacks and rubrics, the processes are made easy and systematic.

The Exposure Triangle Tutorial Storyboard

Presentation at AECT 2020

Online Course Design Based on CoI Framework

Create An Engaging Classroom

Testimonials

My Diversity Statement

“Diversity is about embracing one another’s uniqueness.” – Ola Joseph

My commitment to promoting diversity and inclusion in academia is grounded in my years of teaching, leadership, and service to the community. Diversity and equal opportunities can empower people to improve their lives, and education plays an essential role in preparing learners to meet the needs of diverse communities. Growing up as a minority in my home country inspired me to help others. Studying and working in Malaysia and the United States has made me more appreciative, respectful, understanding, and accepting of differences, both inside and outside the classroom. I have seen how a diverse team can make academia stronger and more creative. At Southern Illinois University, I was involved in PRIDE (Promoting Respect through Inclusiveness and Diversity Excellence), a registered student organization aiming to help students and faculty understand and learn about each other. These multicultural experiences have provided me with valuable skills and informed my approach to implementing diversity and inclusion in the classroom, where I try to understand and accommodate the uniqueness and strengths of each learner. I value, for example, that some second language learners are more reflective and can contribute more through asynchronous discussion. Therefore, I am a proponent of the Universal Design for Learning (UDL) framework, which provides a flexible learning environment that offers learners multiple ways of representation, engagement, action, and expression. Through engagement, understanding, and respect, I believe I can contribute to the process of embracing diversity and inclusion.

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