Kristi Augustine, M. Ed Email & Phone Number

Houston, Tx, Us

United States

United States

Houston, Texas, United States

-Enrolled in Applied Instructional Design Academy (AIDA), to upskill in the use of instructional design principles, methodologies, and modern technologies most commonly used within the learning and development field while seeking new opportunities in instructional design-Partner with subject matter experts (SMEs) and stakeholders, using the ADDIE and SAM Models, to design and develop learning solutions that are relevant and learner-centered. -Develop courses using authoring tools such as Articulate Rise 360, Articulate Storyline 360, Vyond, and Camtasia aligned with learning objectives-Design and develop deliverables, including storyboards, design documents, eLearning courses, VILT, ILT, facilitator guides, scripts, microlearning, and job aids to meet organizational goals -Utilize supplemental tools such as Canva, WellSaid Labs, Power Point, and more, adding depth and increasing accessibility to courses-Apply advanced features of the Articulate 360 programs such as layers, accordions, variables, branching scenarios, states, custom buttons, and freeform quizzes and knowledge checks to create scenario-based learning experiences that increase learner engagement and reduce cognitive load

Humble, Tx

-Designed and developed learner-centered, blended learning professional development courses and job aids, including Instructor-Led Training (ILT), Virtual Instructor-Led Training (VILT), and microlearning, resulting in a measurable change in learner behavior, demonstrating the practical impact of the training initiatives on the professional development of individuals within the organization.-Collaborated in an iterative process with subject matter experts (SMEs) to adapt and modify courses for learners with diverse needs, ensuring the impact of the learning plan, resulting in a 90% success rate in meeting learning objectives and addressing the specific requirements of a varied learner audience-Employed the ADDIE Model and adult learning theory to develop a responsive approach to stakeholders’ needs, both with collaborative teams and individually, resulting in a 90% increase in job performance across the board -Conducted needs and learner analysis utilizing multiple forms of assessment to identify gaps in job performance, conceptual understanding, and mindset, resulting in identification of organizational trends, providing crucial insights for strategic planning and improvement initiatives -Developed learning objectives (LOs) in alignment with gap analysis results to design targeted instructional content for training development courses catering to needs of cross-functional teams, enhancing overall organizational capabilities -Managed stakeholders by using adult learning principles while providing instructional support for best practices both in-person and for eLearning, resulting in a 75% increase in goal attainment year over year, underscoring the effectiveness of the support provided. -Constructed standard operating procedures (SOPs) to ensure consistent workflow for stakeholders and learners, fostering improved communication and maintaining consistency in professional practices

Texas, United States

-Partnered with SMEs and cross-functional teams to adapt and modify existing curriculum to meets the needs of learners based on task analysis results, increasing course accessibility for diverse learners, and resulting in an increase in learner achievement -Designed and developed ILT and eLearning interactive learning experiences in alignment with objectives while meeting pacing deadlines of cross-functional teams, to streamline implementation by stakeholders, enhancing learner engagement and producing higher learner achievement scores -Managed a collaborative team, utilizing learning management systems (LMSs) to enhance team collaboration and organizational communication regarding protocols, deadlines, and performance requirements, decreasing late and incomplete submissions and increasing productivity and efficacy -Organized status update meetings with stakeholders to report progress and address concerns, resulting in maintaining deadlines and minimizing the need for troubleshooting among stakeholders

Texas, United States

-Coordinated with SMEs and cross-functional teams to create organizational objectives and develop a curriculum pacing guide to address needs based on needs analysis results, establishing a timeline for implementation, and bringing about uniformity in procedures and instructional practices across the board -Designed and developed VILT, eLearning, and blended learning experiences, aligned with pacing guide objectives using the SAM Model, increasing learner engagement and retention organization-wide -Calibrated evaluation results through collaboration with SMEs and stakeholders on cross-functional teams to identify professional areas of need, strengthening organizational goal alignment, and resulting in the design, development, and implementation of training development courses, increasing continuity

-Partnered with stakeholders to conduct needs and learner analysis to develop individualized learning objectives, in alignment with broader organizational objectives-Designed and developed learner-centered courses, in alignment with learning objectives, leading to 100% growth and the closing of learning gaps

Indiana, United States

-Collaborated with stakeholders and cross-functional teams to analyze financial statements, enrollment data, and course offerings to determine business impact and organizational needs, ensuring profitability -Transformed course offerings based on needs analysis data to align with organizational goals, resulting in an increase in enrollment to 100% capacity with a waiting list-Conducted SOPs to ensure procedural alignment and in accordance with organizational assurances and goals

Indiana, United States

-Interviewed SMEs to discover the impact of the existing pacing guidelines for diverse learner populations, resulting in learning gaps being identified, subsequently generating an overhaul of curriculum and pacing guides to align with learning objectives, resulting in an increase in learning outcomes-Communicated program developments, needs, and goals monthly with SMEs and stakeholders, increasing collaboration and continuity within the program-Transformed course offerings based on needs analysis data to align with organizational goals, resulting in an increase in public relations, and thus an enrollment to 100% capacity with a waiting list

Baytown, Texas, United States

-Partnered with SMEs and cross-functional teams to adapt and modify existing curriculum to meets the needs of learners based on task analysis results, increasing course accessibility for diverse learners, and resulting in an increase in learner achievement -Designed and developed strategic learning experiences in alignment with objectives while meeting pacing deadlines of cross-functional teams, result in 100% goal attainment-Collaborated with stakeholders on an Instructional Learning Team to perform needs analysis, identify organizational gaps, and make recommendations for future trainings and initiatives-Collaborated with SMEs and stakeholders to design and develop a curriculum pacing guide and job aids, aligned to the learning objectives, complete with facilitator guides, to increase continuity and productivity

Instructional Design

Applied Instructional Design Academy (AIDA) is a 9-month program. Badges are earned after completing training, receiving extensive.

Master Of Education - Med, Curriculum And Instruction

This masters program focused heavily on all aspects of curriculum and instruction, including needs analysis, assessment design, curriculum.

Bachelor Of Science - Bs, Multi/Interdisciplinary Studies

This degree focused on the interdisciplinary approach to teaching and working with diverse learners with a variety of needs. There was.