“We do not learn from experience... we learn from reflecting on experience.” – John Dewey

Completing the Master’s in Instructional Design & Technology at the University of Alabama has been more than just academic — it has been transformational. This reflection page captures the growth, challenges, and milestones that shaped me into the learning designer I am today.

My introduction to Storyline 360 came in my first course, CAT 531, where through YouTube tutorials, I discovered its PowerPoint-like interface but vastly more powerful functionality. From the beginning, I was determined to explore how generative AI could enhance learning design. During that course, I developed my first Storyline 360 project: a customer service training course featuring AI-generated 'angry customers' created with Synthesia.io. The course used ChatGPT to provide live feedback to learner answers, including generating the customer's responses. When confronted with API security risks, I leveraged ChatGPT to build a back-end server to secure requests—despite having no prior JavaScript knowledge. As a former Spanish teacher, I also created Spanish versions of these projects, imagining how language students could practice conversation skills in more engaging ways.

As I progressed through the program, my technical abilities with Storyline 360 expanded dramatically. I taught myself to implement JavaScript, custom variable tracking, advanced triggers, customized assessments, and complex drag-and-drop interactions requiring specific sequences in Storyline 360. I learned a prototype testing methodology by displaying variable values at the top of slides to ensure

As my skills developed throughout the program, I continued my exploration of generative AI integration with ChatGPT. A pivotal moment in my journey occurred later when I designed two lessons on human sexuality for a friend's Master's-level Counseling course. For this project, I followed the ADDIE model rigorously, conducting detailed learner and needs analyses and creating a comprehensive Instructional Design Plan (IDP) that was approved by the course instructor. Integrating ChatGPT, I created an interactive case study where students could talk directly to the case study subject, transforming a static scenario into a real-time interaction in a risk-free environment. What began as an example project became a legitimate educational experience used by actual students. I incorporated a post-lesson survey based on the Kirkpatrick model of evaluation to measure the effectiveness of the learning experience. Receiving these survey responses from students made me realize something profound: I wasn't just studying to become an instructional designer; I had already become one. The course instructor later provided feedback that the students really enjoyed the activity and had never experienced one like it before. This realization shifted my perspective completely. The theoretical had become practical, and my work was making a tangible impact.

This program has allowed me to recover dreams I once thought lost. Since 2009, I've been unable to work in traditional environments. E-learning and remote work opportunities have removed barriers that once prevented me from pursuing my career goals. As someone who is disabled, I appreciate the opportunities e-learning presents first-hand. For the first time in many years, I've regained hope and a path toward independence.

When I began the University of Alabama's Instructional Design program in Summer 2024, I had never even heard of Articulate Storyline 360, Canva, Padlet, Rise 360, or even what an LMS was. This journey represents far more than academic or career advancement for me; it has been a profound transformative experience that has rekindled my sense of purpose and possibility.

everything updated correctly. While troubleshooting complex interactions in Storyline 360 isn't always enjoyable, these challenges provided my greatest learning opportunities. With each new project, I pushed boundaries and solved problems I didn't previously know existed.

Now in my final semester, I'm building cohesive learning experiences across multiple platforms. In INTE 533, I've developed a comprehensive course in Canvas. In INTE 543, I've created a Rise 360 course with embedded Storyline interactions, complete with storyboards, visual mock-ups, and instructional design plans grounded in learning theory. Gagné's Nine Events of Learning has become my preferred instructional framework, providing structure to my designs.

I've also discovered the power of publishing academic work, with a paper on AI ethics education in synchronous and asynchronous environments. This achievement has rekindled my long-held dream of pursuing a PhD to research how generative AI technology can enhance e-learning instruction while promoting critical thinking.

Looking back at my earliest projects reveals obvious rookie mistakes, but these benchmarks demonstrate my growth. I've embraced the philosophy that a portfolio should evolve as skills advance. As I approach graduation in Summer 2025, I feel genuinely prepared for professional instructional design work. I've transformed from someone who had never heard of Storyline 360 to a practitioner who confidently builds, reflects, iterates, and impacts learners. This program hasn't just taught me skills; it has restored my ability to envision and create a meaningful future.