Project Overview
Context, Conditions, Scope, and Role
Land Use & Transportation Planning was created during Spring 2025 for EME 5942: Field Lab Internship as part of my instructional design internship with eContent Consulting. The task was to design a 3-hour web-based training for state DOT planners, engineers, and transportation practitioners on integrating land use and transportation planning to reduce sprawl and congestion. Working independently with guidance from a senior instructional designer, I developed learning objectives based on a client intake form, analyzed existing resources from subject matter experts, and researched and integrated additional industry sources. I wrote the complete design plan, which included all content descriptions, design strategies, and interactivity recommendations for four modules covering land use planning principles, context classifications, design best practices, and implementation strategies. Throughout the document, I used a Notes column to communicate requests, questions, and needs related to the proposed design to the senior designer and subject matter experts.
Competencies Demonstrated
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Communication
- Communicate effectively in written, oral, and visual formats.
- Produce clear, concise and grammatically correct messages.
- Use appropriate tools to communicate with learners, clients, and other stakeholders.
- Practice active listening.
The detailed design plan communicated complex instructional strategies in a clear, professional format. Regular meetings with the senior instructional designer involved active listening and translating feedback into document revisions.
Analysis
- Analyze learning and performance problems to recommend appropriate solutions.
- Analyze content from a variety of human and non-human sources.
The project addressed the performance gap where land use and transportation planning operate in isolation, leading to sprawl and congestion. I analyzed primary sources from VDOT, FDOT, and AASHTO handbooks alongside secondary resources to identify key concepts and determine leaning objectives.
Design
- Apply learning theory and systems thinking to design practice.
- Design a curriculum, program, or learning solution.
- Work with subject-matter experts and other team members to design interventions.
- Align outcomes, strategies, and assessments.
- Generate appropriate instructional strategies and activities.
- Apply interaction design principles.
- Design assessments to measure learning and performance.
- Identify the scope and sequence for instructional solutions.
- Generate design documents and disseminate findings to stakeholders.
Management
- Establish project scope and goals.
- Collaborate with team members, clients, and stakeholders.
I established the project scope by defining the 3-hour course structure with four modules, each targeting specific learning outcomes for transportation professionals. I attended weekly meetings with senior designers, developers, and the company owner to collaborate on the project and align with client expectations and eContent's quality standards.
Personal and Interpersonal
- Collaborate effectively with others.
- Give and receive constructive feedback.
- Build positive relationships with team members, clients, and other stakeholders.
- Adhere to legal guidelines and ethical standards of the profession.
The iterative nature of instructional design required constant collaboration with the senior instructional designer and weekly meetings with senior designers, developers, and the company owner to build professional relationships and refine the work. All sources were properly documented and cited to adhere to professional ethical standards.
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ID Artifacts > Land Use and Transportation DDP