Welcome. My name is Eunjae Jennifer Kim, an outgoing, adaptable and driven individual striving towards a career in instructional design and educational technology. Thank you for taking the time to look through my work.
San Diego State University, 2012
“Content Management System Transfer”
Worked with a team to transition online content for over 600 web-pages clustered under the College of Education server to a Content Management System (CMS). Oversaw over 200 resident faculty and visitors that access the web-pages and analyze their user experience. Created website mock-ups for visual and presentation purposes (as seen to the right).
Additionally, worked with the Student Affairs office to design weekly online newsletters and help design the “look and feel” of future SDSU websites.
San Diego Zoo Global, 2011
“Service Safari: Table Settings”
Designed a module to create a foundation of knowledge for servers new to the San Diego Zoo Global catering department. New servers were presented with information on how to set a proper banquet table for dinner, lunch, and breakfast.
Used Adobe Captivate to design the prototype module for presentation. Simulations and training information was placed through out the module to enhance engagement in learners.
**Design document will be given upon request**
San Diego Asian Film Foundation, 2011
“Internship Program: Communication Procedures”
Created a job aid to assist in alleviating the issue of miscommunication or a lack of communication between staff members and interns. Job aid was made into the form of an online document that is accessible to all.
For interns, the job aid served as a reference that can be continuously checked for updates from staff members.
**Performance analysis and job aid report will be given upon request**
University of California, Irvine: Undergraduate Research Thesis, 2010:
“Language and Literacy Practices in a Technologically Intensive Environment”
Abstract:
Although past research has found that the development of language and literacy is cultivated by the technology introduced in a classroom, existing research does not explore the relationship between a student’s level of literacy and the technology that reinforces it. This further explains the scarcity of findings on the language practices of English language learners (ELL). The goal of this study was to examine the ways in which students participate in language and literacy practices in a technologically intensive learning environment. The two chosen second grade classrooms for the study had a large number of ELL, where a majority of the students were immigrants from Korea. All students were exposed to technology on a regular basis, but additionally possessed a laptop computer that was used throughout the school day and at home. Study methods included five months of observation that ranged from once to twice a week for two hours. An ethnographic interview was conducted with the teachers as well as the students to analyze their opinions. Parents participated in a short survey that examined how much technology students were using at home. Results pulled from the study display the importance of a student’s level of engagement while learning; the significance of individualized learning; and the effect of feedback timing given about a student’s work. The findings will be used to report on the potential value technology may have in instruction of ELL as well as enable more research on the vital use of laptop programs in a classroom.
Presented at the Robert C. Fisler School in Fullerton, California, 2010
Presented at the Undergraduate Research Opportunities Program (UROP) Symposium, 2010
UROP grant recipient, 2010
Mentor: Dr. Mark Warschauer, Ph.D
University of California, Irvine
Department of Education
Department of Informatics
**Paper will be given upon request**
