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.
"iCampus: British Telecommunications Conference Planning Protocol"
Methodology: British Telecommunications and IEEE expressed desire in and executing their first conference. However, they did not have previous experience in planning a conference.
Worked with a team to design and develop a conference planning protocol for British Telecommunication’s first-held conference. Managed timeline of tasks; budget; conference graphics; and other important aspects that go into organizing a conference.
Methodology: Began with a user-interaction analysis. Interviewed and observed past website usage of faculty members. Received feedback about concerns and limitations that faculty members had about previous websites and what they desired to accomplish with future websites. Worked with the Student Affairs office to design weekly online newsletters and help design the “look and feel” of future SDSU websites.
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).
Methodology: Began with a needs analysis through an interview with catering department event managers and coordinators. Received feedback on the gap between what was current performance and what was desired performance of banquet servers. A main issue that was addressed was the lack of training time given to new servers. Due to a low roll-over rate of hired servers, training needed to be given before every banquet.
Result: low retainment of information in servers.
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 were placed through out the module to enhance engagement in learners.
Methodology: Began with a needs analysis by interviewing current and past staff/interns. Found that a communication gap between staff and intern affecting productivity. Determined that direct training was not needed.
Instead, 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”
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