Context As a creative professional, my work is deeply influenced by a lifelong engagement with the arts—music, photography, and visual design—which shape how I observe, think, and create. These disciplines inform my ability to recognize patterns, balance, rhythm, and emotion, translating them into purposeful, human-centered design solutions across digital learning environments. Problem Traditional instructional and digital design approaches often face limitations: Overemphasi

Context Across my progression from Senior Instructional Designer to Instructional Design Supervisor, mentorship has remained a central pillar of my professional practice at Florida International University Online. My approach emphasizes knowledge sharing, collaborative growth, and the intentional cultivation of a strong, supportive, and high-performing Learning and Design team. Problem Sustaining a high-performing instructional design team requires addressing several ongoing

My professional development reflects a decade-long commitment to quality online education, instructional design, and inclusive leadership. Grounded in Quality Matters standards and enhanced by emerging technologies such as applied AI, my work focuses on designing accessible, scalable, and future-ready learning experiences.

Context With over 13 years of experience in learning design and innovation, I serve as an Instructional Design Supervisor at Florida International University Online, leading initiatives that advance course quality, accessibility, and student success. I have supported the development of 50+ Quality Matters (QM) certified courses while guiding a high-performing instructional design team supporting the College of Communication, Architecture, and The Arts (CARTA). Problem Modern

Context As the lead instructional designer, I spearheaded the development and continuous enhancement of the Department of Communication’s Canvas Master Template (CARTA Blueprint) at Florida International University. This initiative established a scalable, department-wide framework to support consistent, high-quality online course design aligned with institutional standards. Two major iterations define the initiative: Blueprint 2.0 (2020): Designed and implemented the original

Context With extensive experience as both a Senior Instructional Designer and Instructional Design Supervisor, I lead initiatives that advance course quality, accessibility, and student success across FIU Online. My leadership integrates data-informed decision-making, emerging learning technologies, and Quality Matters (QM) standards to support scalable, high-impact online learning environments. Problem Online course development and maintenance at scale present several challe

I’m Jaime Young, Instructional Design Supervisor for FIU Online. I’m committed to creating inclusive, high-quality learning experiences that connect theory, design, and real-world impact. My work bridges research-based frameworks, data-driven insights, and user-centered practice to design engaging online courses that enhance learning and accessibility for all students. In collaboration with faculty, staff, and university partners, I develop courses that align with clear learn

Context The Florida International University Leadership Education Advancement Program (LEAP) is a professional development initiative designed to cultivate leadership, innovation, and cross-functional collaboration among faculty and staff. As part of LEAP 2020, our team developed a strategic proposal aligned with FIU’s Beyond Possible 2020 Strategic Plan, focused on sustainability, safety, and service excellence. Problem FIU campuses lacked accessible tire air pressure statio

Context Effective course design goes beyond content delivery—it requires intentional planning, alignment, and a learner-centered approach. By integrating clear objectives, structured content, and engaging strategies, course design can significantly improve learner outcomes, engagement, and overall educational effectiveness. Problem Courses that lack strategic design often encounter common challenges: Vague or misaligned learning objectives Disorganized content that overwhelms

Context Creating accessible online learning experiences is both a legal obligation under the Americans with Disabilities Act and a commitment to inclusive education. In modern multimedia learning environments—where content integrates video, audio, text, and interactivity—ensuring accessibility is essential for supporting learners with diverse needs, including visual, auditory, cognitive, and motor impairments. Problem Multimedia learning environments often introduce barriers