Georgianna Laws • Curriculum Vitae • Last Edit 4/16/17 • Page 1

Georgianna Laws, MEd Specializing in eLearning Teaching and Instructional Design georgiannalaws@gmail.com geolawsdesign.com

Awards Education Experience Honors Presentations Publications Service Skills Strengths and Personality

Education

Degrees Doctor of Education, Higher Education Leadership Maryville University of St. Louis, Missouri, Expected Summer 2019, 4.0 GPA

Dissertation: Powerful or Powerless? Chief Online Education Officers' Legitimate Power over Online Program Quality at U.S. Higher-Education Institutions

Doctor of Philosophy Coursework, Instructional Systems Design Florida State University, 2007-2008, 4.0 GPA

President of the Instructional Systems Student Association, 2007 - 2008

Master of Arts in Education, Adult Education and Distance Learning University of Phoenix, 2005, 4.0 GPA

Capstone: eLearning Implementation (earned max. grade)

Bachelor of Arts in Education, Teaching English and French Language and Literature University of Ploiesti, Romania, 2000, 3.53 GPA (ranked 2nd in my year)

Thesis: Language Learning Strategies (earned max. grade)

Romanian Baccalaureate Mihai Viteazul National College, Ploiesti, Romania, 1996

French Baccalaureate (DELF 1er/2e Degree; DALF) Allience Française, Ploiesti, Romania, 1996

Certificates Online Teaching Certificate, Online Design Online Learning Consortium, 2015

Quality Matters Certificate, Higher Education Peer Reviewer Quality Matters, 2007; 2015

Quality Matters Certificate, Higher Education Chair Quality Matters, 2007

Post-Secondary Teaching Certificate, English and French University of Ploiesti, 2000

Diplomas Teaching Abroad Diploma World English Institute Diploma, 1994 Teaching Abroad Diploma West Sussex Institute of Higher Education, 1994

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Professional Experience Top Design Appointments

Instructional Designer, Augusta University, November 2013 – present

• Serving: o the College of Allied Health Sciences o the Confucius Institute o the Dental College of Georgia.

• Mission: o collaborate with faculty members to produce effective, efficient, and engaging learning

experiences (at the document, lesson, course, certificate, and program level) while continuously improving the quality of instructional designs to meet or exceed nationally recognized standards (including Quality Matters) and support Augusta University's mission, vision, and values.

• Goals: o strike a balance between maximizing the students’ learning experience and minimizing the o faculty’s time through personalized instructional design and technology choices o add value to online instruction by enhancing student-student & student-faculty interaction o bring a high-quality, Augusta University signature look to all online courses o meet and/or exceed nationally recognized eLearning quality standards o create instruction compliant with current federal/state copyright and accessibility laws as well as SACS and subject-specific accreditation standards.

• Going Above and Beyond: o Design, finance, and maintain an instructional design website for faculty clients

(geolawsdesign.com) featuring a top-of-the-line virtual scheduling system. o Represent Augusta University through presentations at regional and national conferences.

• Duties: o Bring team members and stakeholders together to focus on the quality and timely fulfillment

of face-to-face and online course development projects, leveraging: ▪ the highest standards of instructional design ▪ best practices in adult learning and distance education ▪ evidence-based pedagogical methods ▪ effective use of appropriate instructional technologies ▪ leadership, communication, and project management tools and techniques.

o Onboard and subsequently train and assist faculty in teaching with D2L. o Offer instructional design consultations to faculty, including design, development, and LMS

implementation of learning activities, instructional content, copyright, accessibility, textbook transformation, open education resources, syllabus, and student orientations.

o Help faculty design/redesign programs, certificate, and courses according to SACS-COC and other applicable accrediting-body standards, including gap analysis, student learning outcomes, curriculum mapping, and development plans.

o Create and maintain processes and templates. o Maintain currency in the instructional-design field. o Attend regular staff meetings and give weekly status reports to the Manager of Instructional o Design as well as monthly reports to client Associate Deans of Academic Affairs. o Perform other duties, as needed.

• Select Accomplishments: o Worked with the Confucius Institute to design and develop the University System of

Georgia Traditional Chinese Medicine Graduate Certificate in Acupuncture. o Working with the Health Informatics Administration department to capture and analyze

student performance on over 100 competencies using a learning management system. This is the first effort in the nation to come into compliance with CAHIIM's new, more numerous, and more difficult competencies by Fall 2017.

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eLearning Instructional Designer, Savannah College of Art and Design, 2010 - 2013 • Served as project manager and team leader for new and revised design of fully online programs,

certificates, and master courses. • Conducted various meetings with various stakeholders, to communicate the instructional design

process, obtain information necessary in the course (re)design process, and eventually obtain administrative approval for the finished product.

• Worked closely with faculty subject matter experts to design, develop, implement, and evaluate effective instructional designs that meet specific educational criteria as well as accessibility and interoperability guidelines.

• Worked closely with instructional technologists to select appropriate technologies for course- specific delivery and assessment.

• Worked closely with faculty subject matter experts and media designers to design and develop compelling learning objects in a variety of hypermedia formats, including HTML, Flash, and Quicktime.

• Provided artistic direction to designers and developers of course media content. • Post-produced courses in an HTML format within the institution's learning management system. • Assisted with the creation of course shells on the course management system. • interpreted policy and communicated the resolution to appropriate parties. • Provided quality-assurance testing of various eLearning courses. • Assisted with versioning and archiving of all master-course documentation. • Made weekly reports to the Director of eLearning Development.

Instructional Design Specialist, Tallahassee Community College, 2005 - 2007

• Instructional designer for distance-learning courses, using the Blackboard learning management system.

• Assisted hundreds of faculty members with the design, development, and maintenance of online and hybrid courses.

• Co-designed and facilitated the Distance Learning Academy (awarded $2,750 stipend to faculty attending).

• Consulted with faculty and assisted with internal review to ensure the quality and accuracy of instructional programs.

• Designed and delivered periodic technology workshops to faculty, addressing specific faculty personal growth plans and faculty advancement plans.

• Developed templates for the creation of learning objects and online course shells within Blackboard.

• Identified and promoted best practices and innovative solutions for distance learning. • Identified relevant research articles and distribute them to the distance-learning faculty and staff. • Maintained effective communication with faculty and staff and contribute to coordinated

implementation of services. • Provided input and advocacy regarding user needs, trends, and issues. • Proposed production and delivery of professional development and training resources. • Used the Quality Matters rubric. • Performed other tasks, as required.

Web Designer, Tallahassee Community College, Florida, 2006 - 2007

• Designed and maintained the following web pages: o TCC Center for Instructional Technology, Fall 2006 - Fall 2007

▪ Faculty Technology Support pages ▪ Distance Learning pages.

• TCC Foundation, Fall 2006 semester o Foundation's Web site.

• TCC Center for Economic &Workforce Development, Spring & Summer 2007 o Adult Education (i.e. GED and ESL) pages.

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Academic Appointments

Adjunct Instructor, Tallahassee Community College, 2006 - 2007 • Designed, developed, and facilitated the following courses:

o CGS 1000, Computer Technology o CGS 1060, Computer Literacy o CGS 2069, Creating an Online Business o ENC 1020, College Prep Writing o SLS 1510, College Success.

ESL Instructor, EWD, Tallahassee Community College, Florida, 2006 - 2007

• Designed and delivered personalized English instruction to adult students. • Taught at the TCC main campus and at Alumni Village. • Administered and graded state-regulated English tests. • Maintained accurate records of lessons taught. • Counseled students and assisted them with various needs (e.g. writing their resumes).

English and Romanian Instructor, Berlitz Virtual Classroom, Florida, 2005 - 2007

• Designed and taught online English and Romanian courses to adult learners. • Taught English levels 1 to 10 (beginner to nearly Native Speakers) and Romanian level 1. • Assessed student’s level of English and/or Romanian. • Conducted level checks and counseled students. • Created supplementary teaching materials for specific needs (i.e. an American flight attendant

needing to make announcements in Romanian). • Created curriculum for Romanian language. • Maintained accurate records of lessons taught.

ESL Facilitator, Berlitz Online & University of Phoenix (UoP), 2005

• Facilitated a 5-week online language training on behalf of Berlitz to UoP students. • Taught groups of less than 10 learners using Outlook Express, UoP’s instructional platform. • Help learners acquire or improve academic-level English skills. • Use Berlitz course materials and teach according to UoP’s methods. • Grade student work and provide daily feedback.

English Instructor, Berlitz Japan Inc., Japan, 2002 - 2005

• Taught general and specific English courses to adult learners at the Otemachi language center. • Occasionally taught TOEIC preparation classes. • Taught levels 1 to 10 (beginner to nearly Native Speakers). • Assessed student’s level of English. • Conducted level checks and counseled students. • Used computers to create assessment, progress, and final reports to Berlitz customers. • Created supplementary teaching materials. • Created curriculum for students with special needs. • Maintained accurate records of lessons taught.

Specialist Personal Language Instructor Trainer, Gaba, Japan, 2001

• Corporate trainer at headquarters (Ebisu) and in the Yokohama language center. • Ensured the quality of lessons being conducted at the learning center. • Guided and mentored trainees and new instructors during their probation period. • Served as a teaching resource for all instructors at the learning center. • Taught model lessons to serve as examples of excellent teaching. • Conducted regular observations and assessments of lessons at the learning center.

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• Scheduled and provided feedback to all instructors. • Implemented a system for auditing general instructor performance and put into action response

procedures for deficiencies or problems, when found. • Maintained accurate records of observations and assessments. • Created training presentations for Gaba’s Professional Development Seminars. • Worked with the Instructor Training Manager to meet and surpass the company goals for the • Training Department. • Assisted in the planning of overall lesson-quality strategy of Gaba. • Helped frame key training issues and opportunities.

Personal Language Instructor, Gaba, Japan, 2001 - 2002

• English instructor in the Shibuya and Yokohama language centers. • Taught one-to-one English classes to students ages 15 to 60+, levels ranging from beginner to

near-native speakers. • Taught 40-minute lessons using a variety of Gaba and non-Gaba textbooks. • Taught English for business, travel, conversation and special purposes (TEFL, public

speaking, etc). • Taught custom-made lessons, focused on speaking practice and personalized applications. • Used a live computer database as a tool of communication between teachers. • Assessed students’ level of English and recommended various personalized courses. • Performed “first meetings” (sales sessions) gathering information about potential students in

order to enable all teachers to personalize classes and assessing their level of English in order to recommend a course.

• Created a syllabus for “Effecting Socializing”, a high-level business English textbook. • Acted as a local-instructor trainer (in the absence of a training department), observing lessons

taught, writing reports, performing applied follow-up training, setting goals with the respective instructors and monitoring their progress.

English Teacher, Japanese American Language Institute, Japan, 2000 - 2001 • English instructor in the Fukui learning center (headquarters). • Taught English to Japanese students ages 3 to 60+, levels ranging from Novice-Low to

Advanced. • Taught on a proficiency bases, according to ACTFEL guidelines. • Planned every lesson and submitted each lesson plan to management at the beginning of the

week. • Taught different kinds of classes: children’s group class/individual children’s classes, family

classes, group business classes, individual business classes, intensive classes, etc. • Assigned and used a variety of up-to-date and contextualized manuals, in conjunction with

other materials I created. • Designed three Novice High Minus Course Outlines to compliment the manuals for JALI’s

children’s program.

Romanian Tutor, Peace Corps, Romania, 2000 • Taught basic Romanian grammar/vocabulary, technical vocabulary, cross-cultural information,

and survival skills. • Used the US Peace Corps manuals as well as authentic materials and field trips, in order to

better illustrate language and cross-cultural information.

English Teacher & Teaching Director, Delos Consulting, Romania, 1998 - 2000 • Redesigned teaching techniques for the entire consulting firm. • Created a computer-based manual for Delos staff training, and trained all Delos staff in its use. • Designed teaching curriculum for non-native speakers of various ages and levels. • Taught regular and intensive, conversation, and business classes. • Used computer software and the Internet to teach.

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English Teacher, Kindergarten #1, Romania, 1997 - 1998 • Designed and taught English-language curriculum for the entire kindergarten. • Taught and supervised fifteen kindergarten students for classes that met twice a week. • Provided discipline and classroom structure. • Gave particular assistance to students with special learning needs.

Administrative Appointments

Academic Publications Coordinator, Florida State University, 2005 - 2010

• Coordinated the production of the Campus Map, of the General Bulletin, and of the Registration • Guide. • Created and maintained the Master Publication Schedule, which includes six annual publications with

their respective deadlines. • Coordinated with 300+ content owners to update their Bulletin entries. • Maintained the University Master Curricular File (through the Northwest Regional Data Center). • Edited all publications and other documents out of the Registrar’s office. • Monitored for and improved accuracy and efficiency of all publication-related processes. • Performed other tasks, as required.

Chair and Peer Reviewer, Quality Matters, 2005 - 2006

• Reviewed distance-learning courses through the lens of the Quality Matters Rubric. • Evaluated courses in various disciplines, from various higher-education institutions, using various

learning management systems. • Worked in a team of three peer reviewers, led by a chair. • Examined each course’s overview and introduction, learning objectives, assessments/measurements,

resources/materials, learner engagement, course technology, learner support, and accessibility. • Determined whether e-learning courses met Quality Matters standards and/or made recommendations

for improvement.

Self-Employment

Translating, Romania & Japan, 1996 - 2002 • English, French, and Romanian translator. • Translated a French Classic into English (Molière, “The penny-pinching man”) and different types

of technical documents from/into English, French, and Romanian (NGO, theatre, medicine, biology, electronics, computer sciences, and oil/gas).

English Tutor, Romania, 1996 - 2000

• Taught English to different ages (ranging from 8 to 18) and levels of English (K-12). Skills Top

Courseware Authoring

Adobe Dreamweaver, 2010 ~ present Articulate Storyline, 2016 Captivate, 2005 – 2007 HTML, 2005 ~ present Soft Chalk, 2014 ~ present

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Learning Management Systems

Blackboard (also as Vista and WebCT), 2005 - 2013 Brightspace by D2L, 2013 ~ present Interwise, 2005 – 2007 Moodle, 2014 Outlook Express, 2003 - 2005

Instructional Technologies

Adobe Connect, 2010 - 2013 Adobe InDesign, 2005 - 2013 Camtasia, 2005 - 2007 Clickers (ARS), 2005 – 2007 Google Applications, 2007 ~ present Horizon Wimba, 2005 - 2007 LockDown Browser, 2005 – 2007 MS Office, 1989 ~ present Readi, 2005 - 2007 Respondus, 2005 - 2007 Safe Assign, 2010 - 2013 Smart Board, 2005 ~ present Snagit (and Jing), 2005 - 2007 Sympodium, 2005 - 2007 Tegrity, 2010 - 2013 TurnItIn, 2005 ~ present WebEx, 2013 ~ present

Languages

English, native (1990 ~ present) French, advanced (1989 - 2000) Italian, intermediate (1998 - 2000) Japanese, basic spoken (2000 - 2015) Romanian, native

Other Skills

• Highly creative and motivated. • Very professional and loyal. • Strong work ethic. • Well organized and detail oriented. • Excellent verbal, written, and intrapersonal communication skills. • Adept at taking complex ideas and presenting them in an intuitive, easy-to-grasp manner. • Strong, compassionate leader and flexible team player. • Able to efficiently manage multiple, complex projects and consistently bring them to successful and

timely completion. • Highly adept at multitasking and working in fast-paced, virtual-team environments. • Always looking to raise the bar and go the extra mile.

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Strengths and Personality Top My Strengths According To Strengths Finder 2.0

1. Working with People

Empathy Harmony Individualization Responsibility

Needs on a team understand others achieve consensus appreciate the

uniqueness in people

see things through

As a leader tune into others

promote collaboration

join people together take ownership

In conflict sense others’ feelings

look for agreement recognize varying viewpoints

honest and loyal

2. Influencing People Analytical Developer Maximizer Positivity Needs on a team think critically encourage others achieve excellence engender

enthusiasm

As a leader assess situations cultivate growth in others

focus on strengths get buy-in from others

In conflict can see all sides recognize

improvements

seek to improve keep things upbeat

3. Working Harder Activator Adaptability Discipline Restorative Needs on a team learn by doing have flexibility organize solve problems have flexibility organize solve problems

As a leader make things happen live in the moment create order assess challenges In conflict can be impatient go with the flow add structure help resolve

differences 4. Working Smarter Arranger Consistency Correctness Strategic

Needs on a team design and plan have things be fair connect see alternatives

As a leader configure for productivity

treat people the same

provide hope and faith

fforge the path

In conflict flexible set up clear rules supply rationale quickly name the

issues

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My Personality According To Meyers Briggs: INTJ

1. Energy Orientation: marginal or no preference for introversion over extroversion (3%)

• Introversion: prefer to focus on the world of inner thoughts and feelings. • Extroversion: motivated by the outside world of people, activity, and stimulation.

2. Perceiving Information: moderate preference for intuition over sensing (31%)

• Intuitive: focus on a broader view of what is possible (meanings and possibilities).

• Sensing: focus on facts and clear and concrete information (what currently exists).

3. Focus When Judging Information: marginal or no preferece for thinking over feeling (5%)

• Feeler: tend to give more weight to values and feelings in the decision making process.

• Thinker: tend to make decisions based more on objective criteria or facts.

4. Outer Life Living: slight preference for judging over perceiving (19%)

• Perceiving: more flexible and spontaneous, preferring to understand and adapt to the world

• Judging: tend to have a more planned and orderly way of life.

Awards Top

OLC "Best-in-Track" Award, Online Learning Consortium, 2014 "ELRN 100: SCAD eLearning Experience - Online Recruitment Initiative Results in 95% Retention” has been selected as a recipient of the “Best-in-Track” award in the Institutional Strategies & Innovations track for the 2014 Annual Conference on Online Learning, October 29-31, 2014 in Orlando, Florida. I served as subject matter expert, instructional designer, and project manager for this course.

CASE Southwest District III "Award of Excellence", CASE Southwest District III, 2014 "ELRN

100: SCAD eLearning Experience” has been selected as a recipient of the “Award of Excellence" in the category of Recruitment Website or Microsite. I served as subject matter expert, instructional designer, and project manager for this course.

Honors Top

Board Member, Augusta University Confucius Institute, 2017 President, Florida State University Instructional Systems Student Association, 2007 - 2008

• Resurrected the Instructional Systems Student Association and co-wrote its constitution.

Recipient of Merit-Based Scholarship, University of Ploiesti, 1997 - 2000

Inducted into Kappa Delta Pi, International Honor Society in Education, 2004

Publications Top

Georgianna Laws. “Web Solution for Communicating with, Supporting, and Training Distance-Learning Faculty.” 2016 Distance Learning Administration Annual Proceedings.

Amanda Barefield and Georgianna Laws. “Using LMS Embedded Analytics to Evaluate an Online Competency-Based Program.” 2016 Distance Learning Administration Annual Proceedings.

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Presentations Top

The Yin-Yang of eLearning: How to Stay Centered in a Fast-Paced Work Environment United States Distance Learning Association, International Forum for Women in E-learning San Antonio, TX, 2016.

Competency Based Education and eLearning Amanada Barefield and Georgianna Laws Share and discuss session organized by the University System of Georgia, 2016 Invited to present and discuss by the Assistant Vice Chancellor for New Learning Models.

How to Use Your LMS to Capture CBE Data for Your Online Program’s Accreditation Georgianna Laws and Amanada Barefield National Distance Learning Week Conference, 2016 Presentation invited by the Director of Distance Learning at University of South Carolina, Aiken.

Web Solution for the Training and Support of Distance-Learning Instructors Distance Learning Administration Conference, Jekyll Island, GA 2016

Using LMS Embedded Analytics to Evaluate an Online Competency-Based Program Georgianna Laws and Amanda Barefield Distance Learning Administration Conference, Jekyll Island, GA 2016

Learner Engagement in eLearning 2015 National Distance Learning Week Conference, USC Aiken Online, 2015

Conversation over the Best Practices for Designing and Delivering Distance Learning Curricula Vahe Heboyan, Georgianna Laws, and Maryska Connolly-Brown USG Teaching and Learning Conference, Athens, GA, 2015

Creating a Course Pack: Collaboration Leads to Creative Solutions

Vahe Heboyan, Georgianna Laws, and Maryska Connolly-Brown Distance Learning Administration Conference, Jekyll Island, GA 2015

Anatomy of a Quality Distance-Learning Course Confucius Institute, Georgia Regents University, 2014

Distance Education Quality Standards Confucius Institute, Georgia Regents University, 2014

Syllabus Design, Course Design 911 Workshop Office of Faculty Development and Teaching Excellence, Georgia Regents University, 2014

Getting Started: Fall 2014 Courses, New Faculty Orientation Office of Faculty Development and Teaching Excellence Georgia Regents University, 2014

Community Service Top

Web and Marketing

iCan4iPads, 2015 ~ 2016 Instructional Technology Advisory Committee Officer, Dental College of Georgia Augusta University, 2015 ~ present

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Web Page Design, Confucius Institute, Academic Courses Augusta University, 2014 ~ present Religious Education Teacher, 2

nd-3

rd Grade Class

Unitarian Universalist Church of Augusta, 2014 ~ present Moderator, Faculty Development Day: Sailing the Ocean GRU Georgia Regents University, 2014 Advisory Committee Member, Center for Teaching and Learning Georgia Regents University, 2014 Instructional Technology Advisory Committee Officer, College of Allied Health Sciences Georgia Regents University, 2014 - present Instructional Technology Advisory Committee Officer, College of Allied Health Sciences Augusta University, 2013 ~ present Web Page Design, Confucius Institute, Traditional Chinese Medicine academic track Augusta University, 2013 ~ present Annual Financial Donation, iGRU Campaign—Directed my contributions to Augusta University's: (1) Academic Planning & Strategic Initiatives, (2) College of Allied Health Sciences, (3) Confucius Institute, (4) Dental College of Georgia, (5) Faculty Development and Teaching Excellence, (6) Institutional Effectiveness, (7) Instructional Technology, as well as (8) Testing and Disability. Augusta University, 2013 ~ present Board of Trustees Officer Coastal Empire Montessori Charter Organization, 2012 – 2013 Webmaster Coastal Empire Montessori Charter Organization's Parent-Teacher Organization, 2012 – 2013 eLearning Graduation Volunteer Savannah College of Art and Design, 2010 - 2013 ESL Instructor Holy Mother of God Greek Orthodox Church, 2006 - 2007 Note Taker, English & French Tutor, and Mentor Tallahassee Community College, 2006 Volunteer Meals on Wheels Association of America, 2005