Portfolio

This portfolio is prepared in partial fulfillment of the Master of Science degree in Instructional Design, Development, and Evaluation at the School of Education at Syracuse University. The portfolio has 7 sections:

Checklist

Portfolio checklist Yuri Pavlov (*.pdf)
Portfolio checklist template (*.docx)

Personal Statement

yuri_pavlov_portfolioMy name’s Yuri Pavlov, and I have successfully completed 10 academic courses in the foundations of instructional design from Syracuse University (SU). My expected graduation is December 2016. I wanted to obtain this degree because it moves me a few steps closer to what I want to do professionally: to be a professor and teach in a university as well as conduct research in the field of instructional science. My academic interests are as follows: (1) student engagement, motivation, and performance, (2) instructional design of face-to-face and online environments for teaching foreign languages based on the principles of instructional design, (3) problem-based learning, blended learning, and online learning.

A lot of what brought me into Instructional Design has to do with confusion and questioning. Several online classes I took did not engage me enough, a plethora of foreign language classes I took (eight, to be precise) did not result in much learning of spoken skills. My question was always: why? Why someone invests their time and money to get a product that not only fails to achieve the objectives but doesn’t engage learners with the subject matter, other students, and teachers? I do not know the answers but I want to find them as I further pursue an academic career.

In 2012–2014, I was a translation studies university teacher and, as is always the case, an accidental instructional designer. Before I knew such a discipline exists, I was redesigning college courses in English literature and translation studies at Belarusian State University for a 1,5-year career development program. I was also an annual alumni guest for career talks in my high schools between 2006 and 2015, where I would come and describe to students what a job of a linguist, translator, internal marketer in a company, and teacher was like. For different audiences and age groups, I had to tailor my presentations, content, and instructional strategies—long before I realized it can be done effectively, iteratively, systemically, systematically, purposefully, and reflectively all in one. This was the field of instructional design. I believe I was extremely lucky to join the class of 2016 in the IDD&E program at SU and get a highly competitive fellowship through the Open Society Foundations which is based in New York City.

With the strength and skills obtained in the IDD&E master’s program at SU, I aim to enter the existing research community of instructional designers and help advance the field in a joint effort for better student learning. After all, it’s all about ensuring and improving student learning.

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