Patrick Sebiro
About me...
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Name: Patrick Sebiro
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Profession: IT Manager
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Degree Program: Instructional Technology
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Projected graduation date: December 2017
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Hobbies: Basketball, reading, wine (preferably French)
My expertise includes: ITIL, Software Development lifecycle, HTML, Javascript, CSS, SQL, Business process improvement and engineering, corporate training consultant
I began my career working as a software engineer with a Bachelor’s in Management Information Systems from the University of South Florida. In this role, I worked on supporting applications by writing code in C#, batch files, or SQL queries to fix users’ data or other programming errors. My role has since evolved from the humble beginning. I currently work as an IT Manager. My job consists of managing IT operations, IT projects, and people.
IT Operations: in this context, my work consists of defining the framework in which the organization delivers IT services to support business partners. Using concepts that derive from ITIL, ISO 9000 or 20000 I help implement processes or other best practices to be used by our Support Engineering Team to create value to for the business. The procedures include Release Management, incident management, Access management, request fulfillment, and many more.
IT Projects: I manage small to medium size IT projects that consist mainly of adding features to existing software, custom reports, new technology adoption, or other productivity tools. The organization promotes the use of the agile concepts to manage projects. Upon completion of these projects, I often develop and deliver feature training to employees, clients, or to various groups at technologies conference.
People: Five years ago I took on the responsibilities of developing four junior engineers. Today, the team has grown to 17 members. As a people manager, my role includes helping the team acquire new skillset as the application evolves. In many instances, I reviewed content, design, and delivery of the courses I presented. I understood that to be successful; I needed to know how to create training that accounts for people motivation and attention; how they learn, and how can the same content meets the need of a different audience. Hint, my passion for instructional design begun.
Technologists strive to deliver smarter software to the market. The current trend is to incorporate metacognition in the software development process. Developers want to build human-like software that uses meta-system to self-regulate, decide on a better alternative and propose it to users. To achieve this objective, they consult with instructional designers who are now an integral part of the software development process.
Introduction...
In business, we favor best practices over standard. Best practices are flexible, quicker to adopt and adapt, while standards are often rigid and provide a unique way of accomplishing a task. While the term best practices and standard are used interchangeably; the nuance is subtle and usually pronounced when implementing one or the other. Standard can be costly to implement as sometimes it requires a subject matter expert or even a specific technology.
I joined the Instructional Technology program driven by the need of understanding my audience, developing useful training contents, and working with educational technologies. The program far exceeded my expectations as it allows to be further involved with my organization software development process where I provide counsel on metacognition and learning principles to make software smarter.
The AECT standards use a taxonomy that measures the aptitude of the instructional designer in 5 key areas:
Knowledge: as stated in standard 1, this section focuses on the ability to develop and manage adequate content. It emphasizes professional ethics to preserve the integrity of the work produced.
Content structure: as referenced in standard 2, this section focuses on the content organizational context. It measures how well it is structured by evidence of learning theories, technologies, or theoretical framework used to present the learning.
Learning environments: this section focuses on the learning experience, by emphasizing the content delivery method, technologies, and audience characteristic. (Standard 3)
Professional Knowledge and Skills: in the constructivist approach, learning is constructed from previous knowledge as well as collaboration. Standard 4 measures the collaborative components of the learning including support from a community of practice. (Standard 4)
Theoretical Frameworks: theories and best practices must support learning. This section assesses the overall training as to whether it relates to various methods. (Standard 5)
The artifacts included in this portfolio are organized to demonstrate my mastery of the AECT Standards. To avoid redundancy, I select 3 subcategories per standard. Throughout the curriculum, I have designed learning or other materials with an intended junior technical audience in mind. Some of the artifacts presented in this portfolio are a result of a project conducted by a team. This website links to my prior work should readers choose to review them further.