I am a graduate student in the Instructional Design and Technology concentration of the Organizational, Informational and Learning Sciences (OILS) program at the University of New Mexico, completing my capstone in Spring 2026 under the direction of Dr. Adam Papendieck. Simultaneously, I own and operate Peregrine Digital Media, a web design and digital strategy consultancy serving small businesses in Albuquerque, New Mexico, through peregrinedigital.com.

My capstone project, "So, You Have to Make a Podcast? Lights, Camera, Action!" is a self-paced multimedia course built on WordPress with Sensei LMS. It teaches podcast and video production to graduate students and faculty by following my own documented production journey — mistakes, adjustments, and all. I shoot and edit the video lectures while simultaneously developing the instructional scaffolding around them.

Before instructional design, I built my career as a content writer, web developer, and brand strategist. I have authored automotive, home improvement, and business content for regional and national clients, published poetry, and developed modernist-design-oriented websites for organizations that needed clear visual communication. That background informs everything I build: I favor simplicity, direct signaling, and work that actually transfers.

I believe the best instructional design is invisible. When scaffolding does its job, learners feel the satisfaction of figuring something out themselves. My approach draws from Mayer's Multimedia Principles to reduce cognitive load, Vygotsky's Zone of Proximal Development to sequence challenge appropriately, and McClusky's Theory of Margin to respect the real-world constraints of adult learners who are already carrying heavy loads.

I apply ADDIE and Successive Approximation methodology not as bureaucratic ritual but as a framework for staying honest: about what learners actually need, about what content SMEs actually said, and about what the data from formative evaluation actually reveals. In practice that means low-stakes retrieval quizzes as metacognitive mirrors, authentic artifact production as summative assessment, and subject-matter expert interviews front-loaded early so the rest of the design follows evidence instead of assumption.

On the production side, I maintain the same discipline. Every deliverable in this course follows a standard set of coordinated artifacts: teleprompter script, companion web page, visual asset list, quiz CSV, and interactive HTML widget. Consistency in the production system keeps quality high even when the timeline is compressed.