Victor Manuel Iglesias

The problem: Learners and faculty talk past each other about "how I learn"; fixed-style myths persist.

My role: I designed and built the instrument end to end.

The design move: A short scenario assessment returns a preference profile with an explicit guide-not-a-recipe caution, plus study and teaching moves per preference.

Impact: Ships with this portfolio as a working demonstration of theory-to-interface translation.

Reflection: Experiential learning shaped the instrument as a guide to study moves, not a fixed-style label: the scenario prompts surface preferences while the caution keeps learners from treating preference as destiny. A useful instrument should clarify behavior without trapping people inside a label.

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The problem: Students needed to understand a sensory space that not everyone could visit in person.

My role: I designed and produced the walkthrough in CenarioVR.

The design move: I matched the medium to the learning target: a spatial walkthrough with focused visual context instead of a flat description.

Impact: Gave the program a reusable online view of the Miami Jewish Health multisensory room after the CenarioVR license ended.

Reflection: Experiential learning and multimedia design justified the 360 degree format: because the target was a spatial sensory room, focused visual context could teach what a flat description would miss. Immersive media earns its cost when the content is spatial, embodied, or hard to describe flat.

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The problem: Manual checks for missing alt text are slow, repetitive, and easy to miss.

My role: I built the original Alt-Scan workflow and later carried the idea into CourseKit.

The design move: I treated accessibility as an early review workflow, surfacing missing image descriptions across PDF, DOCX, and PPTX material before students encounter them.

Impact: Presented at ID Expo 2025 and became the foundation for CourseKit’s browser-based Alt-Scan workflow.

Reflection: Accessibility improves when the check becomes easier than skipping the check.

The problem: High-enrollment programs need repeatable course structure without rebuilding every course from scratch.

My role: I helped design and maintain reusable online-program course templates.

The design move: I standardized navigation, page patterns, and course-information areas so faculty and students could reuse a predictable Canvas structure across terms.

Impact: Gave PMBAO online courses a maintainable baseline for repeatable course setup.

Reflection: Consistent structure is a cognitive load decision: when navigation and page patterns stop changing, attention can go to course information and activity. A good template disappears. Students just find things where they expect them.

The problem: Online learners need early orientation to expectations, tools, and course rhythm.

My role: I helped build orientation and course-start structures for online graduate programs.

The design move: I organized orientation content around the first decisions, tools, and actions online students need before coursework begins.

Impact: Gave MSLSCM online students one place to start before their first course.

Reflection: Scaffolding and wayfinding shaped the orientation around first decisions, tools, and actions, so online learners had one clear place to start. The first module teaches students how the course will treat them.

The problem: Quality standards are easier to apply when faculty and designers can see a concrete model.

My role: I contributed to a shared course-quality reference for FIU Online design practice.

The design move: I helped translate abstract online-course standards into visible examples, resource patterns, and course-design decisions.

Impact: Gave faculty and designers a concrete reference point for online-course quality.

Reflection: Worked examples turned standards into something faculty and designers could inspect: visible resource patterns and design decisions made quality less abstract. An exemplar teaches faster than a checklist because people can copy what they can see.

The problem: Faculty need practical support for rubrics, question banks, and Canvas assessment setup.

My role: I designed and led faculty-facing trainings on Canvas rubrics and assessment workflows.

The design move: I focused each workshop on the practical choices faculty make when building rubrics, question banks, quizzes, and grading workflows in Canvas.

Impact: Ran live sessions from 2021 to 2024 on rubrics, question banks, and quiz setup.

Reflection: Transparent assessment made the workshops practical: rubrics, question banks, quizzes, and grading workflows connected the method to choices faculty were already making in Canvas. Faculty adopt a method faster when it saves time and strengthens their grading decisions.