Michelle Farrington's Instructional Design Portfolio
About
Hi, I’m Michelle Farrington.
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I’m an Instructional Designer and licensed educator with over a decade of
experience in teaching, curriculum development, and program management.
My passion is helping others learn—whether guiding students in the classroom
or creating engaging digital learning experiences for diverse audiences.
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I hold a Master’s degree in Educational Psychology, which strengthened my understanding of how people learn, stay motivated, and retain knowledge. Building on that foundation, I earned a MicroMasters Certificate in Instructional Design & Technology, where I developed expertise in course design models, LMS platforms, and digital learning tools - and began to build this portfolio.
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Today, my work blends research-based learning theory with innovative technology to create meaningful, learner-centered experiences. From designing online courses for adult learners to developing professional training for educators, I bring a collaborative, creative, and evidence-driven approach to every project.
At the heart of my work is a simple goal: to help people learn more effectively and efficiently. Instructional design allows me to combine my love of education with strategies and tools that make a lasting difference.
Education is the most powerful weapon which you can use to change the world.
Nelson Mandela
I believe learning has the power to create lasting impact — whether in classrooms, organizations, or communities. I believe good learning design transforms how people think, work, and grow. That belief guides my work as an instructional designer.
My Portfolio
Project Overview
For my capstone project in my Micromaster program, I designed an online course to help educators reduce stress and prevent burnout. My goal was to create a practical, research-based learning experience that supports teacher well-being and professional sustainability.
Video overview of the course I created
Design Document
I began by identifying a real-world problem to solve and a specific audience to help. I chose to focus on supporting educators in managing stress and preventing burnout. My design document outlines the project’s rationale, needs analysis, learning objectives, and measurable outcomes. It provides a detailed look at how I structured the course using research-based frameworks and evidence-driven decision making.
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Learning Theories
To ensure the course rested on a strong pedagogical foundation, I conducted an in-depth review of major learning theories—analyzing their strengths, limitations, and instructional implications. For this course, I drew primarily on constructivism and andragogy, emphasizing learner autonomy and real-world application. I also applied the ADDIE model and elements of rapid eLearning development to create an efficient, iterative design process.
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Digital Media
During development, I located and integrated open educational resources (OERs) and designed original digital media to enhance engagement and accessibility. This work demonstrates my ability to use a variety of tools to create videos, infographics, and interactive content that align with learning objectives and support diverse learners.
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Capstone Project
Finally, I brought the course to life in the Canvas learning management system, combining all design and media elements into a cohesive online experience. The capstone demonstrates my skills in course development, assessment creation, and evaluation. It reflects my ability to transform a conceptual design into a fully implemented learning environment that supports meaningful outcomes for adult learners.
He who dares to teach must never cease to learn.
John Cotton Dana
This quote captures my belief that learning and teaching are lifelong processes. It guides both my work and professional growth as an instructional designer: I strive to grow continuously by experimenting with new tools, applying research-based practices, and developing innovative solutions. I approach instructional design as an evolving practice—one that calls for reflection, creativity, and the courage to innovate as technology and learner needs change.
