SHORT BIOGRAPHY

Direct experience with organizational change initiatives in corporate and higher education sectors. Talent in strategic planning, analysis of performance gaps, instructional design, workplace knowledge creation, and management. Instructional System Designer with broad experience in all aspects of instructional design for e-learning and classroom environments.

EDUCATION

Ph.D. in Instructional Systems, 2010
Pennsylvania State University (PSU), Centre County, PA

M.Ed. in Instructional Systems, 1994
Pennsylvania State University (PSU), Centre County, PA

B.A. in Art History, 1991
Temple University (TU), Philadelphia, PA

PROFESSIONAL EXPERIENCE

VMASC, Research Assistant Professor
Suffolk, VA
July 2019 - Present

Old Dominion University, Director of Integrative Learning – Center for High Impact Practices (CHIPs)
Norfolk, VA
May 2016 – July 2019

Old Dominion University, Provost’s Fellow -- College of Continuing Education and Professional Development
Norfolk, VA
July 2016 - July 2018

Old Dominion University, Assistant Professor – OTS Training and Development
Norfolk, VA
July 2013 - July 2016

University of Pennsylvania, Wharton Executive Education, Consultant – Instructional Designer
Philadelphia, PA
November 2013 - April 2014

Northern Illinois University, Assistant Professor – Instructional Technology
DeKalb, IL
June 2011 - May 2013

Assessment Technologies Group, Consultant – Chief Learning Officer
Jacksonville, FL
December 2009 – May 2011

COVA MAP

The Training Framework (FAST) provides a unified aggregation of tools, technology and the learning sciences to assist in the development of meaningful simulation and training interventions. FAST provides the trainer or instructional designer with an array of tools and pedagogically sound instructional strategies to develop and deliver state-of-the-art learning experiences that transform the workforce.

VIRGINIA VIRTUAL WORKFORCE (VVW)

Leverages the training framework—the Framework for Accelerating Simulation and Training (FAST). FAST is a roadmap for instructional design processes and content creation technologies, grounded in the science of learning, that reduces the cost of computer-based, mobile, and distance learning products (including AR/VR, and sim) and accelerates deployment for the Virginia workforce—FAST connects teams of creators to accelerate learning product development and democratizes access to bespoke learning content for consumers.

TUDELFT COLLABORATION

Conducting a Delphi Study with Open Education professionals to develop a maturity model that institutions and educations can evaluate current processes and benchmark best practices. This innovation is intended as a revenue generator for higher education institutions globally to use to identify current performance and benchmark future performance in Open Education.

SIGNIFICANT PUBLICATIONS

Hoard, B., Stefaniak, J., Baaki, J. & Draper, D. (2019). The influence of multimedia development knowledge and workplace pressures on the design decisions of the instructional designer. , Educational Technology, Research and Development Journal, 67(302), 1-27.

Rush, L., Lo, L., Abdous, M & Draper, D. (2018). All hands on deck: How one university pooled resources to educate and advocate for affordable course content. The evolution of affordable content efforts in the higher education environment: Programs, case studies, and examples. University of Minnesota Libraries Publishing. Retrieved from: open.lib.umn.edu/affordablecontent/. ISBN 978-1-946135-44-5 DOI 10.24926/866666.0101

Draper, D.C. (2015) Collaborative instructional strategies to enhance knowledge convergence. American Journal of Distance Education, 29(2), 109-125.

Draper, D. C. (2015). Digital knowledge mapping as an instructional strategy to enhance visual literacy: A case study. In D. Baylen & A. D’Alba. (Eds.) Essentials of Using and Integrating Visual and Media Literacy—Visualizing Learning. New York: Springer.

Draper, D. C., & Amason, R.F., Jr. (2014). Digital knowledge mapping as an instructional strategy to enhance knowledge convergence: A case study. In D. Ifenthaler & R. Hanewald. (Eds.) Digital knowledge maps in education: Technology-enhanced support for teachers and learners. (331-354) New York: Springer.

Draper, D. C., (2013). The instructional effects of knowledge based communities of practice learning environments on student achievement and knowledge convergence. Performance Improvement Quarterly, 25 (4), 67-89.

CV/RESUME