![](\"https:\/\/openingstolearning.org\/wp-content\/uploads\/2026\/05\/Cormorant-Garamond-Medium-1.jpg\")
\n Texas Heritage Site:<\/span>The Heard Opera House<\/span><\/h2>\n A QR-accessible, AR-adjacent spatial learning experience<\/em><\/p>\n When people visit historic buildings, it can be hard to envision how people really interacted in the space. Reading static information posted on walls can be hard to connect with how people worked and moved in the environment. I am designing a QR-accessible, AR-adjacent prototype in Articulate Rise, chosen for its mobile-responsive format and suitability for visitors accessing this digital learning experience on their phones. Through sound, visual reconstruction, movement and guided attention, the experience invites learners into a reconstruction of the opera house as it was inhabited in 1896, drawing on archival sources and collaboration with a restoration architect.<\/p>\n
Design choices focused on learner experience:<\/p>\n
\n - Working with a restoration architect as subject matter expert<\/li>\n
- Choosing Articulate Rise for mobile-responsive, QR-code access<\/li>\n
- Using layered sound and visual reconstruction<\/li>\n
- Structuring the experience from street to arrival to lobby to hall<\/li>\n <\/ul>\n
Next iteration:<\/strong> integrate specific archival materials<\/p>\n \n Read Case Study<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n \n ![](\"https:\/\/openingstolearning.org\/wp-content\/uploads\/2026\/05\/Cormorant-Garamond-Medium.jpg\")
\n \n Texas Heritage Site:<\/span>The Collin McKinney<\/span> Homestead<\/span><\/h2>\n A QR-accessible, AR-adjacent spatial prototype for historical inquiry<\/em><\/p>\n Visitors to historic sites may encounter a preserved structure without knowing how to read it as evidence. I am designing this browser-based spatial prototype to help city stakeholders, preservation partners and future visitors understand the Collin McKinney<\/span> Homestead as a material record of early North Texas settlement. Using a simplified 3D model and AR-adjacent approach, the prototype guides learners to observe the whole structure, then selected architectural details, helping them connect features to decisions shaped by survival, economy, durability and community formation.<\/p>\n Design choices focused on learner experience:<\/p>\n
\n - Choosing a browser-based, AR-adjacent format for feasible review and testing<\/li>\n
- Organizing the experience around the SME\u2019s \u201cpattern of decision making\u201d<\/li>\n
- Structuring the learner pathway from the whole structure to selected architectural details<\/li>\n <\/ul>\n
Next iteration:<\/strong> refine through SME review, stakeholder feedback and visitor testing<\/p>\n \n Read Case Study<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n \n ![](\"https:\/\/openingstolearning.org\/wp-content\/uploads\/2026\/05\/Cormorant-Garamond-Medium-2.jpg\")
\n \n Archival Learning Experience Prototype<\/h2>\n
For visitors to the Dallas Police Museum<\/em><\/p>\n Visitors to the Dallas Police Museum may arrive knowing the names, images and outcomes connected to President Kennedy\u2019s assassination. This Articulate Storyline<\/span> prototype begins before the case has entered public memory as a fixed historical event. Drawing from an archival interview with Detective Jim Leavelle<\/span> as the central primary source, the experience guides visitors through a controlled sequence of reveals so they can notice how investigative judgment forms under conditions of incomplete knowledge.<\/p>\n Design choices focused on learner experience:<\/p>\n
\n - using an archival interview as primary source<\/li>\n
- choosing Articulate Storyline for controlled disclosure<\/li>\n
- including communication practices from 1963 to clarify how payphones, AM radios, limited computer access and monitored police channels shaped investigative work<\/li>\n <\/ul>\n
Next iteration:<\/strong> refine pacing and interaction design while preserving the uncertainty at the center of the experience<\/p>\n \n Read Case Study<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n \n ![](\"https:\/\/openingstolearning.org\/wp-content\/uploads\/2026\/04\/Museum-Lab.jpg\")
\n \n The Museum and the Laboratory<\/h2>\n
A multimedia learning experience for adult piano students that merges repertoire, music theory and improvisation through structured, scaffolded exploration<\/em><\/p>\n In piano pedagogy, learners are often trained to replicate canonical works within closed forms, limiting opportunities to engage with music as a dynamic, generative system. This project reframes repertoire as an open structure, inviting learners to explore how harmonic frameworks function as the basis for improvisation rather than as fixed endpoints.<\/p>\n
Design decisions focused on learning experience:<\/p>\n
\n - Structured a progression from foundational knowledge to improvisation, guiding learners through stages of recognition, analysis, application and improvisation, aligned with Bloom\u2019s taxonomy<\/li>\n
- Designed a modular learning system that integrates a linear pathway with a core-and-spoke model, allowing learners to build conceptual understanding while pursuing individualized pathways through repertoire and cognitive strategies<\/li>\n
- Used text, video and interactive tools to support music theory through active application<\/li>\n <\/ul>\n
Next iteration:<\/strong> use in a piano studio setting to observe learner engagement and inform further development of the experience<\/p>\n \n Read Case Study<\/a>\n View Design Excerpt<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n \n ![](\"https:\/\/openingstolearning.org\/wp-content\/uploads\/2026\/05\/Cormorant-Garamond-Medium-3.jpg\")
\n \n Multimedia Pilot<\/h2>\n
Developing the infrastructure for multimedia scholarship within Visions of Research in Music Education (VRME)<\/span>, for authors, reviewers and readers of peer-reviewed music education research<\/em><\/p>\n As academic publishing is undergoing a shift in how scholarship is produced, received and circulated, the VRME<\/em> Editorial Board is responding by beginning to consider audio, video and interactive forms. Since its current model is built for the 20-page article and does not yet have the infrastructure to support these forms, this pilot addresses a gap by developing a system for submission, peer review and publication of multimedia scholarship.<\/p>\n Design choices focused on system and infrastructure:<\/p>\n
\n - Developing a companion model in which multimedia elements extend a primary article, allowing new forms to enter without displacing the existing structure<\/li>\n
- Using Articulate Rise to prototype how short-form and multimedia scholarship might be organized, presented and navigated in relation to peer-reviewed work<\/li>\n
- Separating repository and presentation layers, using Digital Commons for publication and externally hosted media for access and interaction<\/li>\n <\/ul>\n
Next iteration:<\/strong> further develop reviewer guidance<\/p>\n \n In Progress<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n \n ![](\"https:\/\/openingstolearning.org\/wp-content\/uploads\/2026\/05\/PPMD-thumbnail-with-play-button-1.jpg\")
\n \n Press Play Music Day<\/h2>\n
Digital learning assets for elementary music education<\/em><\/p>\n Press Play Music Day is a collection of digital learning assets for young children, designed to support musical participation through story, song, image, movement and structured interaction. These assets help teachers and substitutes invite children into musical engagement without requiring specialist facilitation.<\/p>\n
Design choices focused on learner experience:<\/p>\n
\n - Used story, character, image and narration to support young learners\u2019 attention<\/li>\n
- Designed for adult-guided use in music classroom or substitute settings<\/li>\n
- Extended screen-based learning through singing, movement, discussion or guided activities<\/li>\n <\/ul>\n
When people visit historic buildings, it can be hard to envision how people really interacted in the space. Reading static information posted on walls can be hard to connect with how people worked and moved in the environment. I am designing a QR-accessible, AR-adjacent prototype in Articulate Rise, chosen for its mobile-responsive format and suitability for visitors accessing this digital learning experience on their phones. Through sound, visual reconstruction, movement and guided attention, the experience invites learners into a reconstruction of the opera house as it was inhabited in 1896, drawing on archival sources and collaboration with a restoration architect.<\/p>\n
Design choices focused on learner experience:<\/p>\n
- \n
- Working with a restoration architect as subject matter expert<\/li>\n
- Choosing Articulate Rise for mobile-responsive, QR-code access<\/li>\n
- Using layered sound and visual reconstruction<\/li>\n
- Structuring the experience from street to arrival to lobby to hall<\/li>\n <\/ul>\n
Next iteration:<\/strong> integrate specific archival materials<\/p>\n
\n Read Case Study<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n\n \n \nTexas Heritage Site:<\/span>The Collin McKinney<\/span> Homestead<\/span><\/h2>\n
A QR-accessible, AR-adjacent spatial prototype for historical inquiry<\/em><\/p>\n
Visitors to historic sites may encounter a preserved structure without knowing how to read it as evidence. I am designing this browser-based spatial prototype to help city stakeholders, preservation partners and future visitors understand the Collin McKinney<\/span> Homestead as a material record of early North Texas settlement. Using a simplified 3D model and AR-adjacent approach, the prototype guides learners to observe the whole structure, then selected architectural details, helping them connect features to decisions shaped by survival, economy, durability and community formation.<\/p>\n
Design choices focused on learner experience:<\/p>\n
- \n
- Choosing a browser-based, AR-adjacent format for feasible review and testing<\/li>\n
- Organizing the experience around the SME\u2019s \u201cpattern of decision making\u201d<\/li>\n
- Structuring the learner pathway from the whole structure to selected architectural details<\/li>\n <\/ul>\n
Next iteration:<\/strong> refine through SME review, stakeholder feedback and visitor testing<\/p>\n
\n Read Case Study<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n\n \n \nArchival Learning Experience Prototype<\/h2>\n
For visitors to the Dallas Police Museum<\/em><\/p>\n
Visitors to the Dallas Police Museum may arrive knowing the names, images and outcomes connected to President Kennedy\u2019s assassination. This Articulate Storyline<\/span> prototype begins before the case has entered public memory as a fixed historical event. Drawing from an archival interview with Detective Jim Leavelle<\/span> as the central primary source, the experience guides visitors through a controlled sequence of reveals so they can notice how investigative judgment forms under conditions of incomplete knowledge.<\/p>\n
Design choices focused on learner experience:<\/p>\n
- \n
- using an archival interview as primary source<\/li>\n
- choosing Articulate Storyline for controlled disclosure<\/li>\n
- including communication practices from 1963 to clarify how payphones, AM radios, limited computer access and monitored police channels shaped investigative work<\/li>\n <\/ul>\n
Next iteration:<\/strong> refine pacing and interaction design while preserving the uncertainty at the center of the experience<\/p>\n
\n Read Case Study<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n\n \n \nThe Museum and the Laboratory<\/h2>\n
A multimedia learning experience for adult piano students that merges repertoire, music theory and improvisation through structured, scaffolded exploration<\/em><\/p>\n
In piano pedagogy, learners are often trained to replicate canonical works within closed forms, limiting opportunities to engage with music as a dynamic, generative system. This project reframes repertoire as an open structure, inviting learners to explore how harmonic frameworks function as the basis for improvisation rather than as fixed endpoints.<\/p>\n
Design decisions focused on learning experience:<\/p>\n
- \n
- Structured a progression from foundational knowledge to improvisation, guiding learners through stages of recognition, analysis, application and improvisation, aligned with Bloom\u2019s taxonomy<\/li>\n
- Designed a modular learning system that integrates a linear pathway with a core-and-spoke model, allowing learners to build conceptual understanding while pursuing individualized pathways through repertoire and cognitive strategies<\/li>\n
- Used text, video and interactive tools to support music theory through active application<\/li>\n <\/ul>\n
Next iteration:<\/strong> use in a piano studio setting to observe learner engagement and inform further development of the experience<\/p>\n
\n Read Case Study<\/a>\n View Design Excerpt<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n\n \n \nMultimedia Pilot<\/h2>\n
Developing the infrastructure for multimedia scholarship within Visions of Research in Music Education (VRME)<\/span>, for authors, reviewers and readers of peer-reviewed music education research<\/em><\/p>\n
As academic publishing is undergoing a shift in how scholarship is produced, received and circulated, the VRME<\/em> Editorial Board is responding by beginning to consider audio, video and interactive forms. Since its current model is built for the 20-page article and does not yet have the infrastructure to support these forms, this pilot addresses a gap by developing a system for submission, peer review and publication of multimedia scholarship.<\/p>\n
Design choices focused on system and infrastructure:<\/p>\n
- \n
- Developing a companion model in which multimedia elements extend a primary article, allowing new forms to enter without displacing the existing structure<\/li>\n
- Using Articulate Rise to prototype how short-form and multimedia scholarship might be organized, presented and navigated in relation to peer-reviewed work<\/li>\n
- Separating repository and presentation layers, using Digital Commons for publication and externally hosted media for access and interaction<\/li>\n <\/ul>\n
Next iteration:<\/strong> further develop reviewer guidance<\/p>\n
\n In Progress<\/a>\n Coming Soon<\/a>\n <\/div>\n <\/div>\n <\/article>\n\n\n \n \nPress Play Music Day<\/h2>\n
Digital learning assets for elementary music education<\/em><\/p>\n
Press Play Music Day is a collection of digital learning assets for young children, designed to support musical participation through story, song, image, movement and structured interaction. These assets help teachers and substitutes invite children into musical engagement without requiring specialist facilitation.<\/p>\n
Design choices focused on learner experience:<\/p>\n
- \n
- Used story, character, image and narration to support young learners\u2019 attention<\/li>\n
- Designed for adult-guided use in music classroom or substitute settings<\/li>\n
- Extended screen-based learning through singing, movement, discussion or guided activities<\/li>\n <\/ul>\n