About Me

    I am a passionate educator who loves working with different ages and fields of study. Dreaming about a multidisciplinary model for schools, I am doing projects that combine STEAM and CLIL approaches in education. Everything is connected; we, as teachers, just need to show it to everyone.

    Primary Education

    CLIL and ESL

    Instructional Design

    International Education

    Skills

    Video Making

    Camtasia, Adobe Premier

    Office tools

    Word, Power Point, Excel, Adobe Captivate

    Languages

    Russian (native), English (C1), Spanish (A1)

    Graphic Design

    Canva, Photoshop, Figma, Adobe Illustrator

    Data Analysis

    SPSS, R, Tableau

    Web development

    Wordpress, HTML5

    6 Cups of coffee
    2 Projects
    1 Students
    29 Lessons

    Education

    Syracuse University, Syracuse, NY, USA Fulbright FGS scholar
    August 2021 - Present
    GPA 4.0
    Minin University, Nizhny Novgorod, Russia
    Thesis: "Adaptation of international students across the world and its difficulties"
    Advisor: Maria Liashenko, Ph.D.
    August 2020 - Present
    GPA 4.0
    Federal University, Rostov-on-Don, Russia
    Thesis:"Formation of foreign language communicative competence for primary and secondary school in the context of content-language integrated learning (CLIL)"
    Advisor: Tatiana Bondareva, Ph.D.
    August 2015 - July 2020
    GPA 4.0
    Drexel University, Philadelphia, PA, USA
    July 2021 - August 2021
    Arizona Statee University, AZ, USA
    February 2020
    Autonomous University of Barcelona, Barcelona, Spain
    February 2019 - July 2019

    Work Experience

    MASTER degree Courses

    100%x200

    Instructional Design and Development I
    IDE 631

    Grade: A
    Professor: Jerry Edmonds
    Major aspects of instructional design and development emphasizing learning outcomes, instructional objective, and strategies in the context of theory and practice. Emphasis on knowledge and skills required to create instructional design rationale.

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    Principles of Instruction and Learning
    IDE 621

    Grade: A
    Professor: Micah Shippee
    Theories of learning and instruction, factors affecting human learning, youth through adult, with implications for the design and management of instruction.

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    Technologies in Instructional Design
    IDE 611

    Grade: A
    Professor: Moon-Heum Cho
    Students gain knowledge, skills and experiences with a variety of information and communication technologies relevant to educational contexts, create instructional materials and resources, and examine critical issues related to information technologies used in instructional settings.

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    Digital Media Production
    IDE 552

    Grade: A
    Professor: Celestia Ohrazda
    Use of new media tools to develop digital instructional media. Includes introduction and instruction on contemporary and emerging media development tools, including graphics, video editing, web design, and mobile technology.

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    Instructional Design and Development II
    IDE 632

    Grade: A
    Professor: Jerry Edmonds
    Instructional design and development theory and practice. The knowledge and skills required to select, revise, and apply instructional development models.

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    Techniques in Educational Evaluation
    IDE 641

    Grade: A
    Professor: Robert Tornberg
    Applied, programmatic techniques for evaluating educational/training programs and projects. Units focus on planning, client relations, problem analysis, data collection and analysis, reporting, evaluation management, and ethics.

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    Analysis for Human Performance Technology Decisions
    IDE 712

    Grade: A
    Professor: Rob Pusch
    Addresses analytical techniques used to determine educational or training program solutions. Participants examine human behavior and the role that instruction can have in changing behavior on the job and in society.

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    Strategies in Educational Project Management
    IDE 761

    Grade: A
    Professor: Gary La Point
    Management tactics, skills, procedures, and tools for planning and administering educational projects. Includes planning, implementing, maintaining, and closing projects; investigating project management issues on scope, changes, and quality.

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    Educational Technology in International Settings
    IDE 772

    Grade: A
    Professor: Jing Lei
    Issues arising in application of instructional principles, strategies, and processes in international settings. Impact of educational technology reforms around the world; issues and challenges in designing multicultural learning; social aspects of instructional design, development, evaluation.

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    Advanced Instructional Design (Capstone Course)
    IDE 737

    Grade: A
    Professor: Moon-Heum Cho
    Additional learning experience helping students develop confidence in their role as designers. Students will storyboard, critique, enhance, and evaluate an instructional unit while learning about advanced design techniques.

    Projects

    INSTRUCTIONAL UNIT (CAPSTONE PROJECT) IDE 737

    Authors: V. Soboleva
    ADDIE Phase: Development
    Context: This capstone project presents an Instructional Unit of the "Project Management in Instructional Design" course (part of the master's program) with a detailed storyboard of instruction and supporting instructional resources.
    Reflection: This project helped me realize that I am a real instructional designer ready for challenges and real projects, ready to work with the client and develop instructional resources within the set time frame.

    Open Project

    EDUCATIONAL TECHNOLOGY USE IN UKRAINE IDE 772

    Authors: V. Soboleva
    ADDIE Phase: The project does not focus on any of the phases of the ADDIE model but includes information about Educational Technologies (which are chosen in the Development phase)
    Context: This chapter is devoted to a better understanding of Ukraine and its educational technology issues and includes its current situation around Edtech, future trends and factors to consider when working in Ukraine.
    Reflection: This project made me think a lot about the questions I first need to ask myself before starting to work with a particular country context. While working on my project and reading other students' chapters I learned a lot about the cultural differences that influence educational technology in different countries.

    Open Project

    KNOWLEDGE BASE IDE 621

    Authors: V. Soboleva
    ADDIE Phase: It does not represent any of the IDD&E phases, as it is a more theoretical project that is focused on learning theories.
    Context: This project is a knowledge base devoted to three major learning theories: behaviorism, cognitivism, and social learning theory. It includes the basic principles, main personnel, learning scenario, observation checklist and reflection on each theory.
    Reflection: It was the first website I made on my own, and I am proud of that! This project includes basic information about behaviorism, cognitivism and social learning theory, and I still use it to remind myself of their concepts. I think it is a good way to organize information to remember it for a long time and use it for future reference.

    Open Project

    Improving First-Year International Students’ Money Management Skills and Knowledge IDE 631

    Authors: W. Alkeheli, M. Montenegro, R. Pettit, V.Soboleva
    ADDIE Phase: The Whole ADDIE process.
    Context: This project describes a money management problem that undergraduate international students face and provides a prototype of an instructional solution for such a problem.
    Reflection: It was my first experience working with the IDD&E model, and, therefore, a little challenging at first. Due to the lack of experience with instructional design before, I needed to read and reread a course book to be able to understand what I actually need to do but by the end of the project I had much more skills and instruments to work with.

    Open Project

    Microsoft Teams for Online Staff Workshops IDE 611

    Authors: H. A. Afzal, P. Gavenda, V. Soboleva
    ADDIE Phase: Design & Development
    Context: This project describes an online-learning technology need faced by individuals within the Syracuse University Talent Management team, and campus partners and provides a prototype of an instructional design solution in a form of training.
    Reflection: Being an enthusiastic person about technology, I found this project one of the most interesting ones. Throughout the project, I realized how a good team and management can make the project work easier.

    Open Project

    STEAM and games video IDE 552

    Authors: V. Soboleva
    ADDIE Phase: It does not belong to any stage of the IDD&E process
    Context: This project is a short video explaining how games can be integrated into STEAM courses at the K-12 level. A short quiz at the end is integrated into the video. Depending on the person's answers the video can move to the answer explanation section.
    Reflection: This project remains one of the most interesting ones I have ever had even though I had to spend days and nights working on it because of some technical issues with Camtasia. Now I know much more about video editing and this project in particular helped me get accepted for the position in the office where I work right now.

    Open Project

    Effective assessment strategies IDE 764

    Authors: V. Soboleva
    ADDIE Phase: Development
    Context: This project presents a prototype of an instructional design solution to the problem of lack of skills in students' assessment among professors in post-Soviet countries. This is a course that explains techniques to effectively assess student performance.
    Reflection: It was a doctoral course project and it was too difficult for me to work on. Studying the first semester in the IDD&E department, it was challenging for me to understand what instructional design is and how to use its strategies to develop a course.

    Open Project

    ISD Educational Change Model IDE 632

    Authors: V. Soboleva
    ADDIE Phase: It represents the initial phase of IDD&E - analyzing the context and developing a model based on that.
    Context: This project presents a new educational change model based on the context of Ukrainian higher education needs.
    Reflection: I devoted a lot of time to this project and would be happy to work on its realization as I believe that this model can help Higher Education Institutions to implement CLIL strategies into the educational process.

    Open Project

    Formative evaluation of the “Course Tagging” Instructional Materials IDE 641

    Authors: J. S. Mwayaona, P. D. Mouboua, V. Soboleva
    ADDIE Phase: Evaluation
    Context: This is a formative evaluation project of a Course Tagging project at Syracuse University. It included interviewing an expert and two potential users of the instructional materials and recommendations to the developers, based on their comments.
    Reflection: This experience appeared to be interesting both in terms of developing a theoretical framework and performing the interviews. I realized that evaluation might be my favorite part of the ADDIE process.

    Open Project

    Business Generic Project Management Plan IDE 761

    Authors: J. S. Mwayaona, S. Graff, V. Soboleva
    ADDIE Phase: It focuses on the Project management piece of the Instructional Design.
    Context: This project aims to create a project management plan (PMP) to help Instructional Design Productions Incorporated (IDPI) company (client) efficiently improve the instructional solutions they develop.
    Reflection: It appeared to be the most challenging project, as I knew nothing about project management before this course. So, this project had to be something I started learning the PM from scratch but my team helped me a lot to understand some PM parts: we met a lot and discussed everything together.

    Open Project

    Addressing Employees Performance In Digital Literacy Project IDE 712

    Authors: H. A. Afzal, J. S. Mwayaona, V. Soboleva
    ADDIE Phase: Analysis
    Context: This project report is a front-end analysis of a case study in Pakistan where employees failed to fill the report into the training system. In this document, our team shows how to approach this problem, what methods, techniques, and tools can be used to perform the front-end analysis, and propose.
    Reflection: I found this project very valuable for future work. It was interesting to work in an unfamiliar context to me as I knew nothing about the Pakistani corporate environment before.

    Open Project

    Planning & Self Study Tutorials

    Authors: Violetta Soboleva
    Context: Syracuse University uses Watermark’s Planning & Self-Study (P&SS) to document program and unit assessment and action plans. This series of tutorials was developed for faculty/staff to document their assessment.

    Open Project

    Course Tag Search Tool

    Authors: Violetta Soboleva
    Context: Syracuse University has six university-wide learning goals called Shared Competencies. This Course Tag Search Tool provides a means to filter courses by school/college, department and Shared Competencies course tags.

    Open Project

    Essays

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    Personal Statement

    Throughout my life, I have worked as a teacher for K-12, a teaching assistant for Higher Education and even a gymnastics coach for a while, but no matter what I did, it was all based on the instruction. Moreover, depending on the quality of instruction, I, as a teacher, could get satisfactory or non-satisfactory results. Over the years of studying for my bachelor's and two master's, I mastered my skills and currently feel confident in teaching at the primary school, ESL, and university levels and presenting as a guest lecturer. Furthermore, my research on international students' perception of their adaptation experiences promotes intercultural competence and exchange between students in my blog and the universities where I present (Southern Federal University, Minin University).

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    Practical Application

    I currently work at Syracuse University (SU) in the Office of Institutional Effectiveness and Assessment (IEA), which specializes in instructional design for higher education. The office headcount is seven permanent workers and more than ten interns, including me. They are instructional designers, graphic designers, data scientists and educational technology specialists. The office focuses on managing Syracuse University accreditation and supports SU to success in assessment, program review, strategic planning and course feedback projects. IEA also provides consultations for operation success and operational support for strategic initiatives of Academic Affairs. My instructional design intern position focuses on blended learning and the design/development of instructional materials.

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    Self-Evaluation

    When I enrolled in the instructional design program, I could not imagine that this field was much broader than just developing instructions for students. However, over the year of study, I improved as an Instructional Designer from a beginner to a more advanced level while studying and working on my projects. All the courses gave me a better understanding of the instructional design process. They helped me to become a professional and to be able to work as an instructional design intern in the Office of Effectiveness and Assessment.

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