My name is Matthew Randon
I design things
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Personal Statement

Where design philosophy starts

If you believe in Malcom Gladwell’s theory that he espouses in his book Outliers, that it takes 10,000 hours to master a skill, then I have accrued more than that in instructional time as a professional educator. While ten years is not yet a long career, I have compounded my experience by adding on to my workload, wherever possible, to gain more knowledge of the craft. I have experience in preschools, online courses, public high schools, summer camps and schools, and for the last six years I have moonlighted teaching college classes as well.

With this experience across a broad expanse of the field, it has been my graduate work in Instructional Design that has allowed me to vocalize the fact that there is no such thing as “mastery” in the classroom, and that the only thing consistent with creating an effective environment for learning is constant adaption and introspection on the part of the instructor.

Now that I stand on the precipice of shifting the focus of my career, I do not leave the classroom defeated, but I leave with a sense of determination to create the tools, or the learning environments, which will help even more learners engage with the process, and ultimately have my work transcend the walls of my windowless classroom.

My goal is to use the lesson from my time spent in public education, the lesson of constant revision, constant iteration, and to combine that with my technical knowledge, in order to become an instructional designer than can craft meaningful learning through robust user experiences.

The Design Process

A framework for the iterative design cycle


Gather data from users and research what's been done before. Use this data to inform future design and prototypes.


Use pen and paper to brainstorm and create mockups. Then use Sketch for a more formal wireframing. This gives clients a visual representation of what the final product will look like.


Once a clear design is agreed upon by all involved parties, build a workable prototype using HTML and CSS. This gives clients an understanding of how the final product will actually operate.


Ask the users how the team's design worked. Did we solve the problem? How efficiently? Did our solution create new hindrances? What are they?


Go through the process all over again until a the product is honed and ready for consumption.

Resume (PDF)

Me. In. List. Form.

George Mason University
Adjunct Professor
2010 - Present
  • Craft eLearning environments that offer adult students the ability to work on engaging curriculum at their own pace, where they are held accountable for real world application of skills, not regurgitation of information.
  • Mentor students in the classroom through workshops in which they hone important development skillsets while working on projects for a variety of different university partnerships.
  • Created a summer course at the Potomac Arts Academy for middle school age students to practice the art of screenplay writing for video games.
  • Developed the original curriculum for the Online Gaming and Smartphone Application Development course for the Video Game Development major.
Osbourn Park High School
Virtual High School Teacher
2010 - Present
  • Engage students in an immersive e-Learning experience using Web 2.0 tools and online teaching methodologies to enhance the traditional English 12 curriculum.
  • Provide effective feedback to students, from written to video conference, to ensure that all students are successful and understand the path toward mastery.
English Teacher
2006 - Present
  • Create relevant curriculum, both independently and with a team, in grades 9-12 for students ranging in skill level from special education to advanced placement.
  • Facilitate student assessments that are skill-based, quantifiable, and tied to the curriculum objectives of the county in order to ensure accountability.
ProSolutions Incorporated
UX Designer
2005 - 2007
  • Reprogrammed the grammar and English output for a medical documentation software.
  • Collaborated with subject matter experts to improve the user experience on a touchscreen embedded computer.
George Mason University
Instructional Design and Development Master's Degree
2013 - Present
  • 4.0 GPA in classes completed thus far.
  • Intensive study of adult learning theories to create meaningful educational experiences in eLearning environments.
The University of Pittsburgh
Secondary Education Certificate Program
2006 - 2007
  • 4.0 GPA in all coursework
  • Received the Jenkins/Barnes Scholarship award for academic excellence
English Writing Bachelor's Degree & Computer Science Minor
2001 - 2005
  • Graduated magna cum laude
Pedagogy I practice
Close Reading
PLC Trained
Asynchronous Learning
Tools I use
Pen & Paper
Adobe Photoshop
Adobe Captivate
Skills I know
Conferences & Classes
Training I use
  • Assessment Training Institute, 2013
  • Mentor Institute, 2013
  • Online Teaching Methodology, 2012
  • Professional Learning Communities Institute, 2011
Instructional Design Competencies
Professional Foundations
Planning and Analysis
Design and Development
Evaluation and Implementation

Course Work

The path I've travelled

  • EDIT 526

    Web Accessibility and Design

    Develops understanding of principles of universal web design. Students apply this understanding by designing and developing accessible web site using web authoring tools.

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  • EDIT 704

    Instructional Technology Foundations and Theories of Learning

    Reviews practical and pedagogical issues related to design and development of technological instruction. Emphasizes investigating instructional design as a field and community of practice, and reviewing core learning theory constructs applicable to design of instructional technology.

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  • EDIT 705

    Instructional Design

    Helps students analyze, apply, and evaluate principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Focuses on variety of instructional design models, with emphasis on recent contributions from cognitive science and related fields.

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  • EDIT 730

    Advanced Instructional Design

    Provides students with the knowledge and skills for designing highly contextualized and engaging problem-solving learning environment using a grounded, theory-based design approach. Emphasizes the design of technology supported learning environments using a variety of pedagogical models.

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  • EDIT 590

    Educational Research in Technology

    Focuses on developing skills, insights, and understanding basics to performing research with emphasis on interpretation, application, critique, and use of findings in educational settings. Students develop expertise in action research methodology, design, and implementation.

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  • EDIT 530

    Scripting and Programming

    Enables development of computer-based educational materials using widely known educational scripting language. Students explore basic authoring capabilities, and learn to apply those capabilities by designing and producing materials using commands, procedures, and functions of scripting language.

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  • EDIT 732

    Analysis & Design of Technology-Based Learning Environments

    Enables design, implementation, and evaluation of technology-based education and training materials using advanced computer-based authoring tools.

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  • EDIT 601

    Instructional Design and Development Portfolio

    Enables students to create and publish digital portfolio that demonstrates effective and meaningful integration and syntheses of instructional design and technology concepts, principles, and competencies learned across program courses at mid-degree program point.

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  • EDIT 575

    e-Learning Design Applications

    Provides basic knowledge of available applications for creating, delivering, managing and tracking e-learning experiences. Students learn to create instructional products using the latest e-learning design applications.

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  • EDIT 771

    Overview of Digital Media

    Provides overview of media and technology tools used in teaching, learning and training. Focuses on developing skills necessary to implement digital media approaches using a systematic design process.

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  • EDIT 701

    Advanced Instructional Design and Technology Portfolio

    Enables students to create and publish a digital portfolio that demonstrates effective and meaningful integration and syntheses of instructional design and technology concepts, principles, and competencies learned across program courses at end-degree program point.

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  • EDIT 752

    Design and Implementation of Technology-Based Learning Environments

    Enables design, implementation, and evaluation of technology-based education and training materials using advanced computer-based authoring tools.

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  • EDIT 574

    Social Media and Digital Collaboration Applications

    Provides basic knowledge of the range of capabilities of available social networking, teleconferencing, and collaboration applications. Students learn to integrate the latest information and communication technologies into the creation of instructional products.

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The work I've done


Restaurant Group Training Module


DISC Personality Managerial Training


Problem-based College Course


LMS User Adoption Research


Accessibility Website Analysis


Reflection Database UX Prototype


HTML5/CSS3 Class Portal


Reflection Tool Version 8 User Testing


Captivate Software Simulation with Quiz

Contact Me

Hire me to think about your problems