Purdue University Northwest | MET 24200
Overview
A modular lab training system designed to improve student readiness, reduce instructional bottlenecks, and support consistent execution in a junior-level engineering course.
Rather than relying solely on live demonstrations, this project translated complex machining procedures into a structured instructional system built for both delivery and continuity.
Student-facing components included modular video walkthroughs, a mobile-access website, short readiness checks integrated alongside the videos, and a pocket-sized safety reference card to support preparation and safe performance in the lab.
Behind the scenes, the system included a visual process flow diagram, detailed step-by-step production instructions, and evaluation surveys to enable knowledge transfer and support future expansion by faculty or graduate aides.
PROJECT DETAILS
Role: Instructional systems designer + Multimedia producer
Deliverables: 22 modular machining training videos (Bridgeport vertical mill, engine lathe, horizontal band saw), transcripts, embeddable quizzes (23), mobile-access training site, safety reference card, documented video production procedure, post-use surveys
Tools: Adobe Premiere Pro, Audacity, InDesign, dual-camera capture setup, Weebly, Microsoft Word
Focus: procedural clarity, safety reinforcement, modular architecture, repeat-access learning design, instructional system sustainability, LMS-independent architecture for future platform migration
Jump to: Context | Framing | System | Outcomes | Why it Matters
Project Context
MET 24200 required students to operate specialized machining equipment and follow precise technical procedures. Lab time was limited, and instruction relied heavily on live, repeated walkthroughs of critical procedures.
This created friction:
- Students entered lab with uneven preparation
- Critical steps had to be re-explained multiple times
- Instructor time was consumed by clarification instead of higher-level guidance
The opportunity was not simply to “add media,” but to design a system that supported independent preparation while preserving rigor and safety.
Framing the Problem
The core question was:
How can students arrive prepared enough to use lab time effectively without lowering technical standards?
Rather than replicate textbook material, I analyzed where breakdowns occurred:
- Equipment setup sequencing
- Measurement precision and tolerances
- Order-of-operations errors
- Safety-critical steps
The solution needed to reinforce workflow logic and reduce cognitive load during hands-on execution.
The System
The final solution was a structured instructional ecosystem, not just a set of videos, combining student-facing performance tools with documented production infrastructure to support long-term continuity.
1. Modular Instructional Videos
Each video focused on a discrete lab task and followed a consistent structure:
- Clear task framing
- Step-by-step workflow sequencing
- Close-up emphasis on critical measurements
- Reinforcement of safety considerations
The videos were designed to support both advance preparation and in-lab refresher access, allowing students to revisit critical steps without waiting for repeated demonstrations.
Why it matters: Students could revisit complex steps independently, reducing repeated clarification and improving overall lab flow.
2. Process Flow Diagram
A visual map of the instructional video production workflow clarified sequencing and interdependencies across development stages. The diagram was paired with detailed written process instructions to guide future instructors or contributors producing additional videos. Rather than presenting isolated steps, the system documented how decisions and actions connected across the full development cycle, creating continuity beyond the initial build.
Why it matters: Formalizing the production workflow reduced variability, created a repeatable development model, and ensured the instructional system could be maintained and extended over time.
3. Safety Reference Card
A compact, lab-ready reference reinforcing critical safety procedures and machine considerations.
Designed for quick consultation during active lab work.
Why it matters: Reinforced safety awareness without requiring students to reopen full instructional materials mid-task.
4. Access & Performance Support
Knowledge Checks
Short reinforcement quizzes appeared alongside instructional materials, allowing students to confirm understanding before and during lab work.
These were not high-stakes assessments but readiness checks designed to reinforce key procedures and safety principles.
Why it matters: Encouraged active processing rather than passive viewing, improving retention and preparation consistency across cohorts.
Mobile-Ready Access in the Lab
The instructional site was intentionally designed to be clean, lightweight, and mobile-friendly so students could access videos and short quizzes directly from a smartphone while at a machine.
Rather than requiring students to leave the lab to reference materials, the system allowed quick refresher access during active work.
Why it matters: Performance support was available at the point of use, reinforcing safe operation and reducing downtime caused by uncertainty.
Outcomes
• Reduced repeated procedural clarification during lab sessions
• Improved student preparedness entering lab time
• Established a repeatable instructional framework for future modules
• Supported safer and more consistent equipment use
Most notably, the videos remain in use over a decade later. The instructor continues assigning them each semester at a new institution, demonstrating their durability and instructional value.
Why It Matters
Across research reporting, dashboards, and design systems, my work follows a consistent pattern:
Complex inputs → structured system → clearer execution.
In this case, the medium was instructional design. The goal remained consistent:
- Reduce cognitive load
- Clarify sequencing
- Reinforce critical decision points
- Improve real-world performance
This project reflects an early version of the systems thinking that continues across my later work, focused on designing tools that help people perform technical tasks more reliably and confidently.