Digital Portfolio

By CSUF MSIDT Scholar Bill Bennett

Bill Bennett

Bill Bennett

  • Instructional Technologist
    Associate Professor
  • Mt. San Jacinto College
  • Menifee, CA 92584

  • Education:
  • B.S. Vocational Ed., CSUSB
  • M.A. Career & Technology Education (CTE) - Coordination & Supervision, CSUSB
  • M.S. Instructional Design & Technology (IDT), CSUF

  • Professional Certifications:

My Stuff

My Info




YouTube Channel (Bill Bennett)

YouTube Channel (Internet Authoring)

YouTube Channel (Bennett Ranch)

My Favorites
My Graphic Designs
My Videos


7 Incredible Al Tools You’ve DEFINITELY Never Seen Before! (Underground AI #2)

Actually, ChatGPT is INCREDIBLY Useful (15 Surprising Examples)

AI Godfather's STUNNING Predictions for AGI, LLaMA 3, Woke AI, Humanoid Robots, Open-Source

BREAKING: OpenAI Reveals the TRUTH About Elon Musk's Lawsuit

Build Anything with AI Agents, Here's How

Build Your First App in Minutes with ChatGPT!

Build Your Mobile App Using ChatGPT || FREE Method

ChatGPT and Mindmapping | How to make a mindmap in ChatGPT

Deep Learning Basics: Introduction and Overview

Deep Learning State of the Art (2020)

Gemini Advanced vs ChatGPT Plus Comparison

Gemini Ultra 1.0 - First Impression (vs ChatGPT 4)

Generative A.I - We Aren’t Ready.

Genesis, this movie entirely made by AI, 4K

GPT-3 vs Human Brain

How to Build Mobile Apps with ChatGPT for FREE in Minutes

How To Make an App With ChatGPT (Without Knowing Code)

How to Use ChatGPT with Your Own Data

I Made 3 Games Using ChatGPT ? in Just 5 Minutes !

I Made an App with GPT-4 in 72 Hours

Introducing Visual Copilot 1.0: AI powered design-to-code using YOUR components

LPUs, NVIDIA Competition, Insane Inference Speeds, Going Viral (Interview with Lead Groq Engineers)

Meet The Kid Who Made $1M with ChatGPT

Mind-maps and Flowcharts in ChatGPT! (Insane Results)

NEW AI Jailbreak Method SHATTERS GPT4, Claude, Gemini, LLaMA

NVIDIA's STUNNING Breakthroughs: Blackwell AI Chip, Robots, AGI, World Model and more!

Open Interpreter's 01 Lite - WORLD'S FIRST Fully Open-Source Personal AI AGENT Device

Open-Source AI Agent Can Build FULL STACK Apps (FREE “Devin” Alternative)

OpenAI GPT Store Ideas + How to Connect an API to Your GPTs

OpenAI's "AGI Pieces" SHOCK the Entire Industry! AGI in 7 Months! | GPT, AI Agents, Sora & Search

OpenAI's NEW "AGI Robot" STUNS The ENITRE INDUSTRY (Figure 01 Breakthrough)

Run your own AI (but private)

Stop paying for ChatGPT with these two tools | LMStudio x AnythingLLM

The NEW Smartest AI (Claude 3 Just Shocked the Industry)

The ULTIMATE Guide to ChatGPT in 2024 | Beginner to Advanced

Top 10 ways to use ChatGPT Code Interpreter

Watch WebGPT?? Beat DEVIN at AI Software Engineering [No-Code Pong]

What Is Q*? The Leaked AGI BREAKTHROUGH That Almost Killed OpenAI

Why & When You Should Use Claude 3 Over ChatGPT

Yann Lecun: Meta AI, Open Source, Limits of LLMs, AGI & the Future of AI | Lex Fridman Podcast #416

Baby Hawks

Coitus Interuptus

Meow Meow Meow Meow


Bee In Flower

The Mr. Phil Show

Eddie Sghetti





Bennett Ranch's Hot & Sassy


Bennett's Majestic Testa rosa

Bennett's Tijuana Taxi

Bennett's Pretty in Paisley

Dottie Goes to the Dentist

Bennett's Reina Rojo

J. R. the Emu

Bennett's Joe Cool

Birth of the Black Pearl

Comcast Interview

MSJC BTC Preview

My World

My World II

Floral & Fruitful

Skies Over Woodcrest

Beard Shaving Dad

RHB Tribute

Perfect Pizza Commercial

Riverside Sings Competition

Video Place

John Sweller Cognitive Load

The Machine is Us/ing Us

A Day Made of Glass 2

Anything, Anything (I'll Give You)

Death By Bikini

"I Want To Kill You"

Route 66 by the Juice Weasles

Lovely Rita [Cover]

Making of Lovely Rita

Eleanor Rigby

Decimal To Binary Conversion


Numbering Systems

Dreamweaver Smart Objects

Creating a C# Sharp Console Project On Visual Studio for Mac Community

CSIS 111B Assignment 2 Hello Input Input

CSIS 111B Creating a C# Console Project in Visual Studio

CSIS 111B Binary Encoding

CSIS 111B Assignment 5 Hello (Input) (Input)

CSIS 111B Lesson 5 Data Types

CSIS 111B Midterm Assignment

CSIS 111B Lesson 7 Sorting Algorithms

CSIS 111B Creating a C# Console Project in Visual Studio

CSIS 111B Lesson 8 Repetition Structures

CSIS 111B Assignment 9 Decision Structures

CSIS 111B Binary Encoding

CSIS 111B Lesson 9 Decision Structures

CSIS 111B Lesson 10 Modular Programming

CSIS 111B Lesson 11 File I O

CSIS 111B Lesson 12 Exception Handling

CSIS 113B Lecture 3 - Decision Structures (Part 1)

CSIS 113B Demo

CSIS 113B Welcome

CSIS 113B Lecture 1 - Introduction to Java Programming

CSIS 113B Guided Practice 1

CSIS 113B Lecture 2 - Java Data Types (Updated)

CSIS 113B Guided Practice 2A

CSIS 113B Guided Practice 2B

CSIS 113B Lecture 3

CSIS 113B Lecture 3A - Decisions (part 1)

CSIS 113B Guided Practice 3A

CSIS 113B Lecture 3B - Decisions (part 2)

CSIS 113B Guided Practice 3B

CSIS 113B Lecture 4A - Repetition Structures (part 1)

CSIS 113B Lecture 4 - Decision Structures (part 2)

CSIS 113B Guided Practice 4

CSIS 113B Guided Practice 5

CSIS 113B Lecture 5 - Iteration (part 1)

CSIS 113B Lecture 6 - Iteration (part 2)

CSIS 113B Guided Practice 6A

CSIS 113B Guided Practice 6B

CSIS 113B Lecture 7

CSIS 113B Guided Practice 7A

CSIS 113B Guided Practice 7B

CSIS 113B Guided Practice 7C

CSIS 113B Lecture 8

CSIS 113B Guided Practice 8A

CSIS 113B Guided Practice 8B

CSIS 113B Lecture 9

CSIS 113B Guided Practice 9A

CSIS 113B Guided Practice 9B

CSIS 113B Guided Practice 9C

CSIS 113B Lecture 10

CSIS 113B Guided Practice 10A

CSIS 113B Guided Practice 10B

CSIS 113B Guided Practice 10C

CSIS 113B Lecture 11

CSIS 113B Guided Practice 11A

CSIS 113B Guided Practice 11B

CSIS 113B Guided Practice 11C

CSIS 115A How To Complete Prep Assignment

Fundamental Concepts of the World Wide Web

The Hypertext Transfer Protocol (HTTP)

HTML Introduction

Introduction to HTML

CSIS 115A Review Assignment 1 (RA1)

CSIS 115A Review Assignment 2 (RA2)

CSIS 115A Review Assignment 3 (RA3)

CSIS 115A Review Assignment 4 (RA4)

CSIS 117D Chapter 1 End of Chapter Exercise

CSIS 117D Lesson 1 Publishing

CSIS 117D Lesson 2 End of Chapter Exercise

CSIS117D Lesson 4 End of Chapter Excercise

CSIS 117D Chapter 5 End of Chapter Exercise

CSIS 117D Chapter 6 End of Chapter Exercise

CSIS 117D Chapter 7 End of Chapter Exercise

CSIS 117D Chapter 8 End of Chapter Exercise

CSIS 119A Lesson 8

Collision Versus Broadcast Domains

CSIS 202 Address Resolution Protocol (ARP)

CSIS 202 Chapter 1: The Data Communications Industry

CSIS 202 Chapter 2: Data Communications Concepts

CSIS 202 Chapter 3: Basic Data Communication Technology

CSIS 202 Chapter 4: Local Area Networks

CSIS 202 Chapter 5: Voice Communication Concepts and Technology

CSIS 202 Chapter 6: Wide Area Networking Concepts Architectures & Services

CSIS 202 Chapter 7: Local Area Network Communications Protocols

CSIS 202 Chapter 8: Advanced TCP/IP Network Design

CSIS 202 Chapter 9: Local Area Network Operating Systems and Remote Access

IP Address/Subnet Mask Relationship

CSIS 202 Chapter 11 - Network Management (part 1)

CSIS 202 Chapter 11 - Network Management (part 10)

CSIS 202 Chapter 11 - Network Management (part 11)

CSIS 202 Chapter 11 - Network Management (part 12)

CSIS 202 Chapter 11 - Network Management (part 5)

CSIS 202 Chapter 11 - Network Management (part 6)

CSIS 202 Chapter 11 - Network Management (part 7)

CSIS 202 Chapter 11 - Network Management (part 8)

CSIS 202 Chapter 11 - Network Management (part 9)

CSIS202 Chapter 11 - Network Management (part 2)

CSIS202 Chapter 11 - Network Management (part 3)

CSIS202 Chapter 11 - Network Management (part 4)

Network Management Part 1

Local Area Networks

CSIS 525 Review Assignment 10

CSIS 525 Review Assignment 11

CSIS 525 Review Assignment 12

CSIS 525 Review Assignment 13

Technology to Support Learning

Buffalo Annie

Miller/Davidson Theory

Batman and Robin 8mm

Floating Leaf



Class Assignments

IDT 550: Practicum
IDT 597: Project

Learning Objects Archive


Figure 1: The ADDIE model.
  • The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.
  • It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix.
  • Instructional theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.
  • In the ADDIE model, each step has an outcome that feeds into the subsequent step.

Analysis Phase

Analysis is the first step in any new instructional design project.

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

  • Who is the audience and their characteristics?
  • Identify the new behavioral outcome?
  • What types of learning constraints exist?
  • What are the delivery options?
  • What are the online pedagogical considerations?
  • What is the timeline for project completion?

The analysis stage consists of the following components:

  • Learning Context
    • Needs Analysis
    • Learning Environment Analysis
  • Learner Analysis
    • Characteristics
  • Learning Task Analysis
    • Learning Goals
    • Learning Outcomes
    • Learning Objectives

Learning Context

  1. Needs Assessment
    1. Problem
    2. Innovation
    3. Discrepancy
  2. Learning Environment Analysis
    1. Teachers
    2. Existing curricula
    3. Equipment
    4. Facilities
    5. Organization
    6. Larger system

When analyzing learning context it is important to understand that context refers to more than just the physical aspects of learning, like the location where the learning will be conducted. Learning context also refers to the temporal and social environment that are part of the learning process (Smith & Ragan, 2005). The first step in performing a learning context analysis is to evaluate the need for instruction through a needs assessment. Once the instructional need model is determined then an analysis of the learning environment is conducted.

Needs Assessment

A needs assessment first assesses whether or not new instruction is needed at all. It is generally ill-advised to waste time and money developing new instruction if the instruction in place is already effective, efficient, and engaging. Don't fix what isn't broke. If it is ascertained that an instructional intervention is required the designer will also know what needs assessment model type should be used.

Learning Environment

Learning environments will vary, but generally analysis of the learning environment should consists of an analysis of at least the following items: teachers, existing curricula, equipment, facilities, organizations, and any over-arching system in play.

Learner Analysis


Student engagement or motivation is key to learning. No matter how much work the teacher does, if the student doesn’t work, the student doesn’t learn. The quality and quantity of learning are directly proportional to the amount of effort the student devotes to learning (Reigeluth, 2012).

  1. Learner Characteristics
    1. Similarities
      1. Stable
      2. Changing
    2. Differences
      1. Stable
      2. Changing
    3. Prior Learning
      1. Cognitive (knowledge)
      2. Physiological (motor skills)
      3. Affective (attitude)
      4. Social (environment)
    4. Implications for Instructional Design
      1. Pace
      2. Practice
      3. Reference statements
      4. Attention
      5. Contact of examples
      6. Context of practice items
      7. Structure
      8. Medium
      9. Concreteness/Abstraction
      10. Grouping
      11. Chunking
      12. Response mode
      13. Number of examples
      14. Amount of practice
      15. Feedback
      16. Learner control (locus of control)
      17. Reading level
      18. Vocabulary
      19. Reinforcement
      20. Time
      21. Learning guidance


Reigeluth, C. M. (2012). Instructional theory and technology for the new paradigm of education. Revista de Educación a Distancia(32). Retrieved November 23, 2012, from

Learning Task Analysis

Task analysis is exactly what it says it is, an analysis of the knowledge required to complete a particular task. Many theorist suggest that observing masters of a task will help to determine what the thought processes involved with the task are.

At the completion of a task analysis you will have defined the goals, learning outcomes, and objectives which will be used to assess the effectiveness of the instruction.

  1. Learning Goals

    1. Information-processing
      1. Dissecting Goals Into Component Parts
    2. Pre-requisite analysis
  2. Learning Outcomes

    Determine Types of Learning Outcomes Goals Represent. Learning outcomes describe what the learner should be able to do as a result of the instructional intervention.

    1. Declarative Knowledge
      1. Recall, Recognize, or State
    2. Intellectual Skills
      1. Discriminations
      2. Concepts
      3. Principles
      4. Procedures
      5. Problem Solving
  3. Learning Objectives

    A learning objective describes the expected result of instruction. Learning objectives are "subparts of goals" (Smith & Ragan, 2005, p. 77). "Objectives can be written at the lesson level, the course level, or various intermediate levels such as units, blocks, or chapters (ibid).

    Learning objectives consist of:

    • a condition
    • a terminal behavior
    • a criterion
  4. Learning Strategies

    (Weinstein & Mayer, 1986)
    1. Cognitive Domain Strategies
      1. Organizing Strategies
      2. Elaborating Strategies
      3. Rehearsing Strategies
      4. Comprehension Monitoring Strategies
    2. Affective Domain Strategies (Support Strategies)
      1. Time Management
      2. Stress Reduction Techniques
      3. Positive Self-talk
  5. Attitudes

  6. Psychomotor Skills

Learning Goals

Learning goals are a broad statement about the expected results of the instruction which is derived from the Needs analysis. The scope of a learning goal can describe a goal for a program, a course, a unit, or an individual lesson.

Goal Analysis

Learning consists of both a performance and a content component (Merrill, 1994).

Performance types:

  • Remember is that performance requiring the student to search memory in order to reproduce or recognize some item of information previously known” (Merrill, 1994, p. 112).
  • “Use is that performance that requires the student to apply some abstraction to a specific case” (Merrill, 1994, p. 112).
  • “Find is that performance that requires the student to derive or invent a new abstraction” (Merrill, 1994, p. 112).

Content types:

  • “Facts are arbitrarily associated pieces of information such as a proper name, a date, an event, the name of a place, or the symbols used to name particular objects, parts, or events” (Merril, 1994).
  • Concepts are groups of objects, events, or symbols, that all share some common characteristic and that are identified by the same name. Most of the words in any language identify concepts” (Merril, 1994).
  • Procedures are an ordered sequence of steps necessary for the learner to accomplish some goal, solve a particular class of problem, or produce some product” (Merril, 1994).
  • Principles are explanations or predictions of why things happen in the world. Principles are those cause-and-effect or correllational relationships that are used to interpret events or processes” (Merril, 1994).

Learning Task Analysis

Smith & Ragan

  1. Declarative Knowledge (p. 79)
  2. Intellectual Skills (p. 80-81)
    • Discriminations
    • Concepts
    • Principles
    • Procedures
    • Problem Solving
  3. Cognitive Strategies (Learning Strategies) (p. 81)
  4. Attitudes (p. 82)
  5. Psychomotor Skills (p. 82)

Merrill (p. 49)

  1. Emotional (Signal Learning)
  2. Topographic (Stimulus Response)
  3. Chaining
  4. Complex Skill
  5. Naming
  6. Serial Memory (verbal association)
  7. Discrete Memory (multiple discrimination)
  8. Classification (concept learning)
  9. Analysis (Principle Learning
  10. Problem Solving (heuristics [Martinez])


  1. Intellectual Skills
    • Concepts
    • Discriminations
    • High-order Rules
    • Procedures
  2. Verbal Information (Declarative Knowledge)
  3. Motor Skills
  4. Attitudes

Rothwell & Kazanas

Task Types (p. 140)

  1. Procedural (Action)
  2. Process
  3. Troubleshooting
  4. Mental (cognitive)

Content Types (p. 149)

  1. Fact (Declarative Knowledge)
  2. Concept (Category of items that share a common characteristic)
  3. Process (Steps for an organization)
  4. Procedure (Steps for an individual)
  5. Principle (Relationships among concepts)

Design Phase

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the project's goals. Specific means each element of the instructional design plan needs to be executed with attention to details.

These are steps used for the design phase:

  • Documentation of the project's instructional, visual and technical design strategy
  • Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).
  • Create storyboards
  • Design the user interface and user experience
  • Prototype creation
  • Apply visual design (graphic design)

Development Phase

The development phase is where the developers create and assemble the content assets that were created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

Implementation Phase

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.

This is also the phase where the project manager ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.

Evaluation Phase

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.