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This summer, I had the opportunity to take the last three courses in the Applied Digital Learning (ADL) program: EDLD 5320 – Synthesis of Digital Learning and Leadership, EDLD 5389 – Developing Effective Professional Leadership, and EDLD 5318 – Instructional Design in Online Learning. Balancing these courses at the same time helped me grow as a learner and as a member of our learning community. What Was Working and What I Could Do Better One thing that worked well for me was setting aside time each week to complete all readings, watch videos, and review supporting resources. This preparation helped me write discussion posts that reflected depth and research, and gave me the confidence to provide thoughtful feedback to my peers. Looking back, I realize I could have done more follow-up posts later in the week to continue the conversation and deepen our collective learning. Contribution to Collaboration and Feedback Throughout the term, I contributed to my core collaboration groups by sharing drafts, resources, and reflections. In EDLD 5320, I shared early versions of my innovation project synthesis and used the feedback I received to improve my work. In EDLD 5389, our discussions on professional leadership helped me reframe leadership as a daily practice, and I shared these ideas to support my classmates’ projects. In EDLD 5318, I participated actively by giving feedback on peers’ instructional design plans and sharing research-backed suggestions. Revision and Reflection I revised assignments based on peer and instructor feedback and reflected on those changes in my discussion posts and private notes. This process helped me strengthen my work and better align my projects to course goals. Reflecting on revisions also helped me see how feedback is central to creating meaningful learning, which aligns with ideas from Fink (2013) about significant learning. Completion of Readings and Timely Participation I completed all course readings, videos, and resources. I posted discussion contributions early each week so others had time to respond, and my posts included citations and research to support my points. This helped create richer discussions and supported my peers’ learning too. Supporting Contributions and Leadership In addition to required posts, I shared extra resources, responded to classmates’ questions, and encouraged others by highlighting connections in their work. I also helped organize group work by starting shared documents and encouraging everyone to meet deadlines. Self-Assessment and Final Thoughts Based on the marking rubric and my contributions, I would give myself a score in the 90–100  range. I believe I met all of the key contributions by fully engaging with course content, revising my work thoughtfully, and helping build our learning community. I also met the supporting contributions by participating actively, posting early, citing research, and taking small leadership roles in group activities. Through these efforts, I feel I contributed meaningfully to both my own learning and the learning of my peers. Reference Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses . Jossey-Bass.

Throughout my Applied Digital Learning journey, my innovation project focused on creating an AI-driven platform to improve the admissions and advising processes in higher education. This idea came from noticing that students and staff often struggle with time-consuming, manual tasks that could be simplified with the right digital tools. The project included several key parts: a clear innovation proposal, a thorough literature review that examined existing gaps and future opportunities in education technology, a detailed implementation strategy, a professional learning plan to help with adoption across the campus, and a final call to action to engage stakeholders. I developed each of these parts using the COVA (Choice, Ownership, Voice, Authentic Learning) model, which allowed me to customize the project to fit my professional context and long-term goals. Currently, my implementation for my innovation project is in its final stages. I have created all major planning documents, research, and support materials, and I have integrated them into my ePortfolio. I am finalizing the professional learning (PL) plan to make sure it meets both departmental needs and the overall vision for digital transformation. I also plan to revise my ePortfolio presentation for a smoother rollout. The remaining tasks include presenting the PL plan during Week 8 and starting the promotional phase in the fall semester. I expect to share this project with both leadership and advising colleagues then. Reflecting on this process, I see how much I have grown both professionally and personally. One of the most valuable parts of this experience was breaking the project into smaller, manageable stages. I started with research, then proposed a solution, and finally created the tools to support its implementation. What worked especially well was the structured nature of the course along with the creative freedom of the COVA model. I found that being able to choose my direction, own the process, and express my true voice helped me fully invest in the work. I also appreciated the peer collaboration and feedback. This opened my eyes to new perspectives and strategies I had not considered before. However, there are definitely areas where I could improve. I underestimated the value of early stakeholder engagement and didn’t start gathering feedback from key users, such as students, advisors, and tech staff, until much later in the process. I also found that creating the professional learning plan took more time than expected. I wanted it to be genuinely useful rather than just for show. If I could do this project again, I would conduct interviews or focus groups sooner and create a simple prototype or mockup to help stakeholders better visualize the proposed system. These are lessons I will take into future innovation efforts. Looking ahead, I plan to promote and share my innovation project through various channels. First, I will present the project to institutional leaders and advising staff in a formal setting, followed by a Q&A session. I also hope to host a casual lunch-and-learn meeting where I can walk my colleagues through the main features of the proposed platform and gather feedback for future updates. In addition, I will include the innovation project as a discussion topic in department meetings to help build interest and support over time. My ePortfolio will continue to act as a public documentation tool that I can share with potential collaborators, conference presenters, or future employers. Overall, this capstone experience has taught me that meaningful innovation requires patience, planning, and people. I’ve learned that professional learning must be personalized and integrated into the culture of an organization, not offered as a one-time event. I’ve also come to realize the importance of iterative design and ongoing reflection. In future projects, I will approach innovation with a better understanding of the human side of change. I plan to listen closely to users, design solutions based on their needs, and make sure the support systems are in place to help them succeed. This project has not only provided me with a roadmap for integrating AI tools into advising and admissions, but it has also changed the way I view leadership, learning, and lasting change.

A Journey of Choice, Ownership, Voice, and Authenticity When I started the Applied Digital Learning (ADL) program, I didn’t fully grasp the depth of the COVA (Choice, Ownership, Voice, and Authentic Learning) model. At first, I thought it might just be a buzzword, an idealistic theory with little real-world use. My perspective changed during my first real assignment. I had to create a solution that not only fit the course but could also help my work in higher education. While developing my innovation plan, a proposal to use AI-driven student platforms in the admissions and advising process, I truly understood the importance of taking real ownership of my learning. At first, the freedom to direct my own learning felt both exciting and intimidating. I was used to traditional learning environments where clear guidelines and specific expectations defined success. When I did my first assignment, The COVA approach, however, encouraged me to take risks, be creative, and trust my instincts as a professional. Although I wondered if I was ready for this responsibility, I accepted the challenge and leaned into the discomfort. This pushed me toward growth. I learned that with freedom came accountability, and that’s where real learning happened. To adjust to this new style of learning, I had to change my mindset from being a passive consumer of information to an active co-creator of knowledge. I stopped asking, “What do I need to do to earn an A?” and started asking, “What solution will genuinely help my students and colleagues?” Looking back, I wish I had embraced the discomfort sooner and allowed myself more room to explore ideas without self-doubt. I understand now that growth happens during those early moments of uncertainty. Using my voice to create work for real stakeholders, such as students, academic peers, and institutional leaders, was initially daunting. Unlike traditional assignments, these projects pushed me to think about the perspectives of a real audience. However, over time, I gained confidence in sharing my ideas and advocating for student-centered change. My confidence in leading discussions and projects within my organization has grown significantly. I now see myself as someone who can drive improvements in advising and digital learning. My innovation plan was never just about getting a grade. It was personal. Having benefited from early college programs myself, I understood how important accessible, individualized academic support is. The AI advising system I designed was not only realistic but also matched my values and my vision for improving student success. This plan represents a commitment to lasting change, not a temporary academic task. The COVA model and Creating Significant Learning Environments (CSLE) match my learning philosophy. I believe students do best when they can be themselves, share their views, and take charge of their learning. My philosophy has changed from a strict, teacher-led approach to one that is flexible, student-driven, and closely tied to real-world results. Through COVA, I discovered that being genuine, rather than perfect, is the key to transformation (Harapnuik, Thibodeaux, & Cummings, 2018). Applying the COVA and CSLE Approaches in My Organization Now that I’ve experienced the power of the COVA model, I am committed to integrating it into my work in higher education. My goal is to make advising and admissions not just informative but transformative for students. I want to give learners choices by providing different ways to learn, including interactive dashboards, virtual workshops, and peer-led information sessions. This flexibility ensures that students can engage with content in the way that best supports their personal learning styles. In addition to choices, I will encourage ownership by having students set their own academic goals, track their progress, and create personalized action plans. By giving students tools that let them manage their own academic journeys, I hope to nurture a deeper sense of responsibility and agency. I also plan to prioritize student voices by creating feedback channels like surveys, listening sessions, and focus groups. These strategies will make sure that student perspectives influence how we develop and deliver our services. Their input will shape the tools we implement, such as AI platforms and self-service portals, keeping our focus on real student needs. Authentic learning will be central to all initiatives. I want to involve students in pilot programs, collaborative design workshops, and decision-making processes that directly affect their educational experiences. This approach goes beyond simulated learning and encourages students to be genuine partners in institutional change. To prepare my colleagues for the shift toward COVA and CSLE, I will start with professional development initiatives that introduce learner-centered practices. I will share my innovation plan and demonstrate the method through practical, small-scale pilots. Additionally, I will use qualitative data and student stories to foster empathy and support for the transition. I expect challenges. Staff resistance to traditional methods, limited time and resources, and doubts about student autonomy will all pose obstacles. However, I believe these issues can be resolved by showing the positive results of COVA-based strategies—higher student engagement, better learning outcomes, and more meaningful relationships between educators and learners (Lamar University, n.d.; EDUCAUSE, 2023). Final Thoughts The ADL program, based on COVA and CSLE, did more than teach me digital tools. It changed how I see learning, leadership, and innovation. I am no longer just a passive participant in education; I am now a change agent ready to create spaces where students and educators can thrive. This journey has strengthened my voice, refined my purpose, and made clear the impact I want to have in higher education. I am prepared to lead with authenticity, and I owe this program my gratitude for the freedom and support it provided to help me grow.

Usability Testing & Reflection July 25, 2025 | EDLD 5318 | Summer 2025 Usability Video Introduction Designing and teaching online isn’t just about uploading materials, it’s about intentionally shaping a learning environment that feels clear, welcoming, and supportive. As part of my instructional design process for the course “Exploring AI Tools in Education,” I conducted usability testing to gain a deeper understanding of how real users experience my course. Usability testing helps uncover hidden barriers that might confuse or frustrate learners. Things instructors may overlook because we know our own courses so well. By inviting others to navigate my course and complete an actual activity, I could observe where they hesitated, what directions felt unclear, and what parts worked well. In this process, I worked with two testers: Madison, who represents my target audience as a potential student, and Charles, a colleague with curriculum design experience. They explored the “Start Here” section and completed a short Module 1 activity, sharing their thoughts and suggestions through screen recordings and discussion. Their feedback was invaluable in highlighting both strengths and areas for improvement in my course. Below, you’ll find a video walkthrough of the usability testing process, the changes I made based on their feedback, and a reflection on how this experience has shaped my approach to designing meaningful and user-centered learning experiences. Going through the usability testing process was eye-opening and humbling. It showed me firsthand how even small design choices, like where to place a syllabus link or how instructions are phrased, can make a big difference in how students interact with the course. One of the biggest lessons I learned is that clarity and simplicity are at the heart of good course design. What feels obvious to me as the instructor can be completely unclear to someone new. Adding a simple “Need Help?” section, reorganizing my “Start Here” page, and breaking longer instructions into short, actionable steps helped remove potential barriers for learners and made the course feel more approachable. Another takeaway was the importance of support. Usability testing is not a one-time event but part of an ongoing commitment to refine and adapt my course. It helped me see how activities align with learning outcomes, identify gaps, and better support students who may feel overwhelmed by digital tools or new content. Overall, this process has reinforced my belief that the learner experience should guide every design decision. By stepping back and viewing my course through students’ eyes, I was able to create a more organized, accessible, and engaging learning environment. Moving forward, I plan to include regular usability testing in every design cycle, making continuous improvement a central part of my teaching philosophy. Reflection

Operation Outreach Empowering Your Academic Journey from Application to Graduation WELCOME Operation Outreach's mission is to enhances the college experience for all students, whether it's their first time in college, returning back, or completely online. We encourage colleges to implement interactive digital outreach tools and online academic resources for a more effective process in a students' academic journey. Explore my creative portfolio to see how we can make a difference. Learn More Hi, I'm N'Kima! Before transitioning into advising, I worked as an Admissions Specialist, where I supported recruiting efforts and assisted prospective students with their applications. Through my experience in both departments and working closely with continuing students, I've seen firsthand how many of them become frustrated by the complexities of starting and navigating through college. "Operation Outreach" is an innovative plan to implement interactive outreach tools designed to support both incoming and continuing students. This initiative aims to simplify the process and provide personalized guidance, helping students feel more confident and connected as they progress through their academic journey. Learn more about N'Kima Journey Synthesis EDLD 5302 Concepts of Educational Technology Fall 2024 EDLD 5313 Creating Significant Learning Environments Spring 2025 EDLD 5318 Instructional Design in Online Learning Summer 2025 EDLD 5304 Leading Organization Change Fall 2024 EDLD 5315 Assessing Digital Learning and Instruction Spring 2025 EDLD 5389 Developing Effective Professional Leadership Summer 2025 EDLD 5305 Disruptive Innovation in Technology Spring 2025 EDLD 5317 Resources for Digital Environments Spring 2025 Coursework Projects Innovation Proposal Literature Review Implementation Outline Media Project Blogs Don't miss out—check out our latest blog for fresh insights and updates! Reflection on My Contribution to My Learning and Learning Community: EDLD 5318, EDLD 5320 & EDLD 5389 Innovation Plan Update Embracing COVA and Creating Significant Learning Environments: My Capstone Reflection Books I'm Currently Reading 1 The Innovative University: Changing the DNA of Higher Education from the Inside Out by Clayton M. Christensen & Henry J. Eyring Explores how universities can adapt to meet the needs of 21st-century learners using innovation and technology. 2 Eligible by Curtis Sittenfeld A modern retelling of Pride and Prejudice, set in contemporary times with themes of choice, modern expectations, and navigating traditional systems. Get in Touch Text : (903) 408-3945 Email : nbrowning1@lamar.edu LinkedIn : linkedin.com/nkimabrowning First Name Last Name Email Message Send Thanks for submitting!

PL Strategy July 24, 2025 | EDLD 5389 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." Overview Welcome to the complete overview of my Professional Learning (PL) Strategy! This compilation brings together all components into a single, organized, and navigable resource designed to support our PL participants and demonstrate how each piece fits into an intentional, sustainable approach. 1) Incorporating the 5 Key Principles of Effective Professional Development As defined by Darling-Hammond et al. (2017) and Guskey (2002) 1.1 Duration Must Be Significant & Ongoing The semester-long PL design reflects best practices, as long-term engagement is needed to translate knowledge into practice (Darling-Hammond et al., 2017). Monthly coaching sessions and feedback cycles allow for iterative refinement of skills and increased retention. 1.2 Implementation Support Change requires sustained support systems during the application phase (Guskey, 2002). Innovation Champions provide job-embedded coaching and just-in-time guidance, echoing Fullan’s (2016) emphasis on embedded collaboration. 1.3 Active, Hands-On Learning Aligned with constructivist principles, staff engage in authentic, scenario-based learning (Kolb, 1984; Mishra & Koehler, 2006). Interactive simulations and learning journals promote internalization of new practices rather than passive exposure. 1.4 Modeling Effective Practice Modeled instruction aligns with Bandura’s (1977) Social Learning Theory and is vital in helping staff visualize and imitate effective strategies. "Watch-Me-Work" sessions and video exemplars ensure clarity and confidence during adoption. 1.5 Content Specific to Role/Discipline Research supports the importance of contextualized learning (Desimone, 2009). Advisors and Admissions Specialists receive custom modules tailored to their day-to-day responsibilities. 2) Fostering Collaboration Aligned with Vygotsky’s (1978) theory of social learning and zone of proximal development, collaboration allows for peer scaffolding. Small learning cohorts and peer feedback cycles support distributed leadership and shared practice (Wenger, 1998). Open discussion forums and shared resource banks facilitate sustained dialogue and learning. Go & Show / Alternative PL Presentation PD Outline & Blueprint Goal : Equip educators with strategies to implement student-centered digital tools effectively. Access Full Outline here: PL Outline Leadership & Roles Role Responsibility Innovation Lead Facilitate, monitor, and support all PL efforts. Maintain alignment with innovation goals. Instructional Designer Design learner-centered content (based on UbD and SAMR models). Innovation Champions Mentor peers and model successful platform integration. IT Support Provide technical assistance and support integration of the AI system. Department Heads Reinforce PL outcomes and encourage usage during departmental meetings. Audience and Their Needs Primary Audience: Academic Advisors Admissions Specialists Department Coordinators Identified Needs: Clear and consistent student data access Automation of repetitive tasks Personalized student tracking tools Cross-departmental efficiency Supporting Research: Technology use in advising increases efficiency and improves student outcomes (Steele, 2016). AI integration can personalize support and remove routine barriers (HolonIQ, 2020). PL must address these direct needs through role-relevant activities (Desimone, 2009). Instructional Design Approach Framework : BHAG + 3 Column Table(Wiggins & McTighe, 2005; Harapnuik et al., 2018) BHAG (Big Hairy Audacious Goal) : “Empower all advising and admissions staff to confidently leverage AI tools that personalize student support, increase workflow efficiency, and proactively identify student needs.” 3 Column Table Breakdown: Schedule & Timeline Resources Needed Technology : AI platform sandbox environment Zoom/Teams for virtual coaching LMS for training content Google Drive for collaborative resources Learning Materials: Custom videos Interactive training modules Print-ready quick reference guides Scenario simulation packets Human Resources: PL facilitator Instructional designer Tech support Innovation Champions Incentives : Micro-credentials Innovation showcase badges Feature stories in internal newsletters Resources for Our Professional Learning Strategy Articles & Research on Effective Professional Learning : Learning Forward: Standards for Professional Learning (2022) https://learningforward.org/standards-for-professional-learning/ 7 Keys to Effective Professional Learning (Edutopia) – https://www.edutopia.org/article/7-keys-effective-professional-development/ Effective Teacher Professional Development (Learning Policy Institute) – https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report What Makes Professional Development Effective? (ASCD) – https://www.ascd.org/el/articles/what-makes-professional-development-effective Digital Tools & Tutorials: Edutopia’s Collection of Technology Integration Strategies – https://www.edutopia.org/technology-integration/ Google for Education Teacher Center – Free Courses & Resources – https://teachercenter.withgoogle.com/ Canva for Education – Free Tools & Templates – https://www.canva.com/education/ Flip (formerly Flipgrid) – Getting Started Guide – https://help.flip.com/hc/en-us/articles/360051542374-Getting-Started-with-Flip Fostering Collaboration & Effective Modeling: How to Build Teacher Collaboration (Edutopia) – https://www.edutopia.org/article/how-build-collaboration-teachers/ ISTE U: Coaching Strategies for Modeling New Practices – https://www.iste.org/learn/coaching The Power of Modeling (Cult of Pedagogy) – https://www.cultofpedagogy.com/modeling/ Active & Reflective Learning: Brookfield’s Critical Reflective Cycle Overview – https://www.brookfieldinstitute.com/the-critical-reflective-practice/ Teacher Reflection Journals (Edutopia) – https://www.edutopia.org/article/teacher-reflection-journals/ Teacher Self-Assessment & Reflection Tools (We Are Teachers) – https://www.weareteachers.com/teacher-self-evaluation/ Planning Templates & Tools: Understanding by Design (UbD) Template (ASCD) – http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf Sample PD Session Plan Template (Learning Forward) – https://learningforward.org/wp-content/uploads/2022/01/sample-pd-session-plan.pdf Collaborative Lesson Planning Template (Google Doc) – https://docs.google.com/document/d/1IgZwB4X_NGBgd0w_KV4W7YxAxpjqNlv3y8uI2ETAz5Q/copy References Bandura, A. (1977). Social Learning Theory. Prentice-Hall. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing Significant Learning Environments. https://www.learningspaces.org HolonIQ. (2020). The Future of Artificial Intelligence in Education. https://www.holoniq.com Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework. Teachers College Record, 108(6), 1017–1054. Steele, G. E. (2016). Technology and Advising: A New Era of Advising with Technology. NACADA Clearinghouse. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press. Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.