Search Results

New Culture of Learning January 23, 2025 | EDLD 5313 | Spring 2025 "The supreme art of the teacher is to awaken joy in creative expression and knowledge." Introduction A shift toward creating a significant learning environment can dramatically enhance learning by fostering engagement, creativity, and adaptability in students. According to Thomas and Brown (2011), traditional educational models often focus on standardized, passive learning, which fails to prepare students for the rapidly changing world. They argue that learning should be a dynamic, social, and immersive process that encourages exploration and discovery. In a significant learning environment, students are not just recipients of information but active participants in their learning journeys. As an academic advisor in higher education, I plan to integrate fundamental ideas from A New Culture of Learning into my approach by focusing on fostering creativity, collaboration, and adaptability within my advising practices. Thomas and Brown emphasize the importance of creating environments where students are not just passive recipients but active participants in their learning process. I will encourage students to take ownership of their academic journeys by connecting them with resources, opportunities for exploration, and peer networks. I’ll also focus on creating a supportive space that values their imagination and unique learning styles, helping them navigate a rapidly changing academic and professional landscape. By fostering open communication and engaging students in problem-solving discussions, I aim to help them develop the critical thinking and adaptability skills essential for success. Fundamental Ideas from a New Culture of Learning The Challenges One of the main challenges I anticipate in implementing ideas from A New Culture of Learning is shifting students’ mindset from traditional, passive learning to more active, self-directed learning. Thomas and Brown (2011) stress that in a new learning culture, students need to take ownership of their learning, which can be difficult for those accustomed to structured, lecture-based environments. To address this, I will start by providing clear guidance on how to engage in self-directed learning and offer consistent feedback to help students build confidence in their abilities. Another challenge is creating a truly collaborative and networked learning environment, especially in a diverse classroom where students have varying levels of comfort with technology. To overcome this, I’ll provide a mix of in-person and online collaboration opportunities and encourage peer support, fostering an inclusive atmosphere where students feel comfortable sharing and learning from each other (Thomas & Brown, 2011). Lastly, fostering creativity in a high-stakes academic environment can be tough, but by integrating more open-ended assignments and emphasizing the value of innovative problem-solving, I hope to create a safe space for students to take risks without the fear of failure. Getting people to think more broadly or holistically requires creating an environment that encourages curiosity, open-mindedness, and connections across different disciplines. As Thomas and Brown (2011) suggest, learning should be dynamic and interactive, inviting individuals to explore diverse ideas and viewpoints.In practice, this could look like group projects that combine concepts from multiple subjects or discussions that highlight the real-world relevance of what students are learning. Additionally, fostering a growth mindset and encouraging experimentation without the fear of failure helps people embrace uncertainty and be more open to new ways of thinking. By continuously challenging assumptions and making room for diverse ideas, we can help people expand their thinking and see the bigger picture. I believe my perspective is broad enough to serve as a foundational influence on my learning philosophy and actions in higher education. By embracing the principles outlined by Thomas and Brown (2011), I recognize the importance of cultivating an environment that fosters creativity, collaboration, and adaptability. This holistic approach not only enhances the learning experience for my students but also aligns with my belief that education should prepare individuals for a constantly changing world. I’m committed to integrating diverse viewpoints and interdisciplinary approaches into my teaching, which will allow me to model the kind of expansive thinking I hope to instill in my students. By continuously reflecting on my practices and remaining open to new ideas, I can ensure that my actions are guided by a philosophy that values exploration and meaningful connections, ultimately enriching both my own learning and that of my students. Thinking and Prospective Conclusion In conclusion, a shift toward a significant learning environment not only makes learning more engaging but also prepares students to thrive in an unpredictable world. By creating imagination, collaboration, and adaptability, such environments offer the opportunity for students to learn in ways that are deeply meaningful and applicable to the challenges of the 21st century. References: Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace.

Aligning Outcomes, Assessment, and Activities February 20, 2025 | EDLD 5313 | Spring 2025 "Higher education should provide an environment to test new ideas, debate theories, encounter challenging information, and figure out what one believes." Supporting Documents 3 Column Table Situational Factors Formulating Significant Goals Big Hairy Audacious Goal (BHAG) To create a transformative, student-centered advising environment that leverages digital tools and personalized guidance to empower every student to navigate their academic journey with confidence, clarity, and purpose—ensuring equitable access to resources, fostering lifelong learning skills, and increasing student retention and success. Learning Outcome 3 Column Table Situational Factors in my Learning Enivronment 1. Specific Context of the Teaching/Learning Situation Number of Students: The course is designed for undergraduate and graduate students, with class sizes ranging from 20 to 40 students per section. Course Level: Higher education, applicable to both undergraduate and graduate students, especially those in education, instructional design, or technology-related programs. Class Meetings: The course will run for a 15-week semester, with weekly sessions lasting 60–90 minutes. Delivery Method: The course will be delivered in a blended format, combining asynchronous online modules (covering theoretical concepts) and live sessions (for discussions, demonstrations, and practical applications). It will incorporate elements of a flipped classroom, where students engage with materials before class and apply them in discussions and projects. Physical Environment Factors: Some sessions will take place in computer labs or smart classrooms, ensuring access to technology for hands-on activities. Remote students will need access to a stable internet connection, digital tools, and an LMS (Learning Management System). Technology & Networking Issues: Students may face challenges with internet access, device compatibility, or platform navigation. Training modules and tech support resources will be provided to minimize barriers. 2. General Context of the Learning Situation Institutional Expectations: The course aligns with the university’s mission to integrate digital literacy and innovative teaching methods in higher education. Departments expect students to be proficient in digital tools for curriculum design and instructional delivery. Professional Expectations: Education professionals are increasingly expected to integrate digital platforms to enhance student engagement and personalize learning. This course prepares future educators, administrators, and instructional designers to meet these demands. Societal Expectations: Society emphasizes technology-driven education, requiring educators to adapt to virtual classrooms, AI-driven learning tools, and data analytics for student success. This course ensures students develop future-ready teaching strategies. 3. Nature of the Subject Combination of Theory and Practice: The course blends theoretical concepts (e.g., learning theories, digital pedagogy, and technology adoption models) with practical applications (e.g., using LMS platforms, designing digital lesson plans, and analyzing learning analytics). Convergent & Divergent Thinking: While some aspects (e.g., understanding LMS functionalities) require convergent thinking, others (e.g., designing digital learning experiences) promote divergent thinking by encouraging creativity and experimentation. Current Trends & Controversies: The rapid growth of AI, adaptive learning, and data privacy concerns are shaping the landscape of digital education. Ethical considerations, digital equity, and student engagement challenges are ongoing areas of debate. 4. Characteristics of the Learners Diverse Life Situations: Learners may include traditional undergraduates, working professionals, K–12 educators, and instructional designers looking to integrate digital platforms into their teaching. Their backgrounds vary in terms of socioeconomic status, cultural diversity, and tech proficiency. Prior Knowledge & Experiences: Some students may already have experience with LMS platforms and online learning, while others may be new to digital tools. Their attitudes toward technology range from enthusiastic adopters to reluctant users. Learning Goals & Expectations: Students expect hands-on experience, practical strategies, and real-world applications for using digital platforms. They seek to enhance student engagement, streamline course delivery, and improve learning outcomes through technology. 5. Characteristics of the Teacher Beliefs & Values about Teaching: The instructor believes that education is the key to success and that technology should enhance—not replace—effective teaching. The goal is to create engaging, interactive learning environments while ensuring digital equity. Attitude toward Subject & Students: The instructor is passionate about integrating technology in meaningful ways, ensuring students feel supported in their learning journey. They recognize that some students may feel overwhelmed by new technologies and aim to build confidence through guided practice. Knowledge & Familiarity with the Subject: The instructor has extensive experience in higher education advising, instructional technology, and digital pedagogy. They stay current with emerging trends, tools, and research to provide students with relevant and applicable knowledge. Teaching Strengths: Strengths include hands-on learning approaches, real-world problem-solving, and adaptability to different learning needs. The instructor fosters a collaborative and inclusive classroom environment, encouraging exploration and innovation. Formulating Significant Goals What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? Digital Literacy & Navigation : Understanding how to effectively use digital platforms (e.g., learning management systems, academic advising tools, degree planning software) to access resources, track progress, and make informed decisions. Academic Planning & Progress Tracking: Knowing how to evaluate degree requirements, course sequencing, and credit hours to stay on track for graduation. Data-Driven Decision-Making: Understanding how to analyze and interpret academic performance metrics, career outcomes, and institutional policies to make informed choices about courses, majors, and career paths. Self-Advocacy & Resource Utilization: Recognizing the importance of seeking support from academic advisors, faculty, and online tools to enhance decision-making. Long-Term Impact of Choices: Understanding how academic decisions (such as course selection, major changes, and extracurricular involvement) affect future opportunities like internships, job prospects, and graduate school admissions. What key ideas (or perspectives) are important for students to understand in this course? Empowerment through Technology: Digital tools are not just administrative conveniences—they are powerful resources that can help students take control of their academic journeys. Informed Decision-Making is a Skill: Making sound academic choices requires critical thinking, research, and reflection, all of which can be developed through practice and digital support systems. Adaptability in a Digital Age: Higher education and the workforce are increasingly reliant on digital platforms, and students must embrace technology to remain competitive and informed. Lifelong Learning Mindset: The ability to use digital tools to make decisions is not just relevant in college but is a skill that will benefit students in their careers and personal growth. Collaboration & Support: While digital platforms provide autonomy, they should complement—not replace—human interaction with advisors, mentors, and peers for a well-rounded decision-making process. Foundation Knowledge Application Goals What kinds of thinking are important for students to learn? All of them! Critical Thinking: Analyzing academic and career pathways to make informed decisions. Evaluating course options, degree requirements, and the impact of choices on future opportunities. Assessing the credibility of digital tools and resources to ensure they are using accurate and relevant information. Creative Thinking: Exploring innovative ways to use digital platforms for personalized learning and academic planning. Finding alternative pathways to achieve academic and career goals, such as combining majors, minors, or certificates. Utilizing technology creatively to enhance engagement, collaboration, and efficiency in their academic journey. Practical Thinking: Applying digital tools to solve real-world academic challenges, such as scheduling conflicts, degree progress tracking, and career planning. Making strategic decisions about course loads, extracurricular involvement, and time management. Using digital advising platforms effectively to streamline academic and career planning. What important skills do students need to gain? Digital Literacy: Navigating academic advising platforms, learning management systems, and career planning tools. Decision-Making: Weighing options and selecting courses, programs, and opportunities that align with long-term goals. Problem-Solving: Addressing academic challenges such as changing majors, course scheduling conflicts, and adapting to unforeseen obstacles. Self-Advocacy: Seeking and utilizing academic support resources, including digital tools, advisors, and faculty. Time Management: Effectively balancing coursework, extracurricular activities, and personal responsibilities. Data Interpretation: Understanding and analyzing academic progress reports, degree audits, and career outlook data. Do students need to learn how to manage complex projects? Yes! Managing their academic careers is, in itself, a complex, multi-year project. Students need to: Plan long-term academic goals while adjusting to short-term challenges. Break down major goals (graduation, career readiness) into manageable steps (course selection, internships, networking). Use project management skills such as scheduling, setting milestones, and tracking progress—many of which digital platforms can facilitate. Adapt to changes and unexpected challenges, such as switching majors, transferring credits, or adjusting plans based on new career interests. What connections (similarities and interactions) should students recognize and make…: - Among ideas within this course? The Relationship Between Digital Tools and Decision-Making: Students should see how different digital platforms (e.g., advising systems, degree audits, career planning tools) work together to support informed academic choices. The Balance Between Technology and Human Support: While digital platforms provide valuable insights, students should recognize the importance of combining technology with guidance from advisors, mentors, and peers. Short-Term vs. Long-Term Planning: Understanding how daily academic decisions (course selection, study habits) impact long-term goals (graduation, career opportunities). - Among the information, ideas, and perspectives in this course and those in other courses or areas? Interdisciplinary Application of Decision-Making: The ability to analyze, evaluate, and make informed choices is crucial in all fields, from business to STEM to the arts. Technology in Other Disciplines: Digital platforms are used in nearly every profession (e.g., project management software in business, data analytics in healthcare), reinforcing the need for digital literacy. The Impact of Education on Career Development: Connections between academic choices and future career success, emphasizing how skills from various courses (critical thinking, communication, research) contribute to professional growth. - Among material in this course and the students' own personal, social, and/or work life? Decision-Making Beyond Academics: The ability to analyze options, seek relevant information, and make informed choices applies to personal life (e.g., financial decisions, job offers, graduate school applications). Digital Literacy in Everyday Life: From using online banking to navigating job applications, digital competency is a life skill. Networking and Collaboration: Recognizing the role of technology in connecting with advisors, faculty, and professional networks for long-term success. Integration Goals Human Dimensions Goals What could or should students learn about themselves? Their Decision-Making Style: Students should recognize how they approach academic and career decisions—whether they rely on intuition, data, or external guidance—and learn strategies to improve their decision-making process. Their Strengths and Growth Areas: By using digital platforms to track academic progress and career planning, students can identify areas where they excel and areas where they may need extra support or skill development. Their Ability to Adapt and Self-Advocate: Students should realize that they have control over their academic journey and that seeking support (advisors, mentors, digital tools) is a strength, not a weakness. Their Learning Preferences and Work Habits: By engaging with digital tools, students may discover how they best absorb information, manage their time, and stay organized, leading to better academic performance and personal development. Their Future Goals and Aspirations: Exposure to academic planning and career resources can help students clarify their long-term aspirations and take intentional steps toward achieving them. What could or should students learn about understanding others and/or interacting with them? The Value of Diverse Perspectives in Decision-Making: By engaging with advisors, faculty, and peers, students will see how different viewpoints can enhance their academic and career choices. Effective Communication in Digital and In-Person Settings: Since digital platforms are a major part of education and the workplace, students should learn how to communicate professionally and effectively through email, discussion forums, and virtual advising sessions. Collaboration and Networking: Students should recognize that academic success is not a solo journey—building relationships with advisors, professors, and classmates can provide valuable support and opportunities. Empathy in the Academic and Professional World: Understanding that everyone has different educational paths and challenges can help students develop empathy and become better team members, leaders, and problem-solvers in their academic and career endeavors. What changes/values do you hope students will adopt? 1. Feelings Confidence in Decision-Making: Students should feel empowered to make informed academic choices without fear of uncertainty or regret. A Sense of Ownership Over Their Education: They should feel that their academic journey is within their control and that they have the tools to navigate it effectively. Reduced Anxiety About the Future: By having access to digital resources and planning tools, students should feel more at ease about their academic progress and career prospects. Excitement for Learning: Rather than viewing academic planning as a chore, students should feel motivated by the opportunities their choices create. 2. Interests Engagement with Digital Tools for Learning and Planning: Students should develop an interest in using technology to enhance their education, rather than seeing it as just a requirement. Lifelong Learning & Self-Improvement: Encouraging curiosity about personal and professional growth beyond the classroom. Career Exploration: Students should become more interested in researching potential career paths, internships, and opportunities that align with their goals. 3. Values Responsibility & Accountability: Recognizing that their academic success depends on the choices they make and the effort they put into planning their future. Proactive Decision-Making: Valuing the ability to seek information, evaluate options, and take initiative rather than waiting for guidance. Adaptability & Growth Mindset: Understanding that plans may change and that flexibility is key to long-term success. Collaboration & Seeking Support: Appreciating the role of advisors, mentors, and peers in their educational journey and being open to feedback and guidance. Ethical Use of Technology: Developing a sense of integrity in using digital tools responsibly, whether for academic planning, research, or collaboration. Caring Goals Learning "How-To-Learn" Goals What would you like for students to learn about: - How to Make Informed Academic Decisions Use digital platforms to explore degree requirements, course options, and career pathways. Evaluate the impact of academic choices on long-term goals (graduation, career readiness, graduate school). Analyze data from degree audits, academic progress reports, and career outcome statistics. - How to Navigate and Utilize Digital Tools for Academic Success Effectively use academic advising platforms, learning management systems, and career planning software. Leverage technology to track progress, set academic goals, and plan coursework strategically. Use online resources to research career opportunities, internships, and graduate programs. - How to Develop a Personalized Academic and Career Plan Identify personal strengths, interests, and career aspirations. Align course selection and extracurricular activities with long-term goals. Adjust academic plans when necessary while staying on track for graduation. - How to Manage Time and Prioritize Tasks Effectively Balance coursework, extracurricular activities, internships, and personal responsibilities. Create study schedules and set realistic milestones for academic progress. Use productivity and organization tools to manage deadlines and commitments. - How to Seek Support and Advocate for Themselves Communicate effectively with academic advisors, faculty, and support staff. Recognize when to seek help and utilize available academic resources. Build a professional network through mentorship, internships, and peer collaboration. - How to Adapt to Change and Overcome Challenges Navigate academic setbacks, such as failing a course or switching majors, with resilience. Develop problem-solving skills to adjust plans based on new opportunities or obstacles. Embrace lifelong learning and adaptability in an evolving academic and professional landscape.

About Me: N'Kima Browning "Technology will never replace great teachers, but technology in the hands of great teachers is transformational." About Hi everyone! I'm N'Kima. I was born and raised in Tyler, TX. I graduated from Chapel Hill High School, where I participated the Early College Program, enabling me to earn my Associate's degree from TJC before I even received my high school diploma. I continued my education at the University of North Texas, where I received my Bachelor's in Interdisciplinary Studies, EC-6. After graduating, I worked for an amazing organization, Communities in Schools of North Texas, where I served as a Site Coordinator for an after school program at an elementary school. Although I love working with little ones, I had a desire to try something new. After a year, I decided to move back to Tyler and work in higher education. I received a position at Tyler Junior College as an Admissions Specialist, where I assisted with recruitment and the admissions process for our institution. I have currently been promoted and now work as an Academic Advisor, where I assist students with scheduling their courses. These experiences have made me who I am today, fueling my love learning and creativity. On the more fun side of things, my hobbies include reading, playing tennis, and tattooing. I have two fur babies named Drake (Terrier Mix) and Rawlo (Standard Poodle). Education Harvard University Tyler Junior College May 2017-August 2017 HUMA - Masterpiece of World Literature Jan. 2016 - May 2019 General Studies, AA Lamar University University of North Texas August 2019 - May 2022 Interdisciplinary Studies, BS August 2024 - December 2025 Applied Digital Learning, MA

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 Blogs Don't miss out—check out our latest blog for fresh insights and updates! Reflection: My Growth within the Graduate Program Learning Networks Self-Differentiated Leadership 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!

Action Research Design Outline April 6, 2025 | EDLD 5315 | Spring 2025 "The goal of digital education is to create learning experiences that are engaging, personalized, and accessible to all." Outline Assignment Document 1. What is the focus of your action research? The focus of this study is on applying AI-based student platforms to automate and improve admissions and academic advising functions in higher education. The research seeks to identify how such platforms can streamline tracking of applications, document handling, course guidance, and academic status monitoring. 2. Why is your study being conducted? The purpose of this study is to examine the effectiveness of AI-driven student platforms in improving the efficiency of the admissions process and the quality of academic advising. This research will explore how these platforms impact student engagement, reduce administrative workload, and enhance decision-making for both students and advisors. This includes whether AI-based advising tools result in increased retention of students as a result of more accurate course recommendations, better prediction of challenges in academics, and real-time information on academic standing. 3. What is your basic research question? This study seeks to answer the question: How does the implementation of an AI driven student platform influence the efficiency of admissions, the effectiveness of academic advising, and student retention rates in higher education? 4. What is your research design? Qualitative, quantitative both (mixed-methods) Why? A mixed-methods research design will be used, incorporating both qualitative and quantitative approaches. The quantitative aspect of the study will focus on collecting statistical data related to admissions processing time, accuracy of advising recommendations, and student satisfaction levels. The qualitative component will involve gathering insights from students and advisors through interviews and focus groups to better understand their experiences with the platform. The mixed-methods approach is ideal because it allows for a comprehensive analysis, combining numerical data with personal perspectives to assess the platform’s overall impact. 5. What is the most appropriate type of data to collect? To evaluate the effectiveness of the AI-driven platform, the study will collect both quantitative and qualitative data. Quantitative data will include student and advisor satisfaction survey results, admissions processing times before and after the implementation of the platform, the accuracy rates of AI-generated advising recommendations, and student engagement metrics such as frequency of usage and course selection decisions. Qualitative data will also be collected through focus groups and interviews to elicit personal experiences, feedback, and perceived benefits or challenges of the platform. 6. What measurement instruments will you employ? A variety of measurement instruments will be employed to evaluate the effectiveness of the platform. Pre- and post-implementation surveys will be administered to measure student and advisor satisfaction. System-generated analytics will monitor the usage of the platform and measure its effect on admissions processing time and advising accuracy. Case studies will be created to examine the experience of students using the platform for academic planning. Semi-structured interviews with admissions staff and academic advisors will provide further insight into how the platform influences their workflow and student interactions. 7. What is the focus of your literature review? This literature review will consider how artificial intelligence fits into higher education, focusing particularly on student services, including admissions and advising. It will assess best practices of integrating AI with such functions as well as how students and faculty view AI-based platforms. A number of case studies on similar institutions and analyses of the resulting impacts on engagement, accuracy, and retention for these institutions are also part of this review.

4DX Plan December 11, 2024 | EDLD 5304 | Fall 2024 "Digital education tools have the potential to democratize and globalize education like never before." What is a 4DX Plan? A 4DX (Four Disciplines of Execution) plan for implementing digital outreach tools and resources into higher education focuses on ensuring clear, measurable outcomes through structured steps. Here’s how it can be applied: WIG : Increase student engagement and applications by implementing digital outreach tools and resources that enhance communication and personalize student experiences. This goal should be narrow, clear, and focused on measurable outcomes. The core objective is to improve student interaction and enrollment through technology while maintaining the institution's commitment to personalized support. One: Focus on the Wildly Important Goals (WIG) Two: Act on the Lead Measures Lead Measures: Implementation of Digital Tools: Launch interactive platforms (e.g., AI-driven chatbots, interactive checklists, and digital application trackers) within specific timelines. Training and Development: Provide training to staff on how to use these tools effectively, including best practices for maintaining a personal connection through digital means. Student Engagement Metrics: Monitor early indicators like click-through rates, response times, and engagement on digital platforms to assess initial adoption and effectiveness. These lead measures are controllable actions that directly impact the success of the WIG. For instance, ensuring staff are trained and that students are using the digital tools in their outreach process is critical for success. Scoreboard: Track and display engagement metrics (e.g., application submissions, interactions with digital tools, survey responses from students) in real-time for both internal teams and the broader community. Include clear indicators like the number of prospective students using digital resources, the reduction in application processing time, and improvements in feedback scores related to student outreach. The scoreboard keeps everyone accountable and motivated, showing progress in real-time toward achieving the WIG. It ensures that everyone knows how well they’re doing and can make adjustments accordingly. Three: Keep a Compelling Scoreboard Four: Create a Cadence of Accountability Cadence of Accountability: Weekly Team Meetings: Hold regular check-ins with teams involved in the outreach process to review progress on the lead measures and resolve any obstacles. Regular Reviews: Continuously assess digital tool performance by evaluating metrics, gathering student feedback through surveys, and identifying areas for improvement. Adjust Strategies: Based on feedback and results, adjust outreach strategies, tools, or methods to increase effectiveness, ensuring that both the technological aspect and the human touch are balanced. This creates a structured routine of accountability that keeps the initiative on track, helps identify and address issues promptly, and allows for continuous improvement. By following this 4DX strategy, higher education institutions can successfully integrate digital outreach tools, enhance student engagement, and create an ongoing cycle of improvement and accountability. The 4DX strategy and the Influencer Strategy are both focused on driving change, but they approach it in different ways. The 4DX strategy is a structured, results-driven framework designed to execute specific goals through clear accountability and measurable lead measures. It emphasizes focus, discipline, and continuous tracking of progress, ensuring that everyone in the organization is aligned and motivated towards achieving a single, wildly important goal. On the other hand, the Influencer Strategy is more centered around leveraging key individuals within an organization who have the power to inspire and drive change. These influencers are typically individuals with expertise, credibility, and the ability to motivate others to embrace new behaviors, such as adopting digital outreach tools. While 4DX emphasizes a systematic approach to execution, the Influencer Strategy focuses on creating social influence and harnessing the power of relationships to inspire transformation. Both strategies can be complementary: 4DX provides the framework and discipline for execution, while the Influencer Strategy helps drive enthusiasm, adoption, and engagement across the organization.

Implementation Outline February 3, 2025 | EDLD 5305 | Spring 2025 "The goal of digital education is to create learning experiences that are engaging, personalized, and accessible to all." Implementation Outline Document Year 1: Development and Initial Implementation (Month-by-Month Breakdown) January - March: Needs Assessment and Stakeholder Engagement Conduct surveys and focus groups with students, faculty, and administrative staff to identify key needs and features. Establish a project committee consisting of IT staff, academic advisors, admissions representatives, and faculty. Research best practices for digital student engagement platforms (Brown et al., 2020). Develop a project roadmap and establish budgetary considerations. April - June: Platform Design and Selection Evaluate existing digital platforms or decide on custom development. Define core functionalities: Prospective student application tracking and departmental communication. Continuing student advising system with course recommendations and graduation timeline. Develop a prototype for testing. Begin discussions with vendors or internal IT teams for development. July - September: Pilot Phase and Testing Develop a beta version of the platform. Conduct usability testing with a small group of students and staff. Gather feedback and refine features. Address technical bugs and user experience issues based on initial testing feedback. October - November: Training and Launch Preparation Train faculty, advisors, and administrative staff on the system’s functionalities. Develop user manuals and video tutorials for students (Smith & Johnson, 2019). Finalize system integrations with university databases. Conduct final testing and adjustments based on feedback from training sessions. December: Official Launch and Initial Evaluation Implement the platform for incoming and continuing students. Offer live support for troubleshooting. Collect feedback for continuous improvement. Prepare an evaluation report on the initial performance and areas for future enhancement. Year 2: Expansion and Optimization System Refinements and Enhancements Analyze data from the first year to identify areas for improvement. Optimize the user interface and experience based on student and staff feedback. Introduce AI-based course recommendations for advising. Integration with Additional Campus Services Expand platform functionality to include financial aid tracking and career services access. Improve cross-departmental collaboration within the platform. Student Engagement and Support Enhancements Develop mobile app functionality for accessibility. Offer virtual advising sessions through the platform (Garcia, 2021). Implement chatbots for quick student inquiries. Year 3: Full Implementation and Institutionalization Scalability and Future-Proofing Ensure the system is scalable for a growing student population. Upgrade cybersecurity measures to protect student data. Develop analytics dashboards for institutional reporting. Institution-Wide Adoption and Continuous Improvement Fully integrate the platform into the university’s strategic plan. Regularly update features to align with evolving student needs. Conduct an impact assessment to measure student success and retention improvements. References: Brown, T., Smith, R., & Lee, K. (2020). Digital transformation in higher education: Strategies for student engagement. Education Technology Review, 18(2), 45-62. Garcia, M. (2021). Virtual advising: The future of academic support in higher education. Higher Education Trends, 27(3), 102-118. Smith, J., & Johnson, L. (2019). The impact of digital advising platforms on student success. Journal of Academic Technology, 12(4), 78-95.

Organizational Change Implementation December 12, 2024 | EDLD 5304 | Fall 2024 "Change is the end result of all true learning." What is the Change? I aim to shift the focus towards a more dynamic and tech-forward approach to student engagement, while still prioritizing personal connection and support. I want to promote the use of digital tools, such as interactive platforms, artificial intelligence, and data-driven outreach, to streamline communication and elevate the student experience. At the same time, it's vital to ensure that these technological advancements enhance, rather than replace, human interaction, so students continue to feel valued and connected to the institution. Additionally, creating a culture of ongoing feedback and responsiveness to student needs is crucial for improving engagement and ensuring that higher education remains both relevant and accessible to everyone. I believe my purpose in life is to be a source of support and guidance for those who need it most. Whether it's offering help to those facing challenges, mentoring individuals seeking direction, or simply being a reliable presence for those without a support system, my goal is to make a positive difference. I am motivated by the desire to help others navigate difficult times, empower them to grow, and be a steady, supportive presence they can count on. Through providing guidance, encouragement, and care, I aim to create meaningful change in the lives of those I encounter. I work in higher education because I am passionate about supporting students as they pursue goals they may have once thought impossible. There is nothing more rewarding than helping them recognize their potential and guiding them through the challenges they face along the way. I also take great joy in being a compassionate listener, offering students a safe, welcoming space where they feel heard and valued. By creating such an environment, I help foster both their academic and personal growth. The opportunity to positively impact their lives and contribute to their success is incredibly fulfilling for me. Foundation of the Change: The "Why" How Can this Change Be Made More creative and tech-savvy staff would be my key organizational influencers because they possess a deeper understanding of how to effectively leverage technology and digital tools to engage with students. Their familiarity with current technological trends and platforms makes them better equipped to connect with the younger generation, who are often more accustomed to interacting through digital means. These staff members can help drive innovation within the institution by designing engaging, user-friendly digital experiences that resonate with today’s students. The implementation of digital tools is a key focus, involving the launch of interactive platforms such as AI-driven chatbots, interactive checklists, and digital application trackers, all within specific timelines. These tools are designed to streamline communication, enhance student engagement, and provide a more efficient way for students to interact with the institution. By integrating these technologies, we aim to improve the overall student experience and ensure that all interactions are both seamless and accessible. Training and development will be essential for ensuring the success of these digital tools. Staff will receive comprehensive training on how to effectively use the platforms, with an emphasis on best practices for maintaining a personal connection with students through digital means. This training will not only ensure that the tools are used efficiently but also help staff navigate how to balance technological interactions with the essential human touch that is critical for student support. To gauge the success of these efforts, student engagement metrics will be closely monitored. Early indicators such as click-through rates, response times, and engagement on digital platforms will be tracked to assess the initial adoption and effectiveness of the digital tools. These metrics will provide valuable insights into how well students are engaging with the new systems and where improvements may be needed to further enhance their experience. The goal is to harness digital resources, such as interactive checklists and artificial intelligence, to improve outreach and engagement with both prospective and current college students. By incorporating these tools, we can deliver personalized, efficient communication, streamline administrative processes, and create a more responsive experience. However, it's essential to preserve the personal touch that colleges are known for, ensuring that students continue to feel heard, supported, and connected to the institution. Striking the right balance between innovative technology and human interaction will foster a more dynamic and effective approach to student engagement, helping students navigate their college journey while still feeling part of a welcoming community. The effectiveness of these digital outreach tools can be measured by comparing the number of college applicants from previous years with the current year. An increase in applications would suggest that the tools are resonating with prospective students. Additionally, collecting student feedback through surveys provides valuable insights into how well these digital tools are engaging students and addressing their needs. This feedback offers a deeper understanding of student experiences and can identify areas for improvement. By combining both quantitative and qualitative data, we can evaluate the impact of our digital outreach efforts and make informed adjustments to improve future engagement. The Result of the Change Additional Information and Resources Take a look at more in-depth information regarding my organizational change implementation: "What's Your Why?" Influencer Strategy 4DX Plan Take a look at the blog pages related to my organizational change implementation: Self-Differentiated Leadership My Learning Manifesto: The Extended Version

Literature Review January 24, 2025 | EDLD 5305 | Spring 2025 "Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before – if we allow it.” Want to read the full paper? View the full paper here or click the button below to download the full Literature Review. Literature Review The Problem As an Admissions Specialist, I noticed that so many prospective students struggle with the college application process. It can be intimidating and overwhelming. From figuring out academic programs and admission requirements to juggling deadlines and gathering documents, the amount of information can leave students feeling confused and stressed. B.H. Chiu, in The Mindful College Applicant: Cultivating Emotional Intelligence for the Admissions Process, highlights how anxiety plays a huge role for students navigating college admissions (Chiu, 2019). All these challenges can leave students feeling lost and isolated, showing just how important it is to have supportive resources to guide them through this big life transition. Since transitioning to Advising, I’ve seen firsthand how much stress students experience when dealing with uncertainty about their major, fear of graduating late or worrying about struggling in a course. Many feel overwhelmed by the pressure to succeed and aren’t sure who to turn to for help or what department to go to. Whether it’s not understanding degree requirements, being unsure about their career goals, or feeling like they’re falling behind, these fears can quickly pile up and take a toll on their confidence and motivation. “Student portal service provides users with channels of information and resources needed for their studies; this includes access to library service, course information, and materials. (Hussain et al., 2018). Online portals and interactive checklists and portals are a major advance for prospective students. They put everything you need in one spot, making the whole college process a lot easier to navigate. These platforms give you all the details on academic programs, campus life, and extracurriculars. Plus, it can include tools like virtual campus tours, student stories, and side-by-side comparisons of schools to help you picture what your college life could look like. You can even connect directly with admissions representatives through these sites to get personalized advice and answers to all your questions. It’s like having a college guide at your fingertips! For continuing students, having digital resources tailored to students’ needs could make a huge difference in helping them pick the right courses and stay on track to graduate. Imagine a platform tailored to each student’s major, academic progress, and career goals, showing exactly what classes they need, when to take them, and how they fit into their overall plan. It could include features like a degree progress tracker, course recommendations based on prerequisites and availability, and alerts for registration deadlines. The Tech The Benefits “The challenge of a portal strategy is no less than the challenge of bringing higher education fully into the new wave of technology” (Katz, 2002). The benefit of Operation Outreach is that it centralizes essential resources, allowing students to explore a wide range of colleges and universities with ease. AI could assist students make wiser decisions about their courses, find resources easier, and get personalized advice on everything from the application process to class schedules to career paths. According to Christensen et al. (2011), disruptive innovations like AI have the potential to deliver better quality and affordability in education, helping students access the support they need at a fraction of the cost. In The Innovative University, Christensen and Eyring (2011) also argue that new technologies can transform higher education by making it more efficient and accessible, reducing the complexity that often overwhelms students. By integrating these technologies, colleges could better support students at every step of their journey, from application to graduation.

! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

Search Results No results found for "". Try a new search.

All Posts Log in / Sign up Check back soon Once posts are published, you’ll see them here.