Search Results

EDLD 5305: Disruptive Innovation in Technology Dr. Diane Johnson | Spring 2025 Achieving success in leading technological change within your learning environment depends on how well you and your organization are prepared. By viewing technological innovations as opportunities rather than obstacles, learners can proactively leverage these advancements to enhance their institution or district’s learning environment. Class Assignments Below are the completed assignments from EDLD 5305, showcasing the work and progress made throughout the course. These assignments reflect key concepts, research, and practical applications related to the course objectives. 01 Innovation Proposal I developed a formal innovation proposal letter outlining a change I plan to implement in my organization. This proposal will serve as the foundation for my innovation plan, which I will continue to develop throughout the course. Please click the title to view the full webpage or click the button below to just view the assignment. Proposal Letter 02 Literature Review A literature review is a recognized form of academic writing that gathers key sources on a topic and analyzes them in relation to one another, a process known as synthesis. Unlike an argumentative or opinion essay, a literature review highlights essential sources that support the topic without taking a personal stance. I compiled a comprehensive literature review to support my innovation plan, focusing on identifying patterns and trends that highlight effective innovations in my field. Please click the title to view the full web page or click the button below to just view the assignment. Literature Review 03 Implementation Outline I created a detailed implementation outline for my innovation plan, mapping out the first three years of its development and execution. Please click the title to view the full web page or click the button below to just view the assignment. Implementation Outline

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.

Developing a Growth Mindset March 4, 2025 | EDLD 5313 | Spring 2025 "I think anything is possible if you have the mindset and the will and desire to do it and put the time in." BEFORE YOU READ! EDLD 5302: Growth Mindset Visit my "Growth Mindset" page on EDLD 5302 and to see how my knowledge on Growth Mindset has progressed throughout the Master's program and read how I plan to use Growth Mindset to assist me on creating my learning environment. Modifying the Use of Growth Mindset The meta-analysis from Case Western Reserve University suggests that simply having a growth mindset doesn’t guarantee success. Given this, I will shift my approach from promoting the growth mindset as an isolated concept to integrating it with actionable strategies. Rather than just encouraging students to "believe" they can grow, I’ll emphasize skill-building, deliberate practice, and the role of feedback in making progress. Growth mindset alone isn't enough—students need structured opportunities, mentorship, and strategies for overcoming challenges. Helping Learners Develop a Growth Mindset To truly help learners develop a growth mindset, I need to move beyond motivational statements and focus on helping them reframe challenges. This means normalizing struggle as part of learning and emphasizing process over outcome. I can help students set incremental goals, reflect on their progress, and understand that improvement comes from effort and strategy rather than innate ability. Additionally, encouraging self-assessment and peer feedback can help reinforce that learning is a journey, not a fixed endpoint. Other Factors that Influence Growth Mindset A supportive learning environment, structured feedback, resilience, and access to resources all play a role in fostering a growth mindset. Socioeconomic background, previous academic experiences, and self-efficacy also influence how students perceive challenges. If a student feels unsupported or lacks the necessary tools, simply telling them to “have a growth mindset” won’t make a difference. Ensuring students have access to mentors, scaffolding strategies, and tangible resources is crucial. Modeling Growth Mindset and the Power of "Yet" As an educator, I can model a growth mindset by openly discussing my own learning process, challenges, and how I work through setbacks. Using language like “I haven’t mastered this yet” instead of “I’m not good at this” can reinforce the power of persistence. Sharing stories of students or professionals who struggled before succeeding also helps normalize the idea that learning is ongoing. Growth Mindset, Feedback, and Attitudes Toward Cheating When students embrace a growth mindset, they become more open to feedback rather than viewing it as criticism. Instead of feeling defeated by mistakes, they learn to see them as stepping stones to improvement. This shift can also reduce the temptation to cheat since students begin to value the learning process more than just the final grade. If mistakes are seen as part of progress, the pressure to appear “perfect” diminishes. Reducing Preoccupation with Grades & The Role of Grit A true growth mindset means valuing learning over grades. To shift student focus away from grades, I can emphasize mastery-based learning, where students have multiple opportunities to revise their work. Encouraging self-reflection and goal-setting can help students track progress rather than just focusing on a final score. Grit plays a role here by helping students stay motivated despite challenges. However, it’s important to ensure that grit is used appropriately—students should persist with meaningful goals, but not at the cost of their well-being. Preventing Growth Mindset from Becoming a Fad To prevent the growth mindset from being misused or becoming just another buzzword, it needs to be embedded in real teaching practices rather than used as a one-time lesson. Simply telling students to "have a growth mindset" without providing strategies or support leads to frustration. Additionally, "grit" shouldn’t be used to justify excessive workloads or unrealistic expectations—students need support, not just perseverance. Is Growth Mindset Enough? While growth mindset is a great starting point, it isn’t enough on its own. Without proper teaching strategies, resources, and a safe learning environment, telling students to “work harder” won’t be effective. Educators need to combine growth mindset principles with structured support, effective teaching, and opportunities for meaningful practice. Encouraging a Learner’s Mindset Moving beyond growth mindset, we should help students develop a learner’s mindset, where curiosity, adaptability, and intrinsic motivation drive their education. This involves fostering a love of learning rather than just focusing on achievement. By creating inquiry-based lessons, encouraging self-directed learning, and giving students autonomy in their educational journey, we can help reignite a passion for learning. References Dweck, C. (2014). Developing a Growth Mindset. YouTube. https://youtu.be/hiiEeMN7vbQ?si=gDAcpHG5l3V88gsp Briceno, E. (2012). The power of belief–mindset and success. TEDx Talks: YouTube. https://youtu.be/pN34FNbOKXc?si=v76SkEm6KNlWzL-Lm6KNlWzL-L Harapnuik, D. (2013, April 5). Fixed Vs Growth Mindset = Print Vs Digital Information Age. It's About Learning Creating Significant Learning Environments. Retrieved October 17, 2024, from https://www.harapnuik.org/?p=3627

"What's Your Why?" December 10, 2024 | EDLD 5304 | Fall 2024 "If we want to feel an undying passion for our work, if we want to feel we are contributing to something bigger than ourselves, we all need to know our WHY." Why? My purpose is to support and guide students to fully understand how to navigate through higher education and provide them with the tools and resources to be successful. How? I invest in each student's success by understanding their goals, challenges, and aspirations. I create a supportive, open environment where students feel heard and empowered to take ownership of their education. My goal is to help them build confidence, make informed decisions, and reach their full potential. What? Students are able to make informed decisions about their education and career pathway. 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 assistance to those facing challenges, mentoring individuals who seek direction, or simply being a dependable presence for those without a support system, my goal is to make a positive impact. I am driven by the desire to help others navigate through difficult times, to empower them to grow, and to be a steady hand they can rely on. By offering guidance, encouragement, and care, I strive to create meaningful change in the lives of those I encounter. I work in higher education because I am deeply passionate about supporting students as they strive to achieve goals they may have once thought were out of reach. There is nothing more fulfilling than helping them realize their potential and guiding them through challenges they face along the way. I also find great joy in being a listening ear for students, offering them a safe and welcoming environment where they feel heard and valued. Creating such spaces allows students to grow both academically and personally. The opportunity to make a positive impact in their lives and contribute to their success is incredibly rewarding for me. Why: The Purpose How: The Process As an academic advisor, I stand out by truly investing in the success and well-being of each student I work with. I take the time to understand their unique goals, challenges, and aspirations, and tailor my guidance to help them navigate their academic journey. I am approachable and dedicated to creating a supportive, open environment where students feel comfortable discussing their concerns. Every day, I prioritize active listening, empathy, and clear communication, ensuring that students not only receive the academic advice they need but also feel empowered to take ownership of their educational path. My goal is to help students build confidence, make informed decisions, and realize their full potential. An academic advisor at college plays a crucial role in guiding students through their academic journey, helping them make informed decisions about course selection, degree requirements, and career goals. Advisors provide personalized support by understanding each student's strengths, challenges, and interests, ensuring they stay on track toward graduation. Through regular meetings, advisors help students navigate academic policies, troubleshoot any obstacles, and connect them with resources on campus. This support enables students to set realistic goals, manage their time effectively, and make thoughtful choices about their education, ultimately empowering them to succeed both in the classroom and beyond. I know I've completed my job as an academic advisor when I see students confidently moving forward with their academic and career goals. This happens when they not only understand their degree requirements but also feel empowered to make decisions about their education and future. Successful outcomes, such as students staying on track to graduate, overcoming challenges, and utilizing resources effectively, indicate that I’ve made a positive impact. Additionally, when students express a sense of accomplishment, improved confidence, or gratitude for the guidance and support they received, I know I’ve fulfilled my role in helping them navigate their academic journey. What: The Result

Measurement Strategy May 4, 2025 | EDLD 5315 | 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.” Access Research Plan Here View the full paper here or click the button below to download the full assignment. Enhancing Student Services Through AI: An Action Research Plan Introduction Higher education is changing quickly, leading to creative, tech-driven solutions that accommodate institutions' and students' evolving needs. The use of artificial intelligence (AI) to improve student engagement and operational efficiency is one of the most exciting developments. More specifically, time-consuming data management, inconsistent communication, and repetitive manual procedures frequently limit the fields of academic advising and admissions. Higher education institutions can expedite these procedures, offer prompt assistance, and enhance the overall student experience by implementing AI-powered solutions like chatbots, predictive analytics, and virtual advising assistants (Global Admissions, n.d.; Gonzaga University, 2024). This action research study assesses the effects of AI-driven platforms on student satisfaction and institutional performance while examining how they can be successfully applied in these crucial areas.

EDLD 5315: Creating Significant Learning Environments Dr. Kelly Grogan | Spring 2025 By focusing on learning as a first priority, the learning will drive the selection, implementation, and application of technology within the learning environment. This focus allows technology to be put into its proper place where it enhances learning as opposed to a directive tool that can potentially limit learning. Class Assignments Below are the completed assignments from EDLD 5313, showcasing the work and progress made throughout the course. These assignments reflect key concepts, research, and practical applications related to the course objectives. 01 New Culture of Learning In this assignment, I created my response to A New Culture of Learning and outline how I will move toward creating significant learning environments. Please click the title to view the full webpage 02 Learning Philosophy In this assignment, I outlined and discuss my beliefs and practices about learning. Dwayne Harapnuik's Learning Philosophy focuses first on the learning and argues that he is a learning facilitator rather than a teacher. Regardless of your position on learning and teaching, creating a learning philosophy will force you to think through and define your beliefs about learning and your role in creating significant learning environments. Please click the title to view the full web page. 03 Aligning Outcomes In this assignment, you will need to create a Learning Outcomes 3 Column Table for a course, a unit, or some other instructional component of your innovation plan. It is important to remember when building planning documents that provide a foundational view of your learning environment, the development of effective learning goals/outcomes, and the alignment of those outcomes/goals to assessment and activities is the priority. Please click the title to view the full web page. 04 UbD Design Template In this assignment, you will create a UbD Template and reflect on how the design process adds to your innovation planning. It is important to remember that building planning documents provide an overview or gestalt of your learning environment. The UbD Template also provides a design framework that can be used to check the alignment of the outcomes/goals, assessments, and activities and to see how this unit or course fits into a larger context. Please click the title to view the full web page. 05 Growth Mindset Plan I created a detailed implementation outline for my innovation plan, mapping out the first three years of its development and execution. Please click the title to view the full web page.

UbD Template February 26, 2025 | EDLD 5313 | Spring 2025 "Learning is the cornerstone of growth; it empowers us to shape our futures with knowledge and confidence." Supporting Documents UbD Template Stage 1 – Desired Results Established Goals: Implement a comprehensive digitalized platform in higher education to optimize the admissions and advising process. Increase efficiency by automating administrative tasks such as document submission, student tracking, and appointment scheduling. Enhance student engagement by providing a user-friendly interface, real-time chat support, and personalized academic planning tools. Improve accessibility through mobile-friendly design and integration with assistive technologies. Ensure data security and compliance with FERPA and other regulations regarding student information. Enduring Understandings: A digitalized platform can significantly reduce processing times for admissions applications and streamline advising interactions. Students benefit from a more transparent and accessible admissions and advising experience through digital self-service tools. Integrating AI-powered chatbots and predictive analytics can enhance personalized student guidance and intervention strategies. Effective implementation requires stakeholder collaboration, continuous feedback, and iterative improvements. Essential Questions: How can a digitalized platform transform the efficiency and effectiveness of the admissions and advising process? What are the key features that must be included to ensure usability for students, faculty, and administrators? How can data analytics be leveraged to provide proactive and personalized advising? What challenges might arise during implementation, and how can they be mitigated? Students Will Know: The functionalities of the digital platform, including document submission, appointment booking, and academic planning tools. How to access and interpret automated advising reports and predictive analytics. Best practices for engaging with virtual advisors and AI-driven support systems. Students Will Be Able To: Navigate the digital admissions system to complete applications, upload required documents, and track application status in real time. Use the platform to schedule advising appointments, communicate with advisors, and access personalized academic roadmaps. Utilize AI-driven recommendations to make informed decisions about course selection, financial aid, and career pathways. Provide feedback on platform usability and suggest improvements for future iterations. ______________________________________________________________________________________ Stage 2 – Assessment Evidence Performance Tasks: Conduct a mock admissions application process using the digital platform and evaluate its ease of use and efficiency. Participate in a simulated advising session utilizing AI-generated course recommendations and predictive analytics. Develop a case study analysis of how the digital platform improves student engagement and retention. Other Evidence: Surveys measuring student and advisor satisfaction with the platform. Analytics tracking the reduction in processing times and error rates in admissions and advising. Feedback reports highlighting areas for improvement in platform functionality. ______________________________________________________________________________________ Stage 3 – Learning Plan Learning Activities: Interactive training workshops for students, faculty, and staff on using the digital platform. Hands-on demonstrations with guided exercises for completing common admissions and advising tasks. Peer-to-peer knowledge-sharing sessions where students share their experiences and best practices. Resources & Materials: Step-by-step video tutorials and an online knowledge base for troubleshooting. AI-powered chat support for real-time assistance with admissions and advising queries. A comprehensive FAQ section addressing common concerns and potential roadblocks. Instructional Strategies: Scenario-based learning where students navigate real-life admissions and advising cases using the digital platform. Role-playing activities where faculty act as advisors and students utilize digital tools for problem-solving. Continuous monitoring and feedback loops to adapt the platform based on user needs. Understanding by Design (UbD) Template for Learning Environment Comparing the UbD Template with Fink’s 3-Column Table, both frameworks support structured curriculum design but focus on different aspects: UbD emphasizes backward design, ensuring alignment between goals, assessments, and activities. It starts with learning outcomes and works backward to build instruction. Fink’s 3-Column Table integrates significant learning experiences, focusing on foundational knowledge, application, and integration. It considers student engagement and motivation as primary components. Each method is effective in different scenarios: UbD is beneficial for structured curriculum planning, ensuring consistency and clarity in instructional goals. Fink’s model is more flexible and exploratory, making it ideal for innovative and interdisciplinary learning experiences. By using both models, I can create a dynamic learning environment that blends structured outcomes with meaningful student engagement. The process has enhanced my ability to design innovative, student-centered educational experiences, ensuring that the digitalized admissions and advising platform remains intentional, engaging, and adaptable to the evolving needs of higher education institutions. The integration of AI-driven features, data analytics, and automation ensures that this platform will be a transformative tool, fostering efficiency, accessibility, and student success in higher education. Reflection on Design Process & Innovation Planning

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.

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.

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.

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.

EDLD 5317: Resources for Digital Environments Dr. Glen Harrison | Spring 2025 By focusing on the learning as a first priority, the learning will drive the selection, implementation, and application of technology within the learning environment. his course focuses on ongoing discussion and analysis of existing digital learning resources to understand and evaluate their practicality and value for educational use. Class Assignments Below are the completed assignments from EDLD 5317, showcasing the work and progress made throughout the course. These assignments reflect key concepts, research, and practical applications related to the course objectives. 01 Publication Outline + Rough Draft Prepare an outline of the content you wish to write about. Be sure to prepare the outline according to the submission requirements of the journal or publication. Please click the title to view the full webpage or click the button below to just view the assignment. Outline Rough Draft 02 Media Project Podcasting or long-form video discussion provides an opportunity to share your ideas through the form of a digital discussion. A podcast or long-form video discussion format will give you the opportunity to share much more and give you another way to share the work you are doing for your publication. Please click the title to view the full web page or click the button below to just view the assignment. InnovatedEd Podcast 03 Publication Final Draft Once you have received your feedfoward from your learning community and from your instructor make the necessary adjustments to your Publication Rough Draft and submit your final publication. Please click the button below to view the assignment. Final Draft 04 Contribution to Your Learning Community This critical reflection allows you to evaluate your ability to be a self-directed learner by getting you to self-assess your contributions to your own learning and to the learning of your classmates. Learning to self-assess is an important part of your being a self-directed and lifelong learner. You will be self-assessing your contributions to your learning and to the learning community at the end of each course. Please click the button below to view the blog post. Blog Post