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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.

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

EDLD 5315: Assessing Digital Learning and Instruction Dr. Kristi Meeuwse | 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. This course will help educators assess the instructional impact the implementation of their innovation plans has on creating effective digital learning environments. Class Assignments Below are the completed assignments from EDLD 5315, showcasing the work and progress made throughout the course. These assignments reflect key concepts, research, and practical applications related to the course objectives. 01 Action Research Design Outline From the assigned module readings, the weekly discussions, and from your supporting research create an action research design outline. This outline must show how you will measure your innovation plan that you have developed in 5305 and updated in subsequent courses. The outline must also point briefly to the focus of your literature review and point to the higher level or broader perspective of your fully detailed action research plan which you will submit in the final week of this course. Please click the title to view the full webpage or click the button below to just view the assignment. Outline 02 Literature Review From the assigned module readings, the weekly discussions, and from your supporting research compile a literature review sharing what you have learned with your colleagues and community and that will help you to measure your innovation plan. Throughout the course discussions you have been collaborating with your peers and in particular, have been working with other classmates who have similar or related innovation plans. Please click the title to view the full web page or click the button below to just view the assignment. Literature Review 03 Measurement Strategy In this assignment you are required to create a detailed action research plan that includes or addresses the following: The topic of your action research The purpose of your study Your fundamental research question Your research design and research methods The type of data you will collect The measurement instruments will you use Your literature review Please click the title to view the full web page or click the button below to just view the assignment. Measure Strategy 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

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.

Media Project April 24, 2025 | EDLD 5317 | Spring 2025 "Education is the most powerful weapon which you can use to change the world." InnovateEd: The Future of Higher Ed In this project, I focus on the future of student success in higher education by introducing an innovation plan centered around AI-powered student portals. Through research, real-world interviews, and strategic planning, I explore how technology can streamline admissions, enhance advising, and ultimately improve student retention and graduation rates. My goal is to show that when human connection meets smart technology, we can build a more supportive, accessible, and successful educational experience for all students. The Message The core message of my podcast is that higher education must evolve to better support students through innovative, technology-driven solutions. By integrating AI-powered student portals into the admissions and advising processes, colleges and universities can provide real-time updates, personalized course recommendations, academic progress tracking, and overall enhanced communication. These improvements can help reduce student confusion, increase retention rates, and foster a more supportive, streamlined college experience. My goal is to emphasize that technology should not replace human connection—it should amplify it—allowing advisors and students to build stronger, more intentional relationships while navigating the path to graduation. Throughout my research and podcast, I used credible sources to highlight the need for change: According to the National Student Clearinghouse Research Center (2023), nearly 40% of college students never complete their degrees, often due to systemic confusion and lack of guidance. The EDUCAUSE 2023 Horizon Report found that 59% of higher education leaders believe AI tools can significantly boost student success outcomes. A McKinsey & Company Report (2023) indicated that institutions that implemented AI-driven systems saw improvements in both student satisfaction and on-time graduation rates. Georgia State University increased graduation rates by 5 percentage points after leveraging predictive analytics to proactively support students. These findings confirm that integrating AI technology into student support systems is not only innovative—it is necessary for the future of education. The Data The Planning Creating this podcast involved careful planning to balance storytelling, expert opinion, student perspective, and research data within a clear, engaging structure. First, I outlined the flow of the podcast, beginning with an introduction to the problem, followed by the presentation of my innovation plan. I then incorporated interview segments featuring both a professional (advisor) and a current student to provide real-world voices and strengthen credibility. Throughout the planning process, I made intentional choices about background music, visual slides, and overall pacing to maintain audience engagement. Finally, I ensured that the references were included to anchor the message in solid research, creating a thoughtful, well-rounded presentation that advocates for meaningful change in higher education.

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

Instructional Design Assignment June 21, 2025 | EDLD 5318 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." AI Platform Training for Higher Education Representatives The instructional design focuses on training higher education staff/faculty members in the effective use of AI-driven student platforms within a higher education institution. These platforms support the admissions process by automating application tracking and document verification and enhance advising by providing data-driven course recommendations, graduation projections, and academic standing alerts. This professional development training targets staff members at varying levels of technical proficiency and aims to build their confidence and competency in leveraging AI tools ethically and efficiently to improve student outcomes. Key institutional documents influencing this design include the institution’s staff training policy, technology integration guidelines, and accreditation standards emphasizing digital literacy and ethical use of data. Instructional Video Syllabus Supporting Documents 3 Column Table Implementation Outline References Baartman, L. K., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134. https://doi.org/10.1016/j.edurev.2010.12.002 Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education. Fain, P. (2020). The promise and pitfalls of AI in higher education. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2020/02/24/promises-and-pitfalls-artificial-intelligence-higher-education Pellegrino, J. W., & Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-design theories and models: Building a common knowledge base (Vol. 3). Routledge.

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

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 - August 2025 Applied Digital Learning, MA

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

"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

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.