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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.

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.

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