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

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

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

Alternative PL Plan Outline July 6, 2025 | EDLD 5389 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." Overview Innovation Focus: AI-Driven Student Platform for Admissions & Advising Author: N’Kima Browning Purpose: To support the implementation of an AI-enhanced student support system through a meaningful, research-based professional learning (PL) experience for advising and admissions teams. PL Outline 1) Incorporating the 5 Key Principles of Effective Professional Development As defined by Darling-Hammond et al. (2017) and Guskey (2002) 1.1 Duration Must Be Significant & Ongoing The semester-long PL design reflects best practices, as long-term engagement is needed to translate knowledge into practice (Darling-Hammond et al., 2017). Monthly coaching sessions and feedback cycles allow for iterative refinement of skills and increased retention. 1.2 Implementation Support Change requires sustained support systems during the application phase (Guskey, 2002). Innovation Champions provide job-embedded coaching and just-in-time guidance, echoing Fullan’s (2016) emphasis on embedded collaboration. 1.3 Active, Hands-On Learning Aligned with constructivist principles, staff engage in authentic, scenario-based learning (Kolb, 1984; Mishra & Koehler, 2006). Interactive simulations and learning journals promote internalization of new practices rather than passive exposure. 1.4 Modeling Effective Practice Modeled instruction aligns with Bandura’s (1977) Social Learning Theory and is vital in helping staff visualize and imitate effective strategies. "Watch-Me-Work" sessions and video exemplars ensure clarity and confidence during adoption. 1.5 Content Specific to Role/Discipline Research supports the importance of contextualized learning (Desimone, 2009). Advisors and Admissions Specialists receive custom modules tailored to their day-to-day responsibilities. 2) Fostering Collaboration Aligned with Vygotsky’s (1978) theory of social learning and zone of proximal development, collaboration allows for peer scaffolding. Small learning cohorts and peer feedback cycles support distributed leadership and shared practice (Wenger, 1998). Open discussion forums and shared resource banks facilitate sustained dialogue and learning. Leadership & Roles Role Responsibility Innovation Lead Facilitate, monitor, and support all PL efforts. Maintain alignment with innovation goals. Instructional Designer Design learner-centered content (based on UbD and SAMR models). Innovation Champions Mentor peers and model successful platform integration. IT Support Provide technical assistance and support integration of the AI system. Department Heads Reinforce PL outcomes and encourage usage during departmental meetings. Audience and Their Needs Primary Audience: Academic Advisors Admissions Specialists Department Coordinators Identified Needs: Clear and consistent student data access Automation of repetitive tasks Personalized student tracking tools Cross-departmental efficiency Supporting Research: Technology use in advising increases efficiency and improves student outcomes (Steele, 2016). AI integration can personalize support and remove routine barriers (HolonIQ, 2020). PL must address these direct needs through role-relevant activities (Desimone, 2009). Instructional Design Approach Framework : BHAG + 3 Column Table(Wiggins & McTighe, 2005; Harapnuik et al., 2018) BHAG (Big Hairy Audacious Goal) : “Empower all advising and admissions staff to confidently leverage AI tools that personalize student support, increase workflow efficiency, and proactively identify student needs.” 3 Column Table Breakdown: Schedule & Timeline Resources Needed Technology : AI platform sandbox environment Zoom/Teams for virtual coaching LMS for training content Google Drive for collaborative resources Learning Materials: Custom videos Interactive training modules Print-ready quick reference guides Scenario simulation packets Human Resources: PL facilitator Instructional designer Tech support Innovation Champions Incentives : Micro-credentials Innovation showcase badges Feature stories in internal newsletters References Bandura, A. (1977). Social Learning Theory. Prentice-Hall. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing Significant Learning Environments. https://www.learningspaces.org HolonIQ. (2020). The Future of Artificial Intelligence in Education. https://www.holoniq.com Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework. Teachers College Record, 108(6), 1017–1054. Steele, G. E. (2016). Technology and Advising: A New Era of Advising with Technology. NACADA Clearinghouse. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press. Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

Publication Rough Draft April 13, 2025 | EDLD 5317 | Spring 2025 "The goal of digital education is to create learning experiences that are engaging, personalized, and accessible to all." Rough Draft Document (Click Here) Team 9 Peer Review Rubric Abstract This article explores the critical role of integrated student portals in higher education and how they can enhance the student experience by streamlining application processes and supporting academic advising. By offering real-time access to application status, personalized course planning, and graduation progress, these digital platforms empower students to take control of their academic journey while enabling institutions to provide more efficient and proactive support. As colleges and universities continue to adapt to changing student needs, modernizing digital infrastructure is no longer a luxury; it’s a necessity. Introduction For today’s students, navigating college isn’t just about attending classes and studying. It’s about juggling application deadlines, choosing the right courses, meeting degree requirements, and figuring out how to graduate on time. While higher education institutions have long supported students through these processes, the traditional methods often fall short. Paper checklists, delayed advisor meetings, and fragmented information systems can create confusion and unnecessary barriers. This article argues that one of the most powerful ways to improve student success is through the integration of smart, user-friendly online portals. When done well, these platforms bring everything a student needs into one place—from tracking application documents to planning courses and predicting graduation timelines. This not only simplifies the student experience but also allows institutions to operate more efficiently and offer more meaningful support. Intended Outlets for Publication This article is being prepared with the submission requirements of the following publications in mind: Educause Review, which focuses on how technology is reshaping higher education. The Journal of Research on Technology in Education (JRTE), which emphasizes research-driven insights on tech-enhanced learning and systems. Education Next, which provides a platform for innovative practices and policy solutions in education. Each of these journals reaches educators, administrators, and technology leaders who can benefit from and act on the strategies discussed here. The Case for Student Portals A student portal isn’t just a convenience, it’s a centralized system that can radically improve the way students interact with their institution. At its core, a well-designed portal serves as a digital dashboard, offering students access to application updates, degree planning tools, academic records, and communication from advisors. When these systems are fully integrated with admissions and advising processes, they support a more seamless, personalized experience. For example, students applying to a college can immediately see which documents have been received and what steps remain. Once admitted, that same portal can suggest course sequences based on their major, previous credits, and institutional requirements. As they progress, students can view their path to graduation in real time, reducing uncertainty and promoting on-time completion. Supporting Advising Through Automation One of the most valuable features of student portals is their ability to support, not replace, academic advising. These platforms can take over the routine tasks: showing students what courses are required, flagging missing prerequisites, or alerting them when they’re off track. This allows advisors to spend less time answering logistical questions and more time having meaningful conversations about career goals, academic interests, and life after graduation. Portals can also help institutions identify students who may be at risk of falling behind, using data to trigger early interventions. By keeping everything in one place, these systems create a clearer, more proactive advising experience. Benefits for Students and Institutions The benefits of student portals extend across the entire academic ecosystem. For students, they offer a sense of control and reduce stress by making information accessible and easy to understand. For advisors, they save time and improve the quality of support. For institutions, they offer cleaner data, stronger retention strategies, and a modernized student experience that meets the expectations of today’s digital-native learners. When students don’t have to wonder whether their transcript arrived, whether they picked the right class, or when they might graduate, they’re more likely to stay engaged and succeed. Lessons Learned from Implementation The successful implementation of a student portal depends on three things: usability, integration, and ongoing support. The system must be intuitive and mobile-friendly; it should connect seamlessly with admissions, registration, advising, and records; and it must be supported by training and feedback from students and staff alike. One common mistake is launching a portal that tries to do too much, too soon, without enough student input. Institutions that approach the process incrementally (building and refining as they go) tend to see the most success. Digital Resources and Real-World Examples The article will include snapshots of successful implementations, including visual walkthroughs of dashboards that track application steps, course progression, and graduation planning. It will also link to tools and research that support portal integration, including resources on user experience design and digital transformation in education. For example, the Purdue OWL site provides foundational tools for structuring digital content accessibly, while recent studies like Hennessy and Forrester’s (2014) work on feedback frameworks offer insights on how students interact with academic tools online. Conclusion As colleges and universities work to retain students and improve outcomes, investing in digital infrastructure is key. Integrated student portals are not only an efficient solution, they’re an essential part of the modern academic experience. By giving students one place to manage their application documents, track their academic progress, and connect with advisors, institutions can remove barriers and build a culture of support. The future of higher education is digital, and with the right tools, it can also be more personal, more supportive, and more student-centered than ever before.

Literature Review April 27, 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 Literature Review Here View the full paper here or click the button below to download the full Literature Review. Enhancing Higher Enrollment: The Impact of AI-Driven Platforms Introduction The use of artificial intelligence (AI) in colleges and universities has the power to change how admissions and academic advising work. These institutions face the challenge of more students wanting to enroll and the need to provide services that are both efficient and personalized. AI technologies help by streamlining operations and improving the overall student experience. These platforms offer automated support for application management, personalized course recommendations, and real-time academic tracking, reshaping how colleges and universities approach the enrollment journey.

Influencer Strategy December 11, 2024 | EDLD 5304 | Fall 2024 "Educators are the architects of the future, shaping minds and igniting the flame of knowledge." Results The goal is to leverage more digital resources, such as interactive checklists and artificial intelligence, to enhance outreach and engagement with both prospective and continuing college students. By integrating these tools, we can provide personalized, efficient communication and offer a more responsive experience. However, it’s crucial to maintain the personable touch that colleges value, ensuring that students feel heard, supported, and connected to the institution. The balance between innovative technology and human interaction will foster a more dynamic and effective approach to student engagement, making it easier for students to navigate their college journey while still feeling like they are part of a community. The effectiveness of digitalized outreach tools can be measured by comparing the number of college applicants from previous years to the current year, as an increase in applications could indicate that the tools are resonating with prospective students. Also, gathering student feedback through surveys provides valuable insights into how well these digital tools are engaging students and meeting their needs. This feedback allows for a deeper understanding of students' experiences and can highlight areas for improvement. By combining these quantitative and qualitative measures, we can assess the impact of digital outreach efforts and make informed adjustments to enhance future engagement. Changing Vital Behaviors The vital behaviors I aim to change in higher education focus on embracing a more dynamic and tech-savvy approach to student engagement, while still prioritizing personal connection and support. I want to encourage a shift towards utilizing more digital tools, such as interactive platforms, prospective student portals, and data-driven outreach, to enhance the student experience. At the same time, it's essential to ensure that these technological advancements do not replace human interaction, but rather complement it, so that students still feel valued and personally connected to the institution. Organizational Influencers More creative, tech-savvy, and out-the-box thinkers would be my key organizational influencers because they possess a deeper understanding of how to effectively leverage technology and digital tools to engage with students. Their familiarity with current technological trends and platforms makes them better equipped to connect with the younger generation, who are often more accustomed to interacting through digital means. These staff members can help drive innovation within the institution by designing engaging, user-friendly digital experiences that resonate with today’s students. Their insights and adaptability are crucial for shaping outreach strategies that align with the expectations and preferences of the modern student body, ensuring that the institution stays relevant and effective in its engagement efforts. Senior staff members may not be the best choice as organizational influencers for the adoption of digital outreach tools because many of them (not all!) hold the belief that technology could undermine the personal experience that is central to the institution's culture. Their long-established focus on traditional, face-to-face interactions with students may make them hesitant to embrace digital solutions fully, viewing them as a potential replacement rather than a complement to human connection. This mindset could limit their effectiveness in driving the adoption of new technologies, as they may prioritize preserving the status quo over exploring innovative ways to enhance the student experience through digital tools. Six Sources of Influence

Implementation Overview July 13, 2025 | EDLD 5318 | Summer 2025 Implementing AI in the Workplace Reflection Building this course on “Integrating AI in the Workplace” has been a meaningful but sometimes challenging process. My goal was to create modules that are practical, approachable, and help learners see how AI tools can make their jobs easier, rather than add more complexity. I started by designing the Start Here module to welcome learners, introduce myself, and share course goals clearly. In Module 1, I focused on demystifying what AI really is and connecting it to everyday work life. In Module 2, I went deeper into helping learners explore and evaluate real AI tools that fit their specific job needs. One piece of feedback I got was to include even more real-world examples and hands-on activities. Based on that, I added the “AI Tool Mini Review” assignment in Module 2, so learners could actually try a tool and reflect on it. I also built out resource lists and checklists to make the course feel actionable and not just theoretical. A big part of this process for me was actually implementing the course in Google Classroom. I found Google Classroom surprisingly tricky to work with. Simple things like adding topics, organizing materials, and making sure learners see everything in the right order took a lot of trial and error. It wasn’t as intuitive as I expected, and it reminded me how important it is to design from the learner’s perspective. If I struggled, my learners probably would too. This made me add clearer navigation guides and welcome instructions so participants can find what they need easily. Overall, this project pushed me to think about content and learner experience at the same time. It also showed me how important it is to test your course in the actual platform before launch. I feel more prepared to design and deliver digital learning that is both useful and user-friendly and to keep improving based on feedback.

Creating a Learning Philosophy January 28, 2025 | EDLD 5313 | Spring 2025 "Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family." My Learning Philosophy My learning philosophy is deeply rooted in the belief that education is the cornerstone of personal and professional success. Having worked in the education field since high school and with a wide range of age groups, from elementary students to those in higher education, I’ve seen firsthand how transformative learning can be. Education shapes individuals, empowering them to realize their potential and navigate the world. I view educators as the key players in this process, as they are the ones who provide the knowledge and skills that all other professions are built upon. Without educators, no other career paths would be possible, because it is through teaching that knowledge is passed on and progress is made. I believe that every learner, regardless of age or background, deserves the tools, support, and resources to succeed. By fostering a positive, inclusive, and growth-oriented environment, we can help students not only master academic content but also develop the critical thinking, creativity, and resilience needed to thrive in the world. Ultimately, education is not just about transferring knowledge—it is about inspiring and guiding each individual to become the best version of themselves. I truly believe that learning is the key to everything in life. It’s not just about getting good grades or memorizing facts—it’s about growing, discovering new things, and becoming a better version of yourself. To me, learning is something that never stops. Whether 12, 22, or 52, there’s always room to expand your knowledge and skills. What’s amazing is that learning doesn’t just happen in a classroom. Every experience, every conversation, and every challenge teaches us something valuable. I also think that education is what lays the foundation for everything else in life. No other profession would exist without someone to teach how to do it. So, educators are the real heroes—they’re the ones who make all of this possible. I believe everyone deserves the chance to learn in a way that supports them, no matter where they’re at in their journey. Ultimately, learning is about more than just academics; it’s about shaping who we are and how we contribute to the world. Beliefs About Learning Relationship Between Learning and Teaching The relationship between teaching and learning is like a two-way street. Teachers provide the guidance, support, and tools needed for students to grow, but the magic really happens when students engage with what they’re being taught. It’s not just about giving information—it’s about creating an environment where students feel inspired to explore, question, and apply what they learn. A great teacher knows that learning isn’t a one-size-fits-all experience, so they adjust their approach to meet the needs of each student. This flexibility helps spark curiosity and encourages students to take ownership of their learning. On the flip side, teaching isn’t just about talking at students—it’s about being a part of their learning journey. Teachers learn from their students, too, through the questions they ask, the challenges they face, and the unique perspectives they bring. The best teaching happens when there’s a genuine connection between the teacher and the student. It’s not a passive process; both parties are active participants. When this dynamic is in place, teaching becomes a way to ignite a lifelong passion for learning, making it something that extends far beyond the classroom. Ultimately, teaching and learning go hand in hand, each one influencing and enhancing the other. As a learner, I’ve always been hands-on. I learn best when I can dive right into something, roll up my sleeves, and really experience it for myself. Sitting and listening or reading instructions only gets me so far—I need to see how things work, try them out, and figure out the details as I go. I thrive in situations where I can experiment and explore different angles, especially when I get to ask, “What if?” That’s one of my favorite parts of learning—exploring possibilities and finding out what happens when you try something new or approach a challenge in a different way. I’ve always been curious, and I think that curiosity fuels my love for learning. I enjoy breaking things down and figuring out how they work or why they happen the way they do. To me, learning isn’t just about finding answers—it’s about the process of discovery. I enjoy the trial and error, the problem-solving, and even the occasional failure because it all helps me grow. I believe that every learning experience, no matter how big or small, adds a new layer to who I am. Being a hands-on learner means I’m constantly exploring, questioning, and pushing myself to see things from new perspectives. Who am I as a Learner? Learning Philosophy vs. Teaching Philosophy: What's the Difference? A learning philosophy is all about the learner's experience and how they grow through the process of education. It’s centered on how people take in information, make sense of it, and turn it into something meaningful. It dives into things like curiosity, motivation, and what kind of environment helps someone feel confident and capable. It’s more about the journey of the learner—how they can thrive when they’re engaged, challenged, and allowed to explore at their own pace. It’s like looking at education through the lens of, "How do I grow and learn best?" A teaching philosophy, on the other hand, is about the person doing the teaching. It’s their approach to sharing knowledge, building connections, and inspiring students. It’s about figuring out how to make lessons stick, how to connect with diverse learners, and how to create a space where everyone feels supported. This is where educators think about the how—how to explain, how to encourage, and how to adapt so their students can succeed. It’s like stepping back and asking, "What kind of teacher do I want to be for my students?" Both philosophies are connected, but the focus is different. Learning philosophy is about the learner’s process, while teaching philosophy is about how to guide that process effectively. They go hand-in-hand, but each offers a unique perspective on education. I identify with Behaviorism because I believe in the power of clear structure, reinforcement, and measurable outcomes in learning. Behaviorism focuses on how people respond to their environment and how external factors—like rewards, punishments, or repetition—shape behavior. I can see the value in this approach, especially when teaching skills that require practice and consistency. Sometimes, people learn best when there’s a straightforward system: do this, get that. It’s practical, and it works, especially in situations where building habits or mastering specific behaviors is the goal. The main theorist tied to Behaviorism is B.F. Skinner, though John Watson was also a big name in this area. Skinner really focused on operant conditioning, which is about using rewards (positive reinforcement) or consequences (negative reinforcement) to encourage or discourage certain behaviors. His ideas are especially effective in structured environments, like classrooms or training programs, where clear expectations and consistent feedback are key. While I think learning is more complex than just responding to stimuli, I do appreciate how Behaviorism can simplify things and create a solid foundation for skill-building. Sometimes, a clear reward system is exactly what’s needed to motivate and guide learners. Learning Theory I Identify With Impact On My Innovation Plan My learning philosophy has a direct impact on how I approach implementing digital resources in higher education and my role as a change agent. At its core, my belief is that learning should be active, student-centered, and deeply connected to real-world applications. This shapes the way I design and advocate for innovation in education, particularly when it comes to integrating digital tools. I don’t see technology as just a flashy add-on—I see it as a way to empower students, encourage collaboration, and create personalized learning experiences that truly meet their needs. Since I align with Behaviorism, I focus on digital tools that provide structure, clear expectations, and immediate feedback to shape behavior and reinforce learning. Tools like learning management systems (LMS) with built-in quizzes, progress trackers, and automated feedback systems align perfectly with this approach. These tools can reward students for completing tasks, provide instant corrections to guide them toward mastery, and ensure consistent reinforcement of desired behaviors. Gamified learning platforms are another great example, as they motivate students through points, badges, and rewards for achieving specific goals. This structured, outcome-driven approach fits well with my belief in measurable progress and reinforcement as key to effective learning. As a change agent, my learning philosophy shapes how I approach resistance to change. I know that real innovation doesn’t come from just handing faculty and students a bunch of new tech tools—it comes from understanding their needs and showing them how these tools can enhance the learning process. My philosophy helps me frame innovation as an opportunity for growth, not an obligation. Whether it’s helping instructors rethink how they teach with digital resources or guiding students to take ownership of their learning, I aim to model how these tools can foster meaningful, lasting change. Ultimately, my learning philosophy keeps me focused on what matters most: the learners. Digital resources are just one piece of the puzzle, but when implemented thoughtfully and strategically, they can transform education into something more inclusive, engaging, and effective. It’s about balancing technology with pedagogy, and that balance is where real innovation thrives. Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86-97. In this paper, Skinner outlines his principles of operant conditioning, emphasizing how reinforcement shapes behavior. His ideas about positive reinforcement influenced my understanding of the importance of providing consistent feedback and creating structured learning environments, particularly when teaching foundational skills. Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press. This foundational text explores Jean Piaget’s theories on cognitive development, outlining how children progress through distinct stages of learning. Piaget emphasizes the importance of hands-on exploration and the active construction of knowledge. This resource strongly influenced my philosophy by reinforcing the belief that learning is not passive but rather an active, developmental process that builds on prior experiences. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Lev Vygotsky’s work highlights the role of social interaction and cultural tools in cognitive development. His concept of the Zone of Proximal Development (ZPD) emphasizes the importance of guided learning with the help of more knowledgeable individuals. This aligns with my belief that learning is enhanced through collaboration and scaffolding, making it central to my teaching and learning philosophy. Bruner, J. (1960). The Process of Education. Harvard University Press. Bruner discusses the spiral curriculum and the idea that any subject can be taught to any learner if it is structured appropriately. This book has influenced my philosophy by demonstrating the value of building knowledge progressively and revisiting concepts at deeper levels over time. His focus on discovery learning also resonates with my belief in fostering curiosity and active engagement. Dewey, J. (1938). Experience and Education. Kappa Delta Pi. John Dewey advocates for experiential learning and the importance of connecting education to real-life experiences. His ideas about the balance between traditional and progressive education inspired my belief in blending structure with flexibility to meet learners' needs. Dewey’s emphasis on reflection and problem-solving aligns with my view that learning should prepare individuals for practical and thoughtful action in the world. Freire, P. (1970). Pedagogy of the Oppressed . Continuum. Freire emphasizes the importance of critical pedagogy and empowering learners through dialogue and reflection. His views resonate with my belief that education should be transformative and learner-centered, giving students the tools to question and shape their world. This resource reinforces my commitment to creating inclusive, equitable learning environments. Harapnuik, D. (n.d.). Learning Philosophy. Retrieved from http://www.harapnuik.org/?page_id=95 This page outlines Dwayne Harapnuik’s personal learning philosophy, emphasizing learner-centered approaches that foster active engagement and the development of lifelong learning skills. Harapnuik advocates for experiential and authentic learning environments where students take ownership of their educational journeys. He highlights the importance of creating meaningful connections between what is learned and its application in the real world. This resource is valuable because it connects theory to practical strategies for enhancing student learning. It challenges educators to rethink traditional approaches and consider how they can empower students to become self-directed learners. Harapnuik, D. (n.d.). Educational Development Philosophy. Retrieved from http://www.harapnuik.org/?page_id=4639 In this piece, Harapnuik discusses his philosophy of educational development, emphasizing the role of educators as facilitators rather than mere providers of knowledge. He underscores the importance of innovation and adaptability in education, particularly in the integration of technology and other tools that support active learning. Harapnuik argues that educators should model the kind of critical thinking and problem-solving skills they want their students to develop. This page is significant because it highlights the need for continuous growth and adaptability in education, encouraging educators to focus on outcomes that truly benefit learners rather than adhering to outdated practices. Faculty Focus. (2013). Developing Students’ Learning Philosophies . Retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/ This article discusses the importance of helping students develop their own learning philosophies as a means to encourage deeper engagement and self-awareness in their educational experiences. It provides practical strategies for guiding students in articulating their beliefs about learning, such as reflective writing assignments and discussions about their personal goals. The article argues that when students have a clear understanding of their learning philosophies, they are more likely to take ownership of their education and approach challenges with a growth mindset. This resource is particularly useful for educators who want to inspire students to think critically about their roles as learners and how they can actively shape their academic success. Annotated Bibliography

Innovation Proposal: Operation Outreach January 23, 2025 | EDLD 5305 | Spring 2025 “Innovation in education is not about the latest gadget; it’s about using technology to enhance learning outcomes.” Want to read the full letter? Click the button below to read the full Innovation Proposal Letter sent to the Vice President of Operations at Tyler Junior College. Innovation Proposal Letter What is Operation Outreach? "Operation Outreach" is an initiative designed to enhance both recruitment and academic success for students through the implementation of digitalized tools. For prospective students, the initiative will introduce a user-friendly, AI-driven platform that helps them explore programs, connect with admissions teams, and track their application progress in a more personalized way. For continuing students, the initiative will provide an online portal that recommends courses based on their academic history and interests, while also offering projections for their anticipated graduation dates. The benefits of "Operation Outreach" include improved recruitment by providing prospective students with immediate access to relevant information, increasing their engagement and likelihood of applying. For current students, the digital platform offers a clear academic roadmap, helping them stay on track for timely graduation and make informed decisions about their course selection. Ultimately, this initiative will foster a more streamlined, efficient, and supportive experience for all students. Recruiting Technology: Implement an AI-driven platform that personalizes communication with prospective students, automates application tracking, and offers virtual resources like campus tours. This platform should provide an easy-to-navigate portal that allows prospective students to engage with our institution through live chats and video calls with their admissions recruiter and FAQs for questions that need immediate answers. Digital Advising Resources: Develop and integrate digitalized advising tools for continuing students, which will offer specific course recommendations based on academic performance, interests, and career goals. This tool can also display anticipated graduation dates and suggest adjustments to students' academic plans if necessary. Student Portal Enhancements: Update the student portal to include real-time academic tracking features, which will allow students to view their progress towards degree completion and anticipate their graduation date based on their current course load. For prospective students, real-time tracking would include tracking of their applications, transcripts, and necessary documentation such as shot records and test scores. Specific Actions Benefits Enhanced Recruitment: With AI-driven technology, we can offer a more personalized and engaging experience for our students, making it easier for them to access relevant information and feel connected with our institution. This can lead to increased application rates and higher student satisfaction. Improved Academic Planning for Continuing Students: The digital advising tools will provide students with the ability to better understand their academic trajectory, facilitating timely graduation and reducing confusion or delays in course selection. Additionally, students will have the flexibility to adjust their schedules based on data-driven insights. This is very beneficial for those students who are unsure or in-between majors. Operational Efficiency: By automating certain aspects of recruitment and advising, our institution can significantly reduce administrative burdens, allowing staff to focus on more strategic initiatives and one-on-one interactions with students, giving them a more personable experience. Financial Investment : Funding for the development and implementation of the technology-powered recruiting platform and digital resources, including software development costs, licensing, and technical support. Staffing : A team of IT professionals, data analysts, and student success advisors and recruiters who will work together to design and maintain the digital portal and advising systems. Training: Professional development for faculty and staff to ensure they are well-equipped to utilize and promote these new tools to students. Resources Request

Growth Mindset December 10, 2024 | EDLD 5302 | Fall 2024 "Starting each day with a positive mindset is the most important step of your journey to discovering opportunity." Growth Mindset: Why Is It Important? A growth mindset is crucial because it creates resilience, adaptability, and a love for learning. People with a growth mindset believe that abilities and intelligence can be developed through effort, practice, and perseverance. It is particularly important in higher education because it encourages students to embrace challenges, persevere through difficulties, and continuously improve. A growth mindset is essential for me to utilize in both daily life and while pursuing my Master’s degree because it fosters flexibility and a continuous desire to learn. Embracing this mindset means viewing challenges not as roadblocks but as opportunities for growth and improvement. In my daily life, a growth mindset helps me approach obstacles with optimism, knowing that effort and perseverance lead to progress and success. In the context of graduate school, it is particularly important as I navigate difficult assignments, research, and the demands of graduate-level expectations. A growth mindset encourages me to embrace setbacks as learning experiences, seek out feedback, and continuously fine tune my skills and knowledge. By maintaining this mindset, I can stay motivated, overcome difficulties, and ultimately achieve both personal and academic success. To communicate the power of "yet", it is essential to emphasize how this simple word can transform someone's mindset and academic journey. By adding "yet" to statements about what I can't do, I remind myself and others that abilities and skills can develop with time and effort. For example, instead of saying, "I can't understand this concept," I can say, "I can't understand this concept yet." This simple shift fosters resilience and openness to growth. In my daily life and throughout graduate school, I can use this mindset to approach challenges with patience and persistence, embracing the process of learning rather than focusing solely on immediate outcomes. When faced with academic difficulties or personal setbacks, the power of "yet" helps me maintain a positive outlook, stay motivated, and continue working toward my goals with the understanding that progress takes time and effort. The Message of "Yet" Carol Dweck's 4 Simple Steps To develop my growth mindset, I can apply Carol Dweck’s four simple steps on how to change my mindset. First, I can embrace challenges by stepping out of my comfort zone and taking on tasks that push my limits, viewing them as opportunities to learn rather than risks of failure. Second, I will focus on the effort I put into tasks, understanding that consistent hard work, rather than innate ability, leads to growth. When faced with setbacks, I can use the third step of learning from criticism and failure by seeing them as constructive feedback that helps me improve, rather than viewing them as discouragements. Lastly, I will celebrate progress and persistence, recognizing and appreciating the small wins and continuous improvement, rather than only focusing on the final outcome. By actively practicing these steps, I will cultivate a mindset that thrives on learning, resilience, and continuous self-improvement. To promote a growth mindset within higher education, I can start by creating an environment that emphasizes effort, determination, and learning from mistakes rather than focusing solely on outcomes. One effective approach is to provide constructive feedback that highlights progress and areas for improvement, using language that encourages students to view challenges as opportunities to grow. I can also share examples of how perseverance and a willingness to learn have led to success, both from my own experiences and from others. Promoting collaboration among students, where they can learn from one another and share strategies for overcoming obstacles, can also foster a growth mindset. Finally, regularly reminding students that intelligence and abilities are not static, but can evolve with effort, will help them embrace challenges with confidence, and encourage a deeper engagement with their academic work. The Influence Promoting a Growth Mindset Promoting a growth mindset in my daily routine should be a consistent practice, ideally integrated into every aspect of my day. By regularly reinforcing this mindset, I can ensure it becomes a natural way of thinking and responding to challenges. This means actively reminding myself to embrace challenges, learn from critiques, and view loses as opportunities for growth. It's important to incorporate this mindset throughout my daily life, from tackling work tasks to personal goals, so that I can develop resilience and stay motivated even when faced with minor or major problems. The more often I practice it, the more ingrained it will become, helping me remain adaptable and stay focused on continuous improvement. In both my personal life and academic pursuits, consistently promoting a growth mindset is crucial for maintaining long-term progress, boosting my confidence, and fostering a lifelong commitment to learning. (As someone who plans to pursue a Doctorates, it's definitely needed!) Growth Mindset Resources Below are materials that go into depth regarding Growth Mindset and how it can be promoted to students, how staff/faculty can utilize it within higher education, and ways to improve your own growth mindset in your daily life Can you go through this paper | Mindset change activity Play Video Developing a Growth Mindset with Carol Dweck Play Video Growth Mindset for College Students Play Video Growth Mindset: Micheal Jordan Play Video Growth Mindset Watch Now Share Whole Channel This Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Share Close Below are links to articles by institutions that explain Growth Mindset and checklist they have their staff/faculty utilize to promote growth mindset within their classrooms: University of North Texas Standford University Below is a link to a program called "Growth Mindset for College Students" developed by Perts. This evidence-based program is utilize to help increase college students' success by laying the foundation for growth mindset. Click Here 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

Learning Manifesto December 10, 2024 | EDLD 5302 | Fall 2024 "True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own." Want to read more? Please visit my blog page to read the extended version of my Learning Manifesto. Read More