Category: Advising

ADL Program, Advising, Collective, ePortfolios, Goals, Innovation Plan, Online Learning, Publication

Digital Tools in Digital Environments

The Advisor That Cares

5317 Discussion 1 (1 of 2)

Technology can certainly enhance learning, as we have discovered throughout our ADL learning journey. The fact that I can connect with learners from various industries and worldwide illustrates how much technology can be employed to strengthen learning and collaboration. The program pushes me to seek out information and re-engage a curiosity about learning and topics related to digital learning. As part of that inquisitive process, I perform online searches through search engines and video streaming to obtain a big-picture perspective on current trends and topics. I further refine source information through detailed reviews of literature and additional writings and research found with my professional organizations, related journals, and other article sources. Professional journals from NACADA are my primary resource for finding emerging trends within advising. EDUCAUSE Review is another excellent resource for identifying technology trends and issues within education. 

The digital tools currently utilized within the advising relationships seek to manage student information, notes, and referrals. The institution employs a student information system to onboard and guide students from admission to enrollment. Then, the advising and support units use a different system to invite students to appointments, request progress report updates from faculty, record interaction notes on services utilized, answer questions, and make support recommendations. Another system tracks degree plan requirements and progress. Students take the information from the degree system and then use another system to register for classes. In addition to the disjointed nature of the different technologies and systems used within the advising profession, most of these tools are not currently student-facing. However, an innovation to advising would help change this by utilizing blended learning concepts to flip advising from short-burst information transfer sessions (overwhelming) to ongoing dialogues and collaborations that expand the relationship and further assist students in navigating and understanding their learning opportunities. Through the lens of a COVA approach to learning that incorporates how educational technology encourages student choice, ownership, and voice while presenting authentic learning opportunities, technology and digital learning tools must contribute to creating significant learning environments (CSLE) instead of technology for technology’s sake. 

A personally curated advising resource (ePortfolio) is my favorite technology tool at this time, simply because of the unlimited accessibility of combining and translating information across the higher education landscape. This resource could help learners and their families navigate the frustratingly confusing process of learning policy, procedure, and an unlimited number of requirements faced by college students. I am intrigued by the tools enabling a blended learning model that incorporates micro-lectures, cloud computing, and online collaboration within learning collectives. Google Classroom provides an exciting opportunity for connecting learners while also providing opportunities for assessment.

In this discussion, consider the required readings and view the following videos then participate in a discussion with your colleagues where you will explore the variety of ways technology can enhance learning.

Readings

Articles

Discussion Videos

Digital Tools in Digital Environments

Podcast/Interview

Discussion 1 of 2 – Digital Tools in Digital Environments

  1. How do you evaluate current and future trends and tools in educational technology for educational impact?
    • I evaluate current and future trends by performing online searches through search engines and video streaming while further refining source information through detailed reviews of literature and research found with my professional organizations, related journals, and other article sources. Through the lens of a COVA approach to learning that incorporates how educational technology encourages student choice, ownership, and voice while presenting authentic learning opportunities. Technology and digital learning tools must contribute to creating significant learning environments (CSLE) instead of technology for technology’s sake.
  2. Which resources do you look to find emerging trends and issues in the field?
    • Professional journals from NACADA are my primary resource for finding emerging trends within advising. EDUCAUSE Review is another excellent resource for identifying technology trends and issues within education.
  3. What digital tools have you used to support learning in your current work setting?
    • The digital tools utilized within the advising relationship manage student information, notes, and referrals. The institution employs a student information system to onboard and guide students from admission to enrollment. Then, the advising and support units use another system to invite students to appointments, request progress report updates from faculty, record interaction notes on services utilized, questions answered, and support recommended. Another system tracks degree plan requirements and progress. Students take the information from the degree system and then use another system to register for classes. Most technology tools are not student-facing, but an innovation to advising would help change this by utilizing blended learning concepts to flip advising from short burst information transfer sessions to ongoing dialogues and collaborations that expand the relationship and further assist students in navigating and understanding their learning opportunity.
  4. Which tools are your favorite and why?
    • Currently, a personally curated advising resource is my favorite simply because of the unlimited accessibility of combining and translating information across the higher education landscape. This resource could help learners and families navigate the confusing process of learning policy, procedure, and requirements faced by college students. Google Classroom provides an exciting opportunity for connecting learners while also providing opportunities for assessment. I am intrigued by the tools enabling a blended learning model that incorporates micro-lectures, cloud computing, and online collaboration within learning collectives.

References

Denton, D. W. (2012). Enhancing instruction through Constructivism, Cooperative Learning, and Cloud Computing. TechTrends, 56(4), 34–41. https://doi.org/10.1007/s11528-012-0585-1

Liao, J., Wang, M., Ran, W., & Yang, S. J. H. (2013). Collaborative cloud: a new model for e-learning. Innovations in Education and Teaching International, 51(3), 338–351. https://doi.org/10.1080/14703297.2013.791554

Noah, T. (2023). Enhancing flipped learning with microlectures. Edutopia. https://www.edutopia.org/article/flipped-learning-with-microlectures

Nordic Business Forum. (2015, September 8). Sir Ken Robinson – How finding your passion changes everything: Part 2 | Nordic Business Forum 2014 [Video]. YouTube. https://www.youtube.com/watch?v=r6E8y-9TzpI

ProjectHappyWay. (2015, March 27). Best Ted Talks 2015 – Draw your future – Take control of your life [Video]. YouTube. https://www.youtube.com/watch?v=4vl6wCiUZYc

Publishing: Can I really do that? (n.d.). Learner’s Mindset. https://tilisathibodeaux.com/wordpress/?page_id=841

Stevenson, M., & Hedberg, J. (2011). Head in the clouds: A review of current and future potential for cloud-enabled pedagogies. Educational Media International, 48(4), 321–333. https://doi.org/10.1080/09523987.2011.632279

Stevenson, M., & Hedberg, J. (2013). Learning and design with online real-time collaboration. Educational Media International, 50(2), 120–134. https://doi.org/10.1080/09523987.2013.795352

TED. (2013, February 27). Sugata Mitra: Build a school in the cloud [Video]. YouTube. https://www.youtube.com/watch?v=y3jYVe1RGaU

The School of Life. (2013, April 11). Ken Robinson on passion [Video]. YouTube. https://www.youtube.com/watch?v=-M8Hl5MUr8w

Wbur. (2013, June 19). Sir Ken Robinson On Discovering Your Passions | On Point. WBUR.org. https://www.wbur.org/onpoint/2013/06/19/sir-ken-robinson

ADL Program, Advising, Goals, Leadership, Professional, Publication

Tell Others

The Advisor That Cares

Moving through the module 1-2 content in this my second to last ADL Program’s publishing course, I am encouraged to share my success stories. To consider what digital technology I have found success using that others would find valuable. I immediately panic! My innovation idea hasn’t been implemented. My innovation idea is constantly growing and evolving and morphing into something more! How in the world am I supposed to narrow down on a topic I can provide any contribution to my profession?

Deep breath. Find your passion (Nordic Business Forum, 2015 & The School of Life, 2013).

At the heart of the matter, I want to show advisors how helpful a portfolio resource would be to themselves, their students, and their students’ family members. So much of an advisor’s job is helping students navigate the foreign world of higher ed. Having a personally curated resource to share source material (policies and procedures) while breaking information down into bite-sized pieces.

In my advising experience, an ePortfolio allows me to link students to informational resources. While the information is available online, the language and context are rarely fully understood by students and parents. Becoming this navigator and resource was my personal passion when I was the frontline advisor. Now equipping my team with resources that can relieve them of information transfer while still serving as a resource to students is a very fulfilling concept that I could share with the world.

References

Nordic Business Forum. (2015, September 8). Sir Ken Robinson – How finding your passion changes everything: Part 2 | Nordic Business Forum 2014 [Video]. YouTube. https://www.youtube.com/watch?v=r6E8y-9TzpI

The School of Life. (2013, April 11). Ken Robinson on passion [Video]. YouTube. https://www.youtube.com/watch?v=-M8Hl5MUr8w

ADL Program, Advising, Goals, Innovation Plan, Online Learning, Publication, Reflecting

Pub Crawl

The Advisor That Cares

That is a bit misleading… because when I say “pub crawl,” I mean crawling through the publication process.

In my typical form, in the ADL Program, the first thing I do is Google “where can I publish about academic advising,” The first result is this lovely 2013 guide on Exploring Publication Opportunities, which adds to the two or three professional journals I always turn to when looking for information.

NACADA is the professional organization I always turn to when I’m researching advising, so it makes a lot of sense to explore potential options within NACADA.

TEXAAN is another professional organization that I turn to for professional development, and in recent years, they have started growing their member articles.

TCEA encourages the utilization of technology to support and encourage learning. This would be another great place to consider publication.

The EDUCAUSE Review hosts an outlet for higher education-specific technology topics of interest.

ADL Program, Advising, ePortfolios, Evolution, Focus on the learning, Goals, Humor, Instructional Design, It's all about the learning, Learner's Mindset, Learning, Online Learning, Personal, Professional, Reflecting

Sneaky, sneaky

The Advisor That Cares

There are so many times while reflecting on this program that I see and appreciate how sneaky Dr. Harapnuik is with this whole learning thing. I hope that other learners throughout my cohort see their own learning development and recognize that we can help our learners do this too. This program has equipped us with so many strategies to effectively create and implement change in our areas.

For example, I’m reviewing the final usability assignment and seeing how many other courses lead and tie into this. Every step is connected to a previous one in some form or fashion. I see how much my thoughts and ideas evolve and how much stronger they will be as I invite others to innovate, advising with me.

ADL Program, Advising, ePortfolios, Focus on the learning, Goals, Growth, Growth Mindset, Innovation Plan, Instructional Design, It's all about the learning, Learner's Mindset, Learning, Online Learning, Outcomes, Personal, Professional, Professional Learning, Research, Tips

Ready, Set, Usability Test

The Advisor That Cares

Well, here I go again. Preparing to do something I have never dreamed of doing before. I am about to embark upon my first experience with usability testing. Finding tasks that would give me a user experience in interacting with my course has been challenging. The hardest part has been avoiding biased language and providing too many instructions.

Usability Test Script

Usability Test Resource

My Usability Testing Notes and Observations Log is the last step in my prep work development process.

Ready, set, it is usability testing time!

ADL Program, Advising, ePortfolios, Focus on the learning, Goals, Growth Mindset, Innovation Plan, Instructional Design, It's all about the learning, Learner's Mindset, Learning, Online Learning, Outcomes, Personal, Professional, Research, Tips

Outcomes and Action

The Advisor That Cares

Reflecting upon this first course, I know there is too much content to cover.

Would a longer duration or a multi-course approach work best?

What I envision is a 15-week course that is broken up into three five-week classes. I hope shorter courses will be less overwhelming to learners. This approach would allow me to narrow in on each course’s focus.

  • The first course would introduce the learner to what an advisor is, does, and when to contact their advisor. This introduction to advising includes a ton of information about policies, procedures, impacts, and considerations which serve as an onboard to the university.
  • The second five-week course would hit right around the time learners face their first big exams, questions about the fit of their major selection, and whether this college experience is going how they imagined it would. This five-week course could focus on resources available and referral procedures, reinforcing the advising relationship as a central hub for connecting across campus. This course could also utilize growth and learner’s mindset information to empower learners to actively drive their educational experience instead of accepting the role of a passive participant. This five-week course also includes social and academic connections throughout campus life, from student government association, leadership conferences, greek life, intermural sports, and so much more. These three focus areas could drive home the learning outcome for a healthy and holistic student support system and experience.
  • The final five-week course would revisit the learning outcomes covered in the first two five-week courses and add the technology that learners will use to monitor their degree progress, explore other majors of interest, and ensure they are taking the classes they need at the pace and timeframe recommended by their department for timely graduation. This course will empower the learners to prepare a four-year plan of study and a one-year registration plan and allow them to verify that every class they register to take moves them closer to 100% completion.

Completing a cumulative final exam with a minimum score and advisor review may serve as a mandatory advising pass for the following semester by demonstrating their learning through formative and summative assessments for the entire 15-week term.

  • Measurement would require learners to prepare a registration plan with course reference numbers for the next academic year, a narrative statement about their major and career interests, an itemization of the services and social opportunities utilized and explored, if not used, a narrative account about the other ways students found support.
  • Multiple choice/short answer assessments of university policy, procedures, and implications (financial aid, time to degree, etc.) allow the measurement of information transfer topics important to students throughout their college experience.

Students with questions or advisors with concerns would allow for more meaningful and enriching advisor-advisee interactions.

Developing Learning Outcomes

  • What are the essential things students must know to be able to succeed in the course?
  • What are the essential things students must be able to do to succeed in the course?
  • What knowledge or skills do students bring to the course that the course will build on?
  • What knowledge or skills will be new to students in the course?
  • What other areas of knowledge are connected to the work of the course?

Active Verbs for Bloom’s Revised Taxonomy

ADL Program, Advising, Evolution, Goals, Growth, Influencer, Leadership, Learner's Mindset, Learning, Outcomes, Personal, Professional, Reflecting

Accountability

The Advisor That Cares

Personal. Professional. Academic.

Accountability.

Man, it really does go so far in helping you work through your own thoughts and ideas. Just having someone ask you what is working, what could be better, and just check in to say, did you consider this? You may have overlooked that? Don’t forget you wanted to do this. I keep thinking of the WIG sessions for 4DX; what did you do to move the WIG, what are you committing to do in the next week to continue moving the WIG, what are you not meeting expectations, and how will you improve or compensate?

Academically, I’m feeling a bit out on an island, so I’m throwing out some feelers to see if I can rectify that. Professionally, my leaders are doing a great job holding their team members accountable. They are collaborating and seem to be moving toward healthy functioning teams. I am doing everything I can to be a supportive leader and teammate by asking for their feedback and ideas, genuinely appreciating their efforts, and hoping (thinking) that the workplace environment (morale) is improving.

ADL Program, Advising, ePortfolios, Focus on the learning, Goals, Innovation Plan, Instructional Design, It's all about the learning, Learning, Online Learning, Outcomes, Personal, Professional

Educause strikes again

The Advisor That Cares

Always right on track with my projects and interests, EDUCAUSE strikes again with this timely review on 9 Ways to Help Students Use Technology to Get the Most Out of College.

Talk about right on time and right on topic. I am attempting to address all nine points in my Advising 101 Instructional Design.

  • Needs Assessment – What are the needs of the learner?
  • Connections – Help students connect with their why, connect with each other, and gain a sense of belonging and purpose.
  • Coordinated Care and Support – Students do not need to feel lost and confused. As much as possible, consolidate and centralize.
  • Enhance Collaboration – Teach students how to utilize tools and technology to connect with one another and their learning experience.
  • Organization of Time and Tasks – Time, task, and information management are valuable skills for students to learn. Facilitating these skills will serve them for a lifetime.
  • Rethinking Communication – Students receive far too many emails and communications. By making messaging shorter, scannable, and graphic, students are more likely to meet important deadlines.
  • Enable Social Impacts – Students need to see that they can make an impact on those around them. Increased opportunities for service learning, making the college experience more fulfilling and keeping students engaged with their purpose.
  • Connect Classes to Career – To prevent students from losing motivation, connecting them with mentors and opportunities within their career path will remind them what all their hard work and effort is building toward.
  • Personalize the student experience by using data to continuously evaluate and improve these factors.
ADL Program, Advising, Blackboard, ePortfolios, Focus on the learning, Innovation Plan, Instructional Design, It's all about the learning, Leadership, Learner's Mindset, Learning, Online Learning, Outcomes, Why

Free Write

The Advisor That Cares

What is your course about?

My course is about onboarding students to college life. The course aims to explain what an advisor is and what they can do to help students. The course outlines the student’s responsibilities in their college experience and within the advising relationship. The course helps students understand university policies and procedures, including support information like success services.

How does it fit into a program?

Advising falls within both enrollment management and student success arenas. Advisors become the centralized hub of information and referrals, which primes advisors as excellent facilitators of the learning process through an advising course. Each major falls within a college department, and there are a variety of program needs based on those differences.

What is it that excites you about this course?

My excitement about this course is two fold. First, the opportunity to help learners become self-motivated learners and to take control of their academic pursuits. I am excited that learners will learn how to navigate the college experience with skills they can apply to life. Secondly, I am excited for advisors to collaborate and combine their knowledge into resources for advisees to grow and learn. There is a future possibility of learners collaborating and supporting one another through both peer-advisors and collective discussions, which is very exciting to consider.

What are the non-negotiable elements of the course?

The advising course must relieve advisors of the information transfer aspects of the advising relationship. Advisors are discouraged and overworked by the sheer number of advisees they must see each registration cycle. Limited time for advising appointments, high turn-over rates, and low-morale among the department effects learners experience and advisors expertise. Through this advising course, advisors will be able to direct learners to resource and free their advising interactions to become life changing relationships that enhance both the learner and the advisors lives.

What are some secondary elements you want to fit in?

I see now that this advising course has the opportunity to help students find their purpose in life and stay connected with their long term goals and motivations for coming to college. All to often when the coursework gets challenge or we face personal obstacles we can decide that college isn’t for us or we weren’t really interested in that topic. I think helping students self-actualize by working through the reflection of their college growth, learning, and challenges can help today’s learners embrace the learners mindset.

ETC:

Sincerely I would like for the advising course to become a place that gives students the choice of delivery method, time of day, social interaction (or lack-thereof), and limits hesitation to ask questions they might perceive as silly or common knowledge to others. I also believe that there is amazing opportunity for learners to support one another and form collectives of support.

Source: Situational Factors: Defining Your Course