Category: Personal

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Leftovers

The Advisor That Cares

Media Project leftovers

Mannn, there’s so much to share. I definitely wanted to include a million quotes and clips in my media project. I will put them all here for now so I can revise and improve my thoughts, my article, and my innovation when I feel less limited by deadlines and time limits.

Quotes with YouTube clips:

This relationship has the potential to guide students through the unfamiliar landscape, and the language of higher education can also equip them with the skills needed to make informed decisions and choices in life. Jim Ott (2016) passionately echos this opportunity by saying that “significant learning comes through relationship” (TEDx Talks, 2016, 12:18-12:20). These connections allow the navigation of experiences, emotions, and the many questions that arise.

Sir Ken Robinson (2010) explains that the 21st-century educational landscape has “an unprecedented demand for innovation, for fresh thinking, fresh social systems, fresh ways of getting people to connect with themselves and have lives with purpose and meaning” (RSA, 2010, 32:37-32:40).

Jon Stolk (2015) says, “choice, trust, acceptance, encouragement, dialogue, care; when students feel these things, there are extremely strong positive correlations to a bunch of the stuff we we say we care about. So things like peer learning and active help seeking this is engaging with others in the learning process. Learners finding more value in what they do. Self-efficacy, the sense that you can be successful. Intrinsic motivation. Creativity. Very high level cognitive engagement, metacognition, thinking about your own thinking process” (TEDx Talks, 2015, 15:17-15:50).

Jim Ott (2016) passionately explains, “so if we are truly interested in the future of our children we must give them significant learning. We must give them a sense that they matter. We must invest in the emotions of now because everything about what we care about, their future, depends on them developing a foundation of believing in themselves. That they have value that they have purpose. That they matter. That is significant learning” (TEDx Talks, 2016, 14:56-15:27)

Craig Mertler (2019) challenges us all “to think about some aspect of your life, that you would like to change. No matter how big or how small. It doesn’t matter if it is personal, professional, academic. It doesn’t matter because you own it. It’s about you and your life. Find a different way of doing this thing and try it out. Gather some evidence of how well it worked for you and then make a plan for where you go next. Is this the solution or do I need to keep looking. Do I need to keep finding better ways to improve?” (TEDx Talks, 2019, 9:43-10:17)

Sir Ken Robinson (2010) “people do their best when they do the thing they love. When they are in their Element” (RSA, 2010, 26:45-26:51).

Sir Ken Robinson (2010) “evidence is persuasive when people get to connect to this powerful sense of talent in themselves, discover what it is they can do, they become somebody else. And that […] me is the premise of building a new education system” (RSA, 2010, 27:03-27:15).

Through discussions and reflections, advisors guide learners through encouraging questions. Working with students to help them understand their why (TEDx Talks, 2019), connect with their goals, and reignite the inquisitive mind. Sugata Mitra (2013) poses that “encouragement seems to be the key […] simply saying wow, saluting learning” (TED, 2013, 13:58-14:10).

Harapnuik, D. (n.d.). CSLE. It’s About Learning. https://www.harapnuik.org/?page_id=849

Horn, M. B., & Staker, H. (2017). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.

Khan, S. (2011, March). Let’s use video to reinvent education [Video]. TED Talks. https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en#t-149503

RSA. (2010, February 4). Sir Ken Robinson – changing paradigms [Video]. YouTube. https://www.youtube.com/watch?v=mCbdS4hSa0s

Steele, G. E. (2016). Creating a flipped advising approach. NACADA Clearinghouse of Academic Advising Resources. Retrieved from https://nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Creating-a-Flipped-Advising-Approach.aspx

TEDx Talks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA

TEDx Talks. (2016, March 14). Significant learning | Jim Ott | TEDxBellevueHighSchool [Video]. YouTube. https://www.youtube.com/watch?v=Zos6lhaehfo

TEDx Talks. (2019, March 20). Personal empowerment through reflection and learning | Dr. Craig Mertler | TEDxLakelandUniversity [Video]. YouTube. https://www.youtube.com/watch?v=uzDsT-25w14

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What to Write

The Advisor That Cares

Going through Dr. Harapnuik’s content and nearing the end of the ADL program makes many connections between the strategies and learning accomplished throughout this authentic learning environment.

I cannot help but reflect on my personal why (TEDx Talks, 2009). My passion is caring about other people. My goal is to make a difference and to try and make things better for those around me. Caring about others drives me to make a difference for frustrated students and advisors.

Advisors have an opportunity to embrace innovation in the ways that we approach our advising relationships. Think about ways to turn the repetitive parts of your job (the unrewarding information transfer topics and system onboarding done with students) into question-based searchable resources. What if posing questions and teaching students where and how to find information is far more valuable than trying to be the holder of all knowledge, policy, and departmental preferences.

My vision is that advisors and students will collaborate to create resources and communities that support and encourage one another as advisors step into mentorship roles and learners find peer support and guidance. Guiding learners to explore their goals and questioning what challenges or obstacles might hold them back allows learners and advisors to discuss and problem-solve unique concerns and considerations at individualized levels. Advisors serve as guides or coaches while students research advising resources, university websites, and support services relevant to their issues and concerns. Learners embrace ever-increasing efficacy over their learning experience through reflection blogs, cohort discussions, and peer meet-up opportunities (in person and virtual).

TEDx Talks. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound [Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=u4ZoJKF_VuA

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Find your Element

The Advisor That Cares

In the On Point interview, Sir Ken Robinson (2013) shares that as a young person, he found himself in special education classes and recognized people around him. “Finding what lies within” became a personal passion (Wbur, 2013).

https://www.wbur.org/onpoint/2013/06/19/sir-ken-robinson

This makes me very interested in learning more about his books:

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Fire

The Advisor That Cares

Let me tell you. It is not exactly easy to focus on much of anything when there is a 3,000-acre wildfire burning a dozen miles away. I’m really trying to hunker down and diligently write while processing the program content, yet all I can do is scroll and refresh, hoping for some update as to whether or not I need to grab what I can carry and the animals I can haul to boogie on out of here.

My three giant LaMancha goats are probably the most stressful part of that equation. Things are replaceable, and even irreplaceable things won’t impact going on with life if the worst were to face us, but letting loose or leaving my dream and reason for moving out here in the first place is the most stressful of all.

I will try to apply Dr. Harapnuik’s early advice about 90-minute work sessions. I am going to tell myself that I can step away from the wildfire for 1.5 hours to focus on school, then I can scroll for updates until the next 90-minute work session. Surely, my mind can use the break from the anxiety and worry that comes with watching and waiting.

I can’t help but make connections to this week’s module content and discussion. I absorbed Sir Ken Robinson’s message (2013 & 2015) to explore passions, following interests, and creativity to decide what I could say about my innovative digital idea that others would care enough to read about. As I sit here wondering if the worst was to come, what would I look back on smoldering ruin, wondering what I regret leaving behind. In much the same way, this publishing course answers the question, what is one thing I want other people to know about me about my passions. How can I help change the world, one learning at a time, so that others with the same heart can do the same?

Update. I made it about 40 minutes before I am stepping back outside to watch, smell, and scroll some more for updates and information. I am determined not to let this situation cost me my GPA, final semester, and second-to-last course. This first assignment is due Sunday, and I will find a way to power through between stress, anxiety, sleeplessness, prayers, and naps.

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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.

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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!

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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

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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.

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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.
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Where it all began

The Advisor That Cares

My innovation plan was born out of a desperate desire to increase student motivation to seek the information they need to be successful in their academic pursuits. When I began the ADL Program, I was advising for a few online graduate Master of Education programs (including this one). I kept having students miss critical deadlines and requirements due to their lack of information. It was not that they did not have access to the information that was provided, published, and available; instead, it was a lack of inquisitivism that prevented them from even beginning the search for understanding.

Revisiting the process and learning I undertook with the facilitation of Dr. Kelly Grogan while creating significant learning environments, I keep looking for ways to align outcomes. What are my desired outcomes? I want learners to be autonomously motivated.

In my typical form and fashion, I begin my studies by reviewing, reading, and note-taking through the resources provided in my program coursework. Inevitably, I search for Learner’s Mindset discussions on the topic and/or YouTube videos on key concepts, terms, or goals.

This source resonates with me and can serve as a reminder to all of us as we endeavor to create significant learning environments.

Jon Stolk recommends that we remember to utilize the following:

  • Real Tools (physical need)
  • Real Choice (thinking, reasoning, decision-making)
  • Real Trust (emotions/feelings)

He continues by stating that “when students feel these things (choice, trust, acceptance, encouragement, care, dialogue), there are extremely strong positive correlations to a bunch of the stuff we say we care about (self-efficacy, metacognition, active help-seeking, creativity, task value, peer learning, and intrinsic motivation)” (TEDx Talks, 2015).

Therefore, I intend to keep these in mind as I prepare to outline my plans for an online learning course’s instructional design. I keep hearing Dr. Harapnuik telling me to focus on the learning.

Reference

TEDx Talks. (2015, November 5). Creating autonomy-supportive learning environments | Jon Stolk | TEDxSMU [Video]. YouTube. https://www.youtube.com/watch?v=SxlFzrfdqa4