In the Implementation Assignment, you will create an implementation video and supporting resources that will address the following questions/points:
- Where does the Overview/Introduction/Start Here module fit into the overall course map or design?
- The modules are meant to be explored by students as needed while aligning with the stages of the student’s first semester in college. Utilizing the academic calendar as a guide, the course modules align with significant stages of the academic term. Therefore, modules on the state drop limit fall before the census date for the term. However, students can return to the information contained in the module about the considerations before dropping a class at any point in the semester if they find themselves in a position that they would want to drop, giving them control and choice throughout the course content as outlined in the modules.
- How is your instructional design approach realized in the modules?
- Utilizing the ADDIE Model instructional design approach first allows me to analyze and identify the problems this Advising 101 course seeks to resolve. This first stage of instructional design informs each module in the course and plans for additional future modules/courses. The ADDIE model of instructional design maintains the focus of this advising course by continually focusing on the needs of incoming college students through the learning outcomes throughout each module. The design phase of this instructional design approach ultimately informs the modules since this step outlines learning outcomes, learning activities, and assessments. Throughout the develop phase, in-person, online, or blended topics are considered and planned. This aspect of the design approach is realized in the types of media utilized and the instructional strategies used to meet each of the learning outcomes designed throughout the course. This stage will be further evaluated and refined once the usability step of the course design takes place. Throughout the course, there is information and encouragement to keep the learner engaged with their motivation for progressing through the course and learning about the content covered throughout and the thought-provoking discussion opportunities that will help them to create meaning in their learning experience. The final phases of the ADDIE Model, implement and evaluate, will come into play as the Advising 101 course is shared with the advising team and continually reviewed for improvements.
- Where are you sharing the main course goal and outcomes with your learners?
- At the start of each module, the course and specific learning outcomes are shared with the learner. Throughout the course, learners are encouraged to connect with their greater purpose and personal why, as these are the true motivators that will encourage learners to accept responsibility for their learning experience and will empower them to seek help and utilize resources provided to help them achieve those goals. By keeping the learner’s thoughts on these bigger-picture goals and immediate learning outcomes, the course can become a powerful tool in the learners’ college experience.
- How does the module align outcomes activities and assessment?
- By keeping the end goal in mind to evaluate what advising seeks to help learners become or understand as a result of the content covered in each module and through the advising course as a whole. Because each module addresses the learning outcome of that specific section and the overall course outcome, learners can evaluate why they would want to follow the course and related activities. The course activities provide the learner with additional details and information to help them move toward the learning outcomes identified. Assessments in each module align with those specific modules’ learning outcomes. These assessments allow advisors to identify areas they may need to cover in more detail with learners or refine for clarity in future course iterations.
- Is this student-centered or teacher-led?
- This course is intended to be entirely student-centered. Students can choose when to cover different topics and content based on their needs and interests. Material is presented in various formats so that the learner can explore the content in their preferred way.
- What is the scope or range of the instructor’s role (i.e., Presenter, Facilitator, Coach, Mentor)?
- The advisor (instructor) will serve as a presenter in the content of the Advising 101 course, but their role is genuinely coach and mentor since the advising role guides students to resources and support available to them on campus.
- Is the course blended or fully online?
- The course is blended with in-person advising appointments and online content through the advising course.
- How are you introducing the course and yourself, and how are you building the learning community?
- How are you introducing yourself? In the start here module, I introduce myself, my role at the institution, and my passion for student success. By including links to my portfolio throughout the course, learners can learn more about me/their facilitator and have opportunities to schedule advising appointments or synchronous/asynchronous.
- How are you introducing the Learning Community? In each module, there is a thought-provoking question, assessment, or collaboration opportunity, and then learners are asked to reflect on their experience at this stage of their first semester in college, this stage in the advising course, and provide encouragement to at least two members of the incoming cohort.
- What is the ratio or percentage of synchronous to asynchronous collaboration?
- 90-95% online asynchronous collaboration and 5-10% synchronous in-person advising.
- How will you address the infrastructure, system, and support needs and issues the learner may face?
- Through referrals and connections to support throughout campus such as service Desk, student services, and learning needs.
The Advisor That Cares 