Revisited Manifesto

As the educational developer for academic advising, I am committed to supporting MSU academic advisors personal and professional growth through engaging learning experiences. My manifesto is a reflection of my beliefs and values as it relates to learning and will provide a guiding framework for future work. More specifically, my manifesto supports my work in making online asynchronous training opportunities, including onboarding courses for new academic advisors.

Provide multiple ways to obtain information.

I will incorporate a variety of multimedia elements to improve learner engagement. “In a survey, it was found that 67% of American college students used their mobile devices to complete all or some of their course-related activities, which is a significant shift from the preference for laptops for college” (Bouchrika, 2022).  I aim to provide access to course content through a variety of tools, including mobile devices, which provides an alternative and often a more accessible option than a computer or laptop. 

Consult experts for accurate content and improved learning experience. In developing new course materials for learners, I will obtain the knowledge and guidance from various experts that align with the information I am sharing with learners. Collaboration with experts also helps to solve complex problems through brainstorming and exploring multiple solutions. Without this guidance, learners may not be given reliable or credible information, harming the trust with their instructor and overall learning experience.

Provide regular interpersonal interactions.

I will regularly interact with learners, establishing a level of trust through timely responses to learner inquiries and providing clear communication regarding assignments and expectations. As noted by Farley and Burbules in Online education view through an equity lens: Promoting engagement and success for all learners, “factors that are usually considered good practices in higher education, such as holding regular office hours, providing timely feedback, and checking in with students, are even more important with online learning” (2022). Regular collaboration between instructor and learner and ease of access to me as the instructor will help to break down boundaries and build a stronger relationship.

Engage in regular feedback with learners.

In my work in creating professional and educational development content for academic advisors, the learning objectives are informed by the advising community. My approach focuses on the needs and contexts of the learner, placing the learner at the center of all educational endeavors.  I will obtain regular feedback throughout the lifecycle of the learning experience in order to make continuous improvements and to show that the learner has influence in how and what they learn.

Technology is adapted to the learner.

Learning goals will evolve based on the needs and target outcomes of the learner. I will assess learning gaps for different types of learners, which informs the creation of learning goals, materials and technology used. “Technology use in the classroom is context bound and is, or at least needs to be, dependent on subject matter, grade level, student background, and the kinds of computers and software programs available” (Mishra & Koehler, 2006, p. 1032). Learning experiences will be built around the needs and context of the learner, taking into account the technology and software limitations as well as affordances.  I will ensure that materials are accessible to assistive technology, such as including descriptive alternative text for images and using headings and lists for screen readers and adding closed captioning on videos. I will also use inclusive language and clearly articulate the learning goals of each module and activity.  

Awareness of access inequality. 

I will maintain awareness of device variations and wifi access, as well as learning environments that affect the ability to focus on tasks. “There is a substantial body of research that documents differential access and unequal educational satisfaction and outcomes in online and blended learning environments. Where the potential of digital technologies is to remove some existing barriers, we are now coming to realise that these technologies can also constitute new barriers—not the least of which is dramatically unequal access to the means of technology themselves” (Farley, 2022). While acknowledging these barriers, I will communicate with learners frequently to assist them in finding solutions so that they still acquire the necessary knowledge from course content.

Building a sense of community online is just as important as in-person learning experiences. 

Community is built through collaborative group discussions, scheduling in-person or virtual meetings, and encouraging advisors to connect both in and outside of the structured learning environment.  I value community building in any learning environment and offer a variety of ways for learners to engage with each other, and learning experiences are only enhanced by embracing the diverse perspectives of the audience. As Hrastinksi put it in Asynchronous & Synchronous E-Learning, “social support relations are desirable for creating an atmosphere that fosters collaborative learning” (2008, p. 52). I will provide learners with the space to share their own experiences and offer a welcoming environment for new ideas to be discussed. I am committed to providing numerous opportunities for different views to be shared, whether that be through discussion boards, live conversations with groups, or exchanging views on social platforms. Regular opportunities for open discussion with colleagues through Microsoft Teams also offer more interactivity with peers while digesting learning materials.

Establish communication norms.

I will provide clear guidance on and expectations for how learners in the course are expected to communicate with both their instructor and their peers. A communication protocol will outline course rules governing respectful and productive discussion, including avoiding judgment, allowing everyone to contribute, awareness of implicit bias, and providing feedback on ideas shared and not on an individual. Communication protocols are not stagnant, feedback from learners is encouraged and can be incorporated into the community guidelines. 

References

Bouchrika, I. (2022). 50 Online Education Statistics: 2021/2022 Data on Higher Learning & Corporate Training.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017- 1054.

Farley, I. A. & Burbules, N. C. (2022). Online education viewed through an equity lens: Promoting  engagement and success for all learners. Review of Education, 10(3), e3367.

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51-55.