Roles, Rules, Time, Task, Turns, Steps, and Language (RRTTTSL) Creation and Reflection

Version 1

Version 1 - Online Asynchronous Infographic: The first version is for an online asynchronous course, which is self-paced with minimal group interaction. As part of a larger unit that teaches advisors about the different components of the Student Information System, this module focuses specifically on how to use the What If Report feature. This feature allows advisors to view requirements for any major and how a student’s completed courses apply. Advisors were asked to watch the video tutorial before completing this assignment and then sharing their answers in a Flip recording. After submitting their own recording, they were asked to respond to someone else’s. 

Version 2

Version 2 - Online Synchronous/Live PPT: In the second version, the course is still online but is now a live/synchronous presentation and advisors are grouped together for the activity. Instead of searching for their own major, each group is given a student scenario with a list of questions to answer. Each member of the group is assigned a role, and all groups will share their findings with the entire class at the end. 

Reflection

For the first version of this assignment, I knew as the instructor that because this was for an online asynchronous course, the rules and instruction elements had to be very clear. In my first version, the learner is completing a series of self-paced tutorials on using a Student Information System, specifically the What If Report component, which requires watching a video tutorial prior to completing the assignment. I had to keep in mind that since there was not an instructor-led presentation or opportunity to talk in a live class, the infographic, which provided a good amount of space to provide assignment details, had to be easy to read and understand. Having clear instruction in both versions helps acclimate learners to the assignment and reduce frustration or confusion.

In the first version, I incorporated an element of choice so that the knowledge gained from the activity directly applied to the student population the advisor is responsible for. This helps with practicing and retaining the new information. To add more interactivity to the first version, I added a Flip recording for each advisor to share out what they found and reflect on the experience. I found more technical support was needed in the first version because the course was asynchronous but would benefit from a method for sharing and collaboration. As an instructor, I felt it was important to include interactivity in the first version as a way for advisors to connect and discuss what they learned from the training.  

When I transitioned the assignment to a live version with groups, I added more structure to help keep everyone on task within the allotted time. The structure included a predetermined student and major for each group’s scenario, a much smaller time limit (30 minutes versus a week to complete the assignment), and dedicated roles within each group. The Flip recording from version one was eliminated since the groups will be sharing during a live session.

In the second version in which small groups were created, I found the roles to be key for having everyone contribute to the assignment. In the initial version, there was a singular role of “advisor” since this was an independent activity. Turns in the first version were also incorporated as responding to another advisor’s Flip post. Turns were adjusted in the second version to organize group presentations and create order. The addition of the turns in the second version are helpful for streamlining share-outs and eliminating apprehension to share first from the groups.

Because this training is fairly technical and the terminology used may be somewhat unfamiliar for newer advisors, I felt it was necessary to include a definition key, which would satisfy the Language component of the acronym. Terms also used in day-to-day discussions with students are slightly different from what is used in the Student Information System. For example, Unit is used in SIS while Credit is more frequently used by advisors. This key was important to include in both versions.

Finally, providing an allotted time helps both the student and me as the instructor create a boundary and expectation for completing the assignment. With the first version being self-paced, the timeline was much more flexible, and a full week was given. In the second version, the live session is only an hour in length, so the activity had to fit within that period of time. Thirty minutes provided time for advisors to group up, discuss roles, review the assignment, and begin navigating the What If Report. I found that it is important to be aware of how flexible the structure of the learning experience is in order to assign time for an assignment.