Analysis

In the Analysis phase of ADDIE, a learning solution is proposed to solve a knowledge gap with a specific audience in mind. The result should be that the target audience can demonstrate acquisition of new knowledge and skills as a result of the learning activity. My proposal represents this step of the ADDIE process by seeking to use well-established synchronous approaches to time management skill-building for new college students and adapting them for delivery via e-learning.

One change I made to my project proposal as a result of feedback from peers was revising my learning objectives for conciseness and understanding. My learning outcomes were overly wordy and did not get to the heart of what learners would gain from my module, and editing them down for clarity helps not only stakeholders who would be reviewing my outcomes, but also learners who would be reviewing them as they start my module.

I additionally adjusted my project scope and interactive elements of my proposal. My initial proposal included a “week in college life” simulation game to help learners imagine what it would be like to navigate weekly college demands. While I think this would be fun and even engaging for learners, with the main goal being to practice time management techniques, I opted to change to more focused interactive practice activities instead. This addresses issues of an overly large scope, as well as bringing skill-building to the forefront of the module.

Part 1: Project Scope

I will design an interactive e-learning module for first-year college students to practice and develop time management skills within the context of student life. This will include a repurposing of instructional content I have used in synchronous first-year seminar courses on time management.

I will develop the module outline, which will include all interactive elements, learner feedback elements, and reflection activities. Depending on my bandwidth during the development period, I might also develop a prototype version of the module using an authoring tool.

Part 2: Background

Knowledge Gap: One of the consistent challenges faced by first-year university students is managing all the new demands on their time. Students must now take full responsibility for managing and prioritizing how much time to devote to social, academic, and extracurricular demands, all while maintaining their physical and mental wellness. This is a challenge faced by most traditional college students, and is more pronounced for first-generation college students (students who are the first in their families to attend college).

Project Objectives: Participants will gain exposure to and practice with effective time management techniques and apply them within the context of the specific time domains they will face in college. This module will take a comprehensive approach to ensure students are considering how their time is managed within the wide breadth of activities involved in supporting academic success and holistic wellness. Students will come away with practical tools to manage their time, as well as practice articulating their priorities to help them determine how to best allocate their time. I envision this module being used by First-Year Experience program offices and/or within First-Year seminar courses.

Target Audience: First-year college students and first-generation college students

Learning Objectives:

(Knowledge) Students will be able to identify and categorize tasks related to a holistic set of wellness dimensions connected to academic success and personal wellness.

(Application) Participants will practice using the time blocking technique to create a weekly schedule, inclusive of tasks related to academic success and personal wellness.

(Analyze) Participants will examine navigating competing priorities on their time, responding to unexpected occurrences, and how time spent impacts their academic success and personal wellness.

(Synthesize) Participants will reflect on their priorities for their first year of college and apply the skills learned in the module to develop a time management action plan for their first semester/quarter.

Outcomes Assessment:

Assessment respective to each of the above learning objectives:

Students will engage in an activity in which they will list expected demands on their time. Students will be introduced to content introducing academic success and personal wellness dimensions, and will explore their baseline engagement in these areas.

Students will be asked to fill in a virtual calendar using the time-blocking technique multiple times, allocating and reallocating time to specific tasks, with increasing complexity by adding new tasks and responding to unexpected occurrences.

Students will practice making decisions on which tasks to prioritize, justify their choices, and see the impacts of their choices on their academic success and personal wellness.

Students will complete a guided time management action plan for their first semester/quarter of college, reflecting on their personal and academic goals and aligning them with how they allocate their time.

Part 3: Design Approach

Format/Structure: Asynchronous self-paced module, designed to be used within First-Year programs or First-Year seminar courses. Students will learn about and identify elements of health and wellness and academic success, engage in interactive time-blocking practice, and complete a time-management action plan they can use for their first semester.

Explanation of Format Choice: Using interactive time-management practice with instructional feedback will enhance current lessons on time management by helping students to make the connection between their time management practices and their academic success and wellness.

Sequence of Course:

Time-Blocking Introduction Activity and Lesson on Time Management in College

Time Management in College: Expectations and Reality

Academic Success Practices

Health and Wellness (Wellness Wheel)

Time-Blocking Practice Drills

Time Management Plan for the Term

Acquisition of Learner Needs/Interest Information: The module will be a generalized tool that can be used by any university and will draw on research on first-year student and first-generation student experiences. I will lean on my background working with first-year student transition programs and coursework in designing and adapting the learning activities. I might additionally do some interviews with colleagues currently working in First Year Program offices and their students, as well as prototype testing if I get that far.

Possible Technology: I am still determining which authoring tool will best suit the needs of this project, but I would like to explore using an authoring tool from the Articulate suite. In the module, I plan to include drag and drop activities, a module guide avatar for instructions and feedback, and web-based and/or printout reflection exercises.

Team: Myself

Part 4: Implementation

Context (where, when, how): In practice, the completed module would presumably be hosted online, either on an appropriate university’s first-year student resources page or on a general student support website’s page. For this project, I will design and host the module myself.

Time/Budget Constraints: The main potential cost associated with this project would be related to the choice of authoring tool(s). The timeline for the development of the project will coincide with the ELID Practicum course running for ten weeks.

Resources Needed/Available: TBD

Relevant Organizational Considerations: I plan to ensure the module will be unbranded and applicable to a diversity of first-year student experiences so as to be usable by any university.

Technical Support Expectations/Plan: TBD based on authoring tools used. I will need to confirm which authoring tool to use and determine the web hosting requirements.