Building Interdepartmental Relationships to Benefit Classroom & Institution
We've all experienced the sensation of participating in a conversation, yet feeling that the the other party is speaking a different language. It’s not the tomato-tomah-ta syndrome—you’re probably just talking with someone from IT. But truth is, there’s a lot we can learn from each other. The web-related field of user experience focuses on using elements to build positive online experiences for web users. Many of the principles are relative to building courses, online, in person, or hybrid. This hot topic session will pose a scenario with provocative questions on how cross-functional groups can work together toward a common goal: - How user experience principles apply not only to websites, but courses - How creating better experiences in the classroom and online can positively affect institutional culture—and proving it using data - How successful classroom/instructional design strategies can enable cross functional groups to work together toward a common goal - How to start applying these principles and techniques Presented by the archetype of opposing parties—a mother/daughter team from separate institutions, one faculty member and the other an user experience designer—this session promises to give attendees the tools they need to speak tomato and tomah-ta.
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Building Interdepartmental Relationships to Benefit Classroom & Institution
- 1. TOMATO,TOMA-TAH Building Interdepartmental Relationships to Benefit the Classroom & the Institution
- 2. Meghan Wendy
- 3. Welcome.
- 4. Enrollment Management • FinancialAid • Registration • Admissions Student Life • Dean of Students • Residence Halls • Activities Faculty & Advising • Course sequence • Advising Student Services • Disability Services • Veteran Services
- 5. So this means… Count off by 4s!
- 6. Enrollment Management • FinancialAid • Registration • Admissions Student Life • Dean of Students • Residence Halls • Activities Faculty & Advising • Course sequence • Advising Student Services • Disability Services • Veteran Services
- 7. What are your top 3-5 priorities? Enrollment Management • Example Student Services • Example Student Life • Example Faculty & Advising • Example
- 8. What now?
- 10. User Experience Their Motivations What do they need? Why do they need this? How can they do this? Your Objectives What do they need to do? Why do we want them to do this? How do we help them do this?
- 12. What do we want to happen? …did it happen?
- 13. Data points Quantifying the intangible - or-
- 14. 1. Define metrics 2. Define baseline 3. Start the process 4. Assess
- 15. The more users’ expectations prove right, the more they will feel in control of the system and the more they will like it. Jakob Nielson
Editor's Notes
- These are the four commons silos. Required online class that will help new students learn how to self serve. New course called HELP 101 – Helping E Learners Prosper Productivly
- These are the four commons silos. Required online class that will help new students learn how to self serve. New course called HELP 101 – Helping E Learners Prosper Productivly
- Signs. Needs analysis. How do we know what the need is.
- Integrate what we want to say with these main points. UX clarified that this applies to a student at any level, in any course. The user = studentFramework. Make a burger.
- Elements need to be what the group determines as important. Bring priorities defined earlier need to come together to create a whole experience.
- Develop metrics. Develop baseline. What was your premise for building this? That’s the metric for defining success/goals met. What did you want them to do? Did they do it? Loop. How do we know they did it? Survey. How often was the helpdesk utilized. Retention. Realize the root. Instituitnoally – there is a need for this, by terms of how you defined that need.
- How do we know it’s meeting student/institutional goals. Is it accomplishing what we need? What do the metrics mean? Sense maker vs. decision makerAs a sense maker, campuses have to invent a subjected reality. Preferably using data which can be used to construct conceptions of reality, identify what's important, and establish a common campus vocabulary
- Develop metrics. Develop baseline. What was your premise for building this? That’s the metric for defining success/goals met. What did you want them to do? Did they do it? Loop. How do we know they did it? Survey. How often was the helpdesk utilized. Retention. Common vocabulary, common mission.Realize the root. Instituitnoally – there is a need for this, by terms of how you defined that need.