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Tomato, Toma-tah: Building Interdepartmental Relationships to Benefit the Classroom & the 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.

1 of 17
TOMATO,TOMA-TAH
Building Interdepartmental Relationships to Benefit the Classroom & the
Institution
Meghan Wendy
Welcome.
Enrollment
Management
• FinancialAid
• Registration
• Admissions
Student Life
• Dean of
Students
• Residence
Halls
• Activities
Faculty &
Advising
• Course
sequence
• Advising
Student
Services
• Disability
Services
• Veteran
Services
So this means…
Count off by 4s!
Enrollment
Management
• FinancialAid
• Registration
• Admissions
Student Life
• Dean of
Students
• Residence
Halls
• Activities
Faculty &
Advising
• Course
sequence
• Advising
Student
Services
• Disability
Services
• Veteran
Services

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Tomato, Toma-tah: Building Interdepartmental Relationships to Benefit the Classroom & the Institution

Editor's Notes

  1. 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
  2. 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
  3. Signs. Needs analysis. How do we know what the need is.
  4. 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.
  5. Elements need to be what the group determines as important. Bring priorities defined earlier need to come together to create a whole experience.
  6. 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.
  7. 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
  8. 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.