This eTutorial introduces the curricular and instructional design model, Backward by Design and Bloom's Taxonomies, for writing learning outcomes so participants can create a written lesson plan for synchronous and asynchronous online professional development delivery in an LMS that is based on NACADA Academic Advising Core Competencies.

Upcoming Offering:
2024 OFFERINGS TBD

What you'll learn:

• Participants who take these tutorials gain a deeper understanding of the NACADA Academic Advising Core Competencies.
• Participants will use a model for instructional design, based on Wiggins and McTighe, Backwards by Design model, to create an activity lesson plan related to one of the twenty components found in the NACADA Academic Advising Core Competencies. The goal is to design an activity lesson plan to be used within a Learning Management System (LMS) or an e-Portfolio.
• Participants will review Bloom’s Taxonomies to assist them in creating their activity lesson plans. 
• Participants who are willing, will submit their activity lesson to a repository for all course members and eventually to all NACADA Members in compliance with Open Source https://creativecommons.org/choose/ 

Who this is for:

• Those who either want to or have been asked to develop advisor training and/or professional development activities for their campus or department. 

About this eTutorial:

This eTutorial requires participants to select one NACADA Core Competency and use it as a basis for creating a training/profession development activity in the Canvas learning environment. The use of the Backwards by Design instructional design framework is pitched to those with slight or moderate exposure to instructional design and minimal familiarity with Bloom’s Taxonomies. Participants will share their lesson plans with each other, so rather than only having one activity at the end of this tutorial, participants will be able to consider many more to adapt to their local circumstances.

Format
Participants will complete in-depth readings, post replies to discussion boards, and complete quizzes and other assignments. Participants can work at their own pace within each week. There will be weekly assignments but no set time to be online. Participants will have the entire week to complete that week's content, which could be completed in several days or done during the week as their schedule allows. By offering this information in an online format, participants are provided a learning opportunity that can be accessed either in their own home or office, and at a time of day that works best for their schedules. Assignments, including discussion posts, quizzes, and readings will be required each week.

The eTutorial is 3.5 (3 1/2) weeks in length. Participants should expect to spend between four-eight hours per week completing the reading, posts, and assignments.

This eTutorial is structured in a manner that allows the participants to develop an international network through interaction with other members of their cohort through virtual chat rooms and discussion boards.

Moderators
Moderators will be assigned to assist those taking the eTutorial by posing questions for discussion, sharing successful practices, and answering questions.

Each week will include an assessment component including questions covering material and participation in topical discussions.
 
Completion
Upon successful completion (70% or better within the eTutorial) of all 3.5 weeks, the participant will receive a certificate of completion suitable for framing.

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