Stressing your Noodle, Try Moodle

Stressing your Noodle, Try Moodle

Lisa KittelsonAcademic AdvisorUniversity of Minnesota Duluth

Research

Advising“Advisors must look beyond comfort levels in technology and continually enhance individual skills to meet the needs of students today and in the future. Advisors need to look at how technologies enable them to enhance, not limit or weaken, the quality of the conversation with advisees” (Nutt, 2005).

Millennial Generation

Technology

How does technology impact advising appointments & student success?

Moodle Module (Online Advising Course)

Pre-Advisement Module Meet other students

within the major Moodle Orientation College Dictionary Involvement

Opportunities on Campus Navigating the Web Appointment Scheduling Role of advising

Degree Requirements Application to the Program

Requirements How to read the Academic

Progress Audit System (APAS) Report

Registration Refresher Graduation Plan

Assignment Quiz Daily Chat Hour

Research Method

Experimental Group (44) Control Group (23)

Developmental Advising

65%

30%

Experimental Group Control Group

30%

70%

Programmatic (Prescriptive) Advising

Advising Appointment Content

Change in Assessment Scores

77%

97%

77%

97%

76%

97%

0%

20%

40%

60%

80%

100%

120%

Experimental Group Control Group

Pre-Assessment Score

Post-Assessment Score

77%

97%

76%

94%

Appointment Observation

Experimental Group Control Group

82%

57% 59%

43%

62%

47%

Conclusions

Students who completed the module prior to the advising appointment… Better understood the programmatic information. Had more time available for developmental advising which

lead to more deeper and meaningful conversations. Were more likely to complete an accurate 4 year graduation

plan Change of knowledge between pre and post

assessment same whether taught in person or online. If taught online more meaningful in person conversations.

Student Survey

Students in the experimental group also had the choice of completing a voluntary survey on their opinion of the Pre-Advisement Module

27.3% return on the surveyResults are as follows…

Module useful for new students to complete…

Moderately Agree

Strongly Agree

Slightly Agree

Slightly Disagree

Module Clearly Explains…

Degree Requirements

Program WorksheetHow to Register

How to Apply to the Program

Strongly Agree Moderately Agree Slightly Agree

How long did it take to complete?

Less than 30 Minutes

30 Minutes to 1 Hour

1 Hour to 1.5 Hours

Would you recommend this module to other elementary education students?

YES

90%

NO

10%

Three Stages of Backwards Design

Understanding By Design by Grant Wiggins & Jay McTighe. Stage 1: Identify Desired Results

What students should know, understand, be able to do & be familiar with?

Stage 2: Determine Acceptable Evidence How will we know if students have achieved desired

results? Understanding? Proficiency?

Stage 3: Plan Learning Experiences & Instruction Develop appropriate instructional activities that address

knowledge and skills

What’s Next?

What information would you like students to learn prior to advising appointments?

What course management systems available on your campus?

How does this integrate in what you are currently doing with advising and technology on your campus?

What does all of this mean?

Millennial’s + Modules = Meaningful Advising

Questions?

Lisa Kittelson

Academic Advisor

University of MN Duluth

(218) 726-7667

lkittels@d.umn.edu