Author Archives: Dwayne

Still Learning, Still Curious, Still Human – Final Reflections on EC&I 834

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As our journey through EC&I 834: Designing for Online and Blended Learning comes to a close, it feels only right to look back—not just at what we built, but at what we became.

This course wasn’t just about modules and LMSs, or learning how to use H5P and Lumi (though those definitely became our trusty tools). It was about designing with intention. About understanding that education in digital spaces must be inclusive, flexible, and human-centered.

Together, we—Sharleen Joefield-Lovell and Dwayne Dawkins—took on the roles of quest-born creators, building not only a course, but a learning experience.

Our project, PR2025-222: Personal Branding – Image, Etiquette, and Protocol, was built for adult learners navigating career transitions, and it features:

  • A simulation game, Mr. Takahashi, where learners engage in real-life decision making
  • A chatbot tutor named Chuck who offers encouragement and practical coaching
  • Universal design considerations like transcripts, alt text, and offline options
  • A deep integration of HyFlex principles that value learner choice

We reflected not only through blog posts and forums, but through storytelling, creativity, and collaboration. The learning curve was real, but so was the community we built.

🎥 Final Video Artifact

To wrap it all up, we recorded a playful, reflective video artifact—complete with inside jokes, magical transitions, and yes… Chuck makes a cameo.

👉 Watch our Final Reflection Video here: https://youtu.be/xo0glvHpYQc
👉 Try the simulation game Mr. Takahashi: https://canvas.instructure.com/courses/11484942/pages/personal-branding-simulation?module_item_id=129225928

💬 Final Thoughts

Dwayne said it best in our video:

“We thought we were just building a course—but we built a community.”

And to quote Sharleen:

“The real magic was realizing that online doesn’t have to mean impersonal.”

So while this course ends, the adventure continues. We’re still learning. Still curious. Still human.

Thanks for joining us on the journey. 💫

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Final Reflections: A Course in Presence, Poise, and Personal Power 🌟

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“Your personal brand is what people say about you when you’re not in the room.” – Jeff Bezos

Welcome to the final post in my course development journey! I’m proud to introduce the finished prototype of a project I co-developed with Sharleen Joefield-Lovell:

🎓 PR2025-222: Personal Branding – Image, Etiquette, and Protocol

This course profile was designed to help learners feel more confident in how they present themselves—whether that’s in the boardroom, on LinkedIn, or at a formal dinner. In today’s interconnected world, social intelligence, cultural fluency, and personal branding aren’t optional, but they’re essential.

📘 Course Overview

Course Title: PR2025-222 – Personal Branding: Image, Etiquette, and Protocol
Delivery Format: Hybrid | Hyperflex | Interactive

✨ Course Objectives

By the end of this course, learners will be able to:

  • Develop and articulate a strong personal brand
  • Understand and apply professional image and etiquette
  • Navigate cultural introductions and communication
  • Network effectively online and in-person
  • Demonstrate dining etiquette and global protocol
  • Provide and receive constructive peer feedback

🧱 Course Structure

We divided the course into four interactive modules, each aligned with real-world learning goals.

Module 1: Interaction Intelligence – Polishing Your Soft Skills

  • Enhancing Your Soft Skills
  • Interaction Intelligence: Part 2

Module 2: Dining Etiquette

  • Dining Etiquette
  • Dining Styles & Global Etiquette

Module 3: Foundations of Personal Branding

  • What Makes a Strong Brand?
  • Building Your Personal Brand

Module 4: Skills for Success

  • The Role of Skills in Personal Branding
  • Personal Branding Simulation

The course includes case studies, H5P interactive videos, discussion forums, practical exercises, and a live dining etiquette assessment via video call.

🛠 Behind the Build: How We Created the Course

Creating PR2025-222 blended design, tech, and human-centred pedagogy. Here are the highlights:

✅ AI-Powered Learning

  • Custom avatars helped bring video content to life with realistic, engaging reactions.
  • An AI chatbot was embedded for real-time student support.

✅ Interactive Media

  • H5P tools allowed us to create quizzes, drag-and-drop activities, and simulations that offer instant feedback.
  • Real-world roleplays and etiquette walkthroughs were woven in using embedded videos.

✅ Design for Adult Learners

  • We minimized external links, kept navigation simple, and embedded everything learners needed directly within the course shell.
  • A built-in Google Calendar lets students schedule practical assessments quickly and easily.

✅ Inspired by Others

  • We drew inspiration from other high-impact H5P designs and adapted them with our own voice and goals in mind.

🎥 Watch Our Course Walkthrough

Want to explore the course layout and features? Watch our 20-minute screencast walkthrough where we show:

  • Course homepage and intro sequence
  • Module design and key activities
  • Dining etiquette practice exams
  • Student support features

📺 Watch here:
👉 https://youtu.be/sIRSXdYX4rM

Or even play our personal branding simulation game here:

👉https://app.Lumi.education/run/NRZggC

💬 Final Thoughts

Creating this course prototype was more than a capstone—it was an exploration of what learning can look like when it’s practical, polished, and personal.

We wanted learners to walk away not just with skills, but with confidence. Whether you’re introducing yourself at a networking event or dining with a global client, PR2025-222 helps you show up as your best self.

Thanks for following along—and here’s to thoughtful communication, authentic branding, life-wide and lifelong learning.

👤 Created by:
Dwayne Dawkins & Sharleen Joefield-Lovell
Instructional Designers | Advocates of Polished Presence

Response to Feedback and Plans for Course Development: Personal Branding: Image, Etiquette and Protocol

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Throughout the feedback process, both in-class and from reviewers, we have been significantly inspired by the valuable insights regarding our course design, module structure, and accessibility. We are genuinely grateful for the thorough evaluations and thoughtful suggestions, which will undoubtedly enhance our course and profoundly enrich the learning experience for our students. Below, we confidently outline our strategic plans to integrate (or not integrate) this feedback into our third and fourth modules and the exciting revisions of our existing prototypes.

Key Feedback Points and Planned Adjustments

Course Shell

  • Strengths: The feedback highlighted that our course shell is well-organized, easy to navigate, and provides a clear introduction to the course and instructors. The usability and structured approach were well received.
  • Areas for Improvement:
    • Some reviewers suggested ensuring that video links are functional and eliminating duplicate content.
    • The “Start Here” button currently leads to an announcement rather than module content, requiring users to return to the main page.
    • Adding information on how to contact instructors in the welcome message.
  • Planned Adjustments:
    • We will verify and update all video links to prevent accessibility issues.
    • The “Start Here” button will be modified to lead directly to the first module.
    • We will incorporate instructor contact details in the welcome message.

Course Module

  • Strengths: Reviewers praised the module’s engaging content, structured organization, and alignment with learning objectives. The integration of multimedia elements and interactive discussions was well received.
  • Areas for Improvement:
    • Some H5P elements create a “double scroll,” which may impact accessibility.
    • Clarification is needed on expectations for synchronous sessions, such as preparation requirements and participation methods.
    • Some users noted that the course profile includes references to both Moodle and Canvas, causing slight confusion.
  • Planned Adjustments:
    • We will review and adjust H5P elements to ensure smoother integration within Canvas.
    • Clear instructions on synchronous session expectations will be added.
    • We will ensure consistent platform references by updating all materials to reflect Canvas as the final choice.

Course Profile

  • Strengths: The course profile was noted for its clarity, organization, and strong alignment with assignment guidelines. The rationale for HyFlex learning was well articulated, and the learner personas effectively guided content design.
  • Areas for Improvement:
    • The course does not currently outline accessibility accommodations for students with low bandwidth, EAL learners, or those with limited access to technology.
    • Some reviewers noted that expectations for discussion participation and engagement could be clearer.
  • Planned Adjustments:
    • We will add accessibility considerations, such as alternative content formats and asynchronous participation options for students with limited access.
    • Clear guidelines on discussion participation expectations (e.g., word count, video/audio options, peer interactions) will be provided.

Reflection on Accessibility and Equity

During our Week 7 discussion on accessibility and equity, we gained new perspectives on making our course more inclusive. Currently, our course is designed with flexibility in mind, incorporating HyFlex options and multiple content formats. However, we recognize gaps that need to be addressed:

  1. Digital Access & Bandwidth Issues:
    • We will explore offering downloadable versions of course materials and transcriptions of videos.
    • Providing an alternative text-based format for multimedia content will improve accessibility for students with connectivity challenges.
  2. Language & Comprehension Support:
    • Additional language support resources for EAL learners, such as glossaries and simplified language options, will be included.
    • We will encourage the use of discussion boards as an alternative to real-time verbal participation.
  3. Instructor and Peer Interaction:
    • To enhance engagement, we will provide clearer instructions on role-playing exercises, peer feedback, and instructor involvement in discussion forums.
    • More structured interactive elements will ensure students actively apply learning concepts.

Conclusion

The feedback received has been incredibly beneficial, and we are committed to refining our course to improve accessibility, engagement, and clarity. By implementing these changes, we aim to provide a more inclusive and user-friendly learning experience that meets the needs of our diverse learners. We look forward to developing the second module with these insights in mind and continuing to improve upon our existing prototypes.

Thank you to all our reviewers for your constructive feedback and support in shaping this course!

Engaging Learning Strategies for Personal Branding – Image, Etiquette and Protocol Course

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Creating meaningful student interactions is at the core of an effective online learning experience. In designing the Personal Branding – Image, Etiquette, and Protocol course, we are incorporating discussion forums, open discussion boards, and video chats to foster collaboration and engagement among students and between students and instructors. These interactive methods are strategically chosen to create a dynamic learning community, promote knowledge sharing, and enhance overall learning outcomes.

Forms of Student Interaction

1. Discussion Forums for Course Activities

To encourage student-to-student interaction, structured discussion forums will be implemented where students can engage in thoughtful conversations about course activities. These forums will serve as a space for students to:

  • Reflect on personal branding concepts.
  • Share insights and experiences.
  • Provide constructive feedback to peers.
  • Collaborate on problem-solving tasks related to branding, etiquette, and protocol.

Justification:

  • Encourages critical thinking and engagement with course materials.
  • Supports asynchronous learning, allowing students to participate at their convenience.
  • Promotes peer learning through diverse perspectives and experiences.

2. Open Forum Discussion Board

An open discussion board will be available for students to post questions, share ideas, and seek clarification from both peers and instructors. This informal space will foster a sense of community and support collaborative learning.

Justification:

  • Reduces feelings of isolation in an online environment.
  • Encourages continuous engagement and exchange of knowledge.
  • Provides a flexible and open-ended platform for discussions beyond structured activities.

3. Instructor-Student Video Chats via Google Meet

Regular video chat sessions will be held to facilitate direct instructor-to-student interaction. These synchronous meetings will be used for:

  • Answering student queries in real time.
  • Providing personalized feedback.
  • Discussing complex topics that require deeper engagement.
  • Enhancing instructor presence and motivation.

Justification:

  • Creates a sense of connection between students and the instructor.
  • Helps address individual learning needs.
  • Enhances understanding through direct explanations and discussions.

Ensuring Meaningful and Supportive Interactions

To maximize the effectiveness of these interactions, we will adopt the following guidelines and assessment practices:

1. Building a Strong Online Community

  • Instructor Introduction Video: A short video introducing the instructor, including personal interests, to build rapport.
  • Student Introductions: Icebreaker activities such as an “Introduce Yourself” discussion forum where students share their backgrounds, interests, and personal branding goals.

2. Establishing a Safe and Inclusive Learning Space

  • Setting ground rules for respectful and professional online communication (netiquette).
  • Encouraging active participation by acknowledging and validating student contributions.
  • Providing a dedicated space for students to share challenges and coping strategies.

3. Regular Communication and Instructor Presence

  • Weekly announcements and email check-ins to keep students informed.
  • Prompt responses to student queries in discussion forums (within 24-48 hours).
  • Use of video messages occasionally to maintain a personal connection.

4. Assessing Engagement and Participation

  • Participation in discussion forums will be assessed based on relevance, depth of engagement, and interaction with peers.
  • Quality of contributions to open discussion boards will be considered in formative assessments.
  • Attendance and engagement in video chats will be encouraged but remain flexible for students in different time zones.

By implementing these structured yet flexible interaction strategies, the Personal Branding – Image, Etiquette, and Protocol course will provide a supportive, engaging, and enriching online learning experience, ensuring students develop strong personal branding skills while feeling connected and empowered.

References:

Brusini, A. (2020, June 17). Building community in an online course. Johns Hopkins University, Center for Educational Resources. https://ii.library.jhu.edu/2020/06/17/building-community-in-an-online-course/

Schmitt, R. (2020, May 14). Fostering Online Student Success in the Face of COVID-19. The Scholarly Teacher. https://www.scholarlyteacher.com/post/fostering-online-student-success-in-the-face-of-covid-19?fbclid=IwAR3v8lBQhOxT5fFU_q1HahnJVg6nCEvfGqeD_ZZHQ7gZHZkkH0LHuFGcX6g 

Enhancing Participants Engagement and Interaction in Image Management & Personal Branding

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Course Profile

In designing our course prototype, ‘Image Management & Personal Branding,’ fostering meaningful student interactions is essential to creating an engaging and immersive learning experience. Given the diverse backgrounds and professional goals of the learners, the course is designed to implement a variety of interactive methods tailored to participants’ needs. See the course profile here.

Forms of Interaction

  1. LMS Forums (Canvas Discussion Boards):
    • Students will participate in at least five discussion forums, posting personal reflections and responding to peers. This will encourage dialogue and peer learning.
    • Justification: Asynchronous forums allow flexibility for busy professionals, fostering thoughtful and structured discussions.
  2. Video Responses (Flipgrid):
    • Learners will record video reflections on topics such as public speaking techniques, media engagement strategies, and professional etiquette.
    • Justification: Video responses mimic real-world media interactions, enhancing verbal and non-verbal communication skills.
  3. Hashtags & Social Media Engagement (LinkedIn, Twitter):
    • Learners will engage in discussions using course-specific hashtags, sharing insights, resources, and industry-relevant content.
    • Justification: Social media participation reinforces real-world applications of personal branding and networking.
  4. Live Video Chats & Role-Playing (Zoom):
    • Weekly live sessions will include expert guest speakers, Q&A sessions, and role-playing exercises for media training and networking.
    • Justification: Synchronous interaction fosters real-time learning, allowing for direct feedback and professional engagement.

Guidelines & Assessment Practices for Meaningful Interactions

To ensure that these interactions remain relevant, engaging, and supportive, the following guidelines and assessment practices will be adopted:

  1. Structured Participation Requirements:
    • Students must contribute original posts and provide constructive feedback on at least two peer submissions in each forum discussion.
    • Assessment: Participation will be graded based on depth of analysis, engagement, and application of course concepts.
  2. Clear Rubrics for Video Contributions:
    • Criteria will include clarity, professionalism, application of learning, and engagement with peers.
    • Assessment: Learners will receive qualitative feedback and peer evaluations.
  3. Encouraging Civil & Professional Discourse:
    • A code of conduct will ensure that all interactions remain respectful, inclusive, and constructive.
    • Assessment: Adherence to guidelines will be monitored, with facilitators guiding discussions when necessary.
  4. Practical Application Exercises:
    • Students will participate in live role-playing sessions for media interactions and networking, receiving real-time feedback.
    • Assessment: Rubrics will evaluate performance, adaptability, and professional demeanor.
  5. Reflective Learning & Self-Assessment:
    • Learners will complete self-evaluations and peer assessments, encouraging metacognition and personal growth.
    • Assessment: Reflection journals and self-assessments will be reviewed as part of participation grading.

By integrating these interactive components, the course will provide an immersive and dynamic learning experience, equipping learners with the skills necessary to manage their public image effectively. The combination of structured discussions, multimedia interactions, and real-world applications will ensure that every student receives meaningful and constructive engagement throughout the course.

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Navigating the Advantages VS Disadvantages of Hyflex Learning in the Classroom

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With modern requirements, HyFlex learning has emerged as another flexible, student-centered course design methodology in education. In his work, “Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes,” B. J. Beatty outlines how the HyFlex model combines traditional in-person learning with online options and affords students choices in how they engage in course content-in person, through synchronous online participation, or asynchronously.

Key Features of HyFlex Learning

One of the central principles of HyFlex is student autonomy. Students can choose the mode of participation that best fits their schedule, learning preference, and personal situation. This choice empowers learners to take ownership of their education, making it more personalized and adaptable.HyFlex also emphasizes the use of technology. Instructors rely on online learning platforms, video conferencing, and collaboration software to guarantee content is seamlessly delivered into all modes. Due to this very reliance on technology, HyFlex can provide identical learning experiences in different locations.

Benefits of HyFlex
A key benefit of HyFlex is flexibility. Students can balance education with work, family commitments, or other responsibilities. It also increases accessibility, enabling students from diverse backgrounds and locations to participate fully. The model also encourages active learning by allowing students to engage in the mode that best suits their learning style.

Disadvantages of HyFlex
However, there are challenges in the implementation of a HyFlex course. The increased workload for instructors in managing multiple learning formats is overwhelming. There is a risk of inequality in the engagement of students, where in-person learners have more opportunities for interaction. Besides, technological issues disrupt the learning experience of both students and instructors.

Indeed, HyFlex opens great opportunities for education, but it is a resource-intensive process that requires detailed planning, as noticed by Beatty.

(EC&I 834)

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Course Description and Objectives

Course Description

This course examines trends, issues, affordances, and challenges in the design and development of online and blended courses. Learning theories related to digital pedagogy will be explored as they apply to course/learning environment design.
The course has an integral online component. This course includes two key components. First, all of the synchronous class sessions will be facilitated online via web conferencing. You can participate in these sessions from home (or wherever you have access to a computer & Internet). Second, there is an expectation that course interaction will occur outside of scheduled class times in our virtual community, student blogs, and possibly other social networking services.

Course Objectives

Throughout this course, students will:

  • Explore the theoretical, historical, and pedagogical foundations of blended and online learning
  • Develop understandings of blended and online learning practices, including both technical aspects (e.g., tools, platforms, networks, etc.) and pedagogical issues (e.g., learning strategies, developing content, delivery/facilitation formats/options, developing presence, cultivating community, etc.)
  • Examine and evaluate blended and online course content and pedagogical practices, including openly available content (e.g. Youtube videos, MOOCs, open content)
  • Identify and critically reflect on the benefits, challenges, and complexities of designing for blended and online learning, taking into consideration pedagogical, social, and ethical concerns and contexts
  • Identify, discuss, and analyze contemporary issues as well as emerging trends in the field
  • Integrate learned course content with prior knowledge to develop blended and/or online learning artefacts and experiences
  • Plan online and/or online blended learning artefacts/experiences that:
    • Are appropriate for the intended audience 
    • Demonstrate thoughtful and appropriate integration of tools and pedagogies 
    • Demonstrate clear and purposeful alignment of learning objectives/goals with content, activities, and assessments
    • Are responsive to learner needs and feedback

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