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

Posted on April 7, 2025 by Dwayne

“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

Posted on March 27, 2025 by Dwayne

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:

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.
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.
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

Posted on March 27, 2025 by Dwayne

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 Participant Engagement and Interaction in Image Management & Personal Branding

Posted on February 9, 2025 by careljoefield

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 Course Profile here.
Forms of Interaction

LMS Forums (Canvas Discussion Boards):
o Students will participate in at least five discussion forums, posting personal reflections and responding to peers. This will encourage dialogue and peer learning.
o Justification: Asynchronous forums allow flexibility for busy professionals, fostering thoughtful and structured discussions.
Video Responses (Flipgrid):
o Learners will record video reflections on topics such as public speaking techniques, media engagement strategies, and professional etiquette.
o Justification: Video responses mimic real-world media interactions, enhancing verbal and non-verbal communication skills.
Hashtags & Social Media Engagement (LinkedIn, Twitter):
o Learners will engage in discussions using course-specific hashtags, sharing insights, resources, and industry-relevant content.
o Justification: Social media participation reinforces real-world applications of personal branding and networking.
Live Video Chats & Role-Playing (Zoom):
o Weekly live sessions will include expert guest speakers, Q&A sessions, and role-playing exercises for media training and networking.
o Justification: Synchronous interaction fosters real-time learning, allowing for direct feedback and professional engagement.
Assessment Practices for Meaningful Interactions
To ensure that these interactions remain relevant, engaging, and supportive, the following guidelines and assessment practices will be adopted:
Structured Participation Requirements:
o Students must contribute original posts and provide constructive feedback on at least two peer submissions in each forum discussion.
o Assessment: Participation will be graded based on depth of analysis, engagement, and application of course concepts.
Clear Rubrics for Video Contributions:
o Criteria will include clarity, professionalism, application of learning, and engagement with peers.
o Assessment: Learners will receive qualitative feedback and peer evaluations.
Encouraging Civil & Professional Discourse:
o A code of conduct will ensure that all interactions remain respectful, inclusive, and constructive.
o Assessment: Adherence to guidelines will be monitored, with facilitators guiding discussions when necessary.
Practical Application Exercises:
o Students will participate in live role-playing sessions for media interactions and networking, receiving real-time feedback.
o Assessment: Rubrics will evaluate performance, adaptability, and professional demeanor.
Reflective Learning & Self-Assessment:
o Learners will complete self-evaluations and peer assessments, encouraging metacognition and personal growth.
o 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.

EC&I 831 : Cellphones in Classrooms: A Blessing or a Distraction?

Posted on January 26, 2025 by Charmy Mehta

Photo by RDNE Stock project on Pexels.com

So, Saskatchewan has just rolled out some new rules about cellphones in classrooms, and it got me thinking about how tech is changing the game in education. As a former teacher and now a student diving into my Master’s in Education, I’ve seen firsthand how cellphones can be a double-edged sword. Let’s break down what these new rules might mean for everyone involved—teachers, school leaders, students, and parents—and how it connects to my own experiences.

The Teacher’s Look

From my time in the classroom, I can tell you that cellphones can be super distracting. Students whip them out during lessons to text, scroll through their feeds, and it’s a total challenge to keep things on track. But let’s not forget, cellphones can also be handy. When I taught younger kids, I sometimes used fun educational apps to keep things lively. If these new rules end up banning phones altogether, teachers might miss out on some cool teaching tools. I’d argue that instead of a total ban, we’d be better off with some clear guidelines on when and how to use phones.

The Administrator’s Take

For school admins, cellphone rules are all about fairness. They’re trying to find that sweet spot between letting kids use tech and keeping the classroom distraction-free. The new rules could help them create a consistent approach across the school. But it’s super important that everyone understands what these rules mean so that the whole point doesn’t get lost in translation.

The Student’s Vibe

From the student side of things, cellphones can be a blessing and a curse. I’ve seen older students collaborate on projects and find info at lightning speed using their phones. But on the flip side, some just zone out, glued to their screens, and miss out on participating. When I was a student, I found tech really useful for research, but it took serious self-control not to get sidetracked. I can only imagine how tough it is for students now with their phones buzzing all the time.

The Parent’s Angle

Talking to parents, I see they often view cellphones as a way to keep in touch with their kids during the day. Many of them worry about emergencies if kids can’t use their phones. At the same time, they want their kids focused on learning. One parent shared that she liked our school’s “phone-free” policy because it helped her child avoid the social media comparisons during breaks. It’s definitely a tricky balance, and parents want to be assured that their kids’ needs are at the forefront.

My Two Cents

Looking back on my experiences, I really think the way forward is finding some middle ground. Instead of a total shutdown on phones, schools could come up with some structured guidelines—maybe allowing phone use during breaks or for specific learning activities. Teachers could also do a little training on responsible cellphone use, helping students build good habits. For instance, during my teaching days, I used a mobile app for math, and the kids loved it because it felt like a game. But when I caught some using their phones for unrelated stuff, I had to tighten up the reins. It turned into a valuable lesson for us all.

Wrapping It Up

The new cellphone rules in Saskatchewan are trying to tackle those tech-related classroom challenges, but they should definitely allow for a bit of flexibility and creativity. If schools bring teachers, students, parents, and school leaders into the conversation, we might be able to create policies that support learning while embracing the perks of technology. After all, schooling is about setting students up for the future, and knowing how to use tech responsibly is a big part of that.

What do you think—are these rules a step in the right direction? Let’s chat!

EC&I: 834 FROM CHALKBOARDS TO TABLETS

Posted on January 23, 2025 by Charmy Mehta

As a primary school teacher since five years, I used blended learning and technology in several creative ways to make teaching more effective and fun for students.

When teaching the concept of addition and subtraction, I used educational math games on tablets. The students enjoyed solving problems in a game format, and it helped them grasp the concepts faster than traditional chalkboard teaching. Similarly, during an English lesson on storytelling, I used apps where students could create their own digital stories by adding images, animations, and text. This not only improved their language skills but also boosted their creativity. During science lessons about the solar system, I used virtual reality (VR) tools to give students a “space tour.” They could virtually visit planets, see the stars up close, and experience space in a way that textbooks couldn’t offer. The excitement on their faces was priceless, and it made the topic unforgettable for them.

However, there were some challenges. In one instance, the school’s smartboard wasn’t working during a planned digital lesson. I had to quickly switch to using printed handouts and group discussions instead. Another challenge was ensuring that all students had equal access to devices. Sometimes, there weren’t enough tablets for everyone, and I had to divide the class into groups, which occasionally caused delays. I also noticed that younger students sometimes struggled to focus when using technology because they were tempted to play unrelated games. I had to set strict rules and closely monitor their activities.

Despite these challenges, the opportunities far outweighed the problems. For example, I used blended learning to assign homework online through apps like Google Classroom. Students could submit assignments digitally, and I could give them feedback instantly. This also allowed me to involve parents, as they could track their child’s progress and communicate with me easily.

Blending technology with traditional teaching helped me connect better with my students and made the classroom a lively, interactive space. It taught me to be flexible and creative while using technology to enhance learning.