Transcript

Hi everyone. My name is Tytiauna Goode, and I am a student in the Applied Digital Learning program at Lamar University. In this course, EDLD 5318, I have been working to design an online training course that I plan to use in my real-world career. This course is designed for afterschool program coordinators within the Texas ACE program in Austin ISD, and the goal is to help coordinators use AI tools to plan high-quality, TEKS-aligned activities while reducing workload stress and building digital confidence.

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In this video, I’m going to walk you through the Start Here module and the first instructional module for my course. I’ll explain my design approach, show how the course structure supports a student-centered learning environment, and highlight where learners will find course goals, how activities align with the outcomes, and how the course builds an authentic learning community.

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Right here on the landing page, you can see that I’ve included my course goal and the BHAG. The big goal is that each coordinator will leave the course with a complete TEKS-aligned lesson plan created with AI tools. The modules build toward this outcome gradually moving from awareness, to understanding, to exploration, and finally, creation.

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My instructional design approach combines COVA, CSLE, and Understanding by Design. I start with the purpose: What should coordinators be able to do by the end of this course? Then I work backward to design the tasks that help them get there. I began by identifying our biggest needs: reducing workload stress and improving lesson quality. And from there, I focused on building foundational skills before introducing AI.

You’ll notice that the modules include short, focused activities, collaborative tasks, real-world documents, and reflection opportunities. These elements are intentionally chosen to give coordinators ownership of their learning. Instead of me delivering all the content, the course is built around their exploration, their analysis, and their application, and it’s built around the real time constraints that coordinators face because we’re all extremely busy.

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So let’s start with Module One. Module One is my Start Here page, which functions as the learner’s entry point into this course. I designed this page to orient coordinators by providing a welcome message, an overview presentation, the course goals, the tools they’ll need, and a first-week icebreaker. This Start Here module sets the tone for the entire course and prepares learners for self-paced, student-centered learning. You’ll also see that I’m very intentional about giving participants choice and flexibility, which aligns with the COVA framework. Coordinators can explore resources in the order that works best for them, and they can use whichever AI tools fit their needs.

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Module One is broken down into five parts:

1. The Welcome Letter, which opens into a Google Doc. It breaks down the module in more detail and explains what I hope coordinators will learn and take away from this course. It also shares my "why" and the reasons this training matters for our program.

2. The Course Overview Presentation, which builds off of the welcome letter but is more visually engaging. It covers the course goals, structure, modules, tools, and navigation.

3. The Icebreaker, which takes them to a Padlet discussion. Although this module is fully asynchronous, I still wanted to offer an opportunity to connect with peers.

4. The Tools & Resources Page, where coordinators can access TEKS, scope and sequence, AI tools, and key district documents. Many coordinators don’t know these resources exist or why they matter, so I’ve laid everything out to remove barriers and prevent frustration.

5. The Exit Ticket, which is a Google Form designed to gauge what they actually learned in this module—because I know my colleagues, and they don’t always read things with fidelity!

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Module Two is the first instructional module. The purpose of this module is to discuss lesson planning in OST programs and why it matters. It’s broken into three sections.

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In the first section, coordinators review our Texas ACE Annual Performance Report (APR). Lesson planning consistently appears as an area coordinators struggle with, so I wanted them to see that this is a documented, statewide challenge. I linked the full report so they can explore it on their own, and I provided guiding questions to help them focus their attention. They submit a short reflection explaining what they found, and I also included an infographic with key highlights from the report for those who may not have time to read the entire document.

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The second section focuses on comparing school-day lesson planning with OST lesson structures. I included a school-day TEKS-aligned lesson plan and an OST lesson plan specific to our Austin ISD program. Coordinators use a comparison chart to examine pacing, structure, objectives, and alignment. Then they write a brief reflection on the major differences and similarities. I’m having them write this down because they will be sharing these findings with their peer group in the next step.

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The final section is the Module Two exit ticket. I explain that their next step is to meet with their assigned group—based on feeder patterns—to discuss what they found in the APR and in their lesson plan comparison. During this meeting, they will also identify and research potential AI tools that can support lesson planning. Many coordinators already use AI at different levels, so this lets them learn from each other and build collective knowledge.

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Their actual task is to schedule a 20–30 minute meeting and email me the details: time, platform, and their chosen AI tool. This gives me the opportunity to join if needed and supports accountability. It also creates space for collaboration, which is essential in our work—even in an asynchronous course.

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So that’s what I have set up so far: my Start Here module and the first instructional module. By the end of the course, my hope is that every coordinator will be able to build a complete lesson plan using AI, and that this will spark ongoing use of AI tools to reduce workload stress and improve program quality.

Thank you for listening.