NYU Students need guidance and recourses to go through the Albert registration process.

There are 2 frustrations NYU students face: 

1. They don't know how to navigate Albert (how to search, drop, swap, etc.). 

2. They don't know where to find resources to help with the registration. 

Here are two task components: 

1. An Albert course registration tutorial to guide students to enroll in courses. 

2. Show current resources that ECT students can resort to while registering for courses. 

The main solution our team believes in is to have an e-learning, self-paced course on Rise 360. The content includes the whole registration process starting from reviewing degree requirements to the registration process on Albert with texts, photos, and videos. There are 4 modules in the journey and an assessment would be included after each module.   

Module 4: Registration Process on Albert is definitely our main focus in the tutorial. We plan to write the script, record our videos, and put them onto Edpuzzle. In this way, we can test students' understanding in between the video. 

1. Dual-coding theory: Dual coding theory suggests that human cognition is divided into two processing systems: visual and verbal. We aim to ensure students have a comprehensive understanding of the resignation process by incorporating texts and videos in our tutorial (both visual and verbal). 

2. Cognitive Load Theory: We break our content into 4 modules to prevent students from suffering cognitive overload. Each module is concise and more digestable for students to learn proficiently. 

3. Self-determination theory: Deci & Ryan (1985) suggested that "learners can become self-determined when their needs for competence, connection, and autonomy are satisfied." Students would be self-determined to our tutorial since they must understand the registration process so as to enroll in their courses on Albert. 

1. Articulate Rise 360 (Tech): Rise allows a learning path to happen. It can set up multiple clear modules with dynamic tools. Also, it would collect data about students’ learning outcomes. 

2. Edpuzzle (Tech): Edpuzzle helps segment the video, and check understanding during the video. Also, it collects data about how many people answer correctly 

3. Text (Media): Texts deliver information to let students understand the content. 

4. Image (Media): Images also provide information in a more eye-catching way. 

5. Video (Media): Videos allow students to see the Albert registration process as it unfolds step by step in time-lapse as well as zoom in on certain mechanics that would be hard to see otherwise.

Another idea is to create a Slack-based community as an online discussion forum where ECT students can ask any questions related to registration. 

ECT students need to finish our e-learning tutorial before having the community link. This forces them to study first without asking random questions. 

1. Constructivism: In social constructivism, Vygotsky (1978) suggested that social interaction plays a fundamental role in the development of cognition. By joining our Albert learning community, students can exchange ideas, learn from others, and co-construct new knowledge.  

2. Connectivism: The connectivist theory posits learning takes place when learners make connections between ideas located throughout personal learning networks such as other individuals, social media, Internet, etc (Siemen, 2004). Our Slack/ Discord learning community is a spontaneous learning group. Students learn to connect each piece of information shared by other individuals to form their own knowledge and apply in the reality. 

3. Collaborative Learning: Collaborative learning is a social learning theory that involves learners grouping themselves to explore a concept or to work on project. Our community encourages students to help each others by answering quesitons, linking solutions, sharing information, etc. Members in the community learn everything about course registration collaboratively.     

1. Slack (Tech): Slack provides an online platform for students to post and discuss questions anytime anywhere.  

Two weeks before the course registration date, each new ECT student will have a group check-in with ECT course registration experts (a current student or a faculty member). The first check-in meeting covers the overview of the course registration process and a Q&A session. 

One week before the course registration date, students will have the second group check-in. The same content repeats for anyone who misses the first one or anyone who still has questions. 

1. Cooperative Learning: Compared to collaborative learning, cooperative learning is a more carefully structured type. The ECT students or faculty members serve as facilitators to launch a group check-ins with new ECT students. The experts may have some prompts to probe or simply let students guide the Q&A session. By participating the online meeting, students get to learn from each other and have their questions solved.  

1. Zoom (Tech): Zoom allows students to arrange a one-on-one meeting with registering experts online in a more flexible time frame.