The focus for redesigning Academic Learning Support Program orientation lectures to an asynchronous model of teaching is to begin using the flipped classroom technique where the student interacts independently with the content before meeting with the instructor who can then use class time to establish relevance and application of concepts in an open discussion format.
I would start by using three activities would inform the design and analysis:
Activity 1: Whiteboard/Jamboard/Padlet type technology to gather preconceived knowledge, definitions, and experience with the process of information discovery, research strategy, writing process, academic integrity, and presentation of knowledge.
Activity 3: Sorting the priority of class time and resource allocation using dot stickers on oversized post-it notes. The game is simple in that everyone gets the same number of one colored dot sticker, say five if there are ten values to choose from. These values might be individual lessons from the syllabus, learning outcomes, or in my case, workshop topics from academic support programs. The players then get only three of the next color and 1 of the final color. They then place the colored dot stickers on the large post-it notes according to importance: the one colored dot is the most important topic to teach or learn, the three are secondary information, and the five are tertiary information.
Activity 2: Post-lecture survey for first impression of relevance to their project, course, or discipline.
As these games are played by diverse audiences with differing interests and priorities, the importance of one concept over another will help shape the future design. These data points will be combined with coded interview data from the focus groups to include both the what and why of a decision. These games also connect the Needs Assessment and Learning Analysis.
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