Week 4 Blogpost: Exploring the Effects of Climate Change Utilizing Canvas as Our eLearning Platform

Introduction

 Welcome to Week 4 of our eLearning journey! This week is significant for two main reasons: We are halfway through completing the EDU624 course and we are also introducing a new course for eLearning professional development. Therefore, we will present the first lesson for our instructional module. This unit will offer a thorough analysis of the factors behind climate change and look at practical solutions to lessen its effects. Climate change is more than just a scientific subject; it is a crucial matter that impacts all areas of our lives. By gaining insight into the reasons behind it, the impact it has, and the possible remedies, we can equip ourselves to make well-informed choices and carry out impactful measures.

Module 1: Understanding Climate Change

Climate change refers to long-term changes in temperature, precipitation, and other atmospheric conditions on Earth. These changes are primarily caused by human activities such as burning fossil fuels, deforestation, and industrial processes. The effects of climate change can be observed in rising global temperatures, melting ice caps, and extreme weather events like hurricanes and wildfires. It is important to understand the impact of climate change in order to mitigate its effects and work towards sustainable solutions. By reducing greenhouse gas emissions, investing in renewable energy sources, and promoting conservation efforts, we can help slow down the rate of global warming and protect our planet for future generations.

Key Lesson Concepts:

 Climate change is caused by human activities such as burning fossil fuels and deforestation.

The effects of climate change include rising global temperatures and extreme weather events.

We can mitigate climate change by reducing greenhouse gas emissions and investing in renewable energy sources.

I will be using Canvas as the learning management system for this module.

 Below are the components of Unit 1: Understanding Climate Change:

 Learning Objectives:

Students will be able to explain the primary human activities contributing to climate change.

Students will understand the effects of climate change and identify strategies to mitigate its impact.

Unit Overview:

This unit aims to provide an in-depth understanding of climate change, its causes, and its effects. Students will explore the scientific basis of climate change, examine real-world examples of its impact, and discuss potential solutions. Topics include greenhouse gas emissions, renewable energy, and conservation efforts.

Readings and Resources:

Articles and reports on climate science from reputable sources such as the IPCC (Intergovernmental Panel on Climate Change)

Educational videos explaining the greenhouse effect and climate models

Infographics showing the impact of climate change on different regions

Student Engagement:

Students will participate in a discussion board where they will share their thoughts on the most pressing effects of climate change and propose actions that can be taken at the individual, community, and global levels.

Assignment:

Students will complete an assignment that involves researching a specific aspect of climate change (e.g., the impact of climate change on polar ice caps or the role of renewable energy in reducing emissions). They will write a report summarizing their findings and present potential solutions. The assignment will be grounded in inquiry-based learning, encouraging students to investigate and draw conclusions based on their research.

Assessment Criteria (Rubric):

Clarity and accuracy of the explanation of climate change causes (20 points)

Depth of understanding of climate change effects (20 points)

Quality and feasibility of proposed mitigation strategies (20 points)

Overall coherence and organization of the report (20 points)

Engagement in the discussion board with thoughtful contributions (20 points)

Submission:

Students will submit their reports through the Canvas LMS. The rubric is embedded in the assignment submission page to ensure transparency in grading criteria.

To access the course, check out this The Impact of Climate Change (instructure.com)

 

Concluding thoughts

As we reflect on the development of our initial lesson for our educational program, it is evident that understanding climate change is crucial for fostering informed and proactive global citizens. Utilizing Canvas as our eLearning platform, we have designed a comprehensive module that delves into the scientific underpinnings, observable impacts, and actionable solutions related to climate change. The readings and resources, such as Schmittner's (2023) Introduction to Climate Science, provide a solid foundation for students to grasp the complexities of this global issue. Additionally, integrating multimedia resources, including educational videos produced by Makematic (2021), enhances the learning experience by offering diverse perspectives and engaging content delivery. The inclusion of David Wallace-Wells' (2019) The Uninhabitable Earth: Life After Warming underscores the urgency and relevance of the topic, highlighting the dire consequences of inaction. Through inquiry-based learning and structured assignments, students are encouraged to explore specific aspects of climate change, fostering critical thinking and problem-solving skills. By participating in discussion boards, students can share insights and propose solutions, creating a collaborative learning environment. This approach not only educates but also empowers students to take meaningful steps towards mitigating climate change. As we move forward, it is essential to continually adapt and refine our educational strategies, ensuring that they remain effective and relevant in addressing one of the most pressing challenges of our time.

References

McDonald, J. K., & West, R. E. (2021). Design for learning: Principles, processes and praxis (1st ed.). Ed Tech Books.

Makematic (Producer). (2021). How to pan and facilitate online problem-based learning tasks [Video]. In Makematic's TOM | Online master class | Series 2.

Makematic (Producer). (2021). 1.5: Inquiry based learning with digital media [Video]. In Makematic's Kentucky 2.0.

Wallace-Wells, D. (2019). The uninhabitable earth: Life after warming. Tim Duggan Books.

 Schmittner, A. (2023). Introduction to climate science. Oregon State University Ecampus. Licensed under Creative Commons Attribution-NonCommercial 4.0 International License. Retrieved from local source.

Week 3 Blogpost/Pitch Deck: How Learning Theories and Learner Analysis Inform the eLearning Environment

Introduction  

The evolution of digital learning environments necessitates a pedagogical approach that is both research-informed and adaptable to diverse learner needs. This pitch deck presents Canvas, a state-of-the-art eLearning platform designed to transform educational experiences globally through the integration of established learning theories and robust learner analysis.

The increasing demand for flexible and accessible education, particularly among adult learners balancing professional and personal commitments, underscores the necessity of a platform that fosters meaningful engagement. As McDonald and West (2021) observe, effective educational technologies must accommodate varied learning styles to optimize learner success. This presentation demonstrates how Canvas achieves this by aligning with Constructivist learning principles, ensuring that knowledge acquisition is not a passive process but one that is actively constructed by learners in ways that enhance engagement, retention, and application.

Opportunity Identification: Understanding Learner Needs

A comprehensive needs analysis of adult learners reveals a profound diversity in educational backgrounds, cognitive styles, and technological competencies. A dominant theme that emerged from this analysis is the necessity for greater flexibility in learning delivery, particularly for learners managing competing professional and personal demands. Research suggests that learning environments that prioritize adaptability and self-directed learning better support adult learners (West & Allman, 2021).

Canvas is designed to address these challenges by offering tailored educational pathways, thus creating equitable opportunities for learners to achieve their academic and professional aspirations.

Value Proposition: Advancing Personalized and Inclusive Learning

Canvas is built upon four key pillars that define its value proposition:

• Personalized Learning: Courses designed to align with individual learning goals, preferences, and prior knowledge, fostering deeper engagement and mastery.
• Active Participation and Empowerment: The platform promotes collaborative and inquiry-based learning, enhancing critical thinking and problem-solving skills.
• Measurable Learning Outcomes: Learners develop competencies that translate into tangible career and academic advancements.
• Credentialing and Industry Recognition: The platform offers certifications that are recognized across multiple professional and academic domains, ensuring learners gain qualifications that hold substantive value.

Theoretical Framework and Technological Model

The selection of Canvas as the Learning Management System (LMS) is predicated on its versatility, community-driven support, and seamless integration capabilities. The pedagogical foundation of this eLearning environment is Constructivism, a learning theory that emphasizes active knowledge construction through interaction, reflection, and engagement. Unlike passive instruction models, Constructivism ensures that learners play an active role in the co-creation of knowledge, thereby fostering deep conceptual understanding and long-term retention.

Furthermore, Canvas' customization features allow for tailored course content, adaptive assessments, and differentiated instructional strategies that respond to varied learner profiles, making the platform inclusive, responsive, and scalable.

Strategic Plan: Overcoming Implementation Challenges

To ensure the seamless operation and scalability of Canvas, we have identified four core implementation strategies to mitigate potential challenges:

1.    Technical Infrastructure Alignment: Ensuring the stability and scalability of the LMS to support evolving educational demands.

2.    Scalability and Sustainability: Designing a framework that allows continuous expansion without compromising the quality of learner engagement.

3.    Interactive Learning Strategies: Incorporating multimedia, gamification, and AI-driven adaptive learning to sustain motivation and active participation.

4.    Accessibility and Digital Equity: Ensuring the platform is accessible to learners with diverse technological access and digital literacy levels, thereby fostering inclusivity.

Why This Matters: The Future of Digital Learning

The imperative for inclusive, adaptive, and research-driven eLearning solutions has never been more pressing. Canvas serves as a transformative educational ecosystem that not only accommodates diverse learning preferences but also promotes lifelong learning, equipping learners with skills that are relevant to an ever-evolving global economy.

By prioritizing flexibility, accessibility, and pedagogical depth, Canvas is positioned as a leading platform that bridges the gap between traditional education models and the demands of contemporary learners.

Concluding Reflections

Canvas is not merely a digital tool but an educational innovation designed to redefine learning experiences. Rooted in advanced learning theories and a nuanced understanding of learner diversity, it provides a personalized, engaging, and outcomes-driven approach to education.

By offering adaptive learning pathways, industry-recognized certifications, and a commitment to accessibility, Canvas fosters an inclusive and future-oriented learning environment. Through the strategic integration of Constructivist principles, learner-centric design, and scalable infrastructure, this platform is poised to play a pivotal role in shaping the future of global education.

Below, you will find the accompanying PowerPoint presentation, outlining key insights from the pitch deck. Enjoy the presentation!

 

Week 2 Blogpost: Developing a Learner-Centric eLearning Environment

In our journey towards creating a highly effective and inclusive eLearning platform, understanding our learners’ needs and characteristics is paramount. This analysis is deeply rooted in the principles laid out in last week’s Needs Assessment and further develops our understanding through a detailed Learner Analysis. This blog post primarily outlines the process and rationale behind the design decisions for our eLearning environment, specifically tailored for a diverse audience within a specific academic or corporate setting. Research suggests that understanding learner demographics is crucial for creating an engaging and effective learning environment (Zameecnick et al., 2022). Additionally, personalized learning environments have shown to improve student satisfaction and performance, particularly in diverse settings (Rajabalee & Santally, 2021).

Part 1: Context and Demographics

The development of our eLearning environment begins with a thorough investigation of the context for which it is being designed. For this project, I chose to focus on Dominican University (IL), reviewing demographic data from the institution’s website, community records, and census data. I also engaged in conversations with staff and students to gain deeper insights into the unique characteristics of our learners. The demographic review revealed a diverse mix of students in terms of age, cultural backgrounds, and learning preferences. This diversity requires a flexible and adaptive learning environment that can cater to varied educational needs and preferences, highlighting the importance of personalized learning paths within our course design. A study by Abtahi (2017) underlines the importance of such demographic awareness as a foundation for effective curriculum development. Furthermore, the adaptation to demographic realities can lead to more targeted and successful educational interventions (Barrett, 2021). This insight is particularly relevant given the increasing globalization of education, which introduces a broader spectrum of learning and cultural needs (Beauchamp, Brown, & Whitley, 2021).

Dominican University At a Glance

Dominican University, a leader among the nation's Hispanic-Serving Institutions (HSI), focuses on advancing opportunities and ensuring social mobility for Latine students. Since gaining HSI status in 2011, Dominican has evolved into a model for serving diverse student populations by expanding scholarships, reducing equity gaps, and creating new pathways to careers and graduate school. The institution celebrates cultural diversity and advocates for social justice, providing a rich environment for fostering global citizenship and community building. For more details, you can visit Dominican's HSI at https://www.dom.edu/HSI. 

Worksheet for analyzing learners (Table 1)

Demographic Characteristics	Learner Details
Size of target audience	Approximately 150 students
Subgroups participation	Veterans, single parents
Age ranges	Majority aged 25-40
Educational/grade level	Most are pursuing associate degrees
Time out of educational setting	Varies, with some having a gap of 5-10 years
Gender breakdown	55% female, 45% male
Cultural backgrounds	Diverse, with a significant Hispanic population
Primary language	Predominantly English, with Spanish speakers
Employment status	Mostly full-time workers
Socioeconomic status	Primarily lower to middle income
Learner type (Traditional/Non-traditional/First-generation)	Mostly non-traditional and first-generation
Geographic location(s)	Primarily urban and suburban areas
Internet connectivity	Good, but some areas have limited access
Access to technology	Majority have personal computers, some rely on mobile devices

Part 2: Learner Analysis and Persona Development

After the first demographic review, I utilized the Learner Analysis Worksheet found in Chapter 5, Table 1 of the book "Design for Learning: Principles, Processes, and Praxis" by McDonald, J.K., & West, R.E. (2021), to methodically categorize my results. This organized assessment was crucial in identifying particular learner traits like previous knowledge, ways of learning, and proficiency with technology. This information is crucial for tailoring the eLearning experience to suit the specific requirements of individual learners. Furthermore, I enhanced the learner persona I created in Unit 1 by developing a more detailed second persona. This new identity was shaped by observed data indicating that community colleges typically have more non-traditional and first-generation students enrolled. These students are generally over the age of 25 and frequently work full-time, unlike the younger, often part-time working student population aged 18 to 22 at traditional four-year colleges.

Part 3: Learner-Centered Design Process:

The design of our eLearning environment is profoundly influenced by the insights gathered in the first two parts of this exercise. Main characteristics of our upgraded online learning platform are:

 Adaptive Learning Paths:

Our eLearning system will offer customized learning routes, carefully designed to suit each student's unique speed of learning and preferred style of learning. This adaptive function guarantees that each student engages with material that is perfectly matched to their educational level, interesting, and directly suited to their unique learning preferences. Using advanced algorithms, these paths will adapt the delivery of content based on real-time evaluations of each learner's performance and changing preferences, maximizing engagement and educational effectiveness.

Flexible Access:

Our platform offers a wide range of asynchronous access options for course materials to suit the varying time restrictions and obligations of our students. This key flexibility allows students to study at their most convenient times, such as early morning, during a lunch break, or late evening. This feature is particularly beneficial for students managing work, family responsibilities, or other personal commitments, allowing them to easily fit education into their diverse lifestyles.

Cultural Diversity:

The material on our platform will respect and embrace cultural diversity, including a wide variety of global examples, case studies, and scenarios. Having diverse perspectives in education enriches the learning experience and makes all students feel valued and represented, making inclusivity essential.

Final thoughts

 The eLearning system at the Dominican University (IL) was carefully designed with a thorough pedagogical assessment to provide a well-rounded educational experience that caters to the various requirements of students. Putting the focus on the learner, this project aims to improve educational results greatly by creating a more inclusive and intellectually stimulating setting. This method includes sophisticated educational theories and techniques, like personalized instruction and adaptive learning strategies, meant to support different learning styles and preferences. This model aligns with contemporary educational principles emphasizing adaptability and engagement to create effective learning environments while personalizing the learning experience. Furthermore, with the inclusion of principles of fair access, the platform guarantees that all students, regardless of their economic status or where they live, have the same opportunity to educational resources. Ensuring educational equity is essential in minimizing differences and fostering a culture of constant growth and lifelong learning, which are crucial in today's global educational environment. 

References

 Abtahi, Y. (2017). The ‘More Knowledgeable Other’: A Necessity in the Zone of Proximal Development? For the Learning of Mathematics, 31(1), 35-39. https://eric.ed.gov/?id=EJ1185696

Barrett, S.E. (2021). Maintaining Equitable and Inclusive Classroom Communities Online During the COVID-19 Pandemic. Journal of Teaching and Learning, 15(2), 102-116. https://eric.ed.gov/?id=EJ1313271

 Beauchamp, M.H., Brown, C., & Whitley, J. (2021). The impact of COVID-19 in the learning and achievement of vulnerable Canadian children and youth. FACETS, 6, 1693-1713. https://www.facetsjournal.com/doi/10.1139/facets-2021-0096

Bialka, C.S. (2023). Designing a More Accessible Future: Learning from COVID-19. Perspectives on Urban Education. https://urbanedjournal.gse.upenn.edu/archive/volume-18-issue-1-fall-2020/designing-more-accessible-future-learning-covid-19

Botelho, F.H. (2021). Childhood and Assistive Technology: Growing with opportunity, developing with technology. Assistive Technology, 33, 87-93. https://www.tandfonline.com/doi/full/10.1080/10400435.2021.1971330

Bowser, M. G., & DeCoste, D.C. (2020). The Evolving Landscape of Assistive Technology in K-12 Settings. Assistive Technology Outcomes and Benefits, 14, 94-110. https://www.atia.org/wp-content/uploads/2020/06/ATOB-V14-A6-DeCosteBowser.pdf

Dickerson, A., Hugen, A., Koob, A.R., Lamont-Mandre, M., Oliva, K.S., & Williamson, M. (2022). Tech Tools in Pandemic-Transformed Information Literacy Instruction. Information Technology and Libraries, 1-32. https://ejournals.bc.edu/index.php/ital/article/view/15383

Dominican University. (n.d.). Chicago’s Premier Catholic HSI. Retrieved from https://www.dom.edu/HSI

McDonald, J.K., & West, R.E. (2021). Design for learning: Principles, processes and praxis (1st ed.). Ed Tech Books.

Rajabalee, Y.B., & Santally, M.I. (2021). Learner satisfaction, engagement, and performances in an online module: Implications for institutional e-learning policy. Educ Inf Technol, 26, 2623–2656. https://doi.org/10.1007/s10639-020-10375-1

 Zameecnick, A., Kovanovic, V., Joksimovic, S., & Liu, L. (2022). Exploring non-traditional learner motivations and characteristics in online learning: A learner profile student. Computers and Education: Artificial Intelligence, 3(100051).

Week 1 Blogpost: Optimizing E-Learning: Integrating LMS and Needs Assessments for Diverse Educational Outcomes

This week marks the commencement of our new course, EDU624_30_E-Learning Design for Diverse Learning. Accordingly, this initial blog post will set the foundation for our weekly discussions by synthesizing key learning materials and reflecting on their implications. Our focus for this post is the role of instructional designers in catering to diverse student needs within online environments. The exploration begins with an examination of various Learning Management Systems (LMS), which are integral to constructing effective eLearning environments. A critical understanding of the strengths and limitations of these systems is vital, as it will enable us to tailor our designs to meet specific educational requirements and contexts. By evaluating the functionalities of each LMS, we can better strategize how to leverage these platforms to enhance instructional delivery and content management. Subsequent to our analysis of LMS options, we will engage in a comprehensive Needs Assessment and Analysis. This phase is crucial, serving as the cornerstone of our instructional design process. It enables us to clearly distinguish the difference between the present level of learner achievement and the expected results. With this evaluation, our goal is to gain a thorough understanding of the distinct attributes, choices, and anticipations of our students. This knowledge is essential as it guides the creation of our teaching materials and methods, guaranteeing their importance and efficiency. The information gathered from the Needs Analysis will be used to shape learning experiences that go beyond simply providing information and are instead focused on creating change. By matching our course development with the particular requirements of our students, we guarantee that every learner receives the essential resources for thriving in a changing digital educational environment. I encourage you to participate in this endeavor to create and execute educational solutions that are practical, diverse, and effective. Together, let us transform our digital classrooms into dynamic and effective learning spaces that are thoroughly tailored for every student. Please read on: 

Part 1: Instructional Design Project Intake Form

I conceptualized a new course called "Introduction to National Security" for international relations undergraduates utilizing the Instructional Design Project Intake Form. The goal of the project is to provide students with basic knowledge and analytical skills to assess complex national security matters. This course holds great significance, being classified with a high severity level because of the importance of the topics in today's global issues and the future career opportunities for the students. The online course is created to cater to various learning preferences, offering flexibility and ease of access. The course format consists of pre-recorded lectures, live talks, and hands-on simulations, with evaluations varying from quizzes to a final project based on real-life scenarios.

Part 2: Persona Worksheet

The creation of the persona for Jamal Anderson, a 20-year-old African American undergraduate majoring in International Relations, was particularly insightful. Jamal embodies a student deeply engaged in international politics and human rights, with a pronounced preference for kinesthetic and experiential learning. His educational activities, including hands-on exercises and real-world applications, are vital in rendering theoretical knowledge practical. Jamal’s lifestyle, which includes blogging about international politics and participating in Model United Nations, indicates his proactive engagement in learning environments that foster interactive and discussion-driven educational experiences.

Part 3: Reflection on Needs Assessment

Insights from the Needs Assessment

The Needs Assessment process has proven invaluable, underscoring the necessity of grasping the distinct needs, backgrounds, and expectations of learners. This process has illuminated the diversity in learning styles and motivations, as well as the environmental factors influencing student engagement with course content. Recognizing the varied preferences, such as some students’ inclination towards visual and auditory learning while others, like Jamal, thrive in interactive settings, is imperative. This understanding reinforces the necessity to devise courses that are not merely informative but are also adaptable to diverse learning modalities.

Enhanced Understanding and Empathy

Developing Jamal's persona facilitated a deeper understanding of the students who will enroll in this course. It highlighted the significance of integrating real-world applications within the curriculum to enhance relevance and engagement for students such as him. By considering his background, objectives, and educational needs, I tailored the instructional design to align more closely with his aspirations and learning style. This exercise emphasized the importance of empathy in educational design—recognizing students as active participants in their educational journeys rather than mere recipients of information (Anvari & Tran, 2013).

The Value of Instructional Design

The insights garnered from this Needs Assessment indicate that effective instruction transcends conventional teaching methodologies, embracing instead a learner-centered approach. By concentrating on the specific needs and motivations of students like Jamal, educators can craft more meaningful and impactful learning experiences. This approach involves utilizing diverse instructional strategies—including case studies, simulations, and guest lectures—that cater to various learner preferences and adequately prepare students for real-world challenges. Furthermore, continual feedback and course adjustments based on student interactions and outcomes are crucial to maintaining the relevance and efficacy of the instruction.

The Needs Assessment process, as described by Stefaniak, Baaki, Hoard, and Stapleton (2018), underscores the critical role of swiftly gathering and applying information to design educational solutions that effectively bridge the gap between current performance levels and desired outcomes. This method ensures that learning interventions are both effective and timely, providing necessary support for the practical application of skills (Stefaniak et al., 2018).

 Table 1.

Instructional Design Project Intake Form

Category	Details
Instructional Designer	Name:  Alhagie A Mbye
Project Name	Introduction to National Security
Project Overview	- Purpose: To provide undergraduate students with a comprehensive understanding of national security concepts, policies, and challenges.
	- Scope: Explore historical context, current issues, and future trends in national security, including cybersecurity, terrorism, and international relations.
	- Learning Platform: Online via Canvas LMS
	- Overarching Goal: Equip students with foundational knowledge and critical thinking skills.
	- Learning Objectives: Define national security, analyze policies, assess the impact of technologies, develop critical thinking skills.
	- Importance: Severe (essential for careers in political science, international relations, or government roles)
Learning Audience	- Audience: Undergraduate students in political science, international relations, or similar fields.
	- Experience with Topic: Limited to basic political science concepts; no specialized knowledge of national security.
	- Challenges: Complexity of topics, policy and practice interplay, implications of international events.
	- Attitudes Toward Training: Generally curious and motivated, but may find depth challenging.
	- Information Access: University resources, course materials, faculty expertise, student feedback.
Instructional Environment	- Delivery: Fully online via Canvas, including recorded lectures, live discussions, interactive simulations.
	- Material Access: Through Canvas on computers and mobile devices.
	- Course Length: One semester (approximately 15 weeks).
	- Learner’s Role: Engage with materials, participate in discussions, complete assignments and simulations.
	- Instructor’s Role: Provide lectures, facilitate discussions, offer feedback, assess through assignments and exams.
	- Assessment Types: Multiple-choice exams, essays, capstone project with case studies.
Transfer (Application Context)	- Skill Application: Immediately in courses; long-term in roles within government, policy analysis, or security consulting.
	- Challenges: Integrating theoretical knowledge with practical application in dynamic scenarios.
	- Support Resources: Online resources, guest lectures, internships.
	- Monitoring Responsibility: Course instructor and academic advisors.
Evaluation	- Evaluation Timing: Mid-term for immediate feedback; end-of-semester for comprehensive assessment.
	- Responsible Party: Course instructor, assisted by teaching assistants and student feedback.
	- Evaluation Methods: Performance on assignments and exams, participation, feedback forms, and instructor observations.
Other Comments	- Suggestions: Consider integrating guest speakers or partnerships with national security agencies for practical insights. Continuously update content to reflect the changing landscape of global security issues.

Table 2.

Persona Worksheet for a student

Category	Details
Persona Name	Jamal Anderson
Demographics	Age: 20, Gender: Male, Education: Junior Undergraduate in International Relations, Ethnicity: African American
Job & Technical Background	Role: Student, Experience: Part-time at a non-profit focused on human rights, Skills: Intermediate in digital communication, some GIS software experience
Learning Preferences	Style: Kinesthetic, experiential (hands-on, real-world application), Tech Proficiency: Comfortable with digital platforms, prefers direct interaction, Motivation: Interest in geopolitical impacts on human rights
Goals & Challenges	Academic Goals: Practical skills for international diplomacy, Personal Goals: Work internationally in diplomacy or NGOs, Challenges: Applying theoretical international relations knowledge practically
Lifestyle	Interests: Travel, blogging about politics, Model United Nations, Weekday: Classes, non-profit work, student government, Weekend: Travel, social activities, blogging
Attitudes & Behaviors	Attitude: Passionate about international relations and human rights, Behavior: Enjoys debates, discussions, and courses with strong narratives and real-world applications
Environment	Physical: Flexible, studies in various settings like coffee shops, libraries, Social: Active in discussions, values interactive feedback
Additional Comments	Benefit from case studies on international conflicts affecting human rights; suggest guest lectures or virtual field trips to enhance engagement and networking opportunities.

References

Anvari, F., & Tran, H. M. T. (2013, May). Persona ontology for user centered design professionals. In Proceedings of the ICIME 4th International Conference on Information Management and Evaluation (pp. 35–44).

Stefaniak, J., Baaki, J., Hoard, B., & Stapleton, L. (2018). The influence of perceived constraints during needs assessment on design conjecture. Journal of Computing in Higher Education, 30(1), 55–71.