RESEARCH CENTER FOR DIGITAL LEARNING & LEADERSHIP
inaugrial publication 

THE DECLARATION - article #1

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1. The Digital Academic Revolution Mentorship Competency Series focuses on using screencasting assessment to improve faculty feedback on student assignments.

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2. The research pilot conducted at California Polytechnic State University, San Luis Obispo, included faculty from all six university divisions and resulted in best practices, course design suggestions, syllabi organization, rubric optimization, and assignment clarification.
    

3. The Digital Mentorship Competency approach can be applied to primary and secondary education. It provides teachers with a tool to reach students at a significant stage of their learning curve and allows for transparency & consistency in feedback for parents.
    

4. In higher education, the Digital Mentorship Competency approach can transform office hours into guidance and counseling sessions, optimize classroom teaching modules, and provide a cost-effective approach to increasing student and faculty morale.

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5. In professional workforce learning and training, the Digital Mentorship Competency approach can enhance performance assessment, feedback, & guidance and create a legacy of expertise within organizations
    

KEYWORDS
Assessment | Common Core | Competency Education & Critical Thinking | Digital Academic Revolution | DAR | Digital Commentary Grading Project | Digital Grading| Digital Mentorship Learning | Instructional Design | Least Restrictive Environment | Mentorship Matrix | Professional Development | Reflective Learning | Screen-capture Feedback | Screencasting Assessment | Special Education & Adaptive Learning | Teaching & Training Process | Transformative Teaching | Workforce Leadership

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THE PROCESS - article #3

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1. Accessibility: The mentor-change-agent should be easily approachable and available for guidance and support. They should be accessible and willing to dedicate time and effort to mentorship activities.
    

2. Approachability: They should create a welcoming and supportive environment where learners feel comfortable seeking advice and guidance.
    

3. Aptitude: The mentor-change-agent should possess the necessary knowledge and skills in their field to mentor and guide others effectively​
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4. Caring: The mentor-change-agent should genuinely care about the success and well-being of the learners they are mentoring.
    

5. ​Clarity: They should be able to communicate clearly and effectively, ensuring that their guidance and instructions are easily understood.​
    

6. Competence: The mentor-change agent should be highly competent in their expertise, inspiring confidence and trust in their mentees.​​ They should possess strong communication skills in listening and providing feedback and guidance.

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KEYWORDS:

Digital-Savvy| Digital Commentary Grading Project | Digital Workflow Optimization| Mentor-Change-Agent | Mentorship Training | R.E.A.D. 

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THE ANALYSIS - article #5​

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1. Faculty preferred providing feedback to students using digital commentary rather than written comments.

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2. Students felt that the assessment was personal & unique due to the use of screen capture and the ability to hear the faculty's tone of voice.

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3. The data showed that faculty and students have the technological aptitude and ability to integrate screen coaching methodology into the curriculum.

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4. The Mehl/Fose Three C's Rubric provides a framework for adjusting the recording style and duration based on the intended scope & scale of the learning outcome & goals.

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5. The projection infographic outlines the knowledge-transfer systems across K-12, higher education, and professional training.

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KEYWORDS:

DAR Glossary | Digital Academic Revolution | Digital Commentary Grading Project - DCGP|Digital Workflow Optimization | Disrupter Innovation |Information Literacy | Knowledge Transfer Systems| Metadata | Myth Busting| Proof-of-Concept| Testimonials |

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THE INSTRUCTION MANUAL - article #6

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1. The digital mentorship approach in teaching and learning fuses technology, instructional design, & experience into life lessons & deep analytical/critical thinking skills.​
    

2. Screen coaching pedagogy captures the spirit of lifelong learning and enhances the transparency of the learning process.​
    

3. The TLC Diamond paradigm combines mentorship and pedagogy with technology, modeling & mastery of learning, and merging competence & convenience in communication.​
    

4. Convenience plays a significant role in education, and technology can be a powerful tool for customizing content and aiding student growth and independence.​
    

5. Digital mentorship and screen coaching can address the skills gap and prepare students or employees for success in the workforce.

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KEYWORDS:

Active Feedback | Digital Academic Revolution| Digital Mentorship | Every Organization Succeeds | Every Parent Succeeds | Every Student Succeeds |Every Teacher Succeeds | Information Literacy |Mentorship Grid | Personalized Learning | Screen Coaching | Teacher-Driven Revolution

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