As the semester draws to a close, I find myself reflecting deeply on the journey of creating my “Flexible Learning for Student Athletes – Workplace 20” prototype. This project has been far more than just an academic exercise; it’s been a personal exploration into the intersection of education, technology, and the unique needs of a remarkable group of students: student-athletes.
Course Prototype Overview: A Holistic Approach to Workplace Math Readiness
The Online Workplace 20 course was conceived with the understanding that student-athletes juggle an immense array of responsibilities. They are not just students; they are athletes, often training and competing at high levels, which leaves them with limited time in the classroom and energy to catch up. My goal was to create a flexible, accessible, and engaging online learning environment that would empower them with the essential workplace mathematics skills they need, without adding undue stress to their already demanding lives.
The prototype’s core modules are designed to address key Workplace Math 20 outcomes but with a specific lens on the student-athlete experience. These modules include:
- Time Management and Organization: This module goes beyond basic time management techniques, delving into strategies for prioritizing tasks, managing energy levels, and leveraging technology to stay organized amidst rigorous training and competition schedules. I wanted to help them translate their athletic discipline into effective time management in other areas of their lives.
- Communication Skills: Recognizing that athletes are often excellent communicators in team settings, this module focuses on adapting those skills to professional environments. It covers written, verbal, and digital communication, with a focus on clarity, conciseness, and professionalism.
- Teamwork and Collaboration: This module explores the dynamics of teamwork in various workplace settings, drawing parallels to the team environments student athletes are familiar with. It emphasizes the importance of effective communication, conflict resolution, and shared goals.
- Career Exploration: This module aims to broaden students’ perspectives on potential career paths, helping them identify their strengths and interests, and develop essential job search skills. It encourages them to consider how their athletic experiences can be assets in the workplace.
- Financial Literacy: Given the financial pressures many young adults face, this module provides a foundation in budgeting, financial planning, and responsible financial decision-making. It aims to equip them with the knowledge to navigate their financial futures confidently.
The course utilizes a blend of asynchronous and synchronous learning activities. Asynchronous materials, such as video lectures and interactive quizzes, allow students to learn at their own pace. Synchronous elements, like virtual workshops and online discussion forums, foster a sense of community and provide opportunities for real-time interaction and support. I wanted to build a learning community and not just a course.
Course Profile: Laying the Foundation
The foundation of this project was laid in my initial course profile, which you can revisit here: Flexible Learning for Student Athletes: A Workplace 20 Course Profile. This profile outlined the course’s objectives, target audience, and key learning outcomes, providing a roadmap for the development process. It was essential to have a clear understanding of the needs of my student athletes before I began to develop the course.
Creation Process Overview: A Journey of Iteration and Refinement
The creation process was a dynamic and iterative journey, marked by continuous learning and adaptation. Here’s a more detailed look at the key stages:
- Initial Planning and Research: This phase involved extensive research into the specific needs and challenges faced by student athletes. I explored existing resources, consulted with educators and coaches, and analyzed the Workplace 20 curriculum to identify key areas of focus. This phase was crucial for ensuring the course’s relevance and effectiveness. (See: Flexible Learning for Student Athletes: A Workplace 20 Course Profile)
- Prototype Development: This stage involved translating the research and planning into tangible learning materials. I experimented with various online tools and platforms, creating video lectures, interactive quizzes, and downloadable resources. I focused on designing engaging and accessible content that would resonate with student athletes.
- Feedback and Revision: Feedback was an invaluable part of the process. I sought input from peers, instructors, and potential student users, incorporating their suggestions to enhance the course’s design and content. This iterative approach allowed me to refine the prototype and address any shortcomings. (See: Reflecting on Feedback and Moving Forward: Enhancing My Course Prototype)
- Finalization: This final stage involved fine-tuning the content, ensuring accessibility, and preparing the course for presentation. I focused on creating a seamless and user-friendly learning experience.
Throughout this process, I learned the importance of flexibility, adaptability, and a learner-centered approach.
Course Walkthrough: A Visual Exploration
To provide a comprehensive overview of the Online Workplace 20 prototype, I’ve created a detailed walkthrough video. You can access it here: Course Walkthrough Video. This 10-15 minute screencast will guide you through the course’s key features, functionalities, and learning activities. I hope this gives you a clear vision of the course.
This semester has been a transformative experience. I’ve gained valuable insights into online course design, learner-centered pedagogy, and the unique needs of student athletes. I’m grateful for the opportunity to have created this prototype, and I’m excited to see how it can positively impact the lives of student athletes. I plan on integrating this in this coming Fall (2025-2026 school year). Thank you for following my journey while I learn more about this new LMS.
9 Comments
Aradhana Sapru
Hi Ally!! Since I was one of your reviewers and I had seen your initial modules, I can say that you have created some great changes that reflect on the course in general. I was happy to see the updated version of your course and could realize the amount of effeort you have put in it. Its very well done!! Practice in math is exceptionally important and you have created amny ways for student engagement!!
Allysia Doratti
Hi! Thank you so much—that means a lot coming from one of my reviewers! I really took your feedback to heart and tried to make changes that would improve clarity, accessibility, and engagement. I’m so glad you noticed the updates! I agree—math practice is everything, especially when it’s paired with meaningful interaction. Thanks again for being part of that process! 😊
GAGANDEEP KAUR
Hello, Allysia
This is an important and thoughtful project. I genuinely admire how you considered the pragmatic needs of student-athletes and created a curriculum that is adaptable to their schedules.
The courses you created, such as those on time management, teamwork, and financial literacy, are all very helpful in both the classroom and in everyday life. This work is the result of a lot of your heart and mind. Well done, and I wish you luck in the fall when you use it!
Thank you for your efforts.
Allysia Doratti
Thank you so much for your kind words and encouragement! This project really was a labor of love, and it means a lot to hear that the intention behind it came through. Designing with student-athletes in mind helped me see curriculum through a more flexible and practical lens—and I truly hope it serves them well both in and out of the classroom. I appreciate your support and well wishes for the fall—I’m excited (and a little nervous) to put it into action! 😊
Mariah Mazur
This is such an awesome project! Huge congratulations on all the work you’ve put into it. I really appreciated how you didn’t just build a course for student-athletes, but truly considered what it’s like to be in their shoes. I’m also super interested in how you balanced flexibility without losing the community piece, which can be challenging in blended learning. Do you think the synchronous components will be easy for athletes to commit to, especially during peak seasons? Either way, this feels like something that will genuinely make a difference for your students. Great job!
Allysia Doratti
Thank you so much! That means a lot, especially coming from someone who understands the nuances of blended learning. Balancing flexibility with community was one of the trickiest parts—I wanted to make sure students felt connected even when learning asynchronously. For the synchronous components, I opted for longer, downloadable video lessons. Since many of the athletes are on the road for extended periods during hockey season, they can download the content while they have Wi-Fi and then watch it during those long bus rides. It’s all about meeting them where they are. I appreciate your thoughtful comment and support—it makes all the effort feel so worthwhile! 😊
Adaeze Kalu
What an inspiring and thoughtful reflection on your journey—honestly, it’s clear that this prototype was crafted with not just intention, but heart. You’ve done such a beautiful job weaving together the practical needs of student-athletes with a genuinely learner-centered approach, and I love how your design goes beyond math content to build life skills like time management, communication, and financial literacy. That holistic vision is what really sets your course apart.
The walkthrough video sounds like an amazing way to bring the course to life I’ll definitely be checking that out. And I really appreciate how transparent you were about the creation process. Your description of feedback, iteration, and refinement highlights the very best of what it means to design with learners in mind.
Allysia Doratti
Thank you so much for this incredibly kind and thoughtful comment—it truly made my day! ❤️ This project was a mix of heart, sweat, and a whole lot of trial and error, so it means a lot to hear that the learner-centred approach came through. I wanted to create something that felt relevant, supportive, and empowering—especially for student-athletes who juggle so much.
I’m so glad you’re planning to check out the walkthrough video! It captures a lot of the thought process behind the scenes. Thank you for acknowledging the value of feedback and iteration—it was such a big part of this journey, and I learned just as much from the process as I did from the end product. I appreciate your support! 😊
Kelsey Potoma
Hi Allysia,
All i have to say is – WOW! you did a fantastic job with your course prototype. I also went with a math course for mine, so it is nice to see how someone else approached this subject in their course. Everything seems very thought out and with a purpose. Great job!