Implementation Overview: Automating Banner for Financial Aid Staff

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• This course was designed to empower financial aid staff to implement Banner automation tools efficiently in their daily workflows.  Each module builds confidence through practical, job-embedded tasks to improve efficiency and student support (Merrill, 2002).

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Where does your Overview/Start Here module fit in this course?

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• The Start Here module is positioned at the top of the course to guide staff before engaging with content. It includes a welcome message, course overview, guideline policies, and an introduction assignment where staff share about themselves and reflect on how automation could improve their daily work.

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How does your instructional design approach appear in the module?

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• My approach uses backward design and authentic tasks to ensure relevance (Wiggins & McTighe, 2005).  The first two modules include clear objectives, video demonstrations, readings, interactive discussions, and scenario-based assignments that directly apply to staff responsibilities.​​

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Where and how are course goals and outcomes shared with learners?

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• Course goals and outcomes are shared in the Start Here module and syllabus and repeated at the start of each module. This keeps staff clear on what they'll achieve and how each piece connects to automating their workflows (Gagné et al., 2004).

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How do modules align outcomes, activities, and assessments?

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• Each module ties outcomes to activities and assessments that mirror real tasks. For example, financial aid staff learn about specific Banner tools, engage in discussions, and complete assessments applying those tools to automate packaging and disbursements for large student groups.

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Is the approach student-centered or teacher-led?

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• The course is student-centered, giving staff control to apply tools to their real work. Collaboration and reflection encourage shared solutions for common challenges.

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What is the instructor's role?

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• I act as a facilitator and coach, providing resources, feedback, and guidance. My role is to support staff as they practice and troubleshoot automation tests.

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Is the course blended or fully online?

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• The course is fully online with optional live sessions every two weeks. These live sessions offer extra support, demos, and time to share successes and challenges.

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How do you introduce yourself and build a learning community?

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• I introduce myself through a Welcome message and share my background and goals for this training.  An intro assignment and discussion posts help staff connect, share ideas, and build a supportive community.

 

What is the ratio of synchronous to asynchronous activities?

 

• About 90 percent of activities are asynchronous and self-paced. Around 10 percent are optional live sessions for Q&A, demos, and peer support.

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How will you address infrastructure and support needs for learners?

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• The Start Here module includes a technology check and IT support contacts.  Throughout the course, staff can post questions in the Q&A board, and daily support helps staff troubleshoot quickly and stay on track.

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