Experience Academy (Training)

Empowering Educators to Focus on What Matters Most

WE FUEL YOUR PASSION FOR INSTRUCTION

The DeXL Experience Academy provides you with the right tools, training, best practices, resources, and mentorship to equip you to tackle the challenges faced in education today to focus on what matters most: student success. You’ll join a community of professionals who empower each other while rediscovering the love of teaching within a digital context.

Our Methodology

Our approach to educator development was founded on evidenced-based research and proven learning science, combined with decades of experience in hands-on practice. This proprietary, holistic methodology was developed with the learner at the center, and is focused on equipping educators with five key skill sets:

  • Crafting a Dynamic Learning Experience
  • Personalizing Learning
  • Mentoring Effectively
  • 
Analyzing Outcomes
  • Connecting Learners to Industry
Competency Frameworks Built on Established Theory

You’ll begin your journey by going beyond simple instructional methods and gaining expertise in the DeXL academic and non-cognitive competency frameworks. Based upon proven research, our frameworks1 are derived from concepts such as spaced repetition and the forgetting curve of memory retention, critical inquiry, and metacognition. In addition to learning key academic indicators of student success, you’ll dive deeper into non-cognitive factors that influence learner competency such as:

  • Assertion
  • Grit
  • Interpersonal skills
  • Mindset
  • Self-regulation

Gaining a deep theoretical understanding of what drives learner motivation and effort will provide you the foundation needed to substantively address and impact learner outcomes.

Explore a Simulated
Course Experience

Utilizing your knowledge, talents, and skills, and based upon the DeXL competency frameworks, you’ll explore a simulated course environment that typically occurs over a one month time period. The course will not only provide you the technical and instructional competencies needed to expertly conduct a live course, but you’ll also gain unique insight into the learner experience, building confidence, empathy, and understanding. Also, you won’t go at it alone – you’ll participate in the experience with like-minded, purpose-driven peers that will allow you to authentically engage and connect.

Theory to Action:
Bridging the Gap

Building upon your simulated course experience, you’ll learn the effective engagement and learning strategies to help your learners persist. These strategies are adapted and personalized to the unique needs of your learners and include best practices such as:

  • Targeted, timely feedback mechanisms
  • Peer assisted learning
  • Mentoring strategies
  • Reward mechanisms
  • Simulated job tasks
  • Synchronous live events
Community of Practice:
For Educators, By Educators

The DeXL Experience Academy was developed by educators who have deep experience and are passionate about learner success. You’ll join a community2 of professionals who will motivate and inspire you, and they’ll also find inspiration from you. You’ll collaborate, share best practices, and learn from each other, and participate in ongoing professional development activities.

Help & Support You Need,
When You Need It

Upon completion of your simulated course experience, you’ll receive a dedicated DeXL Ambassador – an experienced educator who provides instructional and motivational support. We also provide you with a dedicated technical support hotline that is branded to your organization so you can get the help you need, when you need it.

1 Competency framework adapted, in part, from the following source:
Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.

2 Community of Practice framework adapted from the following sources:
Lave, J, & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. ISBN 0-521-42374-0.; first published in 1990 as Institute for Research on Learning report 90-0013.
Wenger, Etienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. ISBN 978-0-521-66363-2.