Road Trip! Helping Students Reach Their Learning Destinations via Effective Course Design

all right well welcome to this presentation it is entitled road trip helping students reach their learning destinations by effective course design and I’ll turn it over to robert shields your presenter to begin thank you so much Jillian and thank you for riding shotgun with me during this virtual road trip so before you you have a vision of a road and I want us to picture teaching and being learning designers as being part of the trip being in charge of a trip as we are driving people down a road to a learning destination maybe in a in your favorite car might be in a Nissan or Honda or even in a school bus but the whole goal is that we can help students reach their learning destinations by from the beginning putting effective course design in front of them like Julian said my name is Robert and I get to serve as director of curriculum development at CBU online so I did include a picture of a school bus here and I have four kids I have a 16 year old boy 13 year old girl and a 12 year old boy we also have a 3 year old boy and so if you have preschoolers or toddlers you might recognize this school bus picture from koko melon and so one of the songs that we do sing in our house is the wheels on the bus go round and round so I wanted to take some time to learn more about the people on our bus so in the zoom chat tool I wanted to ask you to just share a couple of things about yourself please share your organization and that would be your institution your school district etc your company and then also your role whether you’re an instructional designer a professor teacher whatever your role is just share that in the chat tool so we can I can learn more about the people on our bus today all right so I’ve got something to chat welcome Oaks Christian online welcome Colorado got some ones from Cal State Fullerton all right Murrieta Denver I’ll just take a couple more seconds to give you a chance to to share here got an instructional designer and adjunct instructor public speaking and interpersonal communication instructor excellent curriculum specialist science interactive group instructional designer fantastic all the way from British Columbia welcome please continue to enter that information in the chat so glad to have you all here with us so I wanted to just give an idea of who’s on the bus and as you can see in the chat area we have a wide variety of individuals on our bus that represent different institutions and types of institutions that are wearing multiple hats you might see the guy here with kind of fluorescent hat there and one from all parts of the nation and gold but we all do share a common thread and that thread is that we are invested in ensuring the quality of our online courses so I’m hoping that in the midst of this coronavirus pandemic this quick 50 minute presentation will serve as a sort of mental vacation that help take your mind off of what’s going on I remember I just got so tired of checking my gmail account and I see a message from the CEO this is how we’re responding to this pandemic and it just got the overwhelming in what when you look at the news and look at our news feeds it’s just all about the koban 19 situation going on and as it is important to pay attention to that it’s good to step back and even take a mental vacation from time to time if we can’t go to our perfect vacation destination spot we can lease envision it in our minds even if we close our eyes to envision our perfect vacation

destination we can always do that so what I wanted to ask you if you could post this in the chat session or in the chat tool please share your dream vacation destination you know after all of this is over after the quarantine is over in the chat please share your dream vacation destination and I’ll read some of those out so it got Bali oh I love Hawaii my wife and I went to Hawaii for our honeymoon the Cook Islands Cabo Australia France Ireland any beach I hear that literally anywhere except my house I hear that I love the Big Island also being able to go to Disney World again hey you know what in my mind it’s not too late it’s not too early to start planning for the vacation that we’re going to take okay it’s not too early to start planning so let’s start planning this dream vacation okay it might be a road trip somewhere in the United States or you might be getting on a plane to fly to that dream destination so using the chat tool again I want to ask you to answer four questions for me so in planning your dream vacation what are some of the factors to consider for hand so for example what’s the Weber weather forecast this time of year so if I’m going to Hawaii if that’s my dream vacation destination am I going on during a really rainy season so please share some of those factors that you need to consider as you plan your dream vacation oh-hi season Thank You Wendy how much is this gonna cost that’s right exactly what’s what’s what’s the budget how much time do you need to take off of work warm weather and view are there things for the kids to do exactly language you need to learn a new language what about school schedules when is there a really a good time to go on this vacation can you go during a spring break or a fall break those are all great questions all things to consider cost and activities well you can keep on chatting there in question too here I wanted to ask you okay so thinking about your dream vacation what are some of the sites that you have to visit and what are some of the activities that you want to engage in during the vacation as an example I like Hawaii so I have to attend a luau even though it’s it may be super expensive everybody expects me to go to a luau I’m going to Hawaii right so what are some of those sites that you want to visit or what are some of the activities that you want to engage in wine-tasting Thank You Wendy snorkeling swimming boating hiking maybe cycling hiking local trails eating doing some sightseeing Wendy we’re thinking on the same page here biking also so those are some of the things that you can see yourself doing the fro avoid somebody’s a Disney fan looks like the frozen rides alright so here’s the next question as we’re planning out our dream vacation so how are you going to prove that you were there so you can tell everyone that you’ve been to Hawaii or wherever but how are you going to prove it to them are you gonna take a selfie at your at a certain destination are you going to buy something from the gift shop how are you going to prove that you actually went to that destination does it really happen if it if it is not Instagram take pictures photos conversations buying souvenirs absolutely I might get a Hawaiian shirt if I’m going to Hawaii definitely taking

that selfie great and then let’s look at the last question here so question for as you plan your vacation what are some of the preparations that you need to take before you reach the destination so if I’m going to Hawaii I might want to buy some some cool swim trunks before I before I go on that trip what are some of the things that you need to prepare walking sandals great one insurance Thank You Paula research the area absolutely you want to have a plan before you before you go until you won’t be wandering around exactly research the area ensure that your passport is current these are all great examples comfy shoes limit luggage tours planning your tours passports excellent well that’s great so mustace quarantine is over we all know we have a plan in place to go in our dream vacation right so as we start our session here I just wanted to go over some of the things that I like to cover so want to identify key steps in a course development process and then have a chance to discuss strategies for creating significant learning experiences and then finally we’re going to talk about significant learning and we’re going to apply a taxonomy for significant learning so I want to share a little bit about our institution on the institution that I represent and just share some best practices for the next 40 minutes or so so I work at California Baptist University in their online and Professional Studies division and we specialize in creating purposeful educational experiences for the working busy professional we also direct our efforts toward on what’s becoming the new normal nowadays that non-traditional learner it might be for that person that’s working full-time that’s taking care of a family and has so many other responsibilities maybe they’re taking care of a loved one or a parent but they want to continue learning and really we design our educational experiences for anyone that desires to have a flexible learning experience so internally we call ourselves ops or online and Professional Studies so we have an ops course design process and so we’ve established our process and we’ve been using it for about 10 years now and we became a keyway member institution back in 2017 when our instructional designer introduced QM to the institution so that’s a little bit about CBU online so I want to tell you about our process and share some best practices so we have a three-tier three-step course design process it involves planning building and delivering so as we start our process we’re really planning out a trip to a destination right and we do that by using a planning document which we currently call the course design worksheet or CDW so around the office that we’re talking about a seeded CDW we all know that we’re talking about this planning document and we use this as kind of a course map to ensure that our learning objectives which would be our course in module objectives are aligned properly with the activities and assessments in our courses and so we use that extensively and in my mind that’s the most important part of the whole course development process so the next step is one of my favorite parts of the process actually building the course and so that would be preparing your vehicle so you go to a car dealership you’re looking for certain features you may want certain bills and whistles to be included in your car so in an online the professional studies we do pride ourselves in building all of our courses in-house we have faculty that serve as subject matter experts and course representatives and they are involved in not just planning but also building the courses in our learning management system which is blackboard that would

involve using an accessible course syllabus template and then the template itself once it’s completed is reviewed by a number of individuals including QM trained faculty and graduate assistants so we we’ve had up to four graduate assistants on on-site that we’ve used to run our templates through the QM rubric and they have been phenomenal it’s neat to having graduate assistants review our courses because they also can look at things from the student perspective and let us know if something doesn’t make sense so speaking of building the course it’s kind of fun because sometimes we get to build a brand new course so sometimes we’re creating a brand new program and we get to build something from scratch and design it just the way that we want it to look with the nice features nice colors we can build a new course but sometimes we need to rebuild or refresh a course and it gives us a chance to reinvent an old classic so we have a refreshed process that allows us to every three years revisit courses and update them as needed and that’s very important especially when we look at certain courses in certain fields like accounting healthcare technology that may be impacted by a number of changes and that are more sensitive to changes in technology society government etc so the process for building and refreshing are the same in our case then after that course is built and approved we get to drive that new vehicle or a refreshed vehicle to the destination for the first time for us that would mean teaching the class for the first time in making any necessary modifications if you designed or redesign the course and you’ve taught it you may know the experience of oh my goodness I can’t believe that I forgot to add this or this isn’t really working we need to take it out for the next time I think that’s one of the strengths of our process is the fact that our teachers get to teach the course the first time in most cases and make those adjustments so that’s a quick overview of our process I wanted to ask if you have any questions so far I’m Jillian I don’t know if we have any questions in the queue a panel no questions yet in the Q&A okay well we’ll keep on moving toward our destination please feel free to post any questions that you have in that queue a tool so our process is really informed by some of the work of L Dee Fink and you may be familiar with his book designing implicit learning experiences and so he lays out a course design plan in his book and we we’ve used a lot of his work and a lot of his thoughts in our process so the first step would be analyzing the situational factors so there are a number of factors that you have to consider before you even start thinking about learning goals which are step two it’s kind of neat because our course representatives which are also our faculty they really get to put a stamp their stamp arm they’re on the courses by writing learning goals and then we develop an assessment and feedback strategy and I’ll tell you a little bit more about that in a few moments then selecting learning activities to help students get to their destination and then making sure that all of the key components and we can think about this from a human perspective as we think about objectives learning activities assessments and tools making sure all of those key components are integrated and there’s this to think there so you may remember in our earlier activity we were talking about what the what the factors are that need to be considered before we plan our trip to our destination what’s the weather like in that destination this time of year what’s popular and then what are the essential must-see

destinations so we think about situational factors in developing a course like this so what’s the general context of the course and I like to look at it like this so what are the expectations upon a person that’s going to finish this course so let’s say you are building a course that’s a graphic design course so what are the expectations of a student that completes the graphic design program at your institution what are the expectations for that student graduating for your Institute period so what are the expectations on a CV you graduate if we’re looking at my institution and then for someone that goes out to a job interview as a graphic designer what are what are the expectations of employers what are the expectations from society on that individual that takes your course so thinking about it from that perspective what are the expectations on this course is someone that finishes the course next we can look at this specific context we can look at some of those details for example is this a face-to-face course or an online course is this course more practical applied or is it more theoretical is this going to be a small group of students or is this a large class is this more of a capstone course or an introductory course so considering all that information is very key also considering any changes in society or impact of technology it’s neat when we get to refresh courses because we do have an opportunity to go back and look at the situational factors from three years ago and you can see how things have changed I I don’t know if things are ever really going to be the same after we go through this pandemic so that would definitely be a situational factor for many of our courses moving forward so next we would consider the learning goals so the learning goals would be in our case our course level objectives which we call cielos and so as we develop those learning goals the course developer gets to really think about what they want the impact of the course to be on students years down the road and this is where the instructor really gets to put their stamp on things and then for a person that takes my class that I build what would this thing with students who have taken the course from students who have it and then those stops along the way toward those course destinations would be considered those module objectives in our case we offer most of our courses in an eight-week format that contains eight modules and so those modules really work toward those course objectives next we have feedback an assessment strategy so in our classes we really are careful to ensure that our courses meet their expected program outcomes we use an alignment matrix that will show us which program outcomes each course needs to meet and I’m sure that many of you follow is a similar practice when it comes to assessment we call our program objectives student learning outcomes and we use in every one of our online courses signature or critical assignment and in that critical assignment we really work to ensure that all of those outcomes are met if they if you say that they need to be met in our matrix they’re going to be met in the critical assignment so I wanted to ask you a question because we’re talking about feedback right now and we know how important feedback is in the assessment process so especially in online making sure that we are effective as educators and teachers in providing feedback is definitely essential so in an online environment what are some ways that feedback can be provided let’s use the the webinar chat tool just to answer that question for a few moments so I mean there may be ways to provide feedback in a video form in sign language classes for example I’ve seen goreact be use that’s a tool that you can use to provide video feedback so what are some of the ways that you’ve seen feedback provided in an online environment so I’ve seen Wendy says real-time chat time excellent having

some type of synchronous interaction between student and faculty you may use audio feedback you may schedule a time to create a video and maybe you take time to review all of the posts and provide the feedback in one video or you may decide to provide individual feedback comments markup on documents audio and video discussion board comments great all of these are great and it really comes down to making sure that we are providing feedback that helps the students get to the next level we use zoom for individual face-to-face feedback as well as written feedback excellent we’ll just take a few more moments to get your your input you excellent thank you so much for that feedback there so if we look at our online assessment tools like Kahoot Thank You Wendy if we look at links model for course design he he uses an integrated course design model and this is straight from his book and you can see some of those key components when it comes to a course learning goals feedback an assessment teaching and learning activities they all need to be connected to one another if one of these lines is broken then it ruins the entire course and the situational factors that we talked about early on really help to inform the the course itself in all aspects and for those of you that are using the QM rubric all of this really sounds familiar we’ll be talking about learning activities connected to assessments connecting to learning goals so wanted to ask you a quick question and I want to use the zoom chat again so in order to plan what we would call a significant learning experience what we’re talking about what should course developers do first if we’re using Fink’s model and in the chat you can enter a B C or D with the answer to this question ba develop learning objectives B develop learning activities C analyze situational factors or would it be be planning your assessment strategy so I’m seeing a I see some seeds you’re a a-okay okay we’ll take a few more seconds to get your input here so I wanted to give you think what pinks answer would be and then I’ll tell you what we do at CBU online so things answer would be see analyze situational factors so analyzing situational factors would normally happen first however if you are working in an institution where you’re already using pre-written course descriptions and you already have established student learning or program outcomes those may already serve as your situational factors so you may truly be starting here in what think would call step two and I know in our case we start with creating the learning objectives because we already have the the program outcomes set in place before us in most cases we already have a course description to work from so we do analyze situational factors but the answer could really be a or C in my opinion so I wanted to give you a little bit more detail about some of our practices at CBU online when it comes to planning out our courses so we do take time to plan out each module we look at the course objectives and module objectives and we look to connect them to each of our learning activities and this is an example from Fink’s book as well you can also align each of your activities with the resources needed and the procedures for evaluating student

learning so how are you going to evaluate that they’re meeting those course learning goals so this is an example back when I used to work in the marketing department we read a book called each suits and leaves that was all about proper use of punctuation and grammar really important in in a marketing environment marketing a communication so let’s say your sample goal is and this is straight from the QM rubric applying the rules of punctuation you may have students complete an assignment where they edit a sample paper that contains errors and then the activity may help to or would help you prepare to meet that learning goal and we may use an interactive tools such as voicethread or softchalk or something like that to help reinforce some of those skills needed and then the resources would be included as well so everything is connected and aligned and it’s clear and explicit for not only the course developer for anyone that is evaluating the course maybe on a higher level let’s say your courses are reviewed by a discipline lead or perhaps a a program director or department chair everything is clear and written out so that’s really the first part of our process then the course developer would develop that trip itinerary for their passengers so how do we ensure that our students are prepared for the trip you remember that I talked about making sure that I had a good pair of swim trunks for my trip so what do they need to have prepared what materials do they need if they’re taking an art class what what materials do they need to purchase from the art store what are some of those prerequisites that they need to already have in place if you think about that standard 1.7 in the rubric and then that can be clearly stated in the course syllabus what should they pack what is expected of them when it comes to professionalism online etiquette using using good business communication for example and then what should they expect from the driver of the bus and the tour guides as far as feedback timelines timelines for responding to communication all that’s included in the syllabus we’re moving to our destination then we get to prepare that vehicle and so we use blackboard as already mentioned and we have a chance to use different tools at our institution we use tools like voicethread we use TechSmith relay we use box comm for file storage what are some of those bells and whistles amenities and features that you need in your vehicle and then how do we ensure that learners have access to help when they need it so think about roadside assistance you may have OnStar installed in your course if you will how do they get access to student service advisors if they need academic counseling if they need non-academic counseling if they need technical support how did they get to that so that’s what we can clearly state in our template and syllabus and then how do we ensure that all of our learners are able to enjoy the trip making sure that our courses are accessible and that we look at Universal Design for Learning principles so making sure that learners have a ways to digest information share information in multiple ways and represent information in multiple ways so those are just some best practices that we use at CBU online I wanted to stop again to see if there any questions perhaps in the QA section no questions yet questions all right okay well feel free to ask any questions as we continue to move forward so I wanted to take a moment to to talk about one section of things text as he talks about a taxonomy of the significant learning all right so the first three categories or dimensions of his taxonomy may be very familiar to you that our instructional designers or educators as we look at blooms foundational knowledge application and integration now there are three additional dimensions that Fink uses in his taxonomy the first one is the human dimension where we provide space in our courses for students to learn about and perhaps think about changing their self and then

they also look at understanding and interacting with others related to the discipline so I wanted to share an example of one thing that we do in some of our courses as we use some elements of self-directed learning one question that we asked at the beginning of one of our CIS courses computer information systems what do I already know about information systems and then we also asked throughout the course how can I apply what I learned this week to my personal and professional life in the human dimension we also give individuals a chance to gain a new self ideal so for example if we have a student that’s taken an engineering class we can give them a chance to assume the role of a chemical engineer or a civil engineer and it gives them a chance to visualize himself in that role and that may be especially important in for individuals from certain populations maybe women or people of color that are underrepresented in fields such as engineering we get to give them a chance to see themselves in those type of roles so that’s an example of a way that we can bring in the human dimension to our learning and teaching so next I wanted to point out this caring dimension so in the caring dimension we provide space for students to identify and perhaps change their feelings interests in values and one example that I can give you is let’s say a student is taking a class that’s focusing on art and religion okay so in that class you may have an opportunity to have students roleplay they may roleplay various viewpoints in religious art controversies so they play those out and they be able to learn how that topic connects to the human experience how has whatever they’re studying impacted people over time and they’re learning how to learn providing ways to help students become better at being the student being a lifelong learner a self-directed learner and we know that’s very important in the online environment learning how to ask and answer questions beyond this particular course so for example let’s say you have a student that’s taking a Spanish course they’re learning that’s learning the Spanish language giving them an opportunity to maybe develop some type of framework for learning that language and that framework could be used to not only learn Spanish but learn other languages as well making those connections and even if you’re looking at something like computer programming in computer programming they use some of the same terminology when they talk about syntax and lexicons in learning a language some of that translates over as well so preparing them to take some of those concepts the frameworks and apply them to other other scenarios so that’s just a brief rundown of thinks taxonomy so next I wanted to engage in one other activity here I wanted to use the chat tool one more time here and I wanted to give you a chance to share your ideas and as we think about that dimension for the human dimension in the taxonomy please in the chat area share some ways that we can build significance into our online course in the human dimension you might think of some ways that you can apply the human dimension in your course now or you might think of a way that you’ve already included that human dimension in your course and as we think about the human dimension we’re talking about learning about in changing one’s self and understanding and interacting with others so in the chat area please share some of your ideas in that area Wendy says group work or conversations where you take on the role of the other and I think that’s very important as we as we try to be think from a global perspective we remember certain populations that we that may be in them in the margins that are that don’t get the attention sometimes that they they need so that’s a great example human dimension any other examples learning about and changing oneself and understanding and interacting with others let’s move on to the next I’m working on a digital literacy course and some students are uncomfortable with

technology this perspective will help me help them see themselves as computer users that’s fantastic excellent being able to you know in some situations you can’t be what you can’t see right so giving them a chance to see themselves as computer users excellent so as we look at the caring dimension let’s use the chat tool again to talk about a way that we can build significance into a course in that area caring helping students identify and change their feelings interests and values please give me some examples there of how you might introduce that caring dimension in your course for me as a CIS professor I might use this dimension to talk about Internet use and I could talk about cyber security I could talk about ethics when it comes to using the Internet and I could really talk about how the use of the Internet has so many wonderful things about it and then so many things that are detrimental to society and harmful thinking about your discipline thinking about how you may introduce the students to how that topic can connect connects to the human experience and then finally we’re going to go on and move to learning how to learn so think about how you can help your student become a better student how can you prepare your student to learn how to answer and ask questions not just in your course but in courses in the future and becoming a self-directed learner so pollicis check-ins asking for personal references experiences or connections we discussed both the benefits and problems with labels in the mental health field so those are just things to think about as you are designing your courses if you wanted to add to what you may be doing with blooms as you’re developing your courses perhaps consider those categories and the whole idea is that we’re making the learning experience significant and meaningful for the students where they can connect what they’re doing to the human experience so as we draw things to a close here I wanted to just present some questions for you then I’ll ask you for your questions so number one how often in your institution should online courses be refreshed is it every three years is it every two years is it every five years what has changed in the community society or world since the course was last developed and then how will that impact your goals for the course what course descriptions or program outcomes need to be considered as you develop your courses considering topics such as diversity equity faith or other values how are those values be integrated and at what frequency is there an artifact maybe a final project or capsule project that each of course will use to measure program outcomes and then finally what will you do to give students opportunities to practice before completing that artifact where you use a capstone project critical assignment signature assignment etc those are questions to ask yourself so now is the time for Q&A if you have any questions please send those to the chat I think we happen to be about five minutes left so please let me know if you have any questions about anything that we’ve covered today as you were thinking about those questions I do want to let you know that I will make this presentation available to you it will be posted on the qm website for the conference if you want to get a copy of it earlier I’ll be happy to email it to you I’m gonna go ahead and post my email address here in the chat area if you are interested

so there’s my email address I mean our shields at Cal Baptist edu thanks Robert we’ve got no questions yet but I will wait a moment here cuz of course we know sometimes need a little bit of time to compose your thought or two absolutely and as you’re thinking about those questions too we are excited at CBU online about making some changes to our course design process as we currently manage about 500 courses and we have a lot of courses that come up for refresh as we’re on a three year cycle and so we’re excited about getting some instructional design help to help us ensure that we’re managing projects effectively that we are providing quality assurance that we’re using the latest technologies and then that we’re making sure that our courses are accessible and meet the needs of all students so we’ve got a question that just came in Paula asks what you are creating the alignment documents that show how the learning activities meet the learning goals who actually does that the LD or the faculty member that’s a great question so we actually have our faculty members complete that document so in that planning document they’re going to go and for each module determine the alignment for each activity and the idea is that if we have an activity in a course that isn’t aligns with any type of outcome or objective then maybe we should take it out or list it as optional so to answer your question that is done by the faculty member and as we’re looking to more instructional design driven model we were looking to still have those course representatives develop the planning document but really have the instructional designers be those masters the user interface as they translate the thoughts of the learning or learning the course representative into blackboard for us pollicis thank you thank you thank you very much we do have a couple more minutes if anyone does have questions I will go ahead and stop the recording but we’ll be you know here in this room if you have more questions for Robert

TSUGU NO HI: The Day of Atonement- The Dark Funeral Train (つぐのひ – 幽闇の並葬電車) English Captions

…Ah I need to get off at the next station Let’s go to the closest door “𝑻𝒉𝒆 𝒆𝒙𝒊𝒕 𝒊𝒔 𝒐𝒏 𝒕𝒉𝒆 𝒍𝒆𝒇𝒕 𝒉𝒂𝒏𝒅 𝒔𝒊𝒅𝒆.” THE NEXT DAY Huh? It’s the next station already? Let’s go the the closest door again “𝑾𝒆’𝒍𝒍 𝒃𝒆 𝒂𝒓𝒓𝒊𝒗𝒊𝒏𝒈 𝒔𝒉𝒐𝒓𝒕𝒍𝒚.” “𝑷𝒍𝒆𝒂𝒔𝒆 𝒃𝒆 𝒄𝒂𝒓𝒆𝒇𝒖𝒍 𝒏𝒐𝒕 𝒕𝒐 𝒍𝒆𝒂𝒗𝒆 𝒂𝒏𝒚𝒕𝒉𝒊𝒏𝒈 𝒃𝒆𝒉𝒊𝒏𝒅.” THE NEXT DAY

Huh? It’s the next station already? Let’s go the the closest door again “ᴵ’ᵐ ˢᵒ ˢᵒʳʳʸ.” “ᴵ’ᵐ ˢᵒ ˢᵒʳʳʸ.” “ᴵ’ᵐ ˢᵒ ˢᵒʳʳʸ.” “ᴵ’ᵐ ˢᵒ ˢᵒʳʳʸ.” “ᴵ’ᵐ ˢᵒ ˢᵒʳ-” ᵐᵒᵗʰᵉʳ “𝑻𝒉𝒂𝒏𝒌 𝒚𝒐𝒖 𝒇𝒐𝒓 𝒓𝒊𝒅𝒊𝒏𝒈 𝒘𝒊𝒕𝒉 𝒖𝒔 𝒕𝒐𝒅𝒂𝒚.” “𝑻𝒉𝒆 𝒆𝒙𝒊𝒕 𝒊𝒔 𝒐𝒏 𝒕𝒉𝒆 𝒍𝒆𝒇𝒕 𝒉𝒂𝒏𝒅 𝒔𝒊𝒅𝒆.” THE NEXT DAY …Ah I need to get off at the next station Let’s go to the closest door Huh… …? I wonder if it’s broken… …? Let’s leave from the next car… “𝑾𝒆 𝒘𝒐𝒏’𝒕 𝒃𝒆 𝒂𝒓𝒓𝒊𝒗𝒊𝒏𝒈 𝒔𝒉𝒐𝒓𝒕𝒍𝒚.”

“𝑷𝒍𝒆𝒂𝒔𝒆 𝒄𝒉𝒆𝒄𝒌 𝒐𝒏 𝒎𝒐𝒓𝒆 𝒕𝒊𝒎𝒆 𝒕𝒉𝒂𝒕 𝒚𝒐𝒖 𝒉𝒂𝒗𝒆 𝒆𝒗𝒆𝒓𝒚𝒕𝒉𝒊𝒏𝒈 𝒘𝒊𝒕𝒉 𝒚𝒐𝒖.” Huh… …? The scenery is different from usual… Did I go past my usual station… …? I need to get off at the next station “𝑻𝒉𝒂𝒏𝒌 𝒚𝒐𝒖 𝒇𝒐𝒓 𝒓𝒊𝒅𝒊𝒏𝒈 𝒘𝒊𝒕𝒉 𝒖𝒔 𝒕𝒐𝒅𝒂𝒚.” “𝑻𝒉𝒆 𝒆𝒙𝒊𝒕 𝒊𝒔 𝒐𝒏 𝒕𝒉𝒆 𝒍𝒆𝒇𝒕 𝒉𝒂𝒏𝒅 𝒔𝒊𝒅𝒆.” THE NEXT DAY Huh… …? I need to get off at the next station Let’s go to the closest door ᵐᵒᵗʰᵉʳ “𝑻𝒉𝒆 𝒕𝒓𝒂𝒊𝒏 𝒅𝒐𝒐𝒓𝒔 𝒂𝒓𝒆 𝒏𝒐 𝒍𝒐𝒏𝒈𝒆𝒓 𝒘𝒐𝒓𝒌𝒊𝒏𝒈 𝒘𝒆𝒍𝒍.”

“𝑷𝒍𝒆𝒂𝒔𝒆 𝒑𝒓𝒐𝒄𝒆𝒆𝒅 𝒘𝒊𝒕𝒉 𝒄𝒂𝒖𝒕𝒊𝒐𝒏.” “ᴵ’ᵐ ˢᵒ ˢᵒʳʳʸ.” “ᴵ’ᵐ ˢᵒ ˢᵒʳʳʸ.” …Huh… …? …Is… …that… …? …Why… …Am I over there… …? …W-which… …Train am I on… …? …W-where is… …This train going… …? “𝑻𝒉𝒆 𝒆𝒙𝒊𝒕 𝒊𝒔 𝒐𝒏 𝒕𝒉𝒆 𝒓𝒊𝒈𝒉𝒕 𝒉𝒂𝒏𝒅 𝒔𝒊𝒅𝒆.” “𝑻𝑯𝑬 𝑹𝑰𝑮𝑯𝑻 𝑯𝑨𝑵𝑫 𝑺𝑰𝑫𝑬.”