Over 8 weeks, two pivotal classes—EDLD 5315: Assessment of Digital Learning and Instruction and EDLD 5317: Resources in Digital Environments—concluded simultaneously. These courses focused on fostering confidence and guiding the transition from being a graduate student to taking on the role of an academic professional. The content covered in these classes spanned action research, effective written communication, and strategies for impactful publication. Both courses introduced frameworks, standards, and strategies designed to strengthen the Innovation Plan, enabling deeper connections and advancing progress toward overarching goals. Ultimately, these academic experiences encourage us to contribute meaningfully to the broader body of knowledge in our field.
As I reflect on my journey in the Applied Digital Learning program, my hope is renewed and strengthened as I approach the final stages of this transformative experience. Completing courses 7 and 8 of 10 has brought me closer to the ultimate goal, and the realization of being “almost there” inspires both optimism and creativity. The summer’s warmth and energy have further fueled my determination and enthusiasm.
EDLD 5315: Assessment of Digital Learning and Instruction and EDLD 5317: Resources in Digital Environments were instrumental in shaping my growth. These courses emphasized reflection, strategy, and the connection of ideas, providing techniques that shifted my perspective from that of a graduate student to an emerging academic practitioner. Both classes posed the critical question, “What’s next?” and explored the transformative potential of action research, particularly its impact when combined with written communication and publication.
The frameworks, standards, and strategies introduced in these courses have been pivotal in strengthening the foundation of my Innovation Plan. They provided the tools to deepen my work on a Dual Language program enhanced by blended learning. What began as a focused initiative has now expanded into a broader blended learning strategy with far-reaching implications.
Key achievements during these courses included the development of a comprehensive learning design strategy informed by the Influencer framework, and the creation of a new “statement of work” document to support the implementation of this strategy. Additionally, I presented a reading and writing model to my team and fellow learning designers, advancing our efforts to refine learning objectives.
We also began incorporating the six learning domains into our framework to create meaningful learning environments. By reshaping our consultation process to align with objectives and key results, as well as leveraging tools like Outcomes, Assessment, and Activities Alignment and the Understanding by Design template, we have laid the groundwork for sustainable progress. These experiences have significantly enhanced my ability to contribute to the greater body of knowledge and to take actionable steps toward fostering innovation in education.
A team member has stepped into the role of Learning Experience Designer, taking the lead in managing the core elements of our blended learning strategy. Together, we are focusing on the consultation and design process for our inaugural blended learning initiative: “Emotional Intelligence: Fundamentals.”. While the details are still evolving, I am leveraging my implementation outline as a foundational resource to guide our planning and ensure the success of this initiative.
Assessment AS Learning
EDLD 5315 and EDLD 5317 function as complementary courses, creating a dynamic relationship where one supports and enhances the other. EDLD 5315 focused on action research, guiding the development of a clear and purposeful action research plan to address meaningful problems. The insights and outputs from this course naturally align with the objectives of EDLD 5317, which emphasized effective communication of findings through articles, presentations, or other creative outlets. While my chosen publication outline was not directly informed by my action research this term, I recognize the potential for a more integrated approach in the future.
Throughout the term, I worked diligently to connect the content and objectives of both courses, synthesizing ideas to create meaningful connections. This interconnected setup proved beneficial, as the readings, frameworks, and assignments in each course fueled progress in the other. Reflecting on my experience, I found that the work I accomplished in one course consistently enhanced my efforts in the other, making the eight weeks feel like a cohesive, unified experience rather than two distinct endeavors.
For grading, I recommend equal marks for both courses based on a self-assessment of my performance and criteria I’ve established. While I initially considered assigning myself a lower grade, as I felt my contributions were not as vibrant as in previous terms, my peer group provided incredible inspiration and support. Their encouragement fueled my efforts, both within the classroom and in my new role as a Learning Design Manager.
Applying the frameworks and knowledge gained from the Applied Digital Learning program daily has been transformative. The autonomy to build strategies around these concepts has allowed me to grow and share my experiences meaningfully, further reinforcing the value of this term’s accomplishments.
Self-evaluation scores:
My connection and friendship with Doyna Johnston and Angelica Padron have continued to grow and deepen in meaningful ways. This term was no exception, as our camaraderie and mutual support remained the cornerstone of our success, even as we navigated the unique challenges of each assignment. Despite the variety of stressors and barriers we faced, the level of encouragement and motivation we shared was remarkable.
Our alignment and teamwork enabled us to overcome each obstacle together, proving the power of collaboration. This experience has been a powerful reminder of how true support can and should extend beyond the classroom, fostering lasting bonds. I am confident that I have gained friends for life through this journey, and I cherish the impact they’ve had on both my personal and academic growth.
Contributions and Achievements:
I actively contributed to my collaborative groups by offering thoughtful analysis and unique perspectives during discussions.
I engaged with most of the required readings, watched all assigned videos, and managed to balance my work and family responsibilities effectively.
While I would have appreciated a few extra days to rest and revisit readings I didn’t explore in depth, I remained committed to moving forward with the work.
I pushed myself to share relevant examples from past and current projects with my peers, enriching our group discussions with practical insights.
I sought to draw meaningful parallels across different educational contexts to expand our collective understanding.
Ongoing Challenges and Goals:
To enhance my effectiveness, I am committed to addressing the following challenges:
Increase intentionality and discipline: I will focus on starting each week with a strong foundation by prioritizing the required readings early.
Optimize time management: I will rethink my schedule to create more space for reflection and deeper engagement with course materials.
Strengthen blogging consistency: I aim to develop greater discipline in maintaining and improving my e-portfolio as a platform for sharing and documenting my learning journey.
Elevate collaborative support: I will explore new ways to support, encourage, and uplift my collaborative group, ensuring our success as a team.
By embracing these challenges, I am committed to continuous growth and meaningful contributions in my learning journey.
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