Self-assessment is critical for the benefit of personal reflection and growth.
Because of this, it is important to take time to understand how we as teachers and learners have absorbed materials and overall key information from my Master's Degree classes.
Lamar University has started off my learning with two courses as I work through the "Applied Digital Learning" graduate program. One is entitled "EDLD 5302 - Concepts of Educational Technology" and that other is aptly named "EDLD 5305 - Disruptive Innovation in Technology." Combined, both of these courses have reminded me of the importance of focus, dedication, research, and putting in time for reading and applying the information given.
True growth and professional development is a constant cycle, and I seek to continue this cycle throughout these graduate courses and beyond. Here is an example of the ways learning can be continuous:
Image source: (Cox, 2019)
Within this post, I would like to address my specific learning contributions from both courses and self-assess ways in which I have assisted my own learning and that of my peers.
1. The Connection of Both Courses
Throughout these first two courses , I have been able to gauge my own learning and truly COMBINE the relevant learning ideas. This bridging of ideas has helped me understand how and why specific books were assigned for reading, videos for watching, blogs for writing, ideas for reflecting, and assignments for completing. As examples: the ideas of "growth mindset" and "disruptive innovation in education" go hand-in-hand with personal growth and creating more effective teaching/learning environments. Creating a "learning manifesto" and an "innovation plan justification" benefit each other through the use of inward thinking and reflection upon the ideas we have read and discussed. Discussing the "COVA" framework, "Progressive Education," and "Professional Learning Networks" has helped me see relevance and make connections to my extensive "Literature Review." Reading both Growth (Dweck, 2017) and Blended (Horn & Staker, 2017) have helped me see examples of these basic principles in action. Making the start of an "ePortfolio" and also beginning a large "Innovation Plan" proposal for implementation are both great ways to begin applying what I have learned. These are only a few ways I was able to connect my learning to both courses in the ADL program.
2. Contribution to Build Core Collaboration Group
Connection, collaboration, and communication were key aspects of ensuring I did my best through these courses.
One way was by meeting in-person for study sessions on a weekly basis with my peer John B. while we both work through this program in Bangkok, Thailand. We set up Monday study times for three hours each week by meeting at a primary location about halfway between both of our homes. These weekly check-ins encouraged deeper breadth and connection to our learning. It has been great to have him as a strong motivational factor and positive springboard when it comes to my classwork and personal growth.
Another way I allowed for true peer connection to take place was by reaching out to fellow classmates (who were also taking both courses) within the Student Lounge section of the discussion page online and offering to add them into a GroupMe chat. Several peers reached out to express an interest and a total of eight members are now in communication through this means. It's been a truly wonderful way to ask questions and support one another! I have enjoyed learning with these lovely eight people!!!!!
3. Providing Peer Feedback to Core Group Members & Forum Contributions
An additional way I have contributed to the assistance of my peers has been during class discussion blog posts and prompts. Not only have my own posts been an equal amount of informative and reflective, but they have also been inquiry-based to allow for easy discussion for classmates to comment and reply! I have also replied to several posts each week we have had a discussion and made sure to keep my responses as "feedforward" based as possible, ensuring I asked questions so keep the conversation going. These question and answer response threads have provided new lenses with which for me to understand the course materials.
I also ensured that my posts were timely, so I tried to post several days before the assignment was due. This allowed other students in the program to reply and reflect upon my ideas and also allowed me time to reply to their posts and ask specific questions.
4. Revised all Assignments and Reflected on Revisions
Throughout theses two courses, I have received some amazing feedback from my professor, Dr. Sue Bedard. I have added these forms of feedback into a Google Document compilation and therefore been able to strategically apply the information she has provided.
After submitting my first assignment, I was given a variety of feedback support information and I RESUBMITTED my classwork which significantly increased my overall grade for the course. I was thankful for this learning opportunity.
I have also created multiple copies of assignments since feedback is a great way to IMPROVE learning and to redo assignments that weren't completed in the best way possible. A specific example if this was taking a DRAFT of my implementation outline, creating several edited versions from feedback received from my professor and also my peers, and then made an improved FINAL version of the same information. It proved to be helpful working through the editing process to understand how I can best create my final drafts.
5. Completed ALL of the Course Readings & Met Deadlines
In addition to completing all of my work on time, I have also enjoyed working through all of the supplemental learning materials provided by the course itself. It's been fun to click on links to learn more and discover new ways to understand my learning. The connections made have proved to be beneficial for cross-connections between both courses as well! The extra videos, case studies, and website links have created fun new ways for me to learn and teach myself these foundational concepts. This part was easy and automatic for me to work through. A constant visitation to my course materials and links allowed me to grasp the learning.
6. Took Leadership Responsibility in Base Group
Finally, within my GroupMe peer group of eight learners, I have provided multiple opportunities for personal organization, self-pacing/tracking, and also opportunities to connect and provide feedback.
One way I was able to support everyone was by making a copy of an assignment calendar a fellow peer provided and then I EDITED it to match OUR core group courses and specific assignments. I must admit it was not easy to locate all of the assignments and their associated due dates, but after editing the list and sharing it with my group, I knew that it proved to be extremely helpful for keeping our learning on track!
Another way I helped the group by taking on a leadership role was through the creation of a feedback system! I made a Google Document that allowed each group member to share assignment links for the receiving of feedback and editing ideas. This again proved to be incredibly helpful for strengthening our learning and the student community we created.
In conclusion, I realize that I am not perfect. I know there are ways I could have done better with communication or the completion of my overall work assignments.
However, upon completion of this reflection, I will give myself a combined overall grade of 146/150 points for the work I have put into these first two courses within the ADL program.
It's been an exciting journey and I know I always have room for improvement, but I am EXTREMELY proud of the work and dedication I have contributed to my own learning, to the learning community, and to that of my peers in both courses.
References
Cox, J. (2019, November 1). 15 Professional development skills for modern teachers.
TeachHUB. https://www.teachhub.com/professional-development/2019/11/15-
professional-development-skills-for-modern-teachers/
Dweck, C. S. (2017). Mindset. Robinson, An Imprint Of Little, Brown Book Group.
Horn, M. B., & Staker, H. (2017). Blended : using disruptive innovation to improve schools.
Jossey-Bass.
Comments