EDLD 5315 and EDLD 1317 Contribution to Learning
EDLD 5315: Assessing Digital Learning and Instruction
EDLD 5317: Resources for Digital Learning
Self Assessment Score:
EDLD 5315: 97
EDLD 5317: 97
Technology courses in my program, Masters in Educational Technology and Leadership, have been a struggle for me coming in from the leadership courses. The structure is different, and it always made me feel that I missed the foundational courses that could have helped me in my Technology courses. As I started on my journey of Assessing Educational technology and instruction and Resources for Education Technology, I was thinking of finding a topic that I could use for both courses to strengthen my knowledge of the topic. I have chosen blended learning and narrowed it down to the station rotation model. This topic is connected with my current job and can impact the teachers and leaders I work with. My current school has been pushing for blended learning as it is geared towards student-centered instruction. As a special education teachers, it is also a instructional method that can easily be used so that teachers can modify and accommodate individual needs of students. During the course, I worked with several students who are in the same program as I am; I started by creating a Group Me page for both classes and from that Group Me page, we could do small clustered groups for more targeted feedback. Kari Laminack, Ana Quiroz, Aleyse Cummings, Kelly C (De’ Shawn), and Laura Hallonquist were all amazing in working collaboratively with me and our group. Our collaboration process was a testament to the sense of community and support in our program. They provided amazing feedback and feedforward to the members of the cluster and all group members. We gave each other directions on finishing the course successfully and motivated each other not to give up.
In the course EDLD 5315, I worked on creating an action research plan by first brainstorming for an action research topic, then creating an outline and reading several resources to be able to do a Literature Review. After this, I could have a deeper understanding of my topic and used what I had learned in the reading and videos that Dr. M had assigned to create an action research plan. The assignments for EDLD 5315 were also able to help me accomplish the task for EDLD 5317, resources for Digital Learning. My topic for both classes is about blended learning. Using this topic, The literature review helped me understand the blended learning station rotation model, and the readings helped me gain a more holistic understanding of the course. I used the reading, videos, and online class sessions to complete my task for publication. I started with the outline of my publication, looking for sites where I could publish my publication. After the Literature Review was used in the Literature Review assignment and publication rough draft, I have been working with mostly the same collaborative group for both classes, which helped as the topics are connected. It was easier for them to give me feedforward and feedback. As a group, we formulated a rubric for the rough draft and used the feedback from the rubric to edit and revise our work for the final draft. The media project was also fun to do as we were able to brainstorm programs to use in creating our media project. It was my first time using Canva as a video tool, and I used Yuja (which I learned to use in my leadership class) to upload videos to Blackboard.
Connecting and
Learning
1. Contributed to and helped build your core collaboration group.
During the first week of the course, I created a GroupMe group that other learners looking for a collaborative group are welcome to join. It was first posted in the other group (leadership course) so that all technology program takers could join. I created the GroupMe for both EDLD 5315 and EDLD 5317. Although most learners are enrolled in both courses, it is easier to have a separate group for both courses to minimize confusion for learners.
2. Provided peer feedback to your core group members.
I shared ideas on how to do the assignments, provided feedback on other learners’ work, and asked for feedback regarding my work. I have reviewed every work my colleague has created, from assignment one to the final assignment for both classes, as long as they have shared it in the GroupMe or discussion board. I was also able to explore other learners’ eportfolio. I also commented on the post that the other learners have posted on the discussion board. I have provided them with some ideas on which programs they can use and what resources are available.
3. Revised all assignments and reflected on revisions in this contribution to the learning activity.
My core group gave me constructive feedback regarding my assignment for both courses. For example, we collaboratively decided on a rubric to use for 5317, and the core group used that same rubric to give feedback on each other’s work easily. Then, I made edits and created my publication's final draft using the feedback. I also got feedback from the professors and used the feedback to make my assignments more presentable and aligned with the expected outcome. I learned to much on how to properly do references using APA format since the courses requires so much citing.
4. Diligently completed ALL of the course readings, videos, and supporting resources.
When I started the course, I felt overwhelmed and lost with all the readings and videos that I needed to do within certain weeks. I found a checklist of what to do online, and the professors gave a more detailed list of or visuals of deadlines for the reading, assignment, and discussion boards. I completed and watched all the course readings and videos and also watched and read some of the supporting resources in the course. I read most discussion posts, which helped me understand the supporting videos and readings more. I could also attend or watch all the web conferences and participate in some of the professors' office hours.
5. Consistently met all the various course activity deadlines as indicated in the calendar.
I met almost all the deadlines and was able to submit some of the assignments weeks in advance. I could post on all the discussion boards on time and respond to other people’s posts even though I was not in the same time zone as the other learners. I ensured I finished my assignment beforehand so my group could give me feedback and ample time to edit my work. I would edit the digital version based on their feedback before the due date.
Key Contribution
Additional Contribution
1. Took leadership responsibility in your base group and the course.
I started GroupMe for both classes as I am eager to collaborate with learners taking the same class that I am currently taking, some of whom are learners in the same class as my spring technology course. The Group Me had 29 members, which we eventually divided into small core groups. Even though the group was divided into core groups, we all helped each other and collaboratively gave feedback to each other.
2. Contribute to your learning and your colleagues' learning by participating in ALL activities.
I participated in and collaborated on all the class discussion posts for both courses. I attended the classes and watched the videos when I missed them or could not attend the start of the class. I love how the professors share their presentation slides. I could also read the reading and watch the videos assigned by the professors. When clarification is needed, I directly email the professors to get a clearer direction about the topic or task.
3. Active contributions in the various course forums.
I posted all of my initial posts on the discussion board before the due date and was able to give feedback to my peers on the discussion board. I respond to peers' questions and give constructive feedback both on the Blackboard discussion board and in the GroupMe chat.
