5389/5318 Learning Contributions

The start of the Fall semester coincided with the beginning of my teaching year, a coincidence that initially filled me with a sense of apprehension. However, I am pleased to report that I have successfully navigated those early challenges and found my footing. Over the past five weeks, I have immersed myself in two pivotal courses: Course 5389, Developing Effective Professional Leadership, and Course 5318, Instructional Design for Online Learning. I believe that these two courses not only complement one another but also facilitate a smoother transition between the theoretical frameworks of leadership and the practical applications of instructional design.

In Course 5318, I was given the opportunity to design an online course centered on professional development. The primary aim of my course is to empower fellow educators with the skills and knowledge necessary to create a blended learning environment. By doing so, I hope to extend the reach of my innovation plan beyond my immediate classroom, allowing for a more inclusive educational experience that benefits a broader audience. The course is structured in a blended format, integrating both in-person and online components. This approach has allowed me to explore the intricacies of online course development in depth. Throughout this process, I gained invaluable insights into the critical factors that contribute to effective professional learning experiences. The journey of designing a course that aligns with my overarching educational goals has been both challenging and rewarding, and I drew upon the foundational knowledge acquired from my previous courses in the ADL program to inform the online elements of my professional development initiative.

In Course 5389, I initiated a call to action concerning our existing professional development practices. One of the most impactful lessons I learned from this assignment was the importance of helping others articulate the issues they face before attempting to inspire change. This realization has fundamentally shaped my approach to professional development. Building on this understanding, I developed a comprehensive plan for a professional development course, which I subsequently applied in Course 5318. Initially, my plan received feedback indicating that it was somewhat vague, prompting me to seek clarification and support from my peers. The constructive feedback I received was instrumental in refining my ideas and making significant improvements to my plan. This collaborative experience not only enhanced my understanding of effective professional development but also underscored the value of community support in an educational setting. I am eager to share the insights I gained throughout this process, as I believe they can positively influence our professional development landscape.

During both courses, I had the privilege of collaborating with peers such as Samara Marin, Mia Fayweather, and Rose Rayner. Together, we engaged in a dynamic exchange of feedback, often utilizing a Teams group chat set up by Samara to facilitate our discussions. While I was actively involved in seeking and providing feedforward, I did encounter challenges with participation in the discussion questions for Course 5389. In Course 5318, my engagement was similarly limited, as I found myself balancing various school and work commitments. Consequently, my contributions to the discussion questions were not as robust as I had hoped, and I often only met the minimum requirements.

Reflecting on my performance, I believe that my learning contributions in Course 5389 merit a grade of 75, while I would assess my contributions in Course 5318 as deserving an 80. Moving forward, I am committed to improving my engagement in discussions and ensuring that I fully leverage the collaborative opportunities available in both courses.