Knowledge Makes Us Grow

Self-Assessment Score: 95/100- EDLD 5315 95/100-EDLD 5320 As I reflect on my journey through EDLD 5315 (Assessing Digital Learning and Instruction) and EDLD 5320 (Synthesis of Digital Learning and Leadership), I believe a score of 95 is warranted based on my consistent engagement, quality of work, and meaningful contributions to both my learning and that of my peers. What's Working Comprehensive Research and Analysis My work in EDLD 5315 demonstrates a thorough approach to research and analysis, particularly evident in my Action Research Design Outline and Literature Review. These assignments focused on evaluating the effectiveness of interactive videos in enhancing student engagement and learning outcomes in online courses. The literature review synthesized findings from multiple studies, providing a strong foundation for my Action Research Plan. For instance, research by Dieck-Assad et al. (2020) showed that 90.4% of students preferred interactive videos, validating my innovation plan's direction. Integration of Theory and Practice In EDLD 5320, I successfully connected theoretical frameworks with practical applications through my COVA Reflection-Application and Innovation Project Update. These assignments demonstrated my ability to apply the COVA approach (Choice, Ownership, Voice, and Authentic learning) to real-world educational challenges. My Applied Digital Learning Journey Synthesis showcased how I've evolved from understanding these concepts to implementing them effectively in my professional practice. Collaborative Engagement My core collaboration group consisted of: • Rose Rayner • Samara Marin • Amburh Jernigan • Stephanie Wells Our collaboration enhanced both courses through regular feedback sessions and shared insights. We worked together to refine our action research plans and provide constructive criticism on our innovation projects. Areas for Improvement Research Implementation Timeline While my action research plan is comprehensive, I recognize the need to develop more detailed implementation timelines. Future work will include specific milestones and clearer success metrics to better track progress. Stakeholder Engagement I could enhance my approach to stakeholder engagement, particularly in gathering feedback from potential participants in my action research. This would strengthen the practical application of my research findings. Data Collection Methods Though my data collection methods are sound, I could diversify them further to capture more qualitative insights about student experiences with interactive videos. Key Contributions Assignment Completion and Revision I completed all assignments on time and thoroughly revised them based on peer feedback. For example, my Action Research Plan underwent multiple iterations to incorporate suggestions about methodology and data collection approaches. Course Material Engagement I engaged deeply with all course readings, videos, and supporting resources, which is reflected in the depth of my assignments and forum contributions. My posts consistently referenced course materials and external research, properly cited in APA format. Forum Participation My forum contributions were timely and substantive, often sparking meaningful discussions about digital learning assessment and leadership strategies. I consistently supported my positions with research while encouraging others to share their perspectives. Impact of Combined Course Collaborations The synergy between EDLD 5315 and 5320 has been particularly powerful. My action research focus on interactive videos directly informed my innovation project update, creating a continuous feedback loop between assessment and implementation. The COVA approach from 5320 influenced how I designed my action research plan in 5315, ensuring that my research methods aligned with principles of authentic learning and student voice. This integration of courses has helped me develop a more holistic understanding of digital learning leadership. For instance, while 5315 taught me how to systematically assess educational innovations, 5320 helped me frame these assessments within the larger context of organizational change and leadership. Leadership and Community Impact I took an active leadership role in both courses by: • Initiating group discussions about research methodologies • Sharing resources and tools for action research • Providing detailed feedback on peers' innovation projects • Facilitating connections between assessment strategies and leadership principles The impact of this leadership was evident in the quality of our group collaborations and the evolution of our individual projects. Conclusion My work across both courses demonstrates a strong commitment to academic excellence and collaborative learning. While there are areas for improvement, particularly in implementation planning and stakeholder engagement, my consistent contributions, thorough research, and thoughtful integration of course concepts justify a self-assessment score of 95. Moving forward, I am excited to apply these insights to further enhance my effectiveness as a digital learning leader. Reference: Dieck-Assad, G., Hinojosa-Olivares, J. M., & Colomer-Farrarnos, J. (2020). Study of the effectiveness of interactive videos in applied electronics courses. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 983–1001. https://doi.org/10.1007/s12008-020-00689-2

Floral design has evolved from a simple decorative practice into a sophisticated art form that combines botanical knowledge, color theory, and creative expression. Modern florists must balance artistic vision with scientific understanding to create arrangements that not only captivate viewers but also maintain longevity and structural integrity. Understanding Plant Biology and Care The foundation of successful floral design lies in understanding plant biology and proper care techniques. Research has shown that proper hydration can extend the life of cut flowers by up to 50% (Ahmad et al., 2021). Professional florists must consider factors such as stem cellular structure, water uptake mechanisms, and the role of plant hormones in flower development (Martinez & Thompson, 2020). Color Theory and Emotional Impact Color selection in floral design goes beyond mere aesthetics. Studies in environmental psychology have demonstrated that floral arrangements can significantly impact mood and emotional well-being (Wilson et al., 2023). For instance, arrangements featuring warm colors like red and orange tend to energize spaces, while cool-toned arrangements promote relaxation and tranquility (Chang & Roberts, 2022). Contemporary Design Principles Modern floral design incorporates both traditional principles and contemporary innovations. According to Lee and Johnson (2023), successful arrangements typically follow the principles of proportion, balance, rhythm, and dominance. However, recent trends show a shift toward more sustainable practices, including the use of locally sourced flowers and eco-friendly materials (Peterson, 2021). Sustainability in Floral Design The floral industry is increasingly focusing on sustainability. Research indicates that locally sourced flowers can reduce the carbon footprint of arrangements by up to 80% compared to imported blooms (Green & Smith, 2022). Contemporary designers are also experimenting with alternative materials and techniques, such as dried flowers and biodegradable floral foam substitutes. References Ahmad, R., Khan, M., & Stevens, J. (2021). Modern techniques in cut flower preservation. Journal of Horticultural Science, 45(2), 78-92. Chang, L., & Roberts, K. (2022). Color psychology in environmental design: A comprehensive review. Design Studies Quarterly, 18(4), 201-215. Green, A., & Smith, B. (2022). Carbon footprint analysis of the global cut flower industry. Environmental Impact Assessment Review, 89, 106-120. Lee, S., & Johnson, M. (2023). Principles of contemporary floral design: A practical guide. Floral Design Journal, 12(1), 15-28. Martinez, C., & Thompson, R. (2020). Plant biology essentials for modern florists. Botanical Sciences Review, 33(2), 145-159. Peterson, J. (2021). Sustainable practices in modern floristry. Journal of Sustainable Design, 8(3), 67-82. Wilson, K., Zhang, Y., & Brown, T. (2023). The psychological impact of floral arrangements in interior spaces. Environmental Psychology Today, 15(2), 112-127.

Rationale for Self-Assessment Score of 95/100 As I reflect on my performance and contributions throughout these courses, I believe a score of 95 is justified based on my consistent engagement, quality of work, and impact on both my own learning and that of my peers. Throughout EDLD 5389 and EDLD 5318, I've been deeply committed to not only meeting but exceeding course expectations. My work on the Alternative PL Strategy Plan in EDLD 5389 demonstrates this commitment. I developed a comprehensive professional learning strategy that integrates innovative approaches to teacher development, leveraging interactive video content to boost student engagement. This plan wasn't just about introducing new technology; it represented a fundamental shift in approaching professional development, directly addressing the challenges highlighted in my Alternative PL Call to Action. The Alternative PL Outline I created served as a crucial steppingstone in this process, providing a clear roadmap for implementing the strategy. It detailed the key components of the professional learning experience, including the integration of Adobe Captivate for creating interactive videos, the establishment of Professional Learning Communities (PLCs), and a structured 15-week course followed by 6 months of ongoing support. This outline ensured that every aspect of the strategy was carefully considered and aligned with the principles of effective professional learning. In EDLD 5318, my work on the Instructional Design, Implementation, and Usability and Reflection assignments showcases my ability to apply theoretical concepts to practical scenarios. For instance, my interactive video creation course, implemented on Canvas, received positive feedback on its user-friendliness and course materials. However, I also learned valuable lessons about the importance of engaging the intended audience in the design process. One area where I excelled was in building and contributing to my core collaboration group. I consistently worked with Rose Rayner, Samara Marin, Maria Montemayor, Kameco De Los Santos, Rebecca Chang, Sara-Ann Oro Santana, Stephanie Wells, and Regginee Flora-Booker. Our collaborations were instrumental in connecting ideas from both courses. For example, when developing my Alternative PL Strategy Plan, I incorporated insights from our discussions in EDLD 5318 about effective online learning design. This cross-pollination of ideas enhanced the quality of my work and deepened my understanding of both courses. I've been diligent in providing peer feedback to my core group members, often going beyond surface-level comments to offer substantive, research-backed suggestions. This not only helped my peers but also reinforced my own learning as I applied course concepts to real-world scenarios. In terms of revisions, I've taken a proactive approach to refining my work based on feedback. For instance, after receiving comments on my Usability and Reflection assignment, I critically examined my approach to usability testing. I realized the importance of engaging my intended audience (coworkers) rather than relying solely on classmates for feedback. This reflection led me to develop strategies for better involving my target audience in future iterations of my course design. I've completed all course readings, videos, and supporting resources, often exploring additional materials to deepen my understanding. This comprehensive approach to the course content is reflected in the depth and breadth of my forum postings, where I consistently support my thinking with research, properly cited using APA format. In terms of leadership, I've taken initiative within my base group by organizing collaborative sessions and facilitating discussions that bridge concepts from both courses. For example, I led a discussion on how the principles of effective professional learning from EDLD 5389 could be applied to the design of online learning experiences in EDLD 5318. This cross-course analysis not only enhanced our group's understanding but also led to more innovative approaches in our individual projects. While I believe my performance has been strong, there are areas where I can improve. For instance, in my usability testing for the interactive video creation course, I faced challenges in engaging my intended audience (coworkers). This experience highlighted the need for better stakeholder buy-in and engagement strategies. Moving forward, I plan to develop more effective approaches to involve my target audience in the design and testing phases of my instructional projects. Additionally, feedback from my usability testing suggested areas for refinement in my course design, such as simplifying to-do lists, reducing text-heavy pages, and clarifying assignment submission processes. I see these as valuable opportunities for growth and am committed to implementing these improvements in future iterations of my work. The impact of combining collaborations from both courses has been significant. By integrating insights from EDLD 5389's focus on effective professional learning with EDLD 5318's emphasis on online learning design, I've developed a more holistic approach to instructional design. This synthesis has allowed me to create professional learning experiences that are not only pedagogically sound but also effectively leverage digital tools and platforms. Finally, my consistent engagement, quality of work, and contributions to both my learning and that of my peers justify a score of 95. While there's always room for improvement, I believe I've demonstrated a strong commitment to excellence, a willingness to learn from challenges, and an ability to synthesize concepts across courses to create more effective learning experiences. Moving forward, I'm excited to build on these experiences and continue refining my skills as an instructional designer and educational leader.