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.
