EDDL 5315: 90/100

EDDL 5317: 90/100

 

"Learning Communities allow those who make them up to work together for shared goals, defining the objectives with the participation of all members. To achieve this, it is essential to promote a critical, egalitarian, and reflective dialogue, where the contribution of people from different groups and with cultural differences is promoted," said Rebeca Chavarría, educator and general director of the Bright Spot Learning Center. This critical reflection allows you to evaluate your ability to be a self-directed learner by enabling you to self-assess your contributions to your learning and the learning of your peers. Learning to self-assess is an essential part of being a lifelong self-directed learner.

 

These eight weeks have been hectic as I reflect on my learning in these courses, my personal life, professional career, and community. EDLD 5315 and 5317, I acknowledge receiving key contributions and support. However, I still have a growth mindset and realize I need to grow and improve in certain areas. It helped me understand that feedback is essential for learning, so I reset my thinking about feedback and became a more successful student and learner.

 

These two classes are linked and have many similarities and strategies: EDLD 5315: Assessment of Digital Learning and Digital Resource Environments EDLD5317.

 

I have acquired significant experience and knowledge, but I still need to obtain more from others and share mine; all this effort has been worth it. I am enriching my knowledge. I learned to analyze and evaluate various digital resources and digital learning environments and share how those digital resources and environments can be used effectively to enhance learning. In these courses, effective professional learning is used to describe strategies connected to choice, ownership, voice, and authentic learning (COVA). I have acquired significant experience; all this effort has been worth it.

 

Additionally, the experience I gained in these courses helps me understand, present, and share the information I have collected and tested in my environment. It's a great way to connect with others. And demonstrate leadership skills. Perhaps it was the authenticity of this collective learning.

 

As the days progressed, I realized these courses have great connections with My 3 Column Table and Ubd Design to strengthen my final product. The way has been opened to various innovative practices and methods that aim to improve the teaching structures of the past. This will benefit meaningful learning. And as a result, they remember what they have learned and can apply it in the future. I invite you to see My Innovation Plan

 

In particular, CSEL, by incorporating blended learning and new technologies, adapts to changes, is connected, seeks new ways of learning through innovation, cultivates the imagination, and learns by doing New Culture.

 

Creating My Learning Philosophy is having an open mind, a positive attitude, and high daily expectations, focusing on two fundamental aspects: the nature of my learning and the purpose. Education is in motion, inviting us to rethink ourselves to find our motivation to continue learning. As we progress in our study of Align Results And Activities, activities, evaluations, and results, The 3 Column Table And The Ubd Design helped me connect with my audience in a digital and mixed way, presenting all my ideas in all my works, showing the learning acquired. My perspective continued to grow regarding the Growth Mindset. This course allows me to see my mistakes and failures as an opportunity to learn and develop my skills to succeed.

 

Mainly, I began incorporating the methodologies learned into my effective professional learning; I started with A Call To Action. I needed existing tools to improve and enrich my audience's learning. The Innovation Plan, incorporating blended teaching and new technologies, has opened the way to various innovative practices and methods that aim to improve the teaching structures of the past. This will benefit authentic and meaningful learning.

 

Integrating technological tools plays a fundamental role when creating meaningful learning environments because it quickly improves my level of learning. The plan and resources I designed and developed are authentic and unique in how teaching is an ongoing process that goes beyond "initial training" in general terms. "training." It is "the process through my audience, alone or with others, of reviewing, renewing and developing their commitment as agents of change, acquiring and developing knowledge, skills, and intelligence."

 

Using the five principles created by Gulamhuissen, effective professional development can help develop different competencies in designing and implementing content, strategies, use of technologies, and other elements of continuous learning improvement. Professional Learning will demonstrate how to "teach while I use it." From the first session, you will start to learn.

 

Evaluation As Learning

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EDLD5315 and EDLD5317 these courses are intertwined. As I said before, EDLD5315 shows how to apply the concepts for effective professional development. EDLD5317 helped me develop the ability to properly use the tools that technology presents to us today, creating a link between the technological and the conventional. I could develop activities that I did not dare to do before.

 

By evaluating connections and learning outcomes, we gain valuable insights into the effectiveness of digital tool methods. The benefit is that each class's readings, frameworks, and assignments are integrated. Since the beginning of this course, I have sought continuous improvement to achieve my objectives in both courses.

 

I Support The Contribution.

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We form a group with constant communication, where there is mutual support.

Support and decisions are made together. During these eight weeks, through Zoom, we meet where we clarify doubts. Productive discussions were generated, which is very important. When reviewing my colleagues' work, I highly valued their abilities and commented on and accepted the opinions expressed about my work. We analyze documents on how to use citations using the APA standard. I shared the links we used in meetings. I could share resources, homework tips, and feedback, supporting each other when we had questions or sought input. However, being a leader in my core collaborative group is something I can improve on. Another critical point is that all my work was delivered on time and under the rules established by my mentor. I accepted and appreciated feedback and revisions from my instructors and peers on all course assignments and incorporated this feedback into my assignments.

 

I worked well with my colleagues and encouraged debate in both the weekly discussion forums and virtual meetings. I contributed value to each work session and often took on the role of "leader" as the first to speak or the group member who informs the larger group about what we discussed.

 

Our WhatsApp group was active, and they said we help each other with questions. We share experiences and knowledge about our teaching skills daily in the classroom.

 

I completed all of the course's required readings and videos and participated in some of the live classes and breakout sessions for that class. Additionally, I posted on the course forums promptly, and thanks to that, I was able to have a great discussion with many of my peers in this course.

 

Overall, I am proud of myself for the contributions I have made to both my learning and my learning community. Still, in the future, I plan to continue to strengthen these types of activities and once again take on a leadership role at a more effective time. As I become more comfortable with the program itself and this new way of learning, I will be able to reap the benefits of the CSLE+COVA approach that this program takes. I also look forward to seeing how the ideas, topics, and materials from subsequent program courses interconnect as I progress through the accelerated ADL option.

 

Members

Yagaira Alaniz, Vitalia Acosta

 

References

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Duckworth, A. L. [TED]. (2013, May 9). Grit: The power of passion and perseverance [Video file]. Retrieved from https://www.youtube.com/watch?v=H14bBuluwB8&t=5s

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Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

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Gerstein, J. (2015, September 04). Is "have a growth mindset" the new "just say no." 

Retrieved from https://usergeneratededucation.wordpress.com/2015/09/04/is-have-a-growth-mindset-the-new-just-say-no/

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Kohn, A. (2017, July 31). The "mindset" mindset. Retrieved from https://www.alfiekohn.org/article/mindset/​

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Whitman, G. (2014, August 06). The power of yet. Retrieved from https://www.edutopia.org/discussion/power​76

 

Graham, C. R. (2006). Blended Learning Systems: Definitions, Current Trends, and Future Directions. The Handbook of Blended Learning: Global Perspectives, Local Design. Recuperado de: http://curtbonk.com/graham_intro.pdf.

Kahn, B. H. (2007). Flexible learning in an information society. Online Information Review, 31(3). Recuperado de: Flexible Learning in an Information Society | Emerald Insight

Horn, M. B., Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass. 

 

K. Jusoff & R. Khodabandelou. (2009). “Preliminary study on the role of social presence in a blended learning environment in higher education.,” Int. Educ. Stud., vol. 2, no. 4, pp. 79–83.