Contribution to My Learning and the Learning Community
Self-Assessment Score: 96
Throughout EDLD 5318 and EDLD 5389, I experienced significant growth as a self-directed learner (Fink, 2013). This reflection evaluates my contributions to my own learning, how I supported the learning community, and how collaboration strengthened my work across both courses (Fink, 2013). Self-assessment is essential for becoming a powerful learner who can evaluate and improve the quality of their own work (Fink, 2013). This assignment provided the opportunity to reflect on what is working, what I can improve, and how my actions impacted my learning community.
Key Contributions to My Learning
In EDLD 5318, I demonstrated stronger consistency, time management, and initiative than in 5389. I frequently completed assignments ahead of schedule, allowing time for multiple rounds of thoughtful revision. This shift helped me create stronger initial drafts and deeper final submissions (Schön, 1983).
A major contribution to my learning was completing and revising my Implementation Overview assignment. It pushed me to think intentionally about how students experience my course from the moment they log in. I created clear welcome materials, navigation instructions, and consistently structured modules aligned to outcomes. Recording the implementation video helped me walk through the course as my learners would and notice where instructions or transitions needed improvement. This hands on process strengthened my understanding of intentional design, pacing, and usability (Bates, 2019).
Peer feedback further strengthened my work. Classmates highlighted issues such as dense modules and cognitive load, which led me to streamline sections and break content into smaller, more navigable pieces. With their insights, I improved clarity and organization and ultimately completed all five modules of my Spanish 1 course. This cycle of feedback, revision, and reflection aligns with Schön’s model of continuous learning through action and reflection (Schön, 1983).
Across both courses, I completed all readings, videos, and resources and applied them consistently.
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Gulamhussein (2013) guided my understanding of sustained, effective professional learning.
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Harapnuik’s COVA model (2018) supported decisions that emphasized learner choice and ownership.
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Bates (2019) informed my media use, organization, and cognitive load strategies in course design.
Contributions to the Learning Community
My learning community, especially Jennifer and Thomas, significantly shaped my progress in both courses (Fink, 2013). We held Zoom meetings where we reviewed our assignments using the course rubrics, helping each other identify strengths, gaps, and opportunities for revision. These collaborative conversations helped me refine my Implementation Overview, improve clarity in my PL strategy, strengthen TEKS alignment, and revise written explanations (Schön, 1983).
Our GroupMe communication also kept us connected. We asked questions, clarified expectations, reviewed APA formatting, and supported one another when directions seemed unclear. This constant collaboration contributed to a supportive learning environment and reflected the value of voice, choice, and authentic interaction found in the COVA model (Harapnuik, 2018).
In discussions, I posted early, responded thoughtfully, and expanded on classmates' ideas with examples from my Spanish classroom. I also connected their thoughts to research, which helped deepen the discussion and strengthen the learning community (Gulamhussein, 2013).
What I Did Well
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Completed assignments ahead of schedule, especially in 5318
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Integrated research consistently into discussions and projects
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Actively supported classmates with feedback and clarification
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Shared examples from my Spanish classroom, helping bridge theory and practice
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Revised my work multiple times—even when revisions were not required
What I Can Improve
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Balancing detail with clarity and conciseness to make explanations more accessible.
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Seeking clarification earlier when directions feel confusing, even though I improved significantly in 5318 (Fink, 2013).
How Collaboration Across Both Courses Strengthened My Learning
Taking EDLD 5318 and 5389 together helped me see how instructional design and professional learning intersect (Bates, 2019). The usability testing and module development in 5318 strengthened my understanding of feedback cycles and user experience, which directly supported concepts of leadership, change, and teacher growth in 5389 (Schön, 1983).
The research from 5389 on sustained PL helped me refine the implementation and pacing of my instructional design work in 5318 (Gulamhussein, 2013). Our Zoom meetings and shared revisions across both courses demonstrated how consistent collaboration deepens understanding and encourages higher-quality work (Harapnuik, 2018).
Conclusion
Given my consistent early submissions, strong engagement, extensive revisions, integration of research, and active contribution to the learning community, I believe a score of 96/100 accurately reflects my work in EDLD 5318 and the connections I built across both courses. This term strengthened my confidence as a reflective practitioner and my commitment to collaboration, innovation, and continuous improvement (Fink, 2013).
References
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high-stakes accountability. Center for Public Education.
Harapnuik, D. (2018). COVA — A learner-centered approach to education. https://www.harapnuik.org/?page_id=6991
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
