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All Hands In

CONTRIBUTION TO YOUR LEARNING AND THE LEARNING COMMUNITY - SPRING SESSION 1: 2023

Throughout both the Instructional Design Online Learning and the Developing Effective Professional Learning courses, I consistently met the expectations outlined in the self-assessment marking guide, earning a score of 97 and 93. As a self-directed learner, I understand the importance of assessing the quality of my work and evaluating my contributions to the learning community. I am proud of my contributions to my learning as well as to the learning of my classmates.

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Regarding what worked well, I found that consistently completing all course readings, videos, and supporting resources helped me stay on top of the material and feel confident in my understanding of the course concepts. I also took leadership responsibility in my base group and the course, which allowed me to collaborate with my peers and contribute to their learning. Additionally, I participated in all course activities, providing feedback and revisions to my core collaboration group's work.

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As for areas of improvement, I recognize that I could have been more active in the various learning communities with other peers outside of my main group. Although I did make discussion posts in a timely fashion and provided breadth and depth of thinking with research to support my thoughts, I could have contributed more to the discussions and collaboration overall. Looking back, I realize I could have made additional posts to contribute to the learning community.

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The member of my base group community with whom I consistently collaborated was LaTammie. She was an integral part of my learning throughout the course, and I learned a great deal from her and was able to help her through the challenges she faced during the course. She challenged me to think more deeply about the course concepts and provided valuable feedback on my work. Other members that have played a key role in providing feedforward and helping with improving the content I plan to deliver are listed below.

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Overall, my contributions to the learning community were strong, and I am proud of what I accomplished during the course. I plan to continue building on my contributions in future courses and strive for excellence in my work.

Peer Portfolios

Shay McDonald
Janiece Lewis
Stephanie Heath
Contributions to My Learning - Fall 2022: Bio

SELF-ASSESSMENT

After much reflection, I would rate myself 97 out of 100 in 5318 Instruction Design Online Learning

and 93 out of 100 in 5389 Developing Effective Professional Learning. 

97 / 100

5318 - Instruction Design Online Learning

93 / 100

5389 - Developing Effective Professional Learning

Contributions to My Learning - Fall 2022: Infographics

RESOURCES CONTRIBUTING TO MY CONTINUED LEARNING

Contributions to My Learning - Fall 2022: Text

Required Reading:

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

 

Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf

 

Standards for Professional Learning. (2011). Retrieved from https://learningforward.org/standards

Standards for Professional Learning: Quick Reference Guide. (2011). Retrieved from https://learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0

 

TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from http://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

 

Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/ Videos from this post are also required viewing in the Discussion section.


Harapnuik. D. (2021). Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900

Harapnuik. D. (2020). Why I don’t use checklists, progress bars & other activity monitors. https://www.harapnuik.org/?p=8314 Videos from this post are also required viewing in the Discussion section.


Harapnuik. D. (2020). Feedforward vs. Feedback. https://www.harapnuik.org/?p=8273


Quality Assurance Begins with a Set of Standards. (n.d.) https://www.qualitymatters.org/qa-resources/rubric-standards Select a QM Rubric that matches your learning context.


Top 7 Instructional Design Models to Help You Create Effective Learning Material. (2021). https://creately.com/blog/diagrams/instructional-design-models-process/


Backward course design (n.d.) https://teaching.uwo.ca/curriculum/coursedesign/backward-design.html


Frameworks & Taxonomies of Learning (n.d.) https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/teaching-learning-frameworks.aspx


Finks Taxonomy & 3 Column Table Resources - https://drive.google.com/drive/folders/1gMqxX2SEtWmnQ37m4UxWUcWxy0w87rWj?usp=sharing


eLearning Toolkit. (2020). https://elearningtoolkit.uwo.ca/

Online course design guide. (2017). MIT Digital learning toolkit. http://dltoolkit.mit.edu/online-course-design-guide/
 

Krug, S. Rocket Surgery Made Easy The Do-It-Yourself Guide to Finding and Fixing Usability Problems. https://www.sensible.com/rsme.html - Follow the link to scripts, checklists, and handouts to use the resources for free.
 

Smith, M. K. (2001, 2011). ‘Donald Schön: learning, reflection and change’, The encyclopedia of pedagogy and informal education. https://infed.org/mobi/donald-schon-learning-reflection-change/.


Supplemental Reading:

Assessment OF/FOR/AS Learning. (2017, March). [National Forum]. The National Forum for the enhancement of teaching and learning in higher education. https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/


Dabbagh, N. (2002). Basic Principles. Instructional Design Knowledge Base. http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm


Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.


Earl, L. M., & Manitoba School Programs Division. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Manitoba

Iterative Design Models: ADDIE vs SAM. (2020) https://elmlearning.com/iterative-design-models-addie-vs-sam/


OSCQR Course Design Review scorecard from SUNY Online (2021) - https://onlinelearningconsortium.org/consult/oscqr-course-design-review/


Morrison, D. (2013, May 7). Why Online Courses [Really] Need an Instructional Design Strategy. https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/


Standards for Professional Learning. (2015) Retrieved from https://learningforward.org/standards/learning-designs#.VzHxq2MWVlI

National Standards for Quality Online Learning. (2019). - https://www.nsqol.org/the-standards/quality-online-courses/
 

Design quality online course. (2019). UBC Wiki. https://wiki.ubc.ca/Design_Quality_OnlineCourse


Iterative Design Models: ADDIE vs SAM. (2020) https://elmlearning.com/iterative-design-models-addie-vs-sam/

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McTighe, J. & Seif, E. Teaching for Meaning and Understanding – A Summary of Underlying Research. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.554.5606&rep=rep1&type=pdf
 

Krug, S. (2013). Don't Make Me Think, Revisited: A Common Sense Approach to Web. https://sensible.com/dont-make-me-think/
 

Schön, D. A. (2080). The reflective practitioner: How professionals think in action. Basic Books. Kindle version on Amazon

Contributions to My Learning - Fall 2022: Text

Video Resources

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