
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
RESOURCES CONTRIBUTING TO MY CONTINUED LEARNING
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