Final+Course+Reflections+for+EDLD+5364


 * Course Reflection Prompts **
 * 1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned?**

 When I began this course, I hoped to learn more about the Internet-based technologies I had first encountered in Introduction to Educational Technology, 5306. During the current course (EDLD 5364), I expanded my knowledge beyond wikis, blogs, podcasts, and video to include Web 2.0 tools that can more directly assist students in learning (online tutorials, game simulations, and educational websites devoted to specific content areas) and teachers in teaching (rubric creators, lesson planning tools, open-source software, and survey builders). Among the most impressive sites I discovered is the JASON Project ( [|www.jason.org] ), which offers teachers, students, and parents interactive digital labs, resources, and curriculum materials; students and teachers can also participate in scientific discovery projects organized by experts. Besides learning about Web 2.0 technology, I expected to use some of these tools to create something new of my own. I was certainly able to do that with the Google tools my team used to build the site to house our unit plan. Although time limitations prohibited me from experimenting much with video and multimedia, I certainly found many freely available options to try later. One that I did use—Jing ( [|www.jingproject.com)] screen capture software—allowed me to create images from web pages and use these in my team project. I will continue experimenting with this software to learn how to create movies and tutorials using screen images. The actual course outcomes coincided well with those I had envisioned. Through working with my group to solve problems presented in the scenario project, I gained experience in selecting technology applications for specific educational purposes and learner needs. I also learned to select tools and strategies that would positively influence student achievement. Creating my own interactive book in the CAST Book Builder program and seeing the products of my teammates gave me an opportunity to practice evaluating technology products and improving them for educational purposes.


 * 2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not?**

Currently, I manage the learning center (or tutoring/computer lab) on a community college campus. I value any knowledge and skills regarding technology or Web 2.0 tools that I can pass on to students to help them increase their learning and productivity. Students without Microsoft Office software will be happy to know that open-source options exist. I plan to create tutorials (using Jing) to demonstrate basic operations in these open-source products. As I serve many students seeking assistance in various subjects, I continually search for online tutorials, digital labs, and various interactive resources that may give these students the extra practice they need. The ability to evaluate these resources according to learning theory will certainly help me select the ones most likely to benefit students. The information about UDL principles and guidelines provides me with a deeper understanding of learner differences and suggests ways I might customize tutoring sessions or materials to accommodate specific needs. All the adaptive technologies I learned about through research for my team project—especially Natural Reader 9.0 ( [] ) and Web Anywhere ( [] )—will help me better serve students with reading or visual difficulties. Because I do not operate within a traditional classroom where I address one content area at a time, knowing how to create effective learning environments supported by technology will help me build virtual learning spaces that students may access online. The experience of building a Google site has prepared me for this task. I plan to create individual wikis or sites to house math, writing, and reading resources and learning tools.

3. What outcomes did you not achieve? What prevented you from achieving them?

I believe I achieved—at least to a reasonable degree—each of the learning and performance outcomes stated in the syllabus. However, the knowledge I gained through assigned readings and videos, participation in discussion, and additional research for the team project, reveals that our team’s solution remains incomplete. Though the impressive amount of information on our site certainly attests to each member’s enormous expenditure of time and effort, a few features seem unfinished: some activities and rubrics are not fully articulated, the accommodations for learner differences might be better illustrated, and more examples of student products would make our presentation even more compelling. Students need clear expectations so they may self-assess and direct their learning; and students (as well as teachers) need representations, in addition to text, to understand those expectations fully. One factor contributing to this sense of incompleteness is, ironically, the elaborate detail of each member’s lesson/unit plans. If we had kept our lesson plans simple, we would have had time to develop more sophisticated activity descriptions, illustrations of modifications, rubrics, and student product samples. Another good strategy would have been to create a single five-day unit, with members contributing lessons, activities, and examples supporting that unit. Instead, we chose a broad science topic and allowed members to select lesson/unit ideas independently. In addition, we failed to decide upon a uniform layout for our site’s pages. Assigning a page for each member to display his or her contributions initially seemed like an appropriate way to indicate individual contributions; however, this choice weakened the overall unity of our final product. Nevertheless, that product represents the best effort we were capable of at the time, given our lack of experience planning and working collaboratively. I expect that this exercise will enable each of us to execute the next group project with greater forethought and effective cooperative strategy.


 * 4. Were you successful in completing the course assignments? If not, what prevented or discouraged you?**

To my knowledge, I completed (or am currently completing) all assignments successfully, but not without questions and difficulties. In each instance of difficulty, I resolved the issue through perseverance or research. Since not all grades are in as I complete this final assignment, I cannot declare my ultimate success with certainty. Although I was initially unsure about the expectations regarding citations in weekly reflections and discussion posts, I quickly adapted to the habit of including formal APA citations at the end of each of these assignments. To facilitate accuracy, I prepared a reference list of all readings and videos assigned in the course. I simply copied and pasted from my list whenever I needed a citation. I disagreed with a few of the citations given in the course material, so I referred to the //Publication Manual of the American Psychological Association//, 6th edition and other reputable guides to make changes. Despite feeling that formal citations are unnecessary on a discussion board when all participants should be familiar with the sources quoted, this attention to APA style has enhanced my knowledge and better prepared me to assist students on my campus with APA questions. The most difficult assignment for me was writing the UDL lesson. Because I am a detail-oriented thinker, I tend to focus on perfecting individual elements rather than ensuring that these elements connect to form a coherent unit. Completing the lesson took me longer than expected because I frequently had to reread what I had done to check for consistency. I realize now I should have narrowed my lesson to a single day (rather than three) and presented the ideas for the other two days as related activities posted as examples on the team site. Another frustration I experienced in relation to this assignment was our inability to use the UDL Curriculum Self-Check program as intended. Our instructions required us to use the Microsoft Word template instead of typing our lessons into the UDL Lesson Builder online software, from which we would have been able to access the self-check feature. Nevertheless, I found plenty of links to useful information and resources at the CAST site. The document titled //Universal Design for Learning Guidelines//, version 1.0 proved especially helpful in explaining the various options for eliminating learning barriers and incorporating UDL principles. A greater problem for me than these two minor assignment issues is the amount of work required during the final week of the course. I would prefer to have all written work and reflections behind me so that I can focus my full attention on perfecting the team project. By this final week, I am beginning to realize our team’s mistakes; I could use my time more productively taking “real” action to demonstrate learning rather than typing yet another reflection.

Going into this course, I already knew that my technology skills were less than expert. I usually hesitate to try something new until I read all the directions and watch several demonstrations. During this course, I learned that many technology applications are self-explanatory, making written directions superfluous. I used to think expensive software and deep programming knowledge were required to create a website, so I felt rather silly when I accomplished just that without tech cents or sense. I am just beginning to have fun with all the free-ware (like Jing and Microsoft Reader) that I downloaded while working on our group project. Not only have my tech self-doubts diminished, I will have no more qualms about group work, either. I might even have the courage to lead the next team project. I now believe that the leader need not know more than his or her advisors; and that if they are wisely selected, any of them can assume command as needed. A leader’s strength resides in dependability and the trust he or she builds among teammates. ||
 * 5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes?**
 * This course has given me my first truly collaborative, project-based learning experience. I grew up before collaborative learning was used much (or used effectively) in education. I never had a positive group-work experience in my formative years, and I used group assignments half-heartedly, at best, during my years in teaching. The advantages of collaborative projects are certainly clear to me now that I have witnessed how the learning and the product can be far superior to what any individual might have produced. However, building effective collaboration skills takes time: the first trip is bound be a little bumpy. Though the members of our team all contributed with enthusiasm and regularity, we did struggle through a few moments of indecision. In each instance, someone took responsibility and jumped in with a solution, or at least a suggestion, to get us all back on track Formerly a confirmed loaner when it comes to projects, I have found that I enjoy working with a team I can learn with and from.