My Learning Journey in 5317: Designing with Purpose in Digital Environments
 

What a rewarding and eye-opening eight weeks this course has been! Coming into Resources for Digital Environments (5317) and Assessing Digital Learning (5315) at the same time was challenging in the best possible way. I was eager to learn how to create more engaging, student-centered digital learning experiences, but I honestly didn’t expect it to transform how I think about design itself. Right from the start, I realized this wasn’t just a “tech tools” course—it was about intentionally designing experiences that meet the needs of all learners. Over the weeks, I’ve built confidence in using digital platforms, explored new ways to spark student engagement, and grown into a more thoughtful, flexible educator. I’m walking away with strategies I can immediately use and a mindset that will guide me for years to come.

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A Mindset Shift: From Assessment as Evaluation to Assessment as Learning

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Assessing Digital Learning and Instruction (5315) completely reframed how I think about assessment. Before this course, assessment felt like something I “had to do”—a check for understanding or a grade to record. But through our readings and reflections (Fink, 2013), I began to see assessment as learning, not just of learning. That small shift made a huge difference, especially in the Pre-K classroom where learning is often play-based and fluid.

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In PreK, I started embedding more formative, student-centered tools—even in developmentally appropriate ways. Instead of just documenting what students can or can't do, I now ask them to show or explain their learning in ways that feel natural. For example, we use photo journals where students take pictures of their work and explain it during circle time. We also use simple “thumbs up/thumbs sideways” reflections after activities to gauge how they felt about their learning. I’ve even started using audio recordings where students talk about their artwork or play choices, which provides rich insight into their thinking.

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It’s not about “catching mistakes” at this age—it’s about building confidence and ownership. Even four-year-olds can reflect on their choices and begin to self-assess when given the right tools and language (Fisher & Frey, 2014). These small strategies help them develop a voice in their learning journey, which is so powerful to witness.

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What’s Working Well

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One thing that really clicked for me was designing with flexibility and student agency in mind. The Universal Design for Learning (UDL) framework helped me realize that small changes, like offering students options for how they access content or demonstrate learning, can make a big difference. I started thinking less about “covering content” and more about how I could invite students into learning experiences.  Tools like Canva, Book Creator, and podcast platforms gave me new ways to engage learners, especially those who may not thrive in traditional formats. I feel more confident now creating digital content that’s inclusive and meaningful—not just flashy.

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Areas for Growth

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Even though I feel really good about my growth, I know I still have areas to work on.  One of the biggest things I want to improve is tying my learning more closely to what’s already happening in my district. Mansfield ISD has strong goals around personalized learning, and I think I missed a few opportunities to draw those connections more clearly in my reflections and projects. I also want to get better at documenting how I revise based on peer and instructor feedback. While I did revise my work thoughtfully, I didn’t always reflect or share those changes as visibly as I could have. In future courses, I plan to keep a revision journal or portfolio log to capture that iterative process. Lastly, I’d love to work on sharing what I’m learning with my campus team more consistently—there’s so much value in spreading these ideas beyond our class.

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Assignment Highlights and Reflections

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Each project in this course stretched me in a different way, and together, they helped me sharpen my digital instructional design skills:

• Publication Outline – Starting with the outline helped me map out my message clearly. I realized how important structure is when writing for a professional audience, and this step made the full article feel more manageable. It gave me a clear path forward and kept me grounded in my purpose.
   

• Publication Rough Draft – Writing the rough draft allowed me to pull together everything I’d been reflecting on during the course. It felt vulnerable to share my ideas in such a public way, but it was also empowering to use my voice to advocate for meaningful change in instructional design.
   

• Media Project – This was probably the most fun assignment for me! I used Canva to create a multimedia overview of my innovation plan, and it made me think critically about how to communicate ideas visually. It also reminded me how powerful video and design tools can be for student expression—not just teacher presentation.
   

• Publication Final Draft – Revising the final draft with peer feedback helped me strengthen my arguments and clarify my voice. It felt so good to polish the piece and see how far it had come from that original outline. This project pushed me professionally and gave me something I’d be proud to share with colleagues and leaders.
   

Collaboration That Mattered

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Working with my base group: Katelyn O'Quin, Ann Zastryzny, and Ayla Rightenour, was such a gift.  We used GroupMe, Padlet, and group messaging to stay in touch, encourage one another, and offer feedback. Our collaboration felt genuine, not just “assigned,” and I learned so much by hearing their perspectives. I noticed that I naturally gravitated toward asking reflective questions and encouraging others when they hit roadblocks. That role helped me see myself as a leader and reminded me how much I value connection and community in professional learning spaces. One thing I appreciated most was how we weren’t afraid to push each other’s thinking. If I could change anything, I might suggest building in a few more live discussion opportunities to deepen those connections even further.

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Looking Back—and Forward

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This course gave me so much more than I expected. I now have a clearer understanding of how digital resources can support deeper learning, how design choices impact student engagement, and how important it is to lead with empathy and flexibility. I feel like I’m walking away with a toolkit full of strategies—and even more importantly, a mindset that prioritizes student agency and creativity. I’m excited to continue sharing what I’ve learned with others and to keep evolving as a digital-age educator.

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References

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CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

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Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses

(2nd ed.). Jossey-Bass.

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Harapnuik, D. (2025). Reignite the learner’s mindset [Prezi]. https://prezi.com/view/WNrNvvkVm9HnRi9jnsAj/

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