“At some point, to be powerful performers in life as well as self-directed learners, students must learn how to assess the quality of their own work.”
— L. Dee Fink, Creating Significant Learning Experiences (2013, p. 103)

​

Looking back on my experience in ADL 5320, I’m grateful for how this course challenged and supported me as a learner, designer, and collaborator. It gave me the space to not only reflect on my learning, but also to refine my voice in the process of helping others grow. This was one of those classes where the lines between “assignment” and “authentic learning” blurred, in the best way.

​

Throughout the course, I completed and revised several key pieces of work that reflect both personal insight and collaborative growth. My COVA Reflection and Application helped me unpack how deeply the COVA model has shifted my thinking about learner agency and my role as an educator. The Innovation Project Update gave me an opportunity to refine my vision for blended learning in Mansfield ISD based on peer feedback and research alignment. And the Applied Digital Learning Journey Synthesis allowed me to zoom out and see the threads connecting all the work I’ve done in this program. Each of these submissions was shaped by not only my personal reflection, but also the guidance and encouragement I received from my peers.

​

One of the things that worked especially well was staying connected with my base group. Our group in Synthesis Digital Leadership and Learning Katelyn O’Quin, Adalize Torrado, along with members from the group in Instruction Design in Online Learning Katelyn O'Quin, Ann Zastryzny, Ayla Rightenour, and Veronica Mata, met consistently in Canvas discussion threads, chat messages, and occasional video check-ins to exchange ideas and provide feedback. These conversations were often the highlight of the week. We didn’t just review each other’s assignments, we helped each other think through the “why” behind our choices. Whether it was clarifying the purpose of a module, strengthening a research connection, or untangling a technical detail in a Google Classroom layout, the support was genuine and constructive. In one particular group thread, we had an honest discussion about balancing innovation with usability in our designs. That conversation challenged me to rethink how I scaffolded my course so that Pre-K families and students wouldn’t feel overwhelmed by digital tools.

​

I completed all readings and supporting materials and found myself especially drawn to the ideas of Donald Schön and L. Dee Fink. Schön’s work on reflective practice affirmed the importance of taking a step back and analyzing my choices as an educator, not just to evaluate outcomes, but to stay grounded in purpose. Fink’s concept of significant learning outcomes helped me better align the “what” and the “how” of instruction, especially in my early literacy unit for Pre-K students.

That said, there’s always room for growth. One area I’d like to improve is being more proactive in leading collaborative conversations. While I consistently participated, I often waited to respond rather than initiating dialogue. I realize now that stepping up earlier could have helped deepen our group’s engagement even more. I also want to give myself more time for revisions moving forward; I often cut it close on resubmissions, which made the process feel rushed at times.

​

Because I’m also taking another ADL course this term, I’ve found that the ideas and conversations in 5320 flowed directly into the work I was doing in parallel. The COVA model and our discussions about learner agency helped shape not only my reflection pieces but also the layout and design decisions I made in my Google Classroom unit in the other course. Having a strong collaborative base group made this integration feel natural, we were often bouncing ideas off one another that applied to both contexts.

​

Self-Assessment Score: 95

I’m giving myself a score of 95 for this course. I feel confident that I met all of the key contributions and most of the supporting ones. I participated fully, revised thoughtfully, and stayed committed to the learning community. There are still areas for me to grow, particularly in leading conversations and refining my revision process, but I’ve stretched myself in meaningful ways and feel proud of my progress. I’m grateful for the peers and professors who continue to walk alongside me on this journey.

​

References

​

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). BCcampus.

https://opentextbc.ca/teachinginadigitalage/

​

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.).

Jossey-Bass.

​

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/

​