Reflection

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.

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Throughout this course, the feedback I received from my learning community was incredibly helpful in shaping and improving my Google Classroom design. When I shared the initial layout of my “Start Here” section and first rhyming module, a few people pointed out that it might be a bit overwhelming for families who are new to digital platforms, especially those with young Pre-K learners. That really stuck with me, because my goal was to make it inviting and simple, not confusing.

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After reading their suggestions and hearing how they navigated the course, I realized I needed to break things up more clearly. I added visual icons and simplified the text directions. I also restructured the layout so that each activity felt more bite-sized and clearly labeled. Even small tweaks like adding arrows and "Start Here" buttons made a big difference.

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This feedback loop reminded me that we don't design in a vacuum. Having peers test the course and offer their honest thoughts helped me see things I would have missed on my own. In our group discussions, it was encouraging to hear others dealing with the same challenges, like overloading modules or needing clearer learner directions. These conversations helped me stay grounded and focused on making user-friendly choices for students and their families.

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Overall, integrating feedback made the course more accessible and better aligned with my learning outcomes. And honestly, it reminded me that design is an ongoing process, not a one-and-done task. I’ll definitely carry that mindset forward, especially as I prepare to share this journey in my final reflection.

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References

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Krug, S. (2013). Don’t Make Me Think, Revisited: A Common Sense Approach to Web Usability.

https://sensible.com/dont-make-me-think/
 

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/

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