EDLD5306 Reflection

What outcomes had you envisioned for this course? Did you achieve those outcomes?
Did the actual course outcomes align with those that you envisioned? To be honest, I was not sure what to expect. I am pursuing a master’s degree as part of my interim contractual agreement. I knew I wanted something that was dynamic, relevant and quick paced. This was my first online course, and naturally I was rather anxious as I am the quintessential procrastinator; however, I managed to fit the assignments into my schedule relatively easily…after that first week.

At first, I felt the course concentration and content was more relevant for K-12 faculty and administrators; however, I have found that the things I have learned can be applied to higher education and student affairs. As college’s and K-12 research innovative ways to align curriculum and ensure that students exiting high school are college and career ready, the knowledge I have gained in this introduction will be valuable. I already feel as if I am more familiar with the K-12 environment including their challenges and triumphs.

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?
Not everything is relevant. I am not in the classroom and do not supervise any faculty. In addition, I struggle with the TEKS and K-12 standards. Because I am not in K-12, I am not familiar with the standards and the learning curve was steep. As I progressed through the course, I did realize that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential. As we look for ways to align both career and technology as well as academic dual credit courses, I will leverage the knowledge I have and will gain in the coursework.

I did benefit from the wiki, blog, wordle, animoto, etc. assignments and immediately identified relevant applications in higher education, student affairs, in particular. I look forward to sharing with my staff so they can integrate into their own routines, presentations, and communication with prospective students.

What outcomes did you not achieve? What prevented you from achieving them?
I can’t say that I did not achieve any outcomes. Again, I was not sure what to expect. I have been out of school for 16 years and this was my first online course. I thought that I would be too distracted for online learning and that I needed to be in a classroom with my peers and an instructor. I am a product of chalk and talk and am a digital immigrant. I am very skilled and nimble with Microsoft office as I was a former end user trainer, but my desktop and web publishing skills are minimal. I also did not realize how may open source and/or free programs are available to support and enhance instruction, social networking, personal communication, etc. I also did not realize how the course would result in me more closely examining what is occurring in my own children’s classrooms. I am certainly more informed about the integration of, and the need for technology in my children’s classrooms.

Were you successful in carrying out the course assignments? If not, what prevented or discouraged you?
Yes, I have been successful in carrying out the course assignments. The assessments and summaries in the first week were overwhelming. I was discouraged and was having second thoughts. After all, I started this course at the same time my husband started a new job and is working out of town Monday through Thursday. As we progressed I became more interested and engaged. I have learned to pace myself during the week and am fortunate to use work time (when available) to read and complete assignments.

Although my assignment and discussion scores have been relatively high, I do miss the feedback regarding the quality of work and areas of improvement. Perhaps both are available in Epic, but I have yet to find it.

Although this is an online course, I print everything. It seems counterintuitive, but the digital immigrant in me needs to feel the paper. By the end of the day, it is difficult for me read from a computer screen.

What did you learn from this course…about yourself, your technology and leadership skills, and your attitudes?
I feel as though I my technology skills and attitudes have improved and as a result my ability to lead the young, digital natives that I supervise. I am fortunate to be working at a young community college that values technology in the classroom. Our classrooms are state of the art and our information services and planning division is diligent in researching and reviewing innovative ways to support and implement technology both in and outside of the classroom. While I do have leadership, strategic planning and assessment/evaluation experience, I am missing the classroom experience my peers bring to the discussion. I am unable to contribute to the classroom discussion threads unless I am able to consider my past experiences or experiences with my own children.

I also was surprised to discover how much idle time I actually had in my life prior to enrolling in the course. At first, I was concerned with integrating one more obligation into my routine…but it is working and I only have 17 months to go!

EDLD5301 Reflection

I have enjoyed this class…and I really liked the Wednesday to Tuesday format. I appreciated the flexibility the schedule provided for weekend activities. Unfortunately, I have not been able to participate in the web conferences, but I appreciate that Dr. Abshire posts recordings each week for reference and review. I enjoyed the discussion boards, but my lack of classroom experience was evident in my responses. Consequently, my posts generated very little “discussion.”

The theory and practice was much more applicable to my current position in higher education than the first course. I enjoyed reading both texts and learning more about the challenges and triumphs facing K-12. I manage college bound programs in our two county region which includes 209 elementary and middle schools as well as 52 high school sites. The readings have given me additional insight into K-12 campus culture and will facilitate integration of programs that promote college readiness at all grade levels.

As I reviewed my classmates’ action research topics throughout this class, I realized how vital their plans can be in creating efficient and effective classrooms and campuses. As we enter a tight fiscal year, and state education budget cuts of close to ten billion dollars, our experience in this class will be valuable in exploring innovative ways to save districts and campuses money. I was intrigued by the level of technology resources available in districts that is under-utilized. Budget cuts amid record enrollment will require us to do more with less; however, it seems districts may be able to overcome this by leveraging action research.

Although I have received feedback from my site supervisor, I do miss instructor feedback regarding my work and progress. I was fortunate in that my action research plan was actually a directive, so I did not struggle with the perceived pushback and communication issues that my peers are experiencing. Increasing the graduation rate is an institutional goal, and because I oversee the Registrar’s office, my topic was a natural extension of my current duties at the college. We have an institutional plan in place to guide action research (for us a working taskforce) that includes data, assessment, formative and summative evaluation as well as sustainability.

Throughout the course I realized that I made some assumptions in explaining the root of my wonderings. For example, in discussing the action research project with staff, I assumed they were aware of IPEDS and graduation rates…they were not. I will apply Dana’s (2009) Quality Indicator 2: Wonderings and Purpose in developing my executive summary and professional development for my own staff and colleagues.

I did not incorporate a thorough lit review in my research. The plan was designed to have an immediate impact on graduation rates, and did not provide adequate time for a thorough lit review. I plan to continue my lit review research to provide support to the strategies included in my plan.

Ultimately, as educators, we must ensure that students continue to be challenged in the classroom and not our processes, our bureaucracy, our budget cuts, etc. Action research allows us to be the “problem posers” and “problem solvers” for our own students, faculty and staff (Dana, 2009).

Reference

Dana, N. (2009). Leading with passion and knowledge: the principal as action researcher. Thousand Oaks, CA: Corwin.

EDLD5366 Digital Graphics Week 5 Reflection

Having never formally taught students, I can only use my own experience as a learner and in higher education to address the reflection prompts. I have to admit, written reflection is not my favorite exercise. I find more satisfaction and achievement in developing tools that leverage past and prior learning to “teach” others while demonstrating what I have learned. The website assignment in week 4 is a prime example: utilizing knowledge gained in the course to develop a site incorporating branding, design principles, animation, etc. gave me an opportunity to reflect on past learning. During the process, I learned from my peers and identified my own strengths and weaknesses in this course’s content, curricula and learning outcomes.

Marketing and branding is critical in my role as a community college professional. My experience includes development of institutional brands and logos. In addition, I have developed protocol for brand standards and program artwork. As we transition to more virtual services, digital graphics and web design will take center stage.  This course has given me the confidence I need to explore and apply design principles I am familiar with coupled with my newly acquired digital graphics and web design concepts.  However, I never stopped to think of my own brand and how it captures me as a mom, professional, and student. I followed Alcantara (2009) suggestion to begin the branding process by brainstorming personal facts and attributes. Once the list was developed, I began the process of stereo-typing myself. I think the end product captured the balance, ever-changing and femine attributes revealed during the brainstorming session. The primary design principle used in my brand was contrast – the single most important element in design (Yearwood, 2010).

As usual, for me, the richest learning occurred during the group project. I worked with peers that have diverse interests and expertise. Although we have worked together in the past, I enjoyed the collaboration and the opportunity to learn and teach my peers. I was able to leverage my own experience in enrollment marketing and parental programming to contribute to the assignment. I was the only member who was not a traditional K-12 educator. As a result I gained insight regarding K-12 curriculum, technology, and multi-media instruction that will impact student learning.  The use of multimedia instruction can significantly enhance student learning if properly designed and implemented (Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom, 2008).

While digital immigrants may find it difficult to integrate technology into the curriculum, we have learned from our readings that the digital natives crave it. Rather than resist, Rose and Meyer (2002) encourage teachers to integrate multimedia into instruction, helping to remove curriculum barriers and improve learning for all students. In higher education, I anticipate that technology will alter student support services.  With increased online learning, we must provide equitable advising, counseling, tutoring and student engagement opportunities to our virtual students. In addition, as we all face budget and personnel cuts, we must leverage technology to create a college ready, college going and college completing culture.

References

Alcantara, L. (2009). The art of self-branding, Part 1 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-one/

Alcantara, L. (2009). The art of self-branding, Part 2 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-two/.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Understanding Multimedia Learning: Integrating Multimedia in the K12 Classroom. (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76425_BrainPOP_White_Paper-20090426.pdf.

Yearwood, J (2009) Basic Design Principles, Week 2 EDLD 5366 Digital Graphics Reading/Lecture.

EDLD5363 Week 5 Reflection

So far, this week has left me a bit anxious and excited.  Anxious because we do not have the weekend to complete the assignment. We are all professionals with busy work and personal lives. It is difficult to collaborate when we are limited to weekday evenings; however, Gmail and Google Docs coupled with our commitment and dedication is sure to produce an effective PSA. Excited, because this PSA is applicable to my work in higher education. The new bacterial meningitis vaccination mandate has the potential to impact enrollment, but it is sure to save lives. The entire team works with adolescents and teens. Through our research we have learned that the vaccination will prevent students from contracting this serious, sometimes fatal disease. We will be able to distribute our PSA to senior English, Economics and Government classes as well as educational services centers, ensuring that graduating seniors are prepared for the first day of class on the college campus of their choice this Fall. For some students, the vaccination may delay their freshman year or worse - college all together. 

Per my previous posts, I am video novice. Collaboration and the strengths of my partners have been critical in producing the PSA. In Learning and Working in the Collaborative Age - A New Model for the Workplace, Randy Nelson encourages us to “make your partner look good.” Through our collaborative work, reflection and feedback our team has celebrated strengths and provided encouragement. In a virtual environment, this process has been critical and will be integral to our future success as technology innovators and leaders.



PSA Google Site Wiki: Vaccinate Before You Graduate

Reference:

Nelson, R. (2008). Learning and working in the collaborative age - a new model for the workplace. Edutopia. Retrieved December 13, 2011 from, http://www.edutopia.org/randy-nelson-school-to-career-video.  

EDLD5363 Web Conference Reflection

My Thanksgiving travel schedule prevented web conference participation this week; however, I was able to view the recording posted in EPIC. I appreciate the fact the Dr. A. takes the time to post the recording as it provides additional insight and value to the course and learning process.

As always, I learn from my peers - both challenges and triumphs. While I am enrolled in the ETL program, and feel I am a proficient user, I am a video novice. I use technology primarily to manipulate student data; so by the time I come home, I have little tolerance for sitting at the computer again!  Listening to my peers gave me the confidence and courage to try something new.

EDLD5363 Software Evaluation Blog & PodCast

For six (6) years I served as the director of our local Easter Seals telethon. I followed a tried and true format that included live shots and patient vignettes. Although I was involved in the vignette storyboard, production, and script writing, I left the editing to the professionals at our media partner. I now work closely with the college’s PR and marketing department to develop our marketing and media campaigns for enrollment. My professional experience along with this week’s readings reinforced the value of a good editing.

However, I am more of a still picture person, and have very little personal video. In fact, I am embarrassed to say, this week was the first time a “recorded” my kids using my Blackberry – an eight and six year old doing the turkey tango was too hard to resist! I used this video to practice with Windows Live Movie Maker. I found the software to be rather intuitive and really liked the AutoMovie feature. I know I will use this feature to transform still shots and videos of and for my kids in the future.  I can get frustrated with new software very quickly. I am not a patient “student” and appreciated the ease of loading, editing, adding music and sharing that the Windows Live Movie Maker provides.  I do not anticipate using a video editing product in my current role at the college; however, I know that my staff uses Microsoft video products frequently to send video scrapbooks to K-12 schools who have visited our campuses. It is a great “souvenir” that creates a lasting memory while building a college going culture and brand loyalty.

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EDLD5363 Personal Digital Story

Janet and I collaborated for this assignment using Google Docs. Both of us completed the inquiry/interview process with family and or colleagues and then posted our scripts for feedback and review. I found Photo Story 3 to be intuitive and fun. I plan to use it in the future - both professionally and personally.

Although my video is not necessarily a personal story, it is my passion. So many of the families in South Texas are at risk, poor, under served and under educated. Education will provide the families with a path to the middle class - they just need our support and guidance in navigating an unfamiliar and foreign process.  Enjoy the movie!