Contribution to My Learning and the Learning Community

(Combined Reflection – EDLD 5313 & EDLD 5318)

Numerical Score for EDLD 5313: 95

Numerical Score for EDLD 5318: 88

Completing EDLD 5313 and EDLD 5318 simultaneously strengthened my development as a self-directed learner and helped me bridge the gap between learning theory and instructional practice. Both courses supported the continued development of my STEP Program Director training model, and the synergy between them allowed me to deepen my thinking while applying new strategies in real time. This reflection outlines my contributions to my learning, the learning community, and the areas where growth is still needed.

Contributions to My Learning (EDLD 5313)

EDLD 5313 laid essential theoretical groundwork for understanding how significant learning environments are created. I engaged deeply with course readings and videos and applied research throughout assignments such as A New Culture of Learning, My Learning Philosophy, Aligning Outcomes, Assessment, and Activities, Developing a Growth Mindset Plan, and the UbD Design Template. These explorations reinforced the relevance of learner agency, growth (learner’s) mindset, and intentional course design. The emphasis on the learner’s mindset directly aligned with contemporary research stating that growth-oriented beliefs positively influence motivation and long-term learning behaviors (Dweck, 2019; Briceño, 2021).

EDLD 5313 assignments:

– A New Culture of Learning

– Learning Philosophy

– Alignment Assignment

– UbD Template

– Growth Mindset Plan

My strongest area of contribution in 5313 was my participation in my learning community. I collaborated consistently with Amanda Smith, Kimberly Davis, and Erica Cedillo, and our shared conversations helped refine each assignment and deepen our understanding of the material. Research supports that collaborative learning enhances cognitive engagement and knowledge construction, especially in online environments (Merrill, 2020; Norman & Schmidt, 2019). Our group embodied this principle by supporting one another through feedback, dialogue, and accountability. Their perspectives often pushed my thinking further, and this community became a central factor in my success.

Contributions to My Learning (EDLD 5318)

EDLD 5318 required me to apply instructional design practices directly, linking theoretical concepts to usability, learner experience, and practical implementation planning. Assignments such as the Instructional Design Project, Implementation Overview, and Usability Testing & Reflection allowed me to operationalize ideas from EDLD 5313, fulfilling Fink’s emphasis on integrating learning goals, assessment, and activities (Fink, 2013).

Link to EDLD 5318 assignments:

– Instructional Design Project

– Implementation Overview

– Usability Testing & Reflection

However, one area where I fell short was sustained engagement with the course learning community. While I participated fully in the first discussion board, I did not maintain regular interaction in the following units. I also received no peer feedback, which limited opportunities for collaborative improvement. Research on effective online learning emphasizes the importance of interaction and timely engagement as drivers of student success (Hodges et al., 2020). My reduced presence diminished my contribution to the collective learning experience, and I fully acknowledge this as an area needing improvement.

Even so, the course was deeply impactful. The usability testing process helped me evaluate the medical terminology modules from the learner’s perspective, an essential practice supported by recent instructional design literature highlighting usability as a core determinant of learner satisfaction and content effectiveness (Young et al., 2021). This experience taught me to make purposeful revisions informed by user feedback, reinforcing the reflective learning cycle emphasized across both courses.

How Collaborations Connected Both Courses

One of the greatest benefits of taking both courses together was the constant interplay between theory and application. The collaborative support from EDLD 5313 extended into my work for EDLD 5318, even though the latter course did not offer the same level of peer-to-peer engagement. The theoretical grounding I gained from discussions about learning environments, agency, and mindset shaped every design decision I made in EDLD 5318. Likewise, the iterative work in 5318, especially usability testing, reinforced the importance of growth mindset and reflective practice discussed in 5313. Research shows that meaningful learning is strengthened when learners can connect abstract concepts to authentic tasks (Merrill, 2020), and the accelerated format of completing both courses made that connection unusually strong.

What Is Working and What I Can Improve

Several strengths emerged across my work: I consistently completed assignments with depth and reflection, engaged actively with my EDLD 5313 learning community, integrated research effectively into my writing, and demonstrated a strong commitment to revision and continuous improvement. At the same time, I recognize the need to increase peer engagement in future courses, post earlier to allow for meaningful dialogue, and both seek and provide more feedback. Strengthening my consistency across courses, even during demanding weeks, will help ensure that I contribute fully to every learning community I am a part of.

These experiences have reinforced Fink’s assertion that self-directed learners must evaluate their own progress and adapt accordingly (Fink, 2013). The scores of 95 for EDLD 5313 and 88 for EDLD 5318 accurately reflect both my accomplishments and my areas for continued growth.

References

Briceño, E. (2021). The learning zone model: Developing expertise through intentional practice. Learning Zone Publications.

Dweck, C. S. (2019). The power of believing you can improve: Mindset and motivation in education. Educational Psychologist, 54(3), 165–177.

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

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 1–12.

Merrill, M. D. (2020). First principles of instruction: A synthesis and update. Journal of Educational Technology Research and Development, 68(3), 133–152.

Norman, G., & Schmidt, H. (2019). Revisiting cognitive learning theory in medical education. Medical Education, 53(1), 96–104.

Young, S., Bailey, A., & Bender, D. (2021). Usability testing in instructional design: Improving learner experience through data-informed revisions. Journal of Online Learning Research, 7(2), 145–162.