Contribution to My Learning and the Learning Community
Self-Assessment Score: 92
As I look back over this course, I feel confident giving myself a score of 92. I stayed engaged in the learning process, met the expectations, and pushed myself to stay organized even when the workload was heavy. I showed up for my classmates, revised my work based on feedback, and stayed committed to completing the readings, videos, and resources each week. I also kept my work posted on time so others could respond, which really helped me stay connected to my group. My core group this course included Angela, Veronica, Leslie, Ann, and Kelsie, and they played a major role in helping me stay on track and keep improving.
What Worked Well For Me
One of the biggest strengths I had this term was staying ahead on the assignments. I used a planning routine that helped me manage deadlines, readings, and my ePortfolio updates. I made sure to keep revising my work when I received feedback and added those revisions straight to my site. For example, my Innovation Project Update and COVA Reflection were both revised after peer comments and after I double checked the assignment rubrics.
I also contributed in discussions. I tried to post early so others would have time to reply, and I always read through my group’s posts before writing my own responses. This helped me connect ideas across the course readings and videos. The discussions where we talked about CSLE and COVA made me think harder about how I use choice and ownership in my own classroom, especially with my middle schoolers. Sharing ideas with my group members also helped me refine my thinking before completing bigger assignments.
How I Supported the Learning Community
My goal each week was to contribute in a way that actually helped the group, not just fill space. Ann and Kelsie shared helpful tips with me when I needed them, and I made sure to respond back with my own suggestions or resources. These small exchanges added up and helped all of us feel more supported.
I also tried to keep my own work easy to follow so people could use it as a reference if they needed. When I updated my ePortfolio structure, I made sure the layout matched the expectations for this course and previous ones, which helped me stay aligned with the bigger ADL program goals.
What I Could Have Done Better
Even though I stayed consistent overall, I know I could still grow in one area. There were a few weeks where I got my posts in closer to the deadline than I wanted. I still met every due date, but posting earlier would have given my group even more time to interact with my work. Another small improvement would be to participate a little more often in the optional conversations, not only the required ones. I tend to focus on what must be done first, but sometimes those extra conversations spark new ideas. With the beginning of a new school year and new responsibilities at work, things have been a little more than hectic.
Lessons That Stood Out To Me
This course pushed me to take more ownership of my learning. By the end, I felt more confident assessing my own work and not waiting for someone else to tell me whether it was good enough. I also learned how valuable a strong collaboration group can be. Our group helped each other stay focused, encouraged each other through the bigger assignments, and always kept the tone positive. I saw how the COVA approach works in real life because we all had choice and ownership in how we contributed.
Final Thoughts
Overall, I feel that a 92 represents the work I put in and the commitment I had to both my learning and my learning community. I completed all the readings and videos, participated in discussions, revised every assignment, and supported my group members in a consistent way. There is still room for improvement, but I am proud of how I showed up this term. This course helped me grow not just as a student, but also as a leader who can reflect honestly and keep pushing forward.
References
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning opportunities. Retrieved from https://www.harapnuik.org/?page_id=7291
Thibodeaux, T. N., Harapnuik, D., & Cummings, C. D. (2019). Student perceptions of the influence of choice, ownership, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education, 33(1), 50–62.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Harapnuik, D. (2021). Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900Videos required in this module
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Harapnuik, D. (2015). What to expect from the ADL program. https://youtu.be/g2tkEhaICy4Harapnuik, D. (2015). Creating Significant Learning Environments (CSLE). https://youtu.be/eZ-c7rz7eT4