My Contribution to Learning
Preparing learners for life is a cornerstone of this program, emphasizing the importance of fostering self-directed learners who are capable of assessing their own work and their contributions to the broader learning community. This concept is rooted in Dee Fink’s belief that to become powerful performers in life, students must learn to assess the quality of their own work. Developing these skills is not only vital for academic success but also for lifelong personal and professional growth. For my ADL degree, I give myself a 95 for my contribution for both classes. I worked diligently to utilize my strength in time management by submitting everything on time. I also worked with multiple group chats per classes which not only benefited my self, but i was able to contribute to others work too. I am excited to share my reflection on this.
Building and Contributing to the Core Collaboration Group
​​The foundation of my contributions lies in my active participation and support within my core collaboration group, which includes Benjamin, Shaqueta, Lydia, and Jana. Together, we strive to create a safe, trusting, and collaborative environment where we can openly share ideas, provide constructive feedback, and challenge each other to think critically. I actively engage in discussions, share my perspectives, and encourage others to do the same, ensuring everyone feels valued and heard. I like how I can specifically help with members using WIX. I also enjoy how we communicate about our lives outside of class discussion too. Our collaboration has been instrumental in my learning, as it pushes me to consider diverse perspectives and apply them to my work. My group is so diverse, including a teacher, financial aid specialist, human resources manager, and a college advisor. Our views and advise help such a variety of innovations. I was able to use their wide variety of views and revise as needed.
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Connecting 5302 and 5304 to My Contributions
The interplay between 5302 Concepts of Educational Technology and 5304 Leading Organizational Change has profoundly shaped my contributions to the learning community. While 5302 focused on leveraging technology to enhance educational experiences, 5304 delved into the critical frameworks for leading change effectively within my organization. These courses are naturally complementary, and their overlap has amplified my ability to connect theory with practice. For example, 5304 equipped me with strategies to lead my initiative effectively, including Kotter’s principles of change and Sinek’s Golden Circle. By aligning the “why” of my innovation plan with broader organizational goals, I can create a more compelling case for stakeholder buy-in. I developed my innovation plan around the Mightier app, designed to support emotional regulation for students. This process required understanding how technology could be thoughtfully integrated into an educational setting. 5302 has helped me dig deeper and focus more inward. I was able to connect my innovation to my Growth Mindset and Learning Manifesto.
Two books significantly influenced my learning in these courses: Carol Dweck's Mindset: The New Psychology of Success (used in 5302) and The Four Disciplines of Execution (4DX) by Chris McChesney, Sean Covey, and Jim Huling (used in 5304).
Mindset emphasized the importance of fostering a growth mindset to embrace challenges and view failure as an opportunity for growth. This philosophy directly shaped how I approached my Influencer Strategy in 5304, particularly in designing a program that encourages resilience and perseverance in students using the Mightier app. By framing emotional regulation as a skill that can be developed rather than an innate trait, I aligned my plan with Dweck’s principles and shared this perspective with my group, inspiring richer discussions on
how technology will promote growth-oriented learning environments.
In 5304, The Four Disciplines of Execution provided actionable strategies to move from ideation to implementation. The concepts of focusing on wildly important goals (WIGs), acting on lead measures, and creating a cadence of accountability informed how I structured the roll-out of the Mightier app. For example, I proposed breaking the implementation process into manageable phases, each with specific lead measures, such as the percentage of teachers trained in the app’s use or the frequency of app sessions with students. I shared these insights with my group, which helped us collectively explore how to balance visionary leadership with practical execution.
Providing and Receiving Feedback Across Courses
The feedback exchange process across these courses also underscored their interconnectedness. In 5302, I received feedback from peers about how to clarify the pedagogical benefits of the Mightier app, while in 5304, peers challenged me to consider how to present my vision compellingly to stakeholders. This feedback not only enhanced my individual assignments but also informed how I supported my peers. By synthesizing insights from both courses, I could offer feedback that addressed technical, educational, and leadership dimensions.
For example, when a peer in 5304 struggled with articulating their "why," I drew on strategies from Mindset to suggest how they could frame challenges as opportunities for growth and from 4DX to outline concrete steps to address those challenges. Conversely, when a peer in 5302 sought advice on applying the Growth Mindset to their innovation, I leveraged concepts from The Four Disciplines of Execution to discuss how to create measurable and achievable goals. These exchanges exemplify how combining my learning from both courses enriched my contributions to the learning community.
Reflection and Growth
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Through the integration of 5302 and 5304, I have developed a more comprehensive understanding of the relationship between technology, leadership, and execution. The insights from Mindset have reinforced the importance of cultivating resilience and a positive outlook, both in myself and in others, while 4DX has provided the tools to turn ambitious ideas into measurable success. This growth is reflected in my academic performance, as shown by my grade of 95, and in the enhanced quality of my contributions to group collaborations.
In conclusion, my contributions to the learning community reflect a deep engagement with both 5302 and 5304. By integrating their concepts and applying them collaboratively, I have not only enhanced my own learning but also enriched the experiences of my peers. The combination of theoretical frameworks from Dweck’s Mindset and actionable strategies from 4DX has provided me with a balanced approach to learning and leadership. This process has reinforced the importance of connecting ideas across disciplines, a skill that will undoubtedly serve me well in both my academic and professional pursuits.
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