Learning Contribution Reflection 5315 & 5317

EDLD 5315 & 5317 – Spring 2025
Self-Assessment Score: 92/100

This reflection evaluates my contributions to personal learning and our learning community across EDLD 5315 and EDLD 5317. Using Fink’s (2013) self-directed learning framework, I assessed my strengths, areas for growth, and collaborative impact across both courses. This combined reflection highlights how my learning experiences intersected, allowing me to grow as a reflective, innovative, and self-directed learner committed to continuous improvement.

Achievements and Engagement

Across both EDLD 5315 and EDLD 5317, I consistently completed all assigned readings, videos, and learning activities. These courses worked in tandem to help me explore, refine, and communicate my innovation plan focused on improving emotional regulation in 2nd-grade students through the use of the Mightier app, a biofeedback-based digital tool. In 5315, I developed and revised my Action Research Plan, grounding it in best practices for ethical research, data collection, and classroom implementation. This helped me clarify my problem of practice and align my work with both student needs and school priorities.

In 5317, I extended that work by translating research into practice. I created a publication draft, a multimedia project, and a well-structured ePortfolio page that showcases how Mightier can be used to improve student self-regulation and classroom behavior. These assignments challenged me to think about how to communicate my ideas clearly to educators, families, and school leaders, not just academic audiences.

Key contributions across both courses include:

Finished and improved all major assignments using feedback
Stayed engaged with readings and connected ideas to real classroom challenges
Used APA format and research to support my work and discussions
Took part in class forums and worked well with group members
Gave helpful feedback that supported both my work and my classmates' work

Overall, I’ve grown more confident in linking theory to practice and using digital tools to address social-emotional needs in education. These two courses allowed me to build something meaningful and sustainable while also strengthening my voice as an advocate for student well-being and innovative assessment.

Areas for Improvement

My timeliness needs attention! I submitted one weekly discussion late, which limited peer engagement opportunities. While I participated actively in EVERY other assignment and afterward, I recognize early engagement creates richer collaboration. Though I maintained strong communication with my base group, I could have connected more broadly with other classmates earlier to receive more diverse feedback.

Another area for growth is my technology integration skills. While I successfully implemented basic digital tools in my projects, I could benefit from developing more advanced technical capabilities to better model the innovative practices I advocate for in my plan. Specifically, I want to improve my proficiency with data visualization tools and learning analytics platforms (Mightier Results) to better measure the impact of emotional regulation interventions.

These areas for improvement represent opportunities for continued professional development as I move forward in both my academic journey and career.

Personal Transformation & Collaborative Support

This semester was truly life-changing for me. I got married, moved to a new home, and started a new job all while completing this course. Balancing these major life transitions with academic responsibilities taught me valuable lessons about prioritization, time management, and resilience that will serve me well beyond this program. What made these transitions manageable was the unwavering support of my base group. Throughout the semester, I consistently worked with:

Ben Portillo

Lydia McDonald

Shaqueta Hill

Jana Morales

Our group developed into more than just academic collaborators—we became a genuine support system. When Shaqueta had her wisdom teeth removed and was recovering, we adjusted our collaboration schedule and redistributed responsibilities to ensure she could focus on healing. Similarly, when I was in the midst of moving and wedding preparations, my group members stepped up with extended feedback on my drafts and flexible meeting times. Together we collaborated on assignments, discussions, and project feedback, creating a supportive environment for idea development that accommodated our personal challenges. Our daily check-ins became spaces where we could share both academic insights and personal struggles, forming connections that enhanced our learning experience. This collaborative experience demonstrated how a learning community can function at its best—adapting to members' needs while maintaining high standards for academic work. The balance of accountability and empathy within our group became a model I attempt to recreate in my own new family

Final Reflection

As Fink (2013) notes, powerful learners must assess their own growth. I demonstrated strong engagement, willingness to revise, and commitment to collaborative learning despite significant personal changes. My participation shows meaningful growth and positive impact on our learning community.

This course reinforced the value of self-assessment, continuous feedback, and co-constructed knowledge—principles I'll carry into my educational practice and professional role. I'm grateful to our instructor and Lamar University for providing another excellent class that balanced academic rigor with the flexibility needed to accommodate life's transitions. The leadership skills and collaborative approaches I've developed will directly inform how I implement my innovation plan in my new professional role. I'm excited and ready to launch my action research plan!