Self-Assessment Score: 95
While I believe I met the expectations of the course and contributed meaningfully to my own learning and to the learning community, I also recognize that learning is a continuous process. For this reason, I believe a self-assessment score of 95 reflects both my commitment to the course and my awareness that there is always room for further growth and refinement.
Throughout this course and the ADL program, I have continued developing the mindset of a self-directed learner. One of the most meaningful aspects of this learning experience has been the opportunity to reflect on how my work contributes not only to my own growth but also to the learning of my classmates. As Fink (2013) explains, powerful learners must develop the ability to assess the quality of their own work. This reflection process has helped me become more intentional about how I participate, collaborate, and improve my work throughout the course.
One of the aspects that worked particularly well for me was grounding my work in my real classroom context. Throughout the program, I consistently connected assignments to my innovation project, Tech Time: My Time in Kindergarten. This allowed me to apply the concepts of significant learning environments, COVA (choice, ownership, and voice through authentic learning), and assessment OF/FOR/AS learning in a practical way. Instead of viewing assignments as isolated tasks, I used them to strengthen my innovation plan and explore strategies that support student independence and engagement in my kindergarten classroom.
Another important factor that supported my learning was the collaborative learning community. Through discussions, feedback, and shared reflections, my classmates and I were able to challenge each other’s thinking and expand our perspectives. Providing peer feedback and engaging with the reflections of my classmates allowed me to see how innovation and leadership can take many different forms depending on the educational context. These conversations strengthened my understanding of how research, instructional design, and leadership intersect in real learning environments.
Collaborative Learning Community
During this course, I collaborated most frequently with classmates including Jennifer Haden, Tierra Lewis, and Thomas Robinson, while continuing to engage with a broader learning community developed throughout the ADL program. Our discussions, feedback, and shared reflections helped strengthen my understanding of leadership, innovation, and digital learning while also providing encouragement and support throughout the course.
Collaborative learning community supporting reflection, feedback, and shared learning.
I also made a consistent effort to complete all readings, videos, and course resources. The discussions about assessment OF, FOR, and AS learning were particularly meaningful because they reinforced the importance of moving students toward a learner’s mindset. As educators, we often focus heavily on assessment of learning through tests or grades. However, this program helped me recognize the value of assessment for learning through feedback and feedforward, as well as assessment as learning through reflection and self-regulation. These concepts directly influence how I think about student independence and the development of self-directed learners in my classroom.
Participating actively in discussion forums was another way I contributed to the learning community. I made an effort to post reflections that connected theory to classroom practice and to respond thoughtfully to my classmates’ ideas. Many of these discussions helped me refine my thinking about leadership, innovation, and instructional design. Seeing how others approached their innovation plans also inspired me to continue improving my own work.
While I am proud of the progress I made, there are also areas where I can continue improving. One area for growth is continuing to deepen my engagement with research and exploring additional scholarly sources that strengthen my arguments. Another area for improvement is dedicating more time to revisiting and refining earlier work as my thinking evolves. Reflection and revision are essential parts of becoming a lifelong learner, and I want to continue strengthening these habits as I move forward in my professional journey.
Overall, I believe my contributions to both my own learning and the learning of the community align with the expectations outlined in the self-assessment marking guide. I consistently engaged with course materials, participated in collaborative discussions, provided feedback to peers, and connected my work to authentic educational challenges. For these reasons, I believe a self-assessment score of 95 accurately reflects my participation, growth, and contributions throughout this course.
Most importantly, this process has reinforced the importance of becoming an autodidact or self-directed learner. The ADL program has shown me that meaningful learning does not happen simply by completing assignments, but by engaging in reflection, collaboration, and continuous improvement. These habits will continue to guide my professional growth as an educator and digital learning leader.
Evidence of Learning and Professional Growth
The following artifacts represent examples of my work and contributions throughout EDLD 5320. Each artifact reflects how the concepts explored in this course supported my development as a self-directed learner and digital learning leader.
Artifact 1 – Innovation Plan
Innovation Plan: Tech Time: My Time in Kindergarten
A classroom innovation developed throughout the ADL program to support student independence, engagement, and intentional technology use through structured digital learning routines.
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Innovation Project Update
Artifact 2 – Reflective Practice
ADL ePortfolio – My Learning Journey
This section of my ePortfolio documents reflections I have written independently to connect course learning with my classroom practice and professional growth.
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My Journey
Artifact 3 – COVA Reflection
COVA Reflection & Application: Creating Meaningful Learning Through Choice, Ownership, and Voice
A culminating reflection that synthesizes key principles of the ADL program and demonstrates how the COVA framework shaped my development as an educator and learner-leader.
.🔗 View Reflection
COVA Reflection & Application: Creating Meaningful Learning Through Choice, Ownership, and Voice
This experience reinforced that becoming a self-directed learner is not a destination but a continuous process. Through reflection, collaboration, and authentic learning experiences, I have developed habits that will guide my growth as an educator and digital learning leader beyond the ADL program.
Reference
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.