Carie Johannsen
DLL 5320 Capstone Synthesis
The starting line
5302: Concepts of Educational Technology
This course was a fantastic start to the program. Diving into a growth mindset, reading Carol Dweck book and analyzing what it means to have the "yet" mentality. We also dove into the acronym COVA and will not be for many months that I realize that COVA is not just an acronym but a way of learning, teaching, and creating authentic discovery.
It was at this point, I quickly realized, that because I knew how it felt to be a virtual teacher; I had no idea what it took to be an online student. Finding the resources to create something from scratch, figuring out what the expectations were and not having a human sitting next to me to refer to, having a blank slate to develop but no idea where to start, and finally after putting in all the work to create something you felt was magical I couldn't figure out how to submit. This course made a better virtual teacher just by allowing me to relate to my new students.
During this course, we also thought about and created a manifesto presentation. I used powerpoint and Screencast-o-Matic to present my manifesto. I had never thought of a manifesto before, so I had to look that word up first. In the beginning, I dreaded the manifesto portion of this course; however, now I am not sure why I was not expected to think about this many times throughout my educational career.
This course was a fantastic introduction to the DLL program.
I created a smore to layout my mindset plan and used screencast-o-matic and power point to present my manifesto.
Course #1
New Resource
used:
So far so good... I'm really doing this!
Eport...what! I had never heard of an eportfolio. We were given some examples and typically in my world examples help me see the expectation and understand the direction I'm headed. In this case, I thought that there was no way that I would ever be able to create this thing called an eportfolio. Other students were throwing around words like Wordpress and Wix, and I had never heard of either. I opened both sites, tossed a coin, committed to Wix, and dove in. I have to say that Wix has been a fantastic site, extremely userfriendly, and navigation is simple. I can see why someone more experienced may want a website that can do a bit more, but this was perfect for me.
I have come to enjoy creating and adding to my eportfolio. I think I could better organize the site and I may do this in the coming weeks. I plan on continuing to use the site.
I used WiX for my eportfolio
Course #2
5303 : Applying Educational Technology: Portfolio
New
Resource
used:
Starting to feel uncomfortable,
excited and nervous.
I had to take a deep breath and hold on tight for this course; however, I absolutely enjoyed the ride. In this course, I was able to get into the creative side of my brain while having the opportunity to research something I was interested in.
Let's start with the literature review. I had never written a formal lit review, and I didn't know what to expect. The formatting was confusing to me, and APA took me some time to understand. I can not express how having COVA as the guide made this experience less like being thrown out of a plane without a parachute and more like iFLY simulation. Choosing my innovation gave me the freedom to experience research without the tedious lack of desire and forced effort that can come from having no choice.
Developing two videos seemed intense. Starting anything from nothing is hard, and having to do several times in one course added an extra challenge. However, both videos made me gain a clear vision and a laser focus on the direction I was headed.
Finally, the outline I created using Sutori was fun. I had never used a resource like Satori, but it was easy to organize my vision and for creating timelines. This outline was necessary at this point in the game, and it really made me think about my innovation and how I would make it come to fruition.
Course #3
5305: Disruptive Innovation in Education
New Resource
used:
Satori was used for my outline
Power point was used for my video
Feeling better getting into the zone.
5304: Leading Organizational Change
I absolutely enjoyed this course. I struggle with the emotional side of expressing myself and thinking deeply. In this course, the question about our "why" was approached. I have been part of the most negative sides of education, where an opportunity for me to grow was stripped away. This is the reason the song by Rachel Platten, Fight Song inspires me. The first verse immediately is the answer to my why for being in education and for getting my masters. "The small boat in the ocean sending big waves into motion," this is my "why." I had given up on getting an education in middle school but figuring out how to put my desires into motion took one small paddle at a time, and now I'm making waves. I appreciate that we had to write out our "why."
The Influencer book was a great read. I reached out to others who I know that are part of organizations or involved in organizational change and highly encouraged them to read this book.
Getting the opportunity to evaluate personal motivations vs. personal ability and writing those out makes the reality of what you want to do more realistic. Then looking closely at the structural and social motivations and abilities gave me a 360 viewpoint.
In this course, there was not a multimedia aspect, but since the course prior was so heavy in multimedia it was a nice break, and it felt like we were able to use another part of our brain. I was able to get in a rhythm in this course, and it felt really great.
Course #4
One step at a time... so much to learn.
5313: Create Significant Learning Environments
This was another course that blew my mind. I had to remind myself daily one step at a time. As much as we did in this course, it was all relevant. There was not once piece that seemed to be a waste of time. Reading the book "A New Culture of Learning" was such an easy read, and I may or may not have agreed with the text in all the ways, but it did grow my perspective.
It was fun to come up with a BHAG. Rarely do we take the opportunities to come up with big goals, analyze how to make them happen, then develope a plan on paper. I was also able to attempt to give the assignment I created to my students, so this made the process meaningful and made my work more deliberate.
We also tackled the question about the learning environment, and I'm a passionate advocate that a learning environment plays a crucial roll in the success of a student. Getting the change to explore this more deeply was intriguing and enjoyable..
Course #5
Half way, no turning back, I got this!
5314: Digital Learning in Local and Global Context
Course #6
New Resource
used:
During this course, I could not get off on the right foot. We were asked to do research based on our innovation. At the time, my innovation plan was taking a turn for the worst, and motivation for school was at an all-time low. This may have been the point in the program for the first time I really got COVA. I don't mean the acronym but Choice, Ownership, Voice, Authentic learning. Thank you, Dr. Haynes, for letting me choose my direction. During this course, I was never so close to throwing in the towel.
Once I found my voice, the research became more exciting, and I learned so much about innovations around the world. The perspective I gained from the researched showed me that innovation does not always mean tech-heavy, but it implies ingenuity to solve a dilemma in your learning environment.
Prezi - won't make you dizzy
Perseverence is key, push through.
5315: Assessing Digital Learning and Instruction
This course was interesting. I was able to choose a topic of interest to research, and I decided to do action research on why my students were struggling with the blended learning model I had chosen. It wasn't the model I was focused on; I deliberately focused on other reason the model might now work. I worked to dig deeper and looked under the surface of the initial problem.
Come to find out that it wasn't the model; The primary obstacle was that students and parents alike were struggling to understand how to work independently and think critically.
You can read more about my findings, but this course helped me help my students, and by the end of the semester, I was able to see gains in their performance.
Course #7
Oh I got this, runners HIGH!
5318: Instructional Design Online Learning
This course could not have come at a better time. This may have been one of my favorite classes in the entire program. I was able to create a course from scratch. It was difficult due to the fact I had no resources to pull from, but with COVA I was more comfortable to try new things, attempt to use a platform I had not heard of, and I allowed myself to fail forward and to be excited about the ride.
The course provided enough time for me to really design something I was proud of with aspects and pieces I could use. If I had a student that needed help with the understanding of area, volume, and perimeter today, I would give them this course, and I would feel confident that they would be able to go through the 5 modules independently and would have learned the material in an interactive, COVA driven design.
I had never used Pawtoon, so I took the time to play with Pawtoon and create an introduction video. I had time to explore and dive into this course head first; this course was refreshing and fun.
Course #8
Schoology
Pawtoon
New Resource
used:
Hitting my stride
5389: Effective Professional Learning
I am passionate about professional learning, and this course allowed me to look at professional development for the teacher that need it the most in our virtual school setting, new staff. I designed an active PD, the duration is intentional, and materials are specific to the needs of the teacher.
We spend our entire lives watching teachers, from the time we are in pre-school or even younger for many of us. We then play "teacher" as we grow older, then we go to a University to learn best practices and to laser focus on a disciple to teach. There is no course designed to teach someone how to be a virtual teacher, so I have taken the lead, and I created a curriculum.
This 5389 had me create an outline that I would not have thought about creating, however, by creating the framework, I was able to look at the big picture in one location on one page.
Course #9
New Resource
used:
Adobe Spark
I can see the finish line.
5317: Resources Digital Environments
Before this course, I had not seen myself of having much to offer the professional world of publishing. It isn't that I did not see myself of smart enough, but I never thought I had unique experiences that others would benefit from reading about. I realize now that I need to jump out from behind the curtain and be open to sharing my unique perspectives and my expertise I have as a teacher in the virtual world.
This course was designed in such a way that you had plenty of time to decide what publication you wanted to submit your work to, time to write a draft, have it reviewed, edit it, resubmit, and then time to submit to a publication of your choice. This course is excellent for everyone, even if you never considered submitting an article. This may be even better for those who didn't think they had something to share because you very quickly learn that we all have something to share that others can benefit from reading.
Course #10
WALL HIT!
You may have heard the saying that marathon runners use, they say when they get close to the end, they "hit a wall." This is apparently a term that should be used when you start this course. I was excited to take this course. I have been interested in digital citizenship and learning all the details about what it entails. I enjoyed the book, "Bullying Beyond the Schoolyard" and was eager to learn how to utilize what I was learning into my current work environment. I was struck and thrown off balance by the unanticipated amount of work that was not COVA designed. The workload consisted of 5 or more writing assignments per week, and there was no way to keep up with the reading.
We were exposed to some great resources, and it wasn't that the material was irrelevant, it wasn't, nor was the material unneeded, it was great exposer. The problem came in that a week is only 7 days, and the course was only 5 weeks, and the assignments, reading, and videos were enough for a semester.
Digital Citizenship should be an education requirement across the country. I wish I would have had time to develop a way to incorporate it into my educational environment.
Course #11
5316: Digital Citizenship
References
Dweck , C. S. (2016). mindset the new psychology of success. New York, NY: Ballantine.
Friedman, E. H. (1999). A Failure of Nerve. New York, NY: Church Publishing .
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. New York : McGraw-Hill Education .
Harapnuik (2015). Minimalist Definition of an Eportfolio. Retrieved from http://www.harapnuik.org/?p=5934
Harapnuik (2016). EDLD 5303 Getting Started Tips. Retrieved from http://www.harapnuik.org/?p=6322
Harapnuik, D. (2016). Four Keys to understanding learning theories. Retrieved from http://www.harapnuik.org/?p=6344
Harapnuik, D. (n.d.). It's about learning: creating significan't learning environments . Retrieved from http://www.harapnuik.org/?page_id=95
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2016). 4 Effective Ways to Find and Test Vital Behaviors. Retrieved from http://www.harapnuik.org/?p=6253
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). It's about learning creating significant learning environments. Retrieved from http://www.harapnuik.org/?page_id=6991
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (2nd ed.). London, United Kingdom: SAGE .
Horn, M. B., & Staker, H. (2015). Blended using disruptive innovation to improve schools . San Franscisco, CA: Jossey-Bass.
McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution . 1230 Avenue of the Americas New York, NY 10020: A Division of Simon & Schuster.
Mertler, G. A. (2017). Action research improving schools and empowering educators (5th ed.). Thousand Oaks, CA: SAGE.
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial Conversations tools for talking when stakes are high (2nd ed.). Pennsylvania Plaza, New York City: McGraw-Hill.
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). (Ed.). Eugene, OR: International Society for Technology in Education .
Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
