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LDT 506 Self-Assessment & Reflection

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  Rating Myself I would place myself at a 4 on the evaluator self-assessment. By the end of the learning design and technologies program, I would like to move toward a 5. I have learned so much as a student in the program, but I would feel insincere if I placed myself any higher than a 4 at this time. This process reminds me of when I was studying to become a teacher. Just like our program, I had assigned readings and completed weekly assignments. However, I will need more field experience to deem myself an expert evaluator. King, Stevahn, Ghere, and Minnema (2001) describe four different types of evaluators. In some ways, I feel like an accidental evaluator. My journey into our graduate program was unexpected and exciting, almost accidental. I was looking for a new opportunity away from the classroom. I found a position at ASU and applied for our program shortly thereafter. Being a mere two semesters away from graduating, I now classify myself as a new evaluator. Strengths : Designin
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Self-Evalutation (LDT 506 Intro)

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Classroom Selfie -- Circa 2021 After taking our course’s initial self-assessment, I would rate myself as a 3.5-level evaluator. I initially thought of myself as a 4, but I perused the content of our first week and felt 3.5 was a more accurate response. The majority of my professional experience occurred in a classroom. I began teaching high school English soon after graduating college. The six years that I spent in the classroom helped me grow personally and professionally in so many ways. I began working at Arizona State University in 2022, joining the student recruitment team with Mary Lou Fulton Teachers College.  One of my main takeaways from those years was the importance of evaluation. Based on professional experience, I view the term 'evaluation' in two ways: Evaluation of learners Self-evaluation of lessons  I feel confident about my experience with evaluation in those contexts. In terms of the learning design and technologies field, I think I’m teetering closer to the
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Learning Design in 2033 (LDT 523 Final Reflection)

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My friends tell me I’m a genuine optimist. I hope a lot occurs by 2033. Near the top of my list: I’ll be teaching in a classroom. Somewhere. The ‘ol relationship status will be married. Our beloved Phoenix Suns will have won a championship. My parents will be retired and healthy. I also hope the learning design and technology field will include innovative ideas and a plentiful job market. One of the reasons I chose this master’s program is because of the rapid rate that technology is growing, particularly in the education space. Here are my predictions for what the future could hold for learning design and technologies in 2033: ChatGPT will still be a thing. I first heard of ChatGPT about a month ago during Saturday brunch with my friends. We went to Snooze near Scottsdale. The food was delicious, and the conversation was enlightening. Although I was in waffle heaven, I couldn’t help but hear my friend’s summary of an article he read about ChatGPT. For better or worse, I don’t see Chat
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Faculty Development Plan (LDT 523 U4)

 
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Defining Online and Blending Learning (LDT 523)

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  How Online and Blended Learning Appear to Me Online and blended learning is here to stay. My first formal introduction to online learning occurred during summer 2013. I enrolled in an online jazz course through Rio Salado College. I needed an extra course to satisfy the requirements of my program and my advisor recommended taking a subject of interest through a community college to save some coin. The course was traditional and broken up into modules. I am most grateful for being introduced to the wonders of John Coltrane’s discography. The course was fine, and I passed. However, in hindsight, I didn’t feel connected to my instructor or peers. There wasn’t a weekly “baking session” and I’m not sure Skype was widely used in academia.  Blended learning existed well before I realized what it was. Several of my high school teachers utilized blended learning, requiring us to read articles and watch videos before arriving to class. We would use class time to discuss the material and dig de
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LDT 502 Instructional Design Mini-Reflection

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I had the good fortune of working with, and learning from, two wonderful classmates during the creation of our instructional design process. We utilized a backward design model when planning our project. For example, our conversations began with the end goal in mind: helping faculty at the University of Skaro move their lessons to a podcast-based modality. Ironically, I co-host a weekly podcast with my former colleague turned friend, Marana High School English teacher Brad Winchester. I began the instructional design process familiar with most of the basic steps required to start a podcast, but I had to shift my thinking to how I would teach a champion how to create their own. Our team began by discussing the key elements that we enjoy in podcasts. We settled on: technical production, central idea, engagement, and enhancements. By the project’s end, we worked to ensure that these elements were clearly defined in order to ensure that each would be attainable for every one of our learn
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LDT 502 Goals

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(I'm a Wildcat and Sun Devil) Short-term goal : Identify and research two BIPOC learning designers who contributed to the field. Significance : Although listed as my short-term goal, this one is truly as important to me as any of the three listed. I have really enjoyed my time in the learning design and technologies program thus far. I have considered the idea of pursuing a master’s, but I did not foresee that I would be able to begin a program so soon. I left my high school teaching job to begin a role as a student recruiter at Mary Lou Fulton Teachers College here at Arizona State University. One of my motivating factors for pursuing this opportunity was the ability to pursue a master’s degree, especially at a reduced cost. Simply, I do not think I would be able to be here without that tuition discount.  I really enjoyed my most recent class, LDT 501. Our professors were incredibly communicative and tailored the class in a way that felt very meaningful. Our discussion format, ass
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