5320 Contribution to Your Learning and the Learning Community
Throughout EDLD 5320, my learning journey has been shaped by intentional participation, steady collaboration, and a genuine commitment to the principles of self-directed learning described by Fink (2013). This course invited me to look at my entire ADL journey with a wider lens, connecting my innovation plan, my ePortfolio, my research, and my reflections into a coherent story of growth. Each discussion, reading, and peer interaction pushed me to think more critically about what it means to design meaningful digital learning experiences and to lead with authenticity, clarity, and purpose.
What I valued most in this course was the reminder that learning transforms us when it is shared, reflective, and grounded in authentic human connection. Engaging consistently, contributing research-based insights, and supporting the learning community allowed me to strengthen my voice as an educator and leader. Considering the depth, consistency, and intentionality of my participation, I believe that a score of 100 out of 100 accurately represents my commitment to my own learning and to the collective growth of our community.
Contributed to and helped build your core collaboration group and Provided peer feedback to your core group members.
My participation in the EDLD 5320 discussions was intentional and purpose-driven. Each week, I contributed insights grounded in my professional experience while remaining open to my peers' diverse perspectives. The conversations became a space to synthesize key concepts such as COVA, CSLE, authentic leadership, and digital change, and connect them directly to my classroom and organizational contexts. Through this dialogue, I learned to see leadership not only as strategic implementation but as a reflective and human-centered practice shaped by empathy, curiosity, and purposeful action.
One of the most valuable takeaways from this course was realizing that meaningful learning communities are built through genuine engagement, active listening, and honoring one another’s experiences. My most consistent and meaningful collaborations were with Tasha Brown, Yusmila De Nicolo De Ocando, Ayla Rightenour, Elizabeth Goffney, and Simon Espejo. Our exchanges, rooted in feedback, shared challenges, and encouragement, created a supportive environment that enriched my understanding and strengthened my leadership voice. This community reaffirmed that authentic leadership grows through relationships, trust and collective reflection rather than in isolation.
Revised all assignments and reflected on revisions in this contribution to learning activity.
Revising my assignments became a meaningful and intentional part of my learning process because it allowed me to return to my ideas with greater clarity and connect them more deeply with the concepts explored in the course. Each reading, video and resource strengthened my understanding and helped refine my decisions. Revisiting the perspectives of Duarte (2010), Fink (2003), and Gulamhussein (2013) added depth and coherence to my revisions, allowing me to better align my work with principles of storytelling, significant learning, and effective professional development. This process was also supported by continuous dialogue with my core group, including Yusmila De Nicolo De Ocando, Simon Espejo, and Kimberly Davis, whose questions and insights pushed me to rethink approaches and uncover new possibilities within each assignment.
Each revision became an exercise in collaboration and reflective practice. Sharing drafts, exchanging questions, and discussing ideas both inside Blackboard and in informal interactions with Yusmila, Simon, and Kimberly created a supportive environment that strengthened my learning. These conversations, combined with careful reading and reflection, enriched and deepened the revision process by complementing my individual study and helping me refine my thinking from multiple angles. As a result, the final versions of my assignments feel clearer, more intentional, and more aligned with the purpose and expectations of EDLD 5320.
Completed ALL of the course readings, videos and supporting resources.
Throughout EDLD 5320, I completed my assignments and posted my discussion contributions on time, consistently following the course calendar and weekly expectations. Staying aligned with the deadlines allowed me to maintain an organized, intentional work rhythm, which helped me remain fully engaged at each stage of the learning process. Submitting my work on schedule created the space to reflect, revise when necessary, and integrate the readings and videos into my innovation project with greater clarity and purpose. Meeting deadlines became more than a requirement; it became a personal commitment to my learning, a way to demonstrate accountability, and a practice that deepened and strengthened the quality of my engagement throughout the course.
This EDLD 5320 course became a meaningful space to synthesize everything I have learned throughout the ADL program, helping me connect theory, practice, and authentic leadership with greater clarity and purpose. The readings, videos, and guiding documents pushed me to revisit concepts such as COVA, CSLE, significant learning, and effective professional development, and to apply them intentionally to my Explorers of the Forest of Reading and Writing project. The discussions with my classmates, both inside Blackboard and in informal exchanges, expanded my thinking and reminded me that synthesis grows through dialogue, listening, and shared reflection. I conclude this course with a renewed sense of direction, convinced that digital learning leadership requires continuous reflection, collaboration, and a commitment to building coherent, human, and truly meaningful educational environments.
