Category: Reflecting

ADL Program, Contributions, Growth, Learning, Learning Community, Reflecting

Contributions, 5303

The Advisor That Cares

ePortfolio Course

  • Spring 2022
  • Course Number: EDLD 5303
  • Course Title: Applying Digital Technology Portfolio
On a background of blue sky with fluffy white clouds are green street signs. One has arrows pointing in opposite directions and the other reads "take and give."

Contributions to learning and learning community.

I am giving myself a score of 93 out of 100

Crediting Group Members: Bethany Eisele, Lera Longbottom, and Rachael Lancon

Key and Supporting Contributions

Reflecting on this ePortfolio course my second of the ADL program, I can say with confidence that I worked throughout the semester to be sure I read all of the assigned materials, watched all of the accompanying videos, and followed the subsequent links. I would sometimes ask about a link deep down the links trail to find that not everyone link dived as deeply as I. It took a while to create a systematic method to go through the material to avoid getting lost. I am doing my best to adapt the skills, knowledge, and information I learn into my ePortfolio development and personal learning. I revised all assignments and reflected on being deliberate with the choice of content on my ePortfolio by taking complete ownership of my authentic experience, which helped me develop my voice.

I believe I helped build our core group by reaching out via course mail after our first class meeting. A few classmates contributed to the class conversation and just had a generally positive perspective that made me want to collaborate with them. After a few days of coordination, we formed our core learning community. Having worked in a learning community in the first course, I quickly jumped on creating a GroupMe channel for our group and set up a google drive so that we could share documents and collaborate. I made a “getting to know one another” ice breaker type document within the google drive to allow group members to share and start building relationships. We had cute short bios, including photos that allowed us to connect on a personal level. We gave information about ourselves, our ePortfolio platform, and our innovation strategy. Our core group was great about contributing to weekly group discussions and provided commentary on each other’s thoughts. As we discussed weekly content, we explored further our thoughts, our learning, and our ePortfolio development, leading to additional ideas, blog posts, and blackboard discussion posts. We each worked to give one another timely feedback on discussions and our ePortfolios. I created weekly to-do list to help our learning community keep track of course content, readings, discussion posts, group discussions, and blog suggestions from the weekly modules.

Sharing two classes with my learning cohort allowed us to get to know one another through class discussions. The last two weeks of discussion posts were the most collaborative our cohort has been. It was amazing to see the class come together to help one another with ePortfolio feedforward suggestions. The part that I think I could do better would have been to offer group collaboration sessions regularly for the whole class. I did post in the student lounge that I was interested in mentorship and mentoring opportunities. I connected with several classmates via course mail in the first few weeks of the course, but none grew into the mentoring/mentorship type collaboration I envisioned.

Learning Community Key and Supporting Contributions

I was able to take leadership responsibility in my group in various ways. First, by creating communication avenues and a place to collaborate, as previously described. Then, as the most experienced member of our group (which is quite humorous considering I had only completed one course at the time), I provided feedback on my learning communities’ innovation coursework.

I set up weekly zoom meetings for Tuesdays at 7 pm immediately following the class meeting. I contributed to all learning activities and opportunities and actively participated in the meetings and discussions. Through our group discussions, I was able to dive more deeply into the content of the weekly modules and reflect upon my learning process.

I attended a literature review information session hosted by the Mary and John Gray Library. I informed my learning community about it since I knew they were working on that component in their innovation course. I shared my thoughts, feelings, and struggles with my learning community. Their support through having a peer group discuss content, vent about frustrations, celebrate victories, and with whom to share the learning experience with has been valuable. I only wish for more; more collaboration, more discussions, and more interaction.

I still struggled to keep up with discussion posts once I had added mine to the LMS. However, I eventually figured out how to subscribe to the discussion posts and was able to respond in real-time to my classmates’ posts. I even created a discussion post in the student lounge and a blog post, hoping to help current and future classmates who struggle with this aspect. Had I figured this out earlier in the semester I may have experienced more real-time dialog about the course material.

ADL Program, Growth, Learning, Personal, Reflecting

Getting personal

The Advisor That Cares

I find myself re-reading the COVA book and reflecting on my ePortfolio experience and my first semester in the ADL program. Before starting the ADL Program, Dr. Harapnuik’s digital story, Not Suited for School but Suited for Learning, resonated with me and my personal learning experience.

I was in grade school in the 80s in a tiny town. I remember going through diagnostic testing at school, but I couldn’t begin to tell you what any of my diagnoses would have been. I believe my small-town American school was more concerned with hiding my struggles than helping me with them. I definitely adopted the label and the identity of being learning disabled.

I didn’t read my first complete sentence aloud in school until the third grade. In hindsight, I feel Ms. Leffler was an innovative teacher as she was the only one to finally get through to me. I remember how excited and proud she was of me/for me that she took me across the hall to read to my 2nd-grade teacher (undoubtedly after a whole school year of trying with me). Throughout every public school level, I spent many evenings sitting at the kitchen table, crying my eyes out in frustration, just simply not understanding a given subject or assignment. I truly felt I was also not suited for school, and I felt unsuited for learning.

It wasn’t until I transitioned from community college to university that I realized that I was taking classes and accumulating knowledge for my own benefit. I could not only select the days and times of my courses, the electives I chose, and research topics related to my personal interests. I picked a major that I was interested in learning more about and finally freed myself of some of the labels I let define me through high school and community college. As I watched John Hattie’s Visible Learning, I realized what an impact those labels had on my learning (Bell, 2011, 3:38).

If only someone had instilled a growth mindset through the power of yet, as described by Carol Dweck (Stanford, 2014, 4:34). If only I had the opportunity to learn in this constructivist way in my early education, I would approach challenges with excitement. Just as Carol Dweck explained, “learning a growth mindset [transforms] the meaning of effort and difficulty. [What] used to mean they were dumb, and now it means they had a chance to get smarter” (Stanford, 2014, 7:48).

I am very grateful to have this opportunity to get smarter and reevaluate my learning.

Mike Bell. (2011, December 1). John Hattie, Visible Learning. Pt 2: effective methods. [Video]. YouTube. https://www.youtube.com/watch?v=3pD1DFTNQf4

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Creative Common License.

Stanford Alumni. (2014, October 9). Developing a Growth Mindset with Carol Dweck [Video]. YouTube. https://www.youtube.com/watch?v=hiiEeMN7vbQ

Gardening, Humor, Personal, Reflecting

Gardening, I think I get it now

The Advisor That Cares
Pictured are two hands, wearing light green gloves. In the upturned hands is small vegetation with dirt and some roots.

Let me correct that. I have not yet gotten the hang of gardening per set, but maybe some of the reason behind gardening.

Looking at the flower garden this Spring, I thought surely the perennials in our pollinator garden were overtaken by the carpet grass, weeds, and other pretty little wild blooms of assorted varieties.

However, as I pulled here and yanked there, I would find I kept finding my little foliaged friends, growing and spreading under the cover nature provided. I found myself welcoming them back and legitimately feeling happy they were back.

ADL Program, Contributions, ePortfolios, Evolution, Growth, Learning, Learning Community, Personal, Reflecting

Hugs

The Advisor That Cares
Two women wearing black shirts embrace in a hug. Photo by Ketut Subiyanto on Pexels.com

I always do my best to shine a little light, encouragement, and love with those willing to connect. Tonight, I stopped at the local drug store. The employee was having a rough night, and I asked how much longer her shift was (10:30 pm with 7 am return).

My husband picked up chocolate peanut butter ice cream, and she said she would come over to cry and help me eat it. She said something about being a hug person, and I lamented how much I also miss hugs.

As I was preparing to leave, I asked, “can I give you a hug?” She accepted and met me at the end of the counter for a genuine hug.

My favorite days are the days I get to hug strangers. I’ve missed it so much.


As I said goodbye to my classmates Tuesday night (our last class meeting), I had to say out loud that I would miss seeing many of them next semester (accelerated post coming soon). Some will be graduating by December, and our classes no longer overlap. Tonight, I reflected on our one-two sessions together, our growth and vulnerabilities.

Then I realized that some of them will walk at the commencement ceremonies. I volunteer at those events and hug strangers at those events. Surely, I will get to meet some classmates at graduation! I started to imagine the next two years! Three ceremonies a year, potentially meeting the people with whom I will undoubtedly grow so much.

  • Who will we be after completing another class? What about two classes from now? Four?
  • Can you imagine looking at our final projects, reflections, innovation plans, and these digital babies (our ePortfolios)?
  • How much will they/we change through the evolution of this program?
  • How are you feeling?
  • Have you taken a good deep breath lately?
  • Have you hugged a stranger? (Okay, I know that the last one’s not for everyone)
ADL Program, ePortfolios, Growth, Learning, Reflecting

Selfish reflection

The Advisor That Cares

As I move toward the final culmination assignment for the ePortfolio course in the ADL Program, I cannot help but feel that I have been a bit selfish. I am reflecting on the process of making decisions about what to include and how to relay my genuine care for my students. Finding my voice. I will admit there have been times that I allowed myself to become bogged down in my own crisis of self process. It is not easy reconciling my choices, taking ownership of my learning and figuring out how I can assist in my students’ learning; finding my voice; while maintaining an authentic learning experience.

I keep hearing Dr. Harapnuik’s voice encouraging students to “make it real” and saying “don’t try to fake it” from our weekly class discussions. This course has provided such an opportunity to explore within the ePortfolio itself. The call to action in front of us through our ePortfolio course is so compelling. I just keep hearing the voice of Dr. Harapnuik sharing his wisdom:

“most importantly, make this your own. This is your ePortfolio. This is your opportunity. Take advantage of the choice. Take advantage of the opportunity to take ownership. Find your voice. Embrace this opportunity to find the courage that it takes to find your voice. And embrace this ePortfolio this authentic opportunity that you can you can use for years even decades to come to make a difference in your world and to share that with your colleagues and more importantly with the learner that you have influence over as well.”

I just feel so grateful for this opportunity to grow and learn through the COVA/CSLE experience provided by this program.

Reference

CSLE2COVA. (2019, August 9). EDLD 5303 Week 4 Learning from Leaders Tips [Video]. YouTube. https://www.youtube.com/watch?v=BJ98azhUcZ8

ADL Program, Advising, ePortfolios, Goals, Growth, Learning, Professional, Reflecting

Feedforward

The Advisor That Cares

This morning I am reviewing some of my classmates in the ADL program‘s ePortfolios in hopes of actually providing helpful feedforward. I found myself inspired as I viewed tristandixson.com‘s recent blog post on feedforward and how a shift in focus could significantly impact the review process in professional environments.

I work at a state institution which means we have very structured review requirements. We are asked to evaluate ourselves and set professional goals for the next academic year. I have always dreaded these exercises because I would much rather have a constructive review of what is working and what could be better, as I am a solution-oriented employee. I find little benefit in the culture of who’s to blame or who is right. I really appreciate the focus on solutions. Solutions feed my soul; otherwise, it isn’t productive. Just grumbling and complaining. 

Thinking about my self-assessments, I never see the point of reflecting on “accomplishments” but instead, strive for new goals and ways to grow and assist with the continued improvement of the system. Implementing the feedforward concept into the review process would assess the current system’s efficiency and effectiveness, student and employee satisfaction, accurate and transparent communication, and what each member can contribute toward proposed solutions.

ADL Program, Advising, Growth, Personal, Reflecting

Advising Mindset

The Advisor That Cares

This is a difficult time of the advising cycle and seasons for an advisor who cares. As the semester comes to a close, some students are looking forward to commencement. I volunteer at these ceremonies and love connecting with students and their friends/families.

This is the time when degree plan reviews take place, and some students have to be made aware of some university policies, degree plan requirements, and in the worst circumstance that a student is lacking a graduation requirement.

This is where I need to learn better how to equip my students with a growth mindset. I have spent the last 10 days individually reviewing degree audits, enrollment reports, personalized plans, email correspondence, course repeat limits, GPA requirements, and academic standing.

All while working to improve registration procedures, update college departments, alleviate concerns, answer student questions, participate in departmental committee work, and maintain daily tasks.

Oh yeah and there’s this ADL program that I am living. I listen to the Learners Mindset Discussion (LMD) daily in productivity cycles since week four of the current eight-week session. After learning about so many productivity experts and our very own biohacking mentor, I have been inspired to incorporate aspects of engagement management. I guess I’m still lacking on the 25 minutes of something enjoyable, but instead I’ve been blasting some music from my past that I find allows me to zone in and do more of the repetitive portions and getting up for 15-minutes sunshine blasting walks. I cannot tell you how much I appreciate these LMD and the passion our program creators show for our purpose here. It is truly overwhelming to think about who we can be at the end of this program. Personally improved. Professionally improved. Organizationally improved. All we have to do is connect with our why, be willing to fail forward, embrace a growth mindset, and believe in ourselves and our goals passionately enough that we are willing to smash through the wall of fear.

I’m doing my best to move into my personal life as a student with a growth mindset. I’m also looking at this challenging cycle professionally with a growth mindset. What can I learn? How can I improve my communication, the information I share, the amount of outreach? How can I help my students develop a growth mindset when faced with disappointments and challenges?

Do you have any ideas? Suggestions? Thoughts? I would love to hear them in the comments.

ADL Program, ePortfolios, Learning, Reflecting

Voice

The Advisor That Cares

I am constantly struggling to find the voice of my ePortfolio. I get focused on the purpose of the portfolio, and then I get confused over who my audience is. On the one hand, I want to refer my students to the portfolio for my tips and information. Yet, on the other hand, I want to utilize my portfolio professionally to showcase my development as a professional. Then on the third hand, I also want to personalize my portfolio and share my growth and learning as a student. 

Because I come from an older generation where you didn’t want to give away too much personal information online, I am still struggling to find what voice my portfolio will fulfill for myself and my audience. As discussed in chapter 11 of the COVA book, I need “formative feedback/feedforward and encouragement” to continue to develop my voice.

I have realized that while trying to figure out what I’m supposed to be reflecting/blogging about, I have not started implementing my Advisors Tips/Innovation plan. The only way I will be to apply the information I am learning in this ePortfolio course is by authentically living with and using it. I have started phase one of finding my voice by taking the most common information I share with students on a daily basis to build those sections on my website. I will immediately be able to start sending links to this portfolio and obtain feedback with the users it is intended to help.

I feel like this portfolio changes almost daily as I implement different aspects and tweak different placement, information, links, and functions. Once again, I am just trusting the process and hoping that as I exercise this muscle, I will gain confidence and find my voice through and beyond the ADL program. 

References:

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, Ownership, and Voice, through Authentic Learning.

ADL Program, Contributions, Learning, Learning Community, Reflecting

Watch party, as collaboration?

The Advisor That Cares

I’m just reflecting on the discussion boards, our group discussions, the weekly class discussions, and the content we explore in the ADL Program. I always wish for a more interactive discussion of our weekly course content. That made me wonder if anyone has ever considered a watch party-type weekly collaboration.

Would anyone attend a class watch party? It seems like a group of classmates (or even the learning community members) could turns reading chapters, content, and screen share for videos and examples.

I’ve always wondered what class would be like if we all had that additional time to build trusted relationships while actively engaging with the content and discussing it in real-time. I think we could even record our session to rewatch our own ideas for later personal learning reflections.

I know that I get so many ideas, thoughts, and inspirations in our breakout sessions and individually while reviewing the information through each week’s modules and associated links.

I enjoy learning from all of you and seeing your perspectives.

ADL Program, Humor, Personal, Reflecting

Well this is really inconvenient

The Advisor That Cares

As I was reading this weeks assigned reading Moving from Time Management to Engagement Management, I was struck with a really inconvenient fact… My husband, is doing things right!

My husband has a work-life balance approach to projects at home. He believes in working a little, playing a little, working a little more, etc. Whereas I tend to pride myself as a multi-tasking fool.

My husband prefers to work in productivity bursts. He will play a video game while doing laundry so that he pairs something he doesn’t want to do with someone he does.

Whereas I prefer to work endlessly until a job is complete. As I evaluated my engagement management, I realized that I was in fact not managing my time or productivity well.

Permit me to use use house cleaning as an example. I will set out to clean the house and may go to the kitchen cabinet to get a cleaning product, then I may notice that the dishwasher needs to be loaded, so I set the cleaning product down on the counter and proceed to load the dishwasher. After washing my hands I may decide that the hand towel needs to be washed so I’ll go start a load of laundry in the washing machine, finally returning to the cleaning product I retrieved from the kitchen cabinet to go wipe down the bathroom counter, and on and on.

I admittedly get frustrated at his play breaks because in my mind just getting it all done in one fell swoop must be more productive. But now I realize that “finding a balance in these types of energy use and replenishment is the key to […] productivity and performance” (Harapnuik, 2021).

Harapnuik, D. (2021, January 4). Moving from Time Management to Engagement Management. Harapnuik.org. Retrieved April 11, 2022, from https://www.harapnuik.org/?p=8494