Since completing my first literature review in 5305, I have dreaded 5315. I think I asked those in our GroupMe in the cohort ahead of me about 5315 every week. I know I annoyed Bethany with all my questions, but she was always helpful and assured me it wouldn't be that bad. Long story short, she lied! lol! Well, maybe she didn't lie, but I am not a strong expository writer, so the literature reviews are always overwhelming, and my imposter syndrome blasts into overdrive. The lack of specific research on ePs for middle school design students doesn't make the process any easier, but I got it done.
What Worked
Planning my time and using a few PTO days to research new sources, read my first literature review, and reflect on what I've learned since 5305 proved beneficial. When I wrote the first lit review, I was on summer break and had minimal distractions; that was not the case this go around so I had to be intentional with time management and planning appropriately. I used the resources shared with me by Dr. Meeuwse and began researching with new eyes and a new perspective. Instead of spending time wrestling with the fact that there isn't much research on my innovation plan specifically, I looked for sources that helped me prove how beneficial ePortfolios were no matter the educational setting. Shifting my mindset to focus on what was available instead of what isn't available eliminated a lot of doubt and anxiety as I prepared to rewrite my review.
Collaboration
I worked with Tonya Logan in 5317 and 5315. We even attempted to co-write our literature review, but we couldn't since she is focusing on reading students and me on design students. We did, however, bounce ideas off of each other and walk through the process together. Tonya is a copy-editing genius, and her contributions to my revisions were significant. Other colleagues I collaborated with were Dawn Short and Patrick Rodriguez. Dawn has been my ADL fairy godmother from the beginning of the program. She is always available when you need her; she provides insightful and clear feedback and encourages you to push a little harder. She is a prayer warrior and is a constant reminder that we are in this thing together. Patrick is a colleague I brainstorm with often as we share a similar innovation plan and work for the same district. Patrick's eP plan focuses on elementary-aged children while I work with 8th graders taking a high school-level course. Patrick has been teaching longer than I have and is a constant sounding board and mentor. I am always running to his eP to check on the progress of his ePs with his students. I am thankful to be still making critical connections and building relationships with my colleagues this late in the program.
Reflection
EDLD 5315, although a tough course, has taught me a lot about forming adequate questions and establishing a sturdy foundation for this and any research I conduct in the future. I am still not confident in properly executing a masterful literature review, but I am more confident than I was the first time. As I reflect on this course and my final 12-hour semester as a graduate student, I am proud of my work and am ready to take what I've learned through research and apply it to my classroom and district. I hope my district will consider my findings and rally behind me to implement ePs for all our secondary students.
Self Grade
Course Grade 95
To the best of my ability, I have completed all course work and required reading. I have engaged and contributed to my learning community.
The feeling is 100% mutual! I could not survive this crazy thing called ADL without you and Patrick and so many others in our awesome learning community. I am so proud of you for pushing through every challenge and struggle. The victory is that much sweeter as a result. So happy to have you in my life thanks to the ADL program.