1. Identify and reflect on all the components and work you have done so far on your innovation project.

 

When Dr. H first introduced the Applied Digital Learning Program as a “journey,” this is not what I expected. As I mentioned in my previous assignments for this capstone course, this program is far different that my previously completed Master of Education program. It is authentic. It is practical. It is real. It has allowed me to learn and to apply almost immediately, in my own organization’s setting. 

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This program was a process, creating strategically to accumulate the information we needed to be successful. The graphic below shows my journey along the way.

 

Each assignment within the ADL journey was justified. The above graphic naturally groups the components together, showing the connections for course-to-course was we progressed through. In the innovation stage, we created our initial proposal for our innovation plan, not exactly sure what we were striving towards, but passionate in whatever we chose. This proposal led us to our first setting of research where we investigated the literature surrounding our topic, for me, blended learning. I was familiar with the components of it from our course work but was not aware of just how deep blended learning went. This was quite eye opening. From here, I was able to develop an outline for the rollout of blended learning in my organization, where what once seemed like a dream was starting to show its authentic projectability.

 

What I struggled most with early on came together within the next two stages, envisioning change and utilize CSLE+COVA. My district is rigid and not very susceptible to change, and as I have mentioned numerous times, did not seem like a realistic option for any type of innovation. First gaining familiarity with how to become and influencer, then seeing how change can be made via the various models transitioned right into planning my change via the 3-Column Table and UbD, two very unfamiliar models that quickly showed their value within this plan.

 

Despite being a mathematics teacher, I am not very data driven and struggle to sift through research effectively, which made the action research a bit of a challenge for me. I am currently in this course and although I am fond of the action research side, this second round of a literature review was challenging for me. Many of the studies related to blended learning struggled to control variables and with a statistical background I have trouble validating much of the results recorded, thus showing the need for my study.

 

In my opinion, building out a blended course was one of the most impactful things we did within this program. Creating a class based on OUR students taking place on OUR course management system validated the whole process. The usability test from stakeholders then provided us with feedback from individuals with a vested interest. This transitioned smoothly into our professional development course where we worked within our own innovation plan to transition away from the sit-and-get to a more interactive professional learning where teachers use their own expertise to effectively collaborate and solve problems.

 

2. Identify where are you in your innovation project? What, if anything, do you have to complete? By when?

 

My original timeline for my innovation plan had to be altered due to a major addition of a data-driven summative assessment-based program called LinkIt being rolled out this year (I will keep my thoughts about this to myself). For this reason, I am partially working on a one-year delay, however, I have been able to implement different components of my blended learning innovation plan throughout this year and have been able to get multiple department members to join me in the transition to student-driven learning.

 

My professional develop plan is going to be the most challenging the carry out as getting the support from administration has been a bit more of a challenge than expected. We currently have two principals out at our school for health-related reasons so our support from up top is not what it typically is. For these reasons, we have not given any chance to contribute to professional learning as everything has be pre-determined by our staff developers and curriculum office. Although I did originally see this as a challenge prior to creating my innovation plan, these new obstacles were unforeseen. 

 

3. Analyze, assess, and reflect on the learning process you have undergone by working on your innovation project? What worked? What could you do better?

 

Like any effective learning process, this was an uncomfortable one. I strongly believe that learning takes place best when adversity is faced. Although I settled in more and more as I progressed deeper into the program, there were times I felt stumped and unsure what I was doing. My innovation plan of blended learning came naturally to me based on my interest in working with technology and differentiating all my lessons to meet the needs of my students. I found this particularly important for my Algebra 1 classes as not only is this is a foundational course, but also a course made up of typically lower achieving students where some change was needed.

 

The way I approached this program was different than any type of learning I have done in the past. I have two young children at home and live in Pennsylvania, some not only was it a challenge to attend live classes due to raising them, but also because I was in a different time zone. For this reason, I found that I learned best listening to the recordings of classes on my way to work each morning. For this reason, I had new ideas fresh in my mind that I wanted to implement as soon as I got to school, and I often did just that. Yes, this was an abnormal approach and not one I expected prior to beginning the program, but as Dr. H says, “life happened.” I do this this worked for me, and I think was beneficial for me as I provided some separation between home, work, and grad school. 

 

I am always the biggest critic of myself, so I have many things I can think of that I could have done better. The first that comes to find is interacting with those who respond to me on discussion boards, particularly related to my innovation plan. There were many people within this program interacting with the ideas of blended learning, however, I found that once I found my group, of which I communicated with VERY often, I stuck with them. Knowing each other as individuals and being familiar with our educational settings and experiences made the conversations flow more naturally.

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4. What lessons have you learned?

 

The lessons I have learned revolve around not being intimidated to challenge myself and go outside of my comfort zone in my area of expertise. I am confident in my abilities as an educator and have gained even more confidence because of this program. My innovation plan has showed me that I can design, create, implement, and execute. The reflection piece has been most powerful when intertwined with collaboration with fellow group members. In education, it is far too common to get feedback and rather than making a change based on it, simply moving on and make the same mistakes again in the future. This Applied Digital Learning program forced us to put our feedback into action and alter our ways for the benefit of all parties.

Sharing assignments with peers via discussions boards allowed others with such a variety of backgrounds to share their opinions with their own lenses.

 

5. How do you plan to promote and communicate your innovation project?

 

Within my organization, I believe the most effective way I can promote and communicate my innovation plan is via word of mouth piggybacked by my ePortfolio. I have been teaching at my school for quite a few years now and have a good relationship with my peers. Since my innovation plan is originally intended to stay within my mathematics department, this word-of-mouth communication will be a bit easier solely based on physical proximity. However, having an ePortfolio that houses EVERYTHING related to this blended learning initiative is a very powerful tool to share. My proposal video will be the jumping off point for most and will show that this is not just another idea, but a thought-out plan.

 

6. Knowing what you know now, what key things (if any) would you do differently? How would you apply what you have learned to your next innovation project?

 

Now that I am much more confident after creating this whole plan, the key thing I would do differently would be to get a staff developer and administrator on board earlier on in the process. This would allow me to bounce ideas off them and have someone above me on my side that can communicate my ideas to our central office, which is a very separate entity in my organization. It is not that I do not feel comfortable sharing these ideas with our curriculum supervisor, but rather that it would be kicked to this side just coming from me rather than coming from a team, of sorts.

 

My next innovation project would zoom in a bit more. Although blended learning solely in the Algebra 1 classroom is specific, I still at times felt that I bit off a more than I could chew as far as putting the whole plan into action. Presenting some of the components of this at a district level when the focus of the district is so far away from this transition from teacher-led to student-led blended learning comes somewhat out of right field. Yes, I am most passionate about this and feel not only is it important, but necessary, but a change in a whole learning model is large. My next innovation plan would most likely focus on a more specific thing that I would implement, perhaps ePortfolios. This would serve as a supplement to the course rather than a major change.