EDLD 5366- Week 5 Reflection

     I found that the group website assignment to be very challenging. The first challenge was to find a group that lined up with the guidelines of being in the same cohort groups. This process led me to form no less than 5 different groups that all dismantled in a week. This was greatly frustrating and I was only able to acquire a permanent group with assistance from the Instructional Assistant. When I entered my group, my part of contribution was already assigned to me without discussion or my input. . If the goal is to move toward learner’s intrinsic motivation to develop and maintain their portfolios, then there needs to be learner ownership of the content, purpose and process (The Reflect Initiative, 2005). Because I had no say in this project I was very disinterested in participating. I later tried to make contact with group members as time passed and was successful in only a few ways. I took it upon myself to revisit the rubric and go beyond my assigned duties too get the site done. I left notes on the Google site to let them know I was initiating contributions beyond my assigned scope. Because there was little communication, no one bothered to stop me from going above and beyond my assignment. I did this because I felt the need to have success on a project that had my name on it.

     I do not think I learned any actual new content when completing this project. What I did learn is that I have a deep need for communication and feedback when working with others. Members of a successful group must have some buy-in when contributing to a collaborative project (Agular, 2009). The interaction between my fellow group members was a bare minimum and I think our scant work reflects that. For me, that is barely acceptable, and each person in a group should have equal constitution and say in how things should be done. As a learner, I depended on the rubric to provide guidance on getting the tasks completed to the professor’s specifications. I made it a habit to check it before I began working and twice after I completed a task.

     When implementing websites in a PK-12 class, I think most people think of it as a store house for student information and work. During this class, I have taken it and used it for professional development. I think there is weak focus on training teachers in using new technology effectively. Website are an on demand way for teachers to gain training when time in their busy schedules allow. The teachers get buy in on when they do the website training and hopefully they can demonstrate understanding when we are all required to sit down and meet. My other created website can be viewed at: https://sites.google.com/site/smithteachweb/ .

Reference cited:

The REFLECT Initiative. (2005). Researching Electronic Portfolios and Learner Engagement [White paper].Retrieved from https://luonline.blackboard.com/bbcswebdav/pid-761950-dt-content-rid-5058101_1/courses/EDLD_5366_ENB_2013_10/Assets/Researching%20Eportfolios%20and%20Learner%20Engagement.pdf

Agularr, E. (2010, July 15). How to Foster Student Acheivement. Edutopia.org. Retrieved February 17, 2013, from http://www.edutopia.org/fostering-student-feedback

Coburn.C. (2013, February 16). SmithTeachWeb. Retrieved February 17, 2013 from: http://sites.google.com/site/smithteachweb/