― Carl Sandburg
In
creating a website, I have learned quite a bit. I had created a website for an independent
study during my undergraduate work, but most of the work involved was for a
very limited audience and therefore the information was very specific. I was not creating the website with an eye
to a wide audience, and I was not as concerned with the overall layout using
the multi-media design format. The
information provided in my website was very informational and wasn’t meant to
be aesthetically pleasing. Whereas
with this assignment, the audience was intended to be much larger and I was
determined that I would make it appealing and informative. Through this website, I was able to learn
about creating a website as well as learning from the material I was providing
on each webpage. The audience was
teachers in general and as a teacher, I was interested in the material as
well.
To
create the website, I chose to work on the framework or outline first. Using this strategy, I was able to revisit
the requirements throughout the task of adding information. By also following the provided framework, I
was able to remind myself of the expectations for each page included in the
website. I think this allowed me to
keep my audience in mind and not get sidetracked with additional information
that was not necessary to the site. I
spaced my work on the website throughout the given timeframe so that I was
able to give it depth and not rush to complete it at the end. I prefer to work in this manner so that if
revisions are needed, then I have time to make changes. I was disappointed in myself as part of a
team. There was very little
interaction between myself and my chosen colleagues. I am disappointed with myself because I did
not make more of an effort in goading my team members into action. I wonder if my lack of leadership in this
website is an indication of how I would interact with others in future
leadership activities. I frequently
find myself completing a task rather than relying on others to complete
expected work. I have often felt that it is easier to just get things done
myself rather than wait on others or teach them what needs to be done. I completed the entire website (barring one
article) because team members did not complete work throughout the
course. I worked on the site
consistently and I was afraid that if I didn’t complete the work, it would
not be done at all. Maybe I should
have waited for participation, but I did not feel comfortable trusting my
grade to the work, or lack of it, from others.
Due
to the fact that there was limited team contribution, I found myself
assessing much of my work utilizing strategies described in “Assessing
Learning: Peer and Self Assessment.” A
suggestion was made to review example work and to reflect on my own work
based on examples. I was able to do
that by reaching out to other colleagues as they shared their work. Looking at other pages allowed me to judge
my work with a critical eye and make changes.
The article “Where is reflection in the learning process?” helped me
to understand that posting my work helped in the reflection process. Subconsciously, as I was getting ready to
publish work, I would reflect on what others would see in my work. At this time I would have the opportunity
to “tweak” work until I felt that it was ready for viewers. Knowing that my website was accessible by
“the whole world” made me consider every piece that I included.
Creating
a webpage has been valuable. I was
hesitant to create webpages because I felt they were beyond my current capabilities
in web 2.0 tools. I have more
confidence and will be able to use my new-found skills to create webpages for
my classes and students. Before
creating the webpage, I was hesitant about working with other team members
too. Based on my experience, I am more
empathetic with my students when they experience group situations where group
members do not work well together. I am still having difficulty determining
how I would change my behavior in the next group project. I hope for the best and will excel in the
situations I find myself.
As
a lifelong learner, I am interested in data and how it can be utilized to
inform teaching. I am currently
working with pre- and post-testing students and analyzing student gains. I would like to investigate how to best
work with data to inform students and encourage students to continue learning
through documented evidence of improvement.
There are times that students don’t feel successful because they have
failed an exam. With pre- and post
testing, students are able to see their growth and not just the fact that
they didn’t pass an exam. It is my
hope that small successes can be translated to larger ones over time. Fisher and Frey’s article, “Feed Up, Back,
Forward,” discusses this idea very clearly and has given me ideas that I can
utilize with my students.
Assessing Learning: Peer and Self Assessment.
(2003). Retrieved February 16,
2013, from The National Capital Language Resource Center website: http://www.nclrc.org/essentials/assessing/peereval.htm
Fisher, D., & Frey, N. (2009, November). Feed up, back,
forward [White paper].
Retrieved February 16, 2013, from Educational Leadership website: http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/ Feed-Up,-Back,-Forward.aspx
Gerstein, J., Ed. D. (2011, August 16). Where is reflection in the
learning
process? Retrieved February 16, 2013, from User Generated Education website: http://usergeneratededucation.wordpress.com/2011/08/16/ where-is-reflection-in-the-learning-process/
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