Over the course of this class, I’ve consistently contributed to both my own learning and that of my peers. After careful reflection using the self-assessment guide, I believe a score of 98 fairly represents my efforts. While I’m proud of my contributions, I also recognize areas for growth, which I outline below.

What Is Working

From the beginning, I made it a priority to help build and sustain our core collaboration group. I contributed actively in our group chat, checked in with members throughout the week, and offered reminders when deadlines approached. Our collaboration wasn't limited to encouragement — we also shared feedback and exchanged resources to strengthen one another’s thinking.

I provided peer feedback on group members’ drafts and posts, often highlighting strengths and offering suggestions grounded in course readings and instructional design frameworks. For example, when a teammate was revising their training outline, I suggested aligning their objective more directly with Fink’s Taxonomy and provided a sample revision.

In terms of coursework, I completed all readings, videos, and resources, ensuring I was prepared to engage in meaningful conversations. My posts and responses referenced the readings consistently, and I used APA formatting when citing authors such as Gulamhussein and Fink. This not only deepened my understanding but also contributed to richer dialogue in our forums.

I also met all deadlines outlined in the course calendar. I posted initial responses early enough for peers to reply, and I remained active in the discussions throughout each week. In addition to the required posts, I contributed informal follow-up comments and reactions to continue the dialogue and affirm the thinking of my peers.

I revised all assignments based on peer and instructor feedback. For example, after submitting my professional learning plan, I incorporated group feedback to refine my audience analysis and clarify my instructional strategies. I reflected on these revisions in my self-assessment discussions and journal entries.

Finally, I embraced leadership within my group. I often initiated our weekly planning thread and volunteered to be the first to share drafts, setting a collaborative tone. This helped build momentum for others and modeled openness to feedback.

Highlighting Key Contributions

Throughout the course, I consistently engaged with my base group to build a supportive and productive learning environment. I contributed to group planning discussions, offered feedback on drafts, and helped clarify assignment expectations when needed. I also shared strategies and resources that connected course concepts to real-world applications, particularly in the areas of instructional design and technology integration. Our group maintained ongoing communication, and I remained responsive and involved in both formal assignments and informal peer exchanges.

In addition to contributing, I regularly reviewed feedback from both my colleagues and Dr. Harapnuik to improve the quality of my work. This feedback guided my revisions and helped me refine my ideas with greater clarity and alignment to course objectives. I completed all required readings, videos, and resources, which allowed me to contribute thoughtfully in forums and group discussions. Additionally, I met all assignment deadlines and ensured my contributions were submitted early enough to support group interaction and feedback loops.

Supporting Contributions and Leadership

The first assignment—Call to Action—became a useful point of reflection for our group’s collaboration. After reviewing feedback and clarifying expectations with Dr. H, I shared key takeaways with my group to help ensure we were all aligned moving forward. This included breaking down rubric language, identifying common misunderstandings, and offering examples of how feedback could be used to guide revisions.

As a result, our group began to approach feedback more strategically. We started exchanging drafts earlier, offering clearer suggestions, and discussing how to better connect assignment expectations with course content. This shift supported a more collaborative process, where revision and peer input became a regular part of our workflow rather than something we saved for the end.

The experience helped reinforce the importance of open communication and shared responsibility in group learning. By reflecting together on how to apply instructor feedback and improve our work, we strengthened both our individual submissions and our group’s overall effectiveness.

What I Can Do Better

While I engaged deeply with my base group and contributed actively to course forums, I recognize there was an opportunity to broaden my engagement with peers outside of my immediate collaboration circle. I often found their posts to be insightful and thought-provoking, yet I hesitated to respond—concerned that initiating dialogue might place an unintended expectation on them to reply in return. In hindsight, I realize that this hesitation limited my exposure to diverse perspectives that could have further challenged and enriched my thinking. Moving forward, I intend to be more deliberate about engaging across groups. Building connections beyond my comfort zone will not only enhance my own learning but also contribute more fully to the broader learning community.

In addition to expanding my peer interactions, I experienced meaningful growth in how I approach collaboration. I had not previously relied on colleagues in this capacity, as I’ve traditionally been more accustomed to working independently in academic settings. This course pushed me to lean into vulnerability—to share drafts before they felt polished, to welcome constructive feedback, and to revise with my peers’ perspectives in mind. At times, this felt unfamiliar, but ultimately it strengthened both the quality of my work and my ability to function as a collaborative learner.

As Vince Lombardi once said, “Perfection is not attainable, but if we chase perfection, we can catch excellence.” This quote resonated with me throughout the course, as I began to understand that excellence in a collaborative environment looks different than individual achievement. It’s about showing up consistently, contributing thoughtfully, supporting others, and trusting the process of collective growth. This experience has helped me reframe what it means to be a strong teammate—not someone who has all the answers, but someone who is fully present, engaged, and committed to the group’s success.

Conclusion

This course has marked a meaningful shift in how I learn, lead, and contribute. I completed all course requirements, engaged actively with my peers, and contributed to a strong learning community. I revised thoughtfully and consistently, offered feedback with purpose, and led with both vulnerability and determination. Based on the criteria provided, I believe a score of 95 is an accurate reflection of my key and supporting contributions to this course.

References

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.

Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf

Learners Mindset. (n.d.-a). Assessment as learning [Video]. YouTube. https://www.youtube.com/watch?v=WLmxREQLizk&t=3s

Learners Mindset. (n.d.-b). Assessment as learning [Video]. YouTube. https://www.youtube.com/watch?v=WLmxREQLizk&t=3s