I mentioned in my post Learning from Others and Myself - Applying Disruptive Innovation that when I began the Applied Digital Learning (ADL) master's program, I thought the perceived asynchronous nature would mean going "Balls to the Wall" or Not At All and finishing all lessons, assignments, and tests before the July 4th weekend. After the class opened online and our first virtual class meeting, I quickly realized my expectations were way off the mark, but in the best way possible. My collaborative group, including Amanda Mask, Lindsay Krueger, and Hillary Turnage (with Samantha Jimenez and Mikeela Pittman joining on occasion), mostly discussed our other summer class, but we intentionally spent time reviewing each other's ePortfolios. Our different backgrounds and experience, along with the various platforms we use, allowed us to get inspiration from the different perspectives but also confirm our own voices. We created a vulnerable space where sharing our struggles and anxieties of building the ePortfolio from scratch was normal because through each other's experiences, we got better. I would consider Amanda, Lindsay, and Hillary my core group, as we plan on sticking this program out together until the end, holding each other accountable when balancing life, work, and school gets tough as well as celebrating each other's victories. There were other classmates who reached out a few weeks later looking to collaborate and while our key group was established, I replied by saying one-on-one collaboration was something else I would love to participate in. The only person who took me up on my idea was Nwamaka Nwaeme. We spend time focusing solely on our ePortfolios, discussing changes we have made and reading each other's blog posts, as well as commenting. This included changing font sizes and colors after feedback on my post ePortfolios - GenuineLee Me Pt. 2 as well as adding pictures and citations to a variety of other posts. Nwamaka and I during one of our collaborative meetings These meetings are one element of how I have contributed to my learning and the learning of others. Naturally, I track quantitative data. Here are some numbers on my discussion board contributions for the ePortfolio course:
Exactly like my other class, I participated in class meetings and breakout rooms and watched the recordings again if needed. In whole class discussion, I often waited to hear other questions and perspectives, then chimed in when a question had not been asked or addressed. Occasionally, I wrote messages in the general chat or to individual classmates about resources or thoughts that could help support their learning. When I examine how I contributed to the learning of others and myself, particularly comparing my efforts with my professor's key and supporting contributions I would grade myself 98/100. We all have room for improvement but establishing high standards for myself from the onset has really pushed me to reach outside of my comfort zone and grow more than I expected.
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For my entire life, I have been fascinated with knowledge and learning due to my parents' nurture. Learning was really all-year around, not just between August and May in a classroom. Summer months really allowed for my learning choices. During elementary school, they were filled with library reading challenges and programs, science camps, and Brain Quest workbooks, all anticipated and completed with self-motivated gusto. During middle school, my summer time was spent swinging a baseball bat and tumbling. During high school, required school readings (check out my School Shelf in my AshLee Library) were sprinkled throughout driving school, band practice, more tumbling and cheerleading, volunteering at the local rabbit sanctuary, and practicing Dance Dance Revolution. The artifacts I have from my adolescent education include refrigerator pictures, report cards, the occasional writing assignment, my flute music, and pictures galore found in various boxes through my home and my parents' house. When in college, after hours of attending lectures, experimenting in the labs, and studying with classmates, my artifacts became binders filled with notes, examples, lab data, and writing and presentation drafts, along with PDF files containing numerous pages of lab reports and out-of-date textbooks with no resale value. My first three years of teaching 6th grade science, my portfolio modeled my college structure. My binder contained my teaching philosophy, resume, lesson plans, appraisals, student artifacts, and letters of recommendation from my assistant principal, Critical Friends Group mentor, students, and their parents. I brought this collection into my interview for high school mathematics, and I firmly believe that my portfolio solidified the decision to recommend me for hire. They could see and experience my classroom beyond my responses to their questions because more of myself was expressed in these visuals. Questions they did not even know they had about my teaching style and perspective were answered and they saw potential in what I could bring to their campus that sets me apart from other candidates. As I settled into my new high school classroom, I continued to collect some artifacts here and there, throwing them into a folder where the only descriptor was the year. There wasn't any need or desire to organize another binder, not only because a lot of my documents were now digital, but also because I had no plan of leaving anytime soon unless God directed me down a new path. My resume spruced up every so often when applying for leadership roles on my campus and in my district, but the people interviewing me had literally stepped foot into my classroom on multiple occasions, another opportunity to see who I truly am as a teacher. When my Dean of Instruction and I spoke about getting a master's degree (Masters in Education Does Not Mean Administration...) and I found the Applied Digital Learning program, it really was not what I was expecting but in the best way possible. Without the requirement of an ePortfolio for the program, I probably never would have actually sat down and built this platform. At first, it started as making sure I checked all of the boxes our professor mentioned, but what it is becoming is a living museum of me, math, and more. I have another blog post, Exploring Worlds through ePortfolios, where I mention some things I have learned through the ePortfolio building process.
The biggest idea of what I have learned so far is that for others to really see me and know who I am as a person and as an educator, investing in this labor of love is worth it. I have had the opportunity to connect with people from all over through their ePortfolios (Community in Collaboration) and witness growth in myself and others as we build our innovation plans (Teaching 21st Century Skills in a Blended Learning Environment). As I progress in my career and my calling in life, I will now have a platform to capture the steps along the way, as though I am walking through the halls of a museum, where the displays encompass different perspectives or different time periods. If I can help others grow and learn through my stories and perspective, then what a blessing it will be to do so simply by being vulnerable and open. References Adopt Sari on Petfinder. (n.d.). Petfinder. https://www.petfinder.com/rabbit/sari-65034929/tx/garland/north-texas-rabbit-sanctuary-tx780/
Noble, B. &. (n.d.). Brain Quest Workbook: 3rd Grade|Paperback. Barnes & Noble. https://www.barnesandnoble.com/w/brain-quest-workbook-janet-a-meyer/1138044755 I have developed a reputation at my campus that when faced with a problem, Ashley has a plan with all the details identified and addressed, along with a back-up plan and a back-up to the back-up. Honestly, this is something I do because it is one way I cope with my anxiety. When I attempt to predict and plan for all scenarios, there's a comfort in the perception of control. The fight or flight response anxiety is less likely to happen because the "threats" have already been consciously addressed in a plan and either prevented through the plan or solved by preparing a response. We cannot control everything that happens around us, but we can control how we respond. Being intentional about a plan that focuses on not always having a plan or leaving things open-ended actually develops more creative thinking and innovation. This mindset has encouraged me to continue to try new things in my classroom and share what I am doing with others to get feedback. I am ready to learn and adapt along the way. I start with a vision and direction, but am aware that the path, direction, and even at times destination might change based on the real-time feedback from the "experiment" of trying something new. Education is very much like the trips I take, like I discussed in ePortfolios - GenuineLee Me Part 2, but I am learning that when I look outside my window and peer into other worlds, I expand my viewpoint and learn from other perspectives, taking inspiration to try a new path or visit a new destination. Here are some key ideas I have learned so far when exploring ePortfolios: Too many options overwhelm me. When choosing a platform for my ePortfolio, less was more. If you were to search "ePortfolios platforms", lists will appear and blog posts on particular platforms also address other platforms. A number of my peers are using Wix or WordPress but I have found Weebly to limit my choices in the overall structure of my ePortfolio in such a way that I don't shut down. It takes care of some of the choice for me so that I can make choices on things that matter. Our ePortfolio expressions vary, but they are all equally valid. The number of ePortfolios I have seen where graphics, animation, and color are used to enhance ideas is intimidating. I initially thought that my ideas expressed in black and white with an occasional picture or embedded video was too boring, too cold. There have been times when I could not continue to scroll through a ePortfolio because it did not resonate with me. Does that make those less valid than my perspective? No. Will others feel the same way about my ePortfolio? Yes. Our opinions and viewpoints vary, but they are all equally valuable and help to create a more comprehensive world. Voice and ownership are clear. Reading through other ePortfolios, it is painfully obvious who is articulating their voice and taking ownership of their ePortfolio and who is putting on a character for their audience. The character may be pieces of their true self but when the voice and ownership are authentic to the author, there is more impact for me to remain true to myself too. I have to branch out even more. Part of signing up for the master's program I am in was about me getting outside of my subject area and my campus to grow even more than I can currently imagine. Browsing ePortfolios expands the voices I did not realize were out there and they encourage me to think outside of the high school mathematics box into more connections with the world. What is your ePortfolio world? What other worlds have you explored? Take me to your world and let's go together and explore the worlds of others.
In my previous post, ePortfolios - GenuineLee Me, I try to address why an ePortfolio is valuable and important to me, but something I realized is that it is necessary to identify who actually owns the ePortfolio. I was going to originally call this ePortfolio "Math CreativeLee" because my Innovation Proposal starts with the idea that mathematics is considered very static and stagnant, limited only by the processes and solutions of others. In reality, math is creative. The more I sat on this name, the more I realized it was an attempt to try and force a feeling onto my audience that did not truly encompass my full perspective. Time revealed that it is not about just being creative in math, it's about how math is holistic and a part of the holistic experience of life. Analogies, similes, metaphors, all are ways I try to articulate my understanding and comprehension. They are, after all, connections to prior knowledge and understanding, right? The idea of a map and having access to the full map when getting from point A to point B connects to my love of travelling. There are SO MANY WAYS to get to a destination. Sure, the most efficient way to get there is usually what we take, especially if we are operating on someone else's schedule, but think about people's different priorities and how that might impact their mode of transportation, the path they take to get there, the time and stops along the way. While a lot of aspects of my life require planning to ease my anxiety, I usually do not have a plan for my vacations other than the main city I am visiting (usually with a beach nearby), when I leave home, and when I come back. Otherwise, it's all open. I tend to have a list of places I would like to see or eat at, but the time of day, the order of events, all up to my mood and inspiration that day. If there is a local event or coffee shop I did not find in my internet search, I will detour. It is freeing for my mind, body, and soul to just move with the ebb and flow of the day, seeing where it pushes or pulls me. I get the chance to be another side of myself, liberated from the worries of daily life and often times reconnecting with nature. Here are a few pictures of my more recent trips (see how this connects to me more in About). ePortfolios are almost like an itinerary for a trip that you bring people alongside you to enjoy. As obstacles or opportunities arise, the itinerary might change (timing, order, etc.), but you still stay the ultimate course. It can be whatever you want. Going through my master's program, I am creating collaborative communities through discussion posts with other passionate educators. We share a lot in common but the different backgrounds bring different perspectives, equally as valid as mine. Here is some of what they have to say about ownership in the language I identify with... analogies, similes, metaphors:
Our ePortfolios are true to us, being VOCAL about our experiences and reflections, and not letting the expectations of others limit our impact. They are holistic, incorporating all aspects of our world that make us the educators and people we are.
My husband Scott and I have been married for almost seven years now, together for almost fourteen years, been friends for seventeen years, and known of each other's existence for twenty-two years. If you look at my About, you will see he is a big part of my life.
We have seen each other grow up and mature as people. Words cannot adequately express how blessed I feel daily for him in my life. Even though we have been married for a while, I just recently changed my last name to Lee. There are a plethora of reasons I did not change my name before and another plethora of why I did now. My identity has evolved from one that doubts and criticizes myself to one that believes and encourages myself, and that is reflected in my new, but very true, last name. Scott has also seen my transformation in education as a student and as a teacher. When I reflected on this, I also recognize how much I have grown. How can I convey this growth to those who have not seen or known me for this long? How can I show people who I genuinely am? ePortfolios are snapshots of the present moment to look back on when the future comes and reflect on the past. They create a documented timeline where others can see the journey and the author of the ePortfolio can build connections between the past, present, and future. ePortfolios are the digital representation of the learning we have done, are doing, and will do, and the connections between them. It is a continuous process so there's no waiting until the project is complete to share the final product but rather share the process to being better every day. For some reason, this makes me think of the TV show, Community, and the episode of the different timelines: There are so many paths our journey can take, so many different timelines that could exist, but ePortfolios provide an opportunity for us to express our perception of our timeline to others. It leaves a little to the audience's imagination but ultimately paints the picture for others to learn from and connect with. We reflect on how our words and actions positively (or negatively) impact others and ourselves. It's our reflection in the mirror but also a photograph of the world around us. Rolling the dice to other timelines would be scary, because only this timeline got me to this point. Starting my career and calling in the classroom over ten years ago, there were moments documented sporadically in documents or conversations that I wish I had recorded in one spot. Shifting from middle school to high school, a way I chose to portray my teaching philosophy and structure was in the form of a binder, where I had collected student artifacts, professional development certificates, and administrative evaluations, but it was a small handful of the mountains of progress I made. ePortfolios allow us to create a living, breathing record of our journey and connect with ourselves and each other in the community to share where our past selves lived, where our presents selves reside, and where our future selves are possibly headed. I can be genuinely me to the world, not just Scott, and we can all discover where this journey will take us together.
References
The Darkest Timeline: The ’1’ Timeline | Community. (2020, March 2). https://www.youtube.com/watch?v=POT3plx0vBs&t=2s
I keep typing, deleting, typing, deleting, not sure how to articulate the many benefits to creating collaborative communities. This is why I used pictures in my About page because there are not words in the English language (or any language really) to describe me or my thoughts succinctly.
There are plenty of personal examples from my life where I have built incredible relationships and learned how to communicate and contribute to the enrichment of my life and the lives of others, but it's my past professional communities that encourage me to share the importance of creating collaborative communities as an educator. Creating collaborative communities are also opportunities to build the 21st Century Skills through Experience I desire my students to also have. My path into the classroom started with Teach For America and the cohort I was a part of included myself and eleven other corps members placed at the same school. We shared the same students, same building, same administration, and there were benefits of this community. Because of our shared experience being thrown into the fire, we learned a lot through our constant communication and collaboration with how to address the plethora of obstacles we faced. Then, an opportunity presented itself to join a Critical Friends Group (CFG) through the district, and while the stipend attached was the initial motivating factor, reflecting back, I discovered the importance of creating a collaborative community with people outside of my campus, outside of my grade level, outside of my subject area (What is CFG Work?) because the variety of perspectives stretched my thinking and held me accountable to keep learning from others. When this group disbanded after two years, my heart and head craved for continued connection. While in my Masters of Education Applied Digital Learning program, I have found a group of inspirational educators, people who I would never have gotten the privilege of learning from if we had not all taken the personal leap to better ourselves and our practice, that have already starting to satisfy that craving. My Community in Collaboration shares the ePortfolios of those wonderful women, see what we've accomplished so far and discover the benefits from our experience. Take the chance on yourself to create your own collaborative community. |
My husband lovingly teases me when I reflect on my day with him and say "I learned something new today!" because he would be surprised if I didn't learn something new.
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