“The beautiful thing about learning is that no one can take it away from you.”
— B.B. King
When I look back on my experiences in EDLD 5303 and EDLD 5313, I can clearly see how both courses pushed me to grow and get out of my comfort zone, not just as a student, but as a CCMR Coordinator who guides seniors through some of the most important decisions of their lives. Every assignment, discussion, and reflection helped me think more intentionally about learning, design, and the environments we create for students. These courses didn’t just give me new strategies, it reshaped the way I understand learning itself.
In EDLD 5303, I gained a deeper understanding of ePortfolios and how powerful they can be in helping learners take ownership of their stories. At first, I saw the portfolio as a collection of work, but the course helped me realize that it is really a space where learning becomes visible. Building my own portfolio required me to slow down and reflect on the purpose behind each assignment. This process made me think about how often my own students are moving so quickly through requirements that they never stop to recognize what they have actually learned. Supporting them in making their accomplishments seen through digital tools, reflections, and goal-setting now feels much more intentional.
The collaborative nature of 5303 strengthened my learning even further. Working with my group, Narly, Janet, Arturo, and Ana was one of the highlights of the class. We all brought different strengths, backgrounds, and perspectives, and that diversity made our discussions especially meaningful. Some of us focused on technology, others on pedagogy, and others on student behavior or motivation. Those conversations helped me see my own blind spots and reflect more deeply. Whenever we approached an assignment from different angles, we ended up with richer insights, and their feedback pushed me to improve both my portfolio and my thinking.
Exploring new digital tools in 5303 was another area that connected directly to my CCMR work. Whether students are creating résumés, uploading certifications, or documenting their journeys, having the right tools helps them build confidence and agency. The course reminded me of the importance of staying current and choosing tools that truly support student needs rather than complicate the process.
EDLD 5313 expanded my understanding even more by focusing on learning environments. Reading A New Culture of Learning encouraged me to rethink how students learn best in today’s world. It made me reflect on whether the spaces I create, emotionally, academically, and digitally are ones where students feel safe to explore, ask questions, and take risks. Developing my personal learning philosophy was a meaningful moment because it helped me recognize what I value most which is relevance, agency, and relationships. These beliefs shape every interaction I have with students, especially when they are navigating stressful moments like FAFSA issues, college decisions, or career uncertainty.
Working with Fink’s Self-Directed Guide and designing outcome-based plans showed me how intentional course design can impact learning even outside a traditional classroom. As a CCMR Coordinator, I design workshops and sessions all the time, but I had never applied instructional frameworks to them. Understanding how outcomes, activities, and assessments align helped me rethink how I structure those experiences so that they feel more purposeful and connected.
Revisiting Dweck’s work on mindset also shifted the way I support students who face setbacks. Many of them experience frustration with testing, financial aid, or personal circumstances. Learning how mindset influences motivation helped me become more thoughtful in how I talk them through those challenges. It reminded me that students need encouragement, but they also need strategies, support, and time to reflect on their progress.
When I look at both courses together, I see how they complement one another. EDLD 5303 helped me make learning visible through reflection and digital tools, while EDLD 5313 helped me design environments and experiences that actually support meaningful learning. Both courses strengthened my ability to guide students with clarity, empathy, and purpose. Most importantly, they reminded me that learning is lifelong for students and educators and that growth happens when we reflect, collaborate, and embrace new possibilities.
References
Brown, J. S., & Thomas, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace.
Dweck, C. (2006). Mindset: The new psychology of success. Random House.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). Jossey-Bass.
Wheeler, S. (2017). Digital learning futures: Mind, brain and technology. Routledge.