Even though constructivist learning theorists for many decades promoted the benefits of self-directed learning or autodidactism it wasn’t until the COVID crisis of 2020 and the mass forced remote learning that most educators had realized that too many students were not suited or prepared to learn online. Why? Justin Reich (2020) points to research in his book, A Failure to Disrupt: Why Technology Alone Can’t Transform Education, which shows that the learners who are most successful in an online or blended environment that requires self-pacing and personal motivation are those who are already successful in school. These self-directed, self-motivated, and academically prepared learners will succeed in any learning environment because they know how to learn and assess the quality of their own work. The problem that we face is that the vast majority of students are dependent on their teachers to direct their learning and to administer standardized testing. If autodidactic learners are able to learn in any type of environment then we should be asking how do we help our learners become autodidacts and adopt a learner’s mindset. I have explored this notion further in the post, We Need More Autodidacts and the related Learner’s Mindset Discussion.

Our research in the Digital Learning and Leading (DLL) program at Lamar University, our experience in the School of Instructor Education at Vancouver Community college over the past several years, and several decades of related research and experience in a wide variety of learning environments have confirmed that if you create a significant learning environment where you give your learners choice, ownership, and voice through authentic learning opportunities (CSLE+COVA) you can incorporate assessment FOR/AS learning which can help shift a learner toward a learner’s mindset. We have also learned through our experience and research that incorporating feedforward or educative formative assessment will also help to continue that shift toward the learner’s mindset. By giving learners choice over most aspects of their learning experience and through the use of authentic learning opportunities and ePortfolios, our students over the past several years have incorporated many aspects of the assessment as learning perspective which are essential to the learner’s mindset.

Unfortunately, all too often there is a very different learning environment that our students experience in the courses and programs I have developed and instructed than the type of the learning environment that my students are able to create for their learners in their organizations. Finding the right balance between assessment of learning, assessment for learning, and assessment as learning is one more factor that plays a significant role in the learning environment. In much the same way that we have explored and differentiated the role of choice, ownership, and voice through authentic learning opportunities we have to do the same for assessment OF/FOR/AS learning.

Rather than add to the decades of literature on assessment OF/FOR/AS learning I will draw upon the key ideas and summarize the salient points that are most important to contributing to a significant learning environment.

For those who prefer a more typical written definition the New South Wales (Australia) Education Standards Authority (2017) provide a good summary of “assessment for, as, and of learning”

Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment’, it usually occurs at defined key points during a teaching work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking purposes depends on the validity, reliability, and weighting placed on any one task. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Assessment for learning involves teachers using evidence about students’ knowledge, understanding, and skills to inform their teaching. Sometimes referred to as ‘formative assessment’, it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

The following assessment OF/FOR/AS learning table is a compilation of from a wide variety of resources that goes a bit further than simple definitions (Chappuis et al., 2012; Fenwick & Parsons, 2009; McNamee & Chen, 2005; Rowe, 2012; Schraw, 2001; Sparks, 1999):

If we want to encourage our learners to become more autodidactic it would then seem reasonable to shift from assessment of learning to assessment for learning and ultimately get to assessment as learning. We see this perspective from Lorna Earl (2012) in her highly cited text Assessment as Learning: Using Classroom Assessment to Maximise Student Learning.

Earl’s assessment pyramids are featured in many different sources and her argument that the traditional assessment of learning is the dominant form of assessment is widely accepted. Even though she calls for a balance in the use of assessment of/for/as learning her revised assessment pyramid that replaces assessment of learning with assessment as learning as the base of the pyramid still doesn’t represent a realistic balance nor an effective way to incorporate assessment into the learning environment.

Rather than view assessment of/for/as learning as hierarchical it may be more effective to view assessment of/for/as learning more holistically as more of an interplay of assessment within the learning environment. The National Forum for the Enhancement of Teaching and Learning in Higher Education in Ireland (2017) offers a wonderful perspective on assessment of/for/as learning that emphasizes the interplay of the different types of assessment and the key roles that the assessment and the people involved play.

While some learning theorists may desire to craft a potential learning environment that uses assessment as learning, the reality we face, and that our learners face is not theoretical. We live in a world where we use credentialing exams and other forms of standardized testing and while we have seen a recent move toward implementing formative feedback most educators’ reality reveals that assessment of learning dominates. Moving toward assessment for learning and assessment as learning will only be possible if we look at the bigger picture. We need to help educators to recognize that we are not asking for a full pendulum swing away from assessment of learning to assessment as learning with assessment for learning somewhere in the middle. We are acknowledging that an interplay of all three is not only realistic it will be the most productive approach to improving the learning environment.

We must also acknowledge that our teaching and learning environment are dramatically influenced by the assessments we use. If we consider assessment of/for/as learning as an integral part of the learning environment and we look to fully integrate assessment as part of the learning process then we do our learners justice by helping them to experience a balance in the assessment of/for/as learning. If we model an integrated approach to assessment of/for/as learning then we will be equipping our learners so that they too can integrate assessment of/for/as learning into their own learning environments that they create for their learners.

While this more focused examination of assessment of/for/as learning may provide a novel perspective for some, we have been incorporating the assessment of/for/as learning inter-relationship in the creation of our significant learning environments and when we give learners choice, ownership and voice through authentic learning. This assessment as learning perspective is a practical way to move into what the researcher Mizerow would argue is transformational learning. Mizerow (2000 & 2010) argues that you do not learn things until you tell someone about what you have learned. The transformation to deeper learning happens in the reflective process and the sharing of your learning process with others.

The entire shift toward the learner’s mindset includes the shift toward assessment as learning and you and the following posts and video are a few examples of how we have been supporting and exploring how to help learners become self-directed or autodidactic.

Contribution to Your Learning and the Learning Community

The assessment as learning model is realized in the ADL program and courses through the Contribution to Your Learning and the Learning Community collaboration and reflection component of each course.

In addition to viewing the Assessment As Learning Video posted at the top of the page, ADL students are required to also view the following video and then consider their contribution to their learning and their learning community.

Contribution to Your Learning and the Learning Community

“At some point, to be powerful performers in life as well as self-directed learners, students must learn how to assess the quality of their own work” Creating Significant Learning Experiences by Fink, L. D. (2013, p. 103).

This critical reflection allows you to evaluate your ability to be a self-directed learner by getting you to self-assess your contributions to your own learning and to the learning of your classmates. Learning to self-assess is an important part of your being a self-directed and lifelong learner.

You will be self-assessing your contributions to your learning and to the learning community at the end of each course.

Directions: (Expectations)

For each course, you are to select a numerical score from the self-assessment marking guide and then write a rationale (min 500-800** words) that supports and justifies the numerical score you have selected. This rationale will address what is working, what you can do better, and will highlight your contributions to your learning and to the learning of the community. Please provide specific details in your rationale. The rationale must also list the 3-5 members of your base group community with whom you consistently collaborate. The rationale must list a numerical score, include links to your work, and be submitted as a link to a post on your ePortfolio.

**Accelerated ADL option: For those who are currently taking two ADL courses at the same time, you can combine the two separate course Contributions to Your Learning Community reflections into one unified reflection on the condition that you reflect on and articulate how your collaborations impact the connecting of ideas from the two courses. This is much more than just stating that you did combine the two reflections; you need to explain how you combined your collaborations and what was the impact of doing so.

Note: If your rationale lacks specific details and does not support your score (too high or too low) you may be asked to redo the rationale before the score is adjusted and is recorded.

Self-Assessment Marking Guide

Score 90-100

Key Contributions

1. Contributed to and helped build your core collaboration group.
2. Provided peer feedback to your core group members.
3. Revised all assignments and reflected on revisions in this contribution to learning activity.
4. Completed ALL of the course readings, videos and supporting resources.
5. Met the various course activity deadlines indicated in the calendar.

Supporting Contributions

1. Took leadership responsibility in your base group and the course.
2. Contributed to your learning and the learning of your colleagues by participating in ALL activities.
3. Active contributions in the various course forums.
   • You posted in a timely fashion so others can respond to your posting.
   • Your postings reflect breadth and depth of thinking with research to support your thinking and is cited using APA.
   • Additional postings were made that did not require research but were rather to contribute to the learning.

Score 80 – 89.5

• All of the key contributions were met.
• One of the supporting contributions was not met.

Score 70-79.5

• One of the key contributions was not met or and one or more of the supporting contributions was not met.

Score 0 – 69.5

• More than one of the key contributions were not met and more than one of the supporting contributions was not met.

This guide is provided in each of the ADL courses.

Related posts:

• In pursuit of the better way – the learner’s mindset
• DIY Mindset Requires a Learner’s Mindset
• Learner’s Mindset Explained
• Learners Mindset Discussions – Getting Started
• How to Grow a Growth Mindset
• Growth Mindset – How To Help Every Child Fulfil Their Potential
• Connecting dots vs collecting dots
• The Power of Deliberate Practice

References

Alberta Education. (2003). Types of classroom Assessment http://www.learnalberta.ca/content/mewa/html/assessment/types.html

Assessment OF/FOR/AS Learning. (2017, March). [National Forum]. The National Forum for the enhancement of teaching and learning in higher education. https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/

Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right-using it well. Pearson Upper Saddle River, NJ.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.

Earl, L. M., & Manitoba School Programs Division. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Manitoba

Education, Citizenship and Youth. https://www.edu.gov.mb.ca/k12/assess/wncp/index.html

Fenwick, T. J., & Parsons, J. (2009). The art of evaluation: A resource for educators and trainers. Thompson Educational Publishing.

McNamee, G. D., & Chen, J.-Q. (2005). Dissolving the Line between assessment and teaching. Educational Leadership, 63(3), 72–76.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass Publishers. San Francisco, CA.

National Forum for the Enhancement of Teaching and Learning in Higher Education. (2017, March 30). Expanding our Understanding of Assessment and Feedback in Irish Higher Education. Retrieved from https://www.teachingandlearning.ie/publication/expanding-our-understanding-of-assessment-and-feedback-in-irish-higher-education/.

NSW Education Standards Authority. (n.d.). Assessment For, As and of Learning. Retrieved December 7, 2020, from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment/approaches

Rowe, J. (2012). Assessment as learning—ETEC 510. http://etec.ctlt.ubc.ca/510wiki/Assessment_as_Learning

Schraw, G. (2001). Promoting general metacognitive awareness. In Metacognition in learning and instruction (pp. 3–16). Springer.

Sparks, D. (1999). Assessment without victims: An interview with Rick Stiggins. Journal of Staff Development, 20, 54–56.

ADL Links
Applied Digital Learning
DLL Evolves to ADL
CSLE+COVA
ADL Why & Principles
Assessment OF/FOR/AS Learning
ADL Program Map
What You Get From the ADL
How to Succeed in the ADL
ADL Course Goals
ADL Tips & Perspectives

Revised on August 16, 2021

How to Succeed in the ADL
If you haven’t already reviewed this page and the related links you owe it to yourself to spend the 30 minutes that it will take to see how to really do well in the DLL.

Assignment Instructions & Start Continue Attempt… Explanation

Learner’s Mindset

Why Authentic Learning Converts Into Lifelong Learning – We need to allow our learners to choose and work on authentic projects that will inspire their intrinsic passions for learning and help them grow their learner’s mindset.

In pursuit of the better way – the learner’s mindset – Perhaps, if we focused on nurturing and supporting our learner’s natural inquisitiveness and predisposition toward learning we would be much further ahead and wouldn’t then have to attempt to restore or rebuild what we have torn down in the first place.

Innovation Planning

How to Avoid EdTech Quickfix Traps – If you are considering a 1 to 1 initiative or using a software system for drilling in Math or Language/English then I want you to recognize that these are only a small part of a bigger picture and you need to shift your focus from technology to learning. Something along the lines of blended learning or project-based learning would be a very logical focus where these technologies would be used effectively.

Choosing Your Innovation Project – The selection of an Innovation Project is key to the Applied Digital Learning (ADL) program. This video provides key perspectives that will help you make a wise selection:

Innovation Proposal & Planning Tips – An overview of who you should focus on, what should go into your innovation proposal, and how to pull all your planning pieces together.

Examples mentioned in video
Brooke Josephs
https://bjosephs6.wixsite.com/teachingincolor/project07

Mike Yakubovsky
https://stemtoolkit.weebly.com/project-proposal.html

Carl Mohn
https://carlmohn.wordpress.com/2017/09/24/innovation-is-the-key/

Caleigh Heenan
https://onedisruptiveeducator.com/innovation-plan/

More 5305 Proposal Examples https://www.harapnuik.org/?page_id=6556

Are You Bolting a Jet Engine onto Your Horse Cart? – If you really want to get the most out of any learning opportunity you have to fight through the cognitive dissonance and experiment with the new ideas and processes to see if they really can make a difference.

Do You Care Enough to Let Them Take Ownership of Their Learning? – When we let our learners take control of their learning the experiences they can embrace, the meaningful connections they create, and the knowledge that they gain will be life-changing.

Assignment Submission Tips

Collaboration

The key to improving student achievement – Hattie argues examining, thinking, and talking with other teachers about the learning environments that we have created and are creating and the impact that we can have on learners is the most important thing we can do to improve our learner’s achievement.

Who Do You Trust Enough to Learn From? – The evidence is clear; if you want to learn more effectively online you need to collaborate with your classmates.

Where is My Discussion Post? If you have your introduction post and you can’t see it, chances are you posted it on someone else’s thread. Consider the following video to see how to avoid this in the future:

Literature Review – What does the Data Say

Essay Funnels

Literature Review examples used in video
Mike Yakubovsky
https://stemtoolkit.weebly.com/innovation-project-literature-review.html

Caleigh Heenan
https://docs.google.com/document/d/e/2PACX-1vR-UJ6s0qdzbsKcRiQh_4SeT7AjVZegqnjxnFGfxxk1Er7dQAQvZovIDuRRqrIoxxVEXTlUTg41EtwJ/pub

To Get the Real Story You Need to Go to Primary Sources – Because we live in an age when so much information is available we must not only be prepared but be willing to take the time that it takes to critically and analytically assess all the information we are taking in.

What are you learning today? – We need to continually ask – what are you learning today? This question leads to the next most important question – What do you want to learn next?

Case Studies – Implementation Outline

It’s About the Learning First

Implementation Outline Examples used in the video:

Allessa Berg
https://booksbirdiesandearlgrey.wordpress.com/2021/10/09/implementation-outline/

Mike Yakubovsky
https://stemtoolkit.weebly.com/implementation-outline

Jamie Velazquez
https://jamievelazquezdlleportfolio.wordpress.com/steam-and-blended-learning-implementation-timeline/

Caleigh Heenan
https://www.sutori.com/en/story/innovation-station–Tmz4rgCGgcSQtHAvMJaPbZwS

Why Good Ideas Too Often Go Bad – Useful ideas like Project-Based learning, 1 to 1, and blended learning can all too easily lose their benefit when we shift the focus from learning and just do projects, just focus on the devices, and just focus on the content delivery part of the blended learning.

The Gift of Intrinsic Motivation – Letting your learners experience the consequences of their actions (as long as they aren’t life-threatening) will be much more valuable to them in the long run than your intervening.

Opening Up Spaces for Answers – Why we run EDLD 5305 the course on innovation planning before we run EDLD 5313, the course on creating significant learning environments

Computers in Schools – Not Working…Yet – If focusing on the technology doesn’t improve learning then what does? the research is overwhelming…Focusing on the learning first then finding ways to enhance that experience with technology will improve learning.

My Video & Media Tools

How to Use The Power of Video – Make sure your videos are targeting the hearts before you target the minds of your audience.

Dwayne’s DIY Video Creation Toolbox & My Video & Media Tools – Video examples, the tools, and resources I used to create, edit and publish those videos and the full list of hardware, software and videos resources that I use on a regular basis to create the videos for your learning environments.

Innovation Plan Google Docs Option

Sample Google Doc used in video

Connecting and Communicating your Innovation Plan Compilation/Wrapup post/page

Examples used in the video:

Brenda Clawson
https://brendaclawson.com/disruptive-innovation-in-technology/

Anna Akuretiya
https://annaakuretiya.wixsite.com/blendedlearning/innovation

Alessa Berg
https://booksbirdiesandearlgrey.wordpress.com/applied-digital-learning/edld-5305-my-authentic-innovation-plan/

Naima Bagot
https://nnbagot0.wixsite.com/nnbagot23/innovation-plan

Kimberly Purvis
https://kimberlyp02.wixsite.com/website/about-5

Pedro Carrizales
https://pedrocarrizales.wordpress.com/innovation-plan/

Annotated Bibliography Tips

Contributions to Your Learning and Learning Community Grading

The Power of Vision – Transformative Scenario Planning
Telling stories about what might happen. Not stories about what will happen, not forecasts; not stories about what should happen; not proposals or visions or positions but stories about what MIGHT happen–relevant, challenging plausible clear stories about what might happen.

Professional Learning Plan – a commitment to a lifelong passion for learning.

ADL/5303 Perspectives
ADL/5304 Perspectives
ADL/5305 Perspectives
ADL/5313 Perspectives
5317 Perspectives

Revised August 15, 2023

Difference between the DLL and ADL programs

ADL links:
Applied Digital Learning
DLL Evolves to ADL
CSLE+COVA
ADL Why & Principles
Assessment OF/FOR/AS Learning
ADL Program Map
What You Get From the ADL
How to Succeed in the ADL
ADL Course Goals
ADL Tips & Perspectives

Revised on August 16, 2021

Disruptive Innovation – The Ride You’re On

Whether you choose to acknowledge it or not, your organization is riding the waves of change. You have a choice to make. Are you going to go along for the ride and respond reactively to change, or are you going to take charge and be in the driver’s seat, utilizing the change as an opportunity to enhance your institution’s learning environment?

Course Outcome/Goal

Learners will identify technology innovations and embrace them as opportunities rather than challenges, recognizing that they can proactively use those changes as catalysts to enhance their organizations.

Module Outcome/Goal

After completing this module, you should be able to:

Apply the principles of disruptive innovation.
Use technological innovation and change as a proactive catalyst enhance your learning environment.

Video Resources

The Ride You’re on
https://youtu.be/fUej3I2HXeE

Readings

Please read one of the following titles that best aligns with your situation or area of interest:

Horn’s Blended Learning (entire book)
Higher Education – http://www.americanprogress.org/issues/labor/report/2011/02/08/9034/disruptingcollege/
Business – Christensen’s Innovator’s Dilemma (entire book).

Discussion Tips & Grading

Discussion grading is based on the quality and level of collaboration with your classmates. We monitor the discussion forums on a weekly basis to get a sense of the quality of your contributions. We check to see if you are really entering into discussions with your classmates or are you just giving limited or “token” contributions. What is “quality” participation? In the words of Supreme Court Justice Stewart ““I know it when I see it”. There will always be a certain amount of subjectivity when we are considering the quality of discussions and dialogue. To help alleviate this subjectivity somewhat consider the following points. We will take into account whether or not you are responding to or entering into a dialogue with your classmates who may have taken the time to respond to your posts or comments. We will be looking to see if you are you trying to be helpful and share insights. We will also be looking see if you are asking questions that lead to deeper discussions and deeper learning. The right answers are often not nearly as important as the right questions.

At the end of the term we run a statistical analysis to see the distribution of the discussions. We then assign a grade based on the level and quality of participation. To get a higher grade you need to collaborate at a high level with more people. The more helpful you are the better you will do.

We don’t use a discussion checklist because research reveals that when we use this type of a checklist or rubric in online discussions students will simply follow the formula (i.e. make one post and respond to two others or whatever the formula dictates) and do not really enter into authentic collaboration. Collaboration is very important in digital learning and you don’t get effective collaboration using a discussion checklist. How much collaboration is enough—enough to be authentic and helpful.

Disruptive Innovation Discussions

In this assignment, you to consider your reading and are to view the following videos then participate in a discussion with your colleagues. This discussion will give you the opportunity to get a better understanding of Disruptive Innovation and how it applies to education and will enable you to verify the ideas that you plan to use in your first written assignment.

Part 6 — Technology as a Disruptive Force in Education

Disrupting Class – Part 3: Disruptive Innovation in Education

Disrupting Class – Part 4: Blended Learning

Instructions

Participate in a class discussion in which you begin by addressing the following issues/questions.

• What is disruptive innovation and why is it so important?
• How can innovation be a catalyst for change in education or your industry and organization?
• If blended learning is not about the technology but about the learning then why do we overemphasize the technology aspect of this change?
• What models of blended learning can you see working in your organization?
• What are some opportunities for innovation in your organization? How will this impact your innovation proposal?

Please remember the list of questions are for your benefit and are intended to help you focus your thinking. We are not asking nor expect you to answer each question in your discussion–rather you should use these questions to help focus on how the insights gained through this discussion will help you to add another component to your innovation plan.

This assignment will be assessed as part of your course participation grade.

The Need for Change Discussions

In Bring on the learning revolution! Sir Ken Robinson makes an entertaining and profoundly moving case for a revolution to our educational systems. Robinson makes the argument that we need to use the advances in the Internet and technology to create a model of education that is organic and that is personalized to a learners unique talents and needs. This discussion will give you the opportunity to get a better understanding of why change is so important and to enable you to verify the ideas that you plan to use in your your first written assignment.

Sir Ken Robinson: Bring on the learning revolution!

Instructions

Participate in a group discussion, which you begin by addressing the following issues/questions.

• Do you agree or disagree with Robinson’s argument?
• What does this say about our learning environments?
• What can we do to change our educational system?
• What technologies exist today that personalize your computing and learning experiences (hint: Amazon…)?

Please remember the list of questions are for your benefit and are intended to help you focus your thinking. We are not asking nor expect you to answer each question in your discussion–rather you should use these questions to help focus on how the insights gained through this discussion will help you to add another component to your innovation plan.

This assignment will be assessed as part of your course participation grade.

The Effect of Disruptive Innovation in My Organization

Assignment Value: 75 points

In this assignment, you are to articulate your understanding of how a disruptive innovation can be used to impact and change your organization. As you develop your argument for your innovation proposal take into account the ideas that you have explored in the literature, media and discussions.

Instructions

Create/develop an argument for change in your organization that you plan to implement–this argument for change will be referred to as your innovation proposal. Consider all the points that you discussed with your colleagues in the two Collaborative Discussions when you are making your innovation proposal. Your innovation proposal will provide the foundational background for the literature review, the implementation outline, the promotional video and the final presentation of your innovation plan that you will be developing in the rest of this course.

The innovation proposal can be submitted in any format but keep in mind that it will also be used in your ePortfolio as a part of the final blog post where you present your final plan that you will share with your organization.

Two Step Submission

An accurate understanding of how innovation can be used as a catalyst for change in your organization is so fundamental to your innovation proposal and to all other assignments within this course that we need to confirm that you are on the right track and have a solid foundation for which to base the rest of your course work. Therefore, we will be using the following two step submission process:

Step 1

You will submit your completed proposal by 11:59 PM CST on the first Sunday of the course. This assignment will be reviewed but not graded and feedback will be provided to confirm that you are on the right track. You must submit this assignment directly via email to your instructor.

Step 2

You will then take into account your literature review in week two and case study examinations in week three to the help revise and update your ideas and then submit a final version of your innovation proposal by 11:59 PM CST on the Friday night of Week 3. This submission will be graded and must follow the following submission details.

Submission Details:

This assignment is unique to you, your circumstances, and your organization so you need to determine who your audience is, why and how they will use this information, and what impact you are looking to make. Since you own this assignment, and more importantly the ideas within the assignment, you need to choose how you will format and present this information. Refer to Who Owns the Eportfolio – https://www.harapnuik.org/?page_id=6050 for a more detailed explanation of idea ownership.
Even though your evidence of learning for this assignment may take the form of a Google document, video, presentation ( SlideShare), blog post or other digital format, to submit the assignment URL you are required to download and use the provided assignment document template Assignment1-EDLD5305-Submission.docx Click for more options

Download the document template (above)
Past the URL into the space at the top of the document template,
Add your name to the document,
Rename the file with your name and assignment identifier,
Upload the file to Blackboard by or before the deadline.

If your evidence of learning does take the form of a Word document then you can simply paste the content into the document template and complete the assignment submission as outlined above.
The School of Education is using this submission process in its online courses for two reasons:

We wish to provide you an offline copy of the assignment instructions that you can refer to.
We want to ensure there is a consistent and permanent record of assignment submissions that can efficiently be converted to hard copy.

Formats:

You can use a document, google doc, presentation (SlideShare), video, infographic, blog post or any other format to present your ideas to your audience.
Use the APA format to cite your sources.
Use the assignment name, your last name and first initial (assignment name + last name + first initial) to label your assignment submission.

Add to ePortfolio:

Since this assignment is part of the course outcome of identifying technology innovations, embracing them as opportunities rather than challenges, and recognizing that they can proactively be used as catalysts to enhance your learning environment and organization you will also need to add this to your ePortfolio. In the final module you will be required to consolidate all the course assignments into a cohesive section on your ePortfolio, so we recommend that you add this to your ePortfolio as you go along rather than wait until the end.

EDLD 5305 Innovation Plan
EDLD 5305 Module 1
EDLD 5305 Module 2
EDLD 5305 Module 3
EDLD 5305 Module 4
EDLD 5305 Module 5