Innovation Project Update
Starting the Applied Digital Learning (ADL) program felt like diving into the deep end of a pool filled with new concepts, strategies, and endless possibilities. I was both nervous of taking on this new endeavor, yet excited and a little overwhelmed at the beginning, but as I progressed, I found myself growing in ways I hadn't imagined. From the initial stages of the program to the current phase of my innovation project, I have experienced a remarkable journey of learning, adaptation, and resilience. So far, it has been a rollercoaster of learning and discovery, and I'd love to share my experiences and updates on my e-portfolio innovation project.
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The idea of searching, creating, and implementing innovative project in education was thrilling, but I wasn't sure I had what it took. I was succumbed to so many uncertainties and fears of the unknown and hesitated to continue. I can’t stress this enough, but I believe that teaching and researching about growth mindset (you can read about my growth mindset plan here) at the beginning of the program was extremely important and it has helped me reaching to this point. Adopting a growth mindset was a game-changer for me. I learned to see challenges as opportunities for growth. Instead of feeling defeated by setbacks, I viewed them as valuable learning experiences. This shift in perspective has been essential throughout my journey as I work on my innovation project.
Where Am I With My Innovation Project?
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The cornerstone of my ADL journey was the development of my innovation proposal, which focused on implementing e-portfolios in our school. The proposal aimed to enhance student engagement and learning by providing a platform for students to showcase their work, reflect on their learning and receive constructive feedback. In my innovation project, I divided the project into six phases: Preparation, Planning, Pilot Implementation, Analyze Feedback and Reflection, Implementation with a Wider Audience, and Sustaining and Maintaining. Each phase was meticulously planned, with clear objectives, timelines, and responsibilities. This structured approach ensured that the project remained focused and manageable.
As of now, I have completed Phase 1 (Preparation) and Phase 2 (Planning). Unfortunately, unforeseen challenges during Phase 3 (Pilot Implementation), such as new district expectations and leadership changes, such whirlwinds ((McChesney, Covey, & Huling, 2016) have caused delays. With the shift in priorities towards state standardized testing, the pilot implementation will continue in the fall of the 2024-2025 school year. The remaining tasks include completing the pilot implementation, conducting ongoing training sessions, and collecting feedback from all stakeholders. I am aiming to complete Phase 3 by December 2024 and begin Phase 4 (Analyze, Feedback, and Reflection) by January 2025.
Analyze, Assess and Reflect
What Worked?
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Stakeholder Engagement: Sharing the proposal letter and literature review with administrators effectively gained their support and aligned the project with the school’s vision. This early buy-in was crucial for moving forward smoothly.
Goal Setting: Clearly defining the goals and objectives of the e-portfolio initiative provided a strong foundation and clear direction for the project.
Platform Exploration and Training: The thorough exploration of various e-portfolio platforms (Canvas, Google Sites, Wix, Weebly) and seeking training on these platforms ensured that we selected the best fit for our needs. This preparation ultimately help us to choose Canvas as our main platform for students e-portfolios.
Lesson Planning for Digital Literacy: With the help of our campus Instructional Technologist, preparing lesson outlines for training sessions on digital literacy and the purpose of e-portfolios ensured students would be well-prepared from the outset.
Technical Infrastructure: Securing the necessary technical infrastructure, including 1:1 Chromebooks, ensured that all students had the tools they needed to participate effectively in the e-portfolio initiative.
Content Selection: Deciding on the information that students would include in their e-portfolios helped streamline the process and provided a consistent structure.
What could you do better?
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More Thorough Platform Testing: Although we explored various platforms, I think conducting pilot tests with a small group of students could have provided additional insights into the user experience and potential technical challenges.
Communication with IT: Ensuring closer coordination with our school’s IT to minimizing any potential delays or technical issues. In addition, to get quicker technical supports for students.
Flexibility in Content Selection: Allowing for more flexibility in the types of content students could include in their e-portfolios might have encouraged greater creativity and personal expression.
Flexibility in Time: Incorporating more flexibility in the timeline would have allowed for better adaptation to unforeseen changes in district or campus priorities.
What lessons have you learned?
Through this experience with the implementation of the innovation project, I've learned that collaboration is absolutely crucial. I can't just march forward with my plans in isolation; it really does take a village. Working closely with stakeholders, teachers, administrators, instructional technologists, and, of course, the students themselves has been a game-changer. Their insights and support have been invaluable, showing me that many hands—and minds—truly do make light work.
I've also discovered the importance of adaptability and flexibility, especially when things don’t go as planned. For instance, during Phase 3 of my implementation plan, I faced unforeseen challenges due to new expectations from the school district and changes in campus leadership. These obstacles were beyond my control, but they taught me to be flexible and adaptive in my approach. Rolling with the punches and adjusting my plans on the fly helped me stay on track, even when the path got rocky.
Another key lesson has been the power of asking the right questions (TEDx Talks, 2018). Speaking up and asking questions at every step of the implementation plan has been incredibly clarifying. It's amazing how much smoother things go when you’re not afraid to say, “Hey, can we do this differently?” or “What if we tried it this way?” This proactive communication not only helped resolve issues but often led to even better solutions and ideas than I initially imagined.
Overall, this journey has reinforced that success in innovation is a team effort, requires a nimble mindset, and thrives on open, honest dialogue. These lessons will undoubtedly shape how I approach future projects and challenges.
Promote and Communicate
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Promoting and communicating the e-portfolio project is absolutely vital for its success and sustainability. First, I’ll make sure to maintain open communication with parents about the benefits and progress of the e-portfolio initiative. Keeping parents in the loop is essential for their support and involvement. I’ll be hosting workshops to showcase successful e-portfolios and share best practices in our PLC. Seeing success in action is a great motivator for everyone. I’ll also be using the school website, social media, and ClassDojo to highlight success stories and student achievements. These platforms are perfect for spreading the word and keeping everyone excited. Lastly, I’ll be building a team of teachers dedicated to the continuous improvement of implementing student e-portfolios on campus. This team will be the backbone of our project, ensuring it grows and evolves over time. By showcasing success, leveraging digital platforms, engaging parents, and fostering a supportive team, we can ensure the e-portfolio project thrives and makes a lasting impact on our students’ learning and campus.
Key Takeaways and Future Projects
Reflecting on my e-portfolio project, I've gathered some valuable insights that will shape my approach to future projects. First and foremost, I've learned the importance of anticipating changes. Shifts in district or campus priorities can throw a wrench in even the most well-laid plans. Moving forward, I’ll incorporate buffer time into my timelines to accommodate these unexpected changes, ensuring that we remain on track despite any curveballs.
Secondly, continuous alignment with stakeholders is another crucial lesson. Throughout this project, clear and consistent communication with all involved parties—from administrators to teachers, students, and parents—helped prevent misunderstandings and delays.
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