Reflection Letter
I cannot express anything but my heartfelt gratitude for the exceptional educational journey I have embarked upon as part of the Master of Education in Educational Technology program at the University of Texas Rio Grande Valley.
My name is Abiu Duran Rodriguez, and I am an instructor for the UTRGV High School Equivalency Program (HEP) in Edinburg, TX. I have had the privilege of being a part of this program for over five years now, specializing in the subjects of Science and Social Studies. My professional journey, however, spans over three decades, primarily in the private sector. Following my graduation with a bachelor's degree in Computer Science from the Universidad Autonoma de Nuevo Leon in Mexico, I embarked on a dynamic career that saw me traversing diverse sectors, including corporations, civic associations, and non-profit organizations. These experiences ranged from government departments to stock market corporations, from maquiladoras to educational institutions. Each chapter of my career further enriched my technological expertise and enhanced my organizational skills. It was in 2013 that I transitioned into the field of education full-time, fueled by a deep-seated passion for empowering adult learners who, for various reasons, were unable to complete their high school education.
My undergraduate degree in Computer Science laid the foundation for a career that, although fulfilling, was incomplete without the transformative power of education. This realization prompted me to pursue the Master of Education in Educational Technology, and I can confidently say that this journey has been nothing short of enlightening.
Throughout this educational journey, I've had the privilege of engaging with numerous peers and participating in collaborative efforts. One particularly enlightening experience was the development of the EDTC 6320 collaborative project, which allowed me to work closely with team members from diverse professional backgrounds and different geographic locations.
This collaborative project experience reinforced my belief in the intrinsic value of varied perspectives. It highlighted the unique talents that each team member brings to the table, enabling us not only to create a comprehensive project but also to produce a collective effort that genuinely reflects the strengths of each team member.
The design of the Parallel 26 project embodies Meyer's multimedia principles and proposes a dual-channel solution that aligns with his Cognitive Theory of Learning. By suggesting an audio-visual presentation, our solution promises a more effective approach to learning. This approach harnesses the power of multimedia to enhance comprehension and retention, creating an enriched learning experience that serves different learning styles.
The efficacy of a well-designed learning solution hinges on the application of a structured methodology. This methodology involves pinpointing areas for improvement and crafting an effective model, which is then subjected to evaluation by Subject Matter Experts or end users. This evaluation, often conducted in a one-on-one setting, aims to uncover any potential deficiencies or areas in need of enhancement, ultimately culminating in the creation of a comprehensive and highly efficient learning experience.
These principles were put into practice during my participation in the EDTC 6321 Instructional Design course. Throughout this course, I had the opportunity to assess my current professional environment, planning an instructional solution proposal with the ultimate goal of developing and deploying a fully online micro-learning experience. This initiative is designed to assist adult learners in enhancing their social studies skills, with a specific focus on geography.
I may have approached this program in an unconventional manner by enrolling in EDTC 6323 as my first course. However, this course served as an introduction to the intricate nature of an accelerated program like this one. It challenged me to create a Reusable Learning Object (RLO), designed for long-term use in a fully online environment, with the aim of enhancing instruction in a specific area within my workplace. This endeavor compelled me to explore into the utilization of Google Classroom as a learning platform, which I had not been thoroughly acquainted with until then.
Nonetheless, I found this course to be truly inspirational, as it kept me fully engaged and ignited a strong desire to expand my knowledge of technologies that can simplify my tasks. Discovering effective methods to facilitate task-oriented learning is paramount in instructional design and content creation, only if it aligns with the learner's knowledge level.
Ultimately, every one of the courses and every one of the projects developed within this program, have played a pivotal role in the shaping of a robust design methodology. This methodology not only offers a significant professional advantage in my career but also, on a deeper level, strengthens the pedagogical foundation that is essential in the creation of genuine content and instruction for the betterment of the intended target audience.
In particular, I wish to express my appreciation for the knowledge and skills I have gained in three key areas during my time in this program: the ADDIE methodology for instructional design, the significance of Bloom's Taxonomy in crafting instructional objectives, and the profound impact of Ebbinghaus's Forgetting Curve in the reinforcement of learning. These three key areas have been fundamental in the development of highly effective instructional solutions throughout the completion of this master's degree program.
The ADDIE model, with its iterative approach to instructional design, has revolutionized my approach to creating effective learning experiences. Every one of its systematic model, from Analysis to Design, to Development, to Implementation, and ending in Evaluation have provided me with a structured framework for designing instructional solutions that are not only engaging but also highly effective in meeting the unique needs of learners, either in a K-12 educational environment, or in an adult learners environment.
The understanding of Bloom's Taxonomy has been instrumental in formulating clear and measurable instructional objectives. By applying the taxonomy's hierarchy of cognitive processes, I have been able to create objectives that promote critical thinking, problem-solving, and deep understanding, with the ultimate goal of enhancing the learning outcomes of the target audience.
Ebbinghaus's research on the forgetting curve has emphasized the importance of reinforcement in the learning process. Equipped with this knowledge, one can incorporate strategies to ensure that learning is not a temporary experience but a lasting transformation. This insight has been decisive in helping learners retain and apply the knowledge gained in any given course.
Derived from Nussbaum-Beach and Hall's enlightening book, "The Connected Educator," the following quote resonates profoundly: "personal learning networks help you leverage deeper connections and relationships, and from those networked relationships, you grow a community of connected learners and leaders." This citation underscores the vital importance of cultivating robust connections with peers who share common interests. Consequently, the incorporation of collaborative elements within learning experiences becomes vital. This synergy of collaboration not only enhances the acquisition of knowledge but also guarantees its practical application. In the context of a learning team, collaboration generates a positive synergy wherein each member's unique strengths are harnessed to collectively attain shared objectives. Through sharing and cooperation, peers not only aid one another but also stimulate continuous learning. The accumulation of shared knowledge consistently contributes to the expansion of a connected learning community, broadening perspectives and igniting a thriving exchange of ideas. In this way, the quotation encapsulates the essence of educational empowerment through shared understanding and collective growth.
Maria Montessori, a renowned Italian educator, once expressively stated, "The greatest sign of success for a teacher...is to be able to say, 'The children are now working as if I did not exist'" (Montessori, 2007, p. 101). This quote aligns harmoniously with the principles of constructivist theory, which advocates for active student action in their learning process. In this paradigm, the teacher's role transforms into that of a facilitator, a supporter, relinquishing control.
As a natural corollary, educational technologists are tasked with advocating the development and adoption of learner-centered instructional platforms. By shifting the focus towards the learner's needs, these platforms pave the way for significantly improved knowledge retention and its practical application in real-world situations. In essence, the core mission of educational technologists is to harness technology as a means to empower learners, ultimately bridging the gap between theory and practical, real-world problem-solving. Maria Montessori's learning method, often classified as a form of constructivism (Woolfolk, 2019), continues to illuminate the path toward more effective, self-driven learning experiences.
As I look back on my educational journey, I am profoundly grateful for the firm support and mentorship provided by the distinguished faculty at the University of Texas Rio Grande Valley. The program's unwavering commitment to excellence in educational technology and instructional design has been transformative, equipping me with a rich arsenal of tools and strategies. These resources are not just for my personal growth but, most importantly, for the betterment of my adult learners.
In closing, I eagerly anticipate the opportunity to carry forward the wealth of knowledge and expertise acquired during my time in this program into my professional pursuits. The principles of instructional design, the paramount importance of well-defined learning objectives, and the art of reinforcement have become the foundational pillars of my instructional approach. I am confident that these principles will serve as my guiding light, empowering me to make a substantial and lasting impact in the lives of the adult learners I have the privilege to serve.
The skills and insights gained from this program are not confined to the classroom but are intended to extend into the broader educational landscape. I firmly believe that these transformative experiences will not only enhance my own professional growth but also enrich the learning experiences of those I am entrusted to teach. Through these principles, I am well-equipped to foster meaningful change and continuous improvement, aligning closely with the evolving needs of my adult learners and the demands of the dynamic educational field.
In conclusion, this program has been a beacon of knowledge and a catalyst for my personal and professional growth. With the torch of knowledge lit by this respected institution, I am ready to illuminate the path of learning for my adult learners, helping them navigate the intricate terrain of education with confidence and purpose. The impact of this journey extends far beyond these academic walls, flowing through the educational community and igniting a passion for lifelong learning among those I am privileged to teach.
Best regards,
Abiu Duran Rodriguez
References:
Nussbaum-Beach, S., & Ritter Hall, L. (2012). The Connected Educator: Learning and Leading in a Digital Age. Solution Tree Press.
Montessori, M. (2007). The Montessori method. Bn Publishing.
Woolfolk, A. (2019). Educational psychology. Pearson Education Australia.