Learning Design: In My Evaluator Era

Here we continue on my learning design journey. In my last entry, I was in my "emerging trend era," and now, I’m in my "evaluating era." For this blog entry, I’ve been asked to self-reflect on my competence as an evaluator as a learning designer, drawing upon my experiences in evaluation as an educator. I admit that it was difficult to do so, given that my entire experience is in education. However, I believe that the experiences there will be beneficial as I explore the aspect of learning design evaluation. Here are my thoughts as I evaluated myself in each domain.

Domain 1: Professional Practice

    Professionalism and ethics are practices that hold the utmost significance for me, guiding every decision I make. While I've evaluated myself highly in these areas, I acknowledge that there's always room for growth and that’s an endless room. My lowest grading is in terms of AEA competency; not because I’m not capable but simply because…I haven’t had the chance to use it yet. As both an educator and an immigrant from the Philippines, I advocate for ethical evaluation of individuals from diverse cultural backgrounds and the utilization of data-driven judgment for the benefit of others and continual self-improvement.

    Transitioning these beliefs from an educator's perspective to that of a learning designer involves the mindful effort to separate personal and professional biases. However, as of this blog entry, I am still grappling with fully understanding what this entails and I plan to actively learn as the journey goes. While I am committed to upholding professionalism and ethics, I cannot fully call myself an expert in this domain without evaluating it from a learning design standpoint. Therefore, my intention is to approach it with the same mindset but remain open to reflection and revision of my perspectives.

Domain 2: Methodology

    "‘Data-driven’ was a universal term in the schools where I have worked and fortunately, there have been plenty of opportunities to explore it professionally, particularly in a research class. Paraphrasing a former supervisor, we lived and breathed data. With that said, I am well-versed in both quantitative and qualitative data analysis; interpreting them and formulating solutions. Just like everything else, my level of expertise stems from an educator’s perspective, and I look forward to applying it within learning design. On a scale of 1 to 6, I rated myself at an average of 4, acknowledging my determination but recognizing the need for further experience. The key is to remain open to continual learning and to embrace the possibility of having my perspectives challenged, ultimately fostering long-term growth. It’s only a matter of getting the opportunity. 

Domain 3: Context 

    In the domain where I find myself weary and doubtful of my abilities—context—, I am committed to approaching it ethically and with a focus on the interests of users and stakeholders, while also addressing their diverse needs. However, I have yet to take action to assess how these intentions may be perceived from an outsider’s perspective. Therefore, I acknowledge the need for improvement in addressing issues and fostering shared understanding—terms associated with "shared" currently hold a low rating, which I will address in the next domain. My ability to clarify and communicate effectively was consistently nurtured during my years as an educator, where I navigated conflicts within the education system, particularly within Arizona schools where conflicts remain uncommon. I am confident in these abilities, though I remain open to growth as designs and innovations evolve.

Domain 4: Planning and Management

    I firmly believe in continuous improvement and growth; the "innovator" in me based on Roger's Diffusion of Innovation. Among all domains, I acknowledge that this is the area where I need the most growth. Having spent the majority of my career working with "laggards" and strong personalities, I am accustomed to working independently, so the idea of working in teams generates a lot of anxiety. However, in my recent experiences collaborating with teams in previous classes and my current job, where I am surrounded by fellow innovators, much of that anxiety has slowly dissipated. I have not only gained a network of amazing colleagues but also formed new bonds of friendship. My lowest self-rating was in my "ability to negotiate and manage—plan and budget," not because I doubt my capabilities, but simply because I have not had much experience in these areas yet, and the same goes for a few other aspects where I gave myself low ratings but do not involve teamwork. For both aspects, I intend to become more familiar, and after completing my evaluations course on teamwork, I hope to emerge with further growth, especially in these areas.

Domain 5: Interpersonal

    Despite my self-proclaimed independence, I am naturally a social person. Throughout my personal and professional life, I have found myself placed in various social situations and was compelled to act on my feet and adjust as it comes. I have experience coaching social cues to young students and fostering empathy towards their parents' drastically different views and needs. Therefore, cultural respect and communication either come naturally to me or I have grown accustomed to them. My area of growth lies in my ability to facilitate "shared" decisions, which comes with working in teams and navigating the conflicts that may arise. It's a situation where the old saying goes, "We'll cross that bridge when we get there." With mutual respect for different perspectives, I hope to navigate these challenges empathetically and learn as I go.

Conclusion:

    Reviewing my self-assessment and reflecting on this blog, I acknowledge a tendency towards overconfidence in my abilities, perhaps stemming from a reluctance to overlook my experiences as an educator. However, intertwined with this confidence is a strong eagerness for personal growth and learning. The primary objective of my evaluation course is to acquire further experience in team environments, fostering effective collaboration and mastering the navigation of diverse needs and personalities to enhance my interpersonal skills and empathy. Even amidst my most favorable evaluations, I aim to continuously broaden my expertise by maintaining an open mind and engaging in self-reflection and revision.