Contribution to Your Learning and the Learning Community
EDLD 5318 – Usability & Online Course Design
Score: 95
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This course came at a time in the semester when my brain felt like a clarinet section five minutes before a concert—chaotic, tired, and doing its best. Even with all of that, I stayed consistent in my learning, engaged with the content, and showed up for my group and classmates.
I completed all the readings and videos each week, and I tried to use them to rethink how I design online learning. As a band director, it’s very easy for me to assume that because I understand an instruction, the kids will too. Usability testing pushed me to slow down, switch into learner mode, and see where things weren’t as clear as I thought. That alone made the course worth it.
One thing I appreciated about 5318 was the way discussions were structured. We only had to reply directly in one shared thread rather than posting our own isolated essays and then hunting down other people to respond to. That format actually helped me learn something from the conversations instead of just checking a box. I read more, thought more, and engaged more because it felt like an actual dialogue.
This also helped me over in 5389, where the discussion load is heavier. I’m working hard to learn how to get something meaningful out of discussions, even though they are not my preferred way to learn. I wouldn’t say I’m suddenly a discussion-board person, but I do see more value in them now. 5318 made that possible simply by designing conversations in a way that felt manageable and authentic.
My base group—Thomas Robinson and Guadalupe Marin—has been solid and steady throughout the course. We’ve carried each other through a very busy season. They’re thoughtful, reliable, and bring real value to discussions. I appreciate both of them more than they know. Even when we’re stretched thin, we still check in, offer feedback, and help keep each other on track.
I believe I contributed well to the learning community as a whole. I posted on time, replied thoughtfully, and tried to connect concepts to real classroom practice, especially through my band director lens. I answered classmates with honest feedback and tried to encourage conversation instead of shutting it down. And even on the weeks when life was a lot, I still showed up for my group and for the class.
Looking at the rubric, I met the key criteria: I completed the course content, participated consistently, revised my assignments, and reflected on what I learned. I also met the supporting contributions by staying active in discussions, keeping my work timely, and contributing to my base group. A score in the 90–100 range makes sense for the work I put in and the way I engaged with both the course and the people in it.
Overall, 5318 pushed me to think more intentionally about clarity, structure, and learner experience. It helped me see gaps in my own course design and gave me space to stay connected to a community that is trying to grow, just like I am. Even when discussions aren’t “my thing,” I learned from them. When I was exhausted from teaching, I stayed engaged. And even when the semester felt impossibly long, I kept showing up and contributing.
This class challenged me, but in a good way. It made me better at what I do—and it helped me feel connected in a season where connection was hard to come by.