Annotated Transcript

CEP 811 explored how innovative technologies can enhance learning through purposeful design, creativity, and reflection. Throughout the course, I explored a range of emerging technologies before selecting augmented reality as the focus of an innovative learning experience, using the Merge Cube to design and refine the lesson through peer feedback and multiple iterations. The course challenged me to move beyond choosing technology because it was engaging and instead to intentionally evaluate whether it enhanced learning through frameworks such as Universal Design for Learning and intersectionality. This experience strengthened my confidence in exploring unfamiliar technologies and reinforced the importance of purposeful design, iteration, and reflection when integrating technology to enhance learning.

CEP 813 explored the theory and practice of assessment, examining why we assess, the different purposes assessment serves, and how technology can support meaningful assessment practices. Throughout the course, I explored a range of assessment approaches, including self-assessment, peer assessment, AI-resilient assessment design, and designing assessments within purposeful constraints. The course challenged me to make my assessment decisions more intentional by examining the beliefs and purposes that underpin effective assessment, leading me to develop a clearer assessment philosophy. Designing assessments within different constraints became one of the most valuable experiences of the course, strengthening my ability to create meaningful, authentic assessments that align with my beliefs about learning.

CEP 818 explored creativity as a mindset that can be intentionally developed through thoughtful learning design, collaboration, and reflection. Throughout the course, I participated in a series of Random Acts of Creativity, explored creativity through the Creativity Framework and Spark of Genius Thinking Tools, and examined questions such as whether creativity should be assessed in schools. I applied these ideas through projects, including an AI-resistant assessment workshop, a creativity self-assessment, and a reflection on my own creative journey. The course challenged me to rethink my assumptions, ultimately leading me to recognize that creativity is not an innate talent but a capacity that can be intentionally taught, modelled, and developed. This experience continues to influence my work by encouraging me to view creativity as a lens for problem-solving, lesson design, and professional learning rather than as a separate skill or subject.

CEP 817 explored design thinking as a structured approach to solving complex educational problems through empathy, ideation, prototyping, testing, and iteration. Throughout the course, I applied the d.school design process to a Problem of Practice, using each stage to better understand, analyze, and define the problem before developing a Lesson Analyzer through iterative prototyping, user testing, and refinement. The course challenged me to see design thinking not simply as a design process, but as a way of thinking that emphasizes carefully defining and constraining a problem before attempting to solve it, transforming the way I approach complex educational challenges. This experience continues to influence my work by providing a structured process for breaking down complex problems, generating purposeful solutions, and designing with the needs of the people those solutions are intended to support.