Conclusion

When I started out in the MDDE program, my original goals were to improve my skills, and keep my professional abilities relevant as I took time to be at home with my child (now children). I feel like I have achieved what I set out to do. My direction for the future hasn’t changed, although I have become more open to teaching again. In that area, I have much clearer boundaries on my need for work-life balance and have more to offer in the fields of adult education, distance education, and curricular development. I have grown in my abilities to write academically and professionally, to give and receive critical feedback, to create curricular content in line with instructional design principles, and to collaborate with teams of varying skillsets and experience. My understanding of ethics surrounding fair use, data collection, and leadership roles has also expanded. 

At the start of the program I really had my eyes set on instructional design, and I have come to understand and appreciate the multi-faceted spectrum of responsibilities that this career path can bring. As I look forward to the future, I feel confident and excited about the possibilities of what comes next. I am proud of myself and my accomplishments throughout this program, and how much work had to be done. Academic work aside, I had a lot of personal growth, too!

As I contemplate finally returning to work in the new year, I am becoming more clear on the context of how my new knowledge and skills will fit into my praxis. I know that wherever I decide to move my focus, I have a wealth of knowledge and experience to share.

I have gained experience in professional problem solving and reflective decision making. I am more familiar with tools for instructional design, such as SECTIONS, ISD, ADDIE, and some of the alternatives like SAM, Kirkpatrick’s Evaluation Model, and Gagne’s Events of Instruction.

As a teacher, I am better prepared to work collaboratively with my colleagues to inform and advise on UDL, digital accessibility, principles of instructional design such as Mayers multimedia principles, cognitive load theory and how best to create engaging learning experiences for our students. The analysis techniques have informed the way I choose multimedia for learning and scaffold supports for students. I’ve shifted my perspective about how learners must absorb not just new content, but how to use new technology for their learning as well, and ways to support their growth in those areas.

As a researcher, I am more knowledgeable and experienced in both qualitative and quantitative data analysis, ethical practices for collecting and managing data, and even how to pose effective and meaningful questions when designing surveys or transcripts for interviews. I have used data analysis software like SPSS and carried out data collection procedures for graduate level research.

I have become more confident and understanding as a team leader, with a wider perspective on the scope of work that relates to project management, how to use project management tools like needs analysis, Gantt and PERT charts, program evaluation procedures, and how to communicate effectively, and work both professionally and cohesively with a diverse group of people.

In summary, I have gained a wide range of skills relating to educational theory, research, instructional design, technology, and leadership. I know I will be an asset wherever I end up, as I continue my lifelong learning journey as an educational professional. I am grateful for all the guidance and support I have received throughout my time as a masters student and look forward to how I can support my profession and my colleagues in the future.