ETC 655:
Course Reflections

For this reflection, I selected the professional development session I co-developed and co-facilitated titled "Unlocking Accessibility in the Classroom: Enhancing Learning with Audiopen AI." This assignment demonstrates my ability to design, implement, and evaluate technology-rich professional learning aligned with NETS*TD 6.1, particularly in leveraging emerging technologies to support instructional practices. The process began with collaborative planning, where my co-presenter and I met to align our goals and instructional design approach. We adopted principles from the ONLE framework by incorporating interactive and reflective components, like Padlet and live demonstrations, that encouraged autonomy, dialogue, and active learning. These ONLE elements fostered a space for participants to explore AI-enhanced tools in a low-stakes, engaging environment. 

This experience significantly deepened my understanding of designing learner-centered PD that is both sustainable and scalable. From an instructional design perspective, I learned how to balance emerging technology with practical strategies that educators can apply immediately in diverse settings. The overwhelmingly positive feedback from participants affirmed the relevance of our approach. Reflecting on this assignment, I recognize the critical role of intentional design, interactivity, and ongoing support in developing effective professional learning. It reaffirmed my commitment to integrating technology that not only enhances learning outcomes but also promotes accessibility, agency, and inclusivity. 

The "Pedagogy InfoDoc" assignment is a key example of my continuous learning throughout ETC 655. Developing this resource required me to delve deeply into current applications of generative AI, specifically ChatGPT, and how these tools can meaningfully support adult learners. This process not only expanded my technical knowledge of AI and Natural Language Processing (NLP), but also strengthened my instructional design skills as I explored how to translate these complex technologies into practical, learner-centered strategies aligned with andragogical principles. 

Through the creation of this InfoDoc, I enhanced my content and pedagogical knowledge by identifying real-world use cases of AI that are especially relevant for ESOL and adult education. I also applied my understanding of prompt engineering to model how learners can communicate with AI tools more effectively. These skills reflect a significant development in my ability to evaluate emerging technologies and integrate them into equitable, student-centered learning environments. 

In addition, this assignment deepened my leadership and management capacities by challenging me to create a resource that could serve as a model for other educators. It encouraged me to think critically about digital equity, learner agency, and AI literacy, skills that are essential as I support other instructors in adopting and implementing educational technology. 

Creating the first chapter of our collaborative OER eBook on ONLE challenged me to critically evaluate both my own teaching beliefs and the broader theoretical frameworks shaping digital learning spaces. This assignment required not just content development, but deep research, synthesis of academic literature, and reflective practice. 

In exploring foundational theories such as Connectivism and Constructivism, I had to grapple with how these learning theories manifest in real-world online environments, especially in adult education contexts. The process pushed me to reflect on how I currently design learning experiences and where I might strengthen opportunities for authentic engagement, networked collaboration, and student agency. 

By articulating theoretical connections and integrating them with practical implications, I was able to refine my own understanding of ONLE principles and how they align with my values as an educator committed to equity, accessibility, and learner-centered instruction. This synthesis not only deepened my knowledge base, but also directly informed my approach to developing future professional learning opportunities and instructional materials for both learners and fellow educators.