EDIT 761 Portfolio Reflection 

In reimagining the original design, we integrated Personalized Learning principles and essential interactions in ways that made the lesson more flexible and engaging. By adopting a flipped learning blended model, we transformed the lesson to give students greater control over time, place, path, and pace. Students engaged asynchronously with content through YouTube videos, Kahoot! Quizzes and Padlet voice comments allow them to learn at their own convenience and prepare for synchronous sessions. This approach empowered them to build foundational knowledge independently and explore folktales more deeply during teacher-guided activities.

Our reimagined design also incorporated Mastery Learning by enabling students to revisit asynchronous materials until they demonstrated comprehension. For example, using Google Slides activities allowed students to practice identifying story elements repeatedly. Adaptive Learning was supported through Quizlet, where students could build their vocabulary at their own pace. Additionally, Problem-Based Learning emerged in activities where students created alternate folktale endings, applying creativity and critical thinking to narrative structures.

The reimagined design significantly improved my understanding of teacher-learner, learner-learner, and learner-content interactions. The synchronous activities using tools like Pear Deck and Google Slides fostered real-time feedback from the instructor, enhancing teacher-learner connections. Learner-learner interaction was promoted through Padlet voice comments and group discussions, where students reflected on each other’s ideas and shared insights. Learner-content interaction was enriched by multimedia resources such as videos, quizzes, and interactive slides, making the learning experience more dynamic and engaging. The use of affordance analysis played a crucial role in identifying the strengths and limitations of our tools. For instance, analyzing Padlet in my EDIT 802 course revealed its potential for facilitating collaborative reflection, while Google Slides supported structured, guided practice. This concept taught me to choose tools thoughtfully, ensuring they align with the learning goals and interaction needs of the lesson. It also inspired me to explore how different tools can enhance various types of interactions.

This redesign process in EDIT 761 expanded my perspective on learning models. It showed me that models like flipped learning can be adapted creatively to meet diverse needs. Working with my group, I bring together perspectives from Korea, Myanmar, and the United States. I realized the importance of balancing structure and autonomy to support student engagement and personalized learning. This experience has given me the confidence to design my own blends of asynchronous and synchronous learning or modify existing models to fit different contexts. Through this collaborative effort with Hye Jung, Aye, and Rose, and under Dr. Hathaway's guidance, I have learned to approach instructional design with flexibility, creativity, and a focus on personalization. The insights gained will shape my future practice, helping me create learning experiences that are engaging, interactive, and tailored to students’ needs.