As I reflect on my experience in EDIT 802, I realize how transformative this course has been for me. The journey was not just about understanding the intersections of cognition and technology; it was about rethinking how I approach learning, teaching, and design. This reflection captures what I’ve learned, how it has shaped me, and how I envision applying this knowledge in Saudi Arabia and my future PhD studies in Learning Technologies Design Research (LTDR).

Key Takeaways from the Course

One of the most significant aspects of this course was exploring the concept of affordances—a term that initially felt abstract but became a lens through which I now view technology. Delving into the historical evolution of affordances, I appreciated how different theorists have shaped this idea, from Gibson’s ecological approach to Norman’s focus on design. The debates surrounding whether affordances are perceived directly or indirectly challenged my assumptions and encouraged me to think critically about interaction design.

Through our work on the Affordance Analysis of Padlet, I learned how to dissect a tool systematically, identifying its functional, collaborative, emotional, and educational affordances. This process taught me not just to evaluate a tool’s usability but to consider its potential for meaningful learning experiences. It deepened my understanding of how tools like Padlet can scaffold learning, foster collaboration, and support diverse learners—a realization that ties directly to my goals as an educator.

Another pivotal moment was reading Kaptelinin's work on activity theory. His emphasis on the role of mediating artifacts in human activity resonated with me deeply. It highlighted the importance of context in learning design and how technology can either support or hinder meaningful engagement. I found myself reflecting on how these ideas apply to real-world settings, particularly in environments where resources and digital literacy vary widely.