From Research to Implementation: My Applied Digital Learning Journey
- Blog
- Jul 19
- 8 min read
Updated: Jul 30
Reflecting on Research, Implementation, and Purposeful Instructional Leadership
Welcome
One of the greatest lessons I learned throughout EDLD 5315 and EDLD 5317 was that educational leadership extends beyond developing innovative ideas; it also requires evaluating their effectiveness and communicating those ideas in ways that inspire others to improve their practice.
Throughout these two courses, I developed not only a publication-ready article, but also the research foundation needed to evaluate the effectiveness of my Innovation Plan. Together, these experiences challenged me to think beyond graduate coursework by designing an instructional innovation, creating a plan for measuring its impact, and communicating that work to a broader professional audience.
As an Academic and Instructional Technology Specialist for correctional education, I wanted every assignment to serve a purpose beyond earning a grade. Throughout both courses, I intentionally aligned each project with my Innovation Plan focused on implementing a Station Rotation Blended Learning Model in correctional education classrooms. EDLD 5315 allowed me to establish the research framework through my literature review, action research plan, and evaluation strategy, while EDLD 5317 challenged me to transform that research into a publication and multimedia resources designed to support practicing educators.
Rather than treating each assignment as a separate requirement, I viewed every project as another building block in a larger professional journey. Together, these artifacts represent a cohesive body of work that demonstrates how purposeful instructional design, supported by research and continuous reflection, can strengthen teaching and learning in correctional education. This portfolio is intended for instructional leaders, correctional educators, and colleagues seeking practical, research-based strategies for implementing blended learning within adult education and correctional settings.
What Worked Well
One of my greatest successes during this course was learning to write for practitioners rather than solely for graduate coursework. Instead of simply summarizing research, I learned to connect educational theory with authentic classroom experiences. Using examples from correctional education made my publication more meaningful while demonstrating how blended learning can be implemented in environments with limited technology access.
Another success was creating consistency across my ePortfolio. Rather than treating each assignment as an isolated project, every artifact intentionally supported the larger vision of my Innovation Plan while contributing to a cohesive professional portfolio. My publication, media project, and action research all reinforce the same instructional philosophy:
Technology should enhance learning, not become the focus of learning. Purposeful instructional design creates meaningful learning experiences, while technology serves as the catalyst that supports them.
This consistency strengthened both my professional identity and the overall quality of my portfolio.
Areas for Continued Growth
Although I am proud of the work completed during this course, I also recognize areas where I continue to grow. One of my biggest challenges was shifting from academic writing to publication writing. Graduate papers often emphasize extensive literature reviews and formal research language, while practitioner publications require concise writing, authentic examples, and practical application. Learning to simplify complex ideas without sacrificing academic integrity was an important skill that I will continue to develop.
I also learned the value of seeking and incorporating feedback. Comments from my classmates, instructor, and teaching assistant encouraged me to strengthen my examples, balance my research sources, and refine my writing for a broader audience. Their feedback reminded me that strong publications evolve through thoughtful revision and collaboration.
Course Artifacts
Each artifact below represents a milestone in my journey from researching instructional innovation to sharing practical strategies that support educators in correctional education. Together, the assignments from EDLD 5315 and EDLD 5317 strengthened my Innovation Plan by providing both the research foundation and the professional communication needed to support meaningful instructional change.
EDLD 5315: Building the Research Foundation
📋 Research Outline
The research outline established the framework for my action research study by defining the problem of practice, research question, and overall study design. It served as the blueprint for evaluating the effectiveness of my Innovation Plan.
📚 Literature Review
The literature review examined current research on blended learning, constructivist learning theory, differentiation, and correctional education. These findings provided the evidence-based foundation supporting the implementation of a Station Rotation Blended Learning Model.
📊 Action Research Plan
This compilation post serves as my comprehensive Action Research Plan by integrating my research design, literature review, implementation strategy, data collection methods, evaluation plan, and reflections into one cohesive resource. Together, these components provide the framework for evaluating the effectiveness of my Innovation Plan while guiding continuous improvement throughout implementation.
EDLD 5317: Communicating the Innovation
📄 Publication Outline
The publication outline provided the framework for organizing my ideas before writing. It allowed me to identify the central message I wanted readers to remember while ensuring that educational theory, research, and authentic classroom examples worked together to support that message.
📝 Publication Rough Draft
Developing my rough draft challenged me to shift from traditional academic writing toward publication writing intended for practicing educators. Feedback from both my instructor and classmates encouraged me to strengthen authentic classroom examples, improve organization, and better connect research with practical application. The revision process ultimately strengthened both my article and my confidence as a professional writer.
🎙️ Media Project
Creating my podcast and supporting webpage expanded my understanding of digital publication. This project demonstrated how educational ideas can be communicated through multiple formats while maintaining a consistent message. It also reinforced the importance of meeting learners where they are by providing multiple ways to engage with professional content.
📑 Publication Final Draft
The final publication represents the culmination of my learning throughout this course. It combines educational research, constructivist learning theory, authentic classroom experiences, and practical implementation strategies to support educators interested in blended learning within correctional education settings. More importantly, it reflects my evolving voice as an instructional leader committed to improving learning through purposeful instructional design.
Collaboration and Professional Growth
One of the most valuable aspects of EDLD 5317 was collaborating with my learning community. Reading classmates' work exposed me to diverse educational settings and instructional perspectives while reinforcing that many of the challenges educators face are universal. Their feedback encouraged me to clarify my writing, simplify complex ideas, and strengthen the connection between research and classroom practice.
Likewise, providing constructive feedback to others strengthened my own learning. Rather than simply agreeing with classmates' ideas, I intentionally asked reflective questions, identified strengths, and offered practical suggestions that could strengthen their work. These collaborative discussions reminded me that meaningful professional growth occurs through open dialogue, shared experiences, and continuous reflection.
EDLD 5315 & EDLD 5317 Concurrent Course Reflection
Taking EDLD 5317 and EDLD 5315 concurrently provided a unique opportunity to connect research, publication, and instructional leadership. While EDLD 5315 focused on developing my action research study through assignments such as the literature review, research design, and data collection planning, EDLD 5317 challenged me to communicate those ideas through professional publication and multimedia resources.
Together, the assignments demonstrated that effective educational leadership requires both evidence and communication. The literature, course readings, and videos reinforced that meaningful innovation begins with purposeful instructional design rather than technology alone. Discussions with classmates across both courses also broadened my perspective by exposing me to innovative practices in diverse educational settings.
Most importantly, completing both courses simultaneously strengthened my Innovation Plan. EDLD 5315 helped me build a research-based foundation for implementing a Station Rotation Blended Learning Model, while EDLD 5317 helped me transform that research into practical strategies that educators can apply within their own classrooms. These experiences reinforced my belief that instructional leaders must not only investigate effective practices but also share those practices in ways that inspire meaningful change.
Evaluating the Innovation
Meaningful innovation requires more than implementing a new instructional strategy; it also requires evidence that the innovation is making a difference. Through EDLD 5315, I developed an action research plan that will allow me to evaluate the effectiveness of my Station Rotation Blended Learning Model using classroom observations, teacher implementation data, and student performance measures.
Research Question
How does implementing a Station Rotation Blended Learning Model influence teacher implementation fidelity and differentiated instructional practices in correctional education classrooms?
Rather than viewing research as the conclusion of my Innovation Plan, I now see it as an ongoing process of continuous improvement. The data collected through this study will not only inform my own instructional leadership but will also provide meaningful evidence to support future professional development and broader implementation across the Windham School District.
This experience strengthened my understanding that purposeful instructional design, combined with thoughtful evaluation, creates sustainable educational change. During EDLD 5320, I will begin collecting classroom data, analyzing teacher implementation fidelity, and evaluating how the Station Rotation Blended Learning Model influences differentiated instruction and student learning outcomes. The findings will guide future revisions to my professional development resources while supporting the continued expansion of blended learning throughout correctional education. This compilation represents the planning stage of the action research cycle. The acting, developing, and reflecting stages will continue during EDLD 5320 as implementation data are collected, analyzed, and used to refine the Innovation Plan.
Looking Ahead
This course has strengthened my confidence as both an instructional leader and professional contributor to the educational community. More importantly, it reinforced my belief that innovation is not measured by the amount of technology available in a classroom, but by how intentionally educators design meaningful learning experiences.
As I continue supporting teachers across correctional education programs, I plan to build upon the work developed throughout this course by expanding professional learning opportunities, sharing classroom implementation strategies, and continuing my action research. My goal is not simply to introduce new technology, but to empower educators with instructional practices that improve learning outcomes for every student. I also hope to share this work through professional development opportunities and publication so that other correctional educators can adapt these strategies within their own learning environments.
As I move into the next phase of this work, my focus will shift from planning to implementation. During EDLD 5320, I will begin collecting classroom data, analyzing teacher implementation fidelity, and evaluating how the Station Rotation Blended Learning Model influences differentiated instruction and student learning outcomes. The findings will guide future revisions to my professional development resources while supporting the continued expansion of blended learning throughout correctional education.
Final Reflection
EDLD 5315 and EDLD 5317 challenged me to move beyond completing graduate assignments and begin contributing to the broader educational profession. Together, these courses strengthened my ability to investigate instructional innovation, evaluate its effectiveness, and communicate evidence-based practices that support meaningful learning in correctional education.
This journey reinforced a philosophy that now guides both my professional practice and my Innovation Plan:
Technology does not transform learning. Purposeful instructional design does. When learning becomes the priority, technology naturally fades into the background, allowing meaningful learning to take center stage.
📚 References
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Allred, S. L., Harrison, L. D., & O'Connell, D. J. (2013). Self-efficacy: An important aspect of prison-based learning. The Prison Journal, 93(2), 211–233. https://doi.org/10.1177/0032885512472964
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Manger, T., Hetland, J., Jones, L. Ø., Eikeland, O. J., & Asbjørnsen, A. (2020). Prisoners’ academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners. International Review of Education, 66(4), 551–574. https://doi.org/10.1007/s11159-020-09855-w
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Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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