Part 1: Class Reflection
This past week, I attended a class meeting online to discuss complexity and systems involved with learning and change. Originally, we were supposed to break out into groups to discuss the readings from the previous week in order to help us better understand the whole and parts of systems. However, our class meeting did not follow the agenda as originally published. Instead, we discussed how laws effect and drive systems as our professor built systemigrams that illustrated two laws discussed in detail: No Child Left Behind and the 2017 Tax Laws.
During the course of our meeting, we learned a great deal about the creation of systemigrams and process models. After reading about system diagrams, it was helpful to see how to build the visuals in a way that brings clarity to the system and its inputs and outputs. Although we have seen several examples of systemigrams over the last couple of weeks, it was very beneficial to be involved in the process and to see the adjustments that need to be made. It was evident that a deeper understanding of the system is needed in order to create a systemigram that clearly, and precisely, illustrates the various parts of the system.
After a thorough discussion of systemigrams, we did break out into small groups to discuss the materials we read and watch last week. Unfortunately, I don’t feel as though that time was very constructive. There was some confusion on our group about what we were supposed to read the previous week and that hindered our conversation. Without guiding questions, it was easy for our conversation to veer off-track and become more of a get-to-know you activity.
How I Learn
I have to admit, I am not an auditory learner and that puts me at a disadvantage during our class discussions. One strategy I have learned to utilize is notetaking. I find that I listen better when I am taking notes about what I am hearing. It typically helps me to focus and retain the information. However, I found it very difficult to take notes this week since the conversation didn’t match up with the discussion questions published in the Week 3 Directions. I could easily follow the systemigram building process, but I wasn’t sure what else I would need to remember for the future.
Since our conversation dealt primarily with systemigrams, I knew that there were additional topics I would need to explore on my own. Luckily, reading and research have always been a part of my learning process. As a kid, I had a set of encyclopedias in my room that I constantly used whenever I wanted to learn about a new topic. As an adult, there have been times I have had to force myself to stop listening to podcasts because they typically send me down a rabbit hole of research. This isn’t always bad, but there are times when my curiosity interferes with my responsibilities.
Learning Outside of Class
Referring back to our published agenda, I noticed that one of our discussion topics included micro-, meso-, and meta-systems. I didn’t recall a lot information about this topic, so I knew I needed to dive deeper on my own.
The first thing I did was a Google search in order to gain some general information about the three different types of systems. One useful resource I found was Saylor.org Academy textbook related to the principals of sociology. As I read over the information, I could see how the information provided related to systems. Obviously, micro systems are the smallest levels within an organization and usually deal with 1:1 interactions. Meso-systems deal with groups and their interactions, and macro-systems are more involved social structures and institutions.
Going further, I read over a few more websites on micro-, meso-, and macro- scales realted to sociology and economics. The University of Southern California described the difference between the three different levels of social work in this article. This was helpful in connecting the interactions at various levels to the larger system’s overall function and success.
I have provided several resources that I found during my preliminary research below. At this point, I have a better idea of micro-, mesa-, and macro-levels within systems. I still have a lot to learn, especially when it comes to meta-systems
Part 2: My Educational Systems
At this point in my life, I am a part of many educational systems. I am a student at the University of North Texas, a parent in the HEB and EMS school districts, and a coach in Fort Worth ISD. My involvement in each of the education systems varies by role and relationship. At this point, I am most active in the University of North Texas and Fort Worth ISD, but I play a part in each of these systems.
Fort Worth ISD
Currently, I am a digital learning coach and serve four high school campuses. As a DLC, I am responsible for supporting technology initiatives within the district, including developing and providing training to teachers and administrators. In addition, I work with the ELA department to assist with meaningful technology integration into the district curriculum. At the campus level, I advocate for technology integration and support the campus 1:1 devices initiative. I work closely with campus administration and leadership to develop a digital learning plan that incorporated technology goals and the actions required. Within my department, I am a part of the e-learning committee. Our team creates and manages e-courses as part of the department and district professional development process.
University of North Texas
I am currently enrolled in the Learning Technologies doctoral program at the University of North Texas. As a part of this program, it is my responsibility to take an active role in my learning by engaging in coursework and class meetings, both online and in-person. I am a firm believer that education is important to success in life. With the help of my professors, the information and experiences acquired in the program will allow me to meet my goals and further my understanding of learning technologies. As I expand my capabilities, I have the opportunity to broaden my influence within various educational systems.
HEB and EMS ISD
As the mother of three teenagers, I am involved in three different school systems. My step-daughter attends school in HEB (Hurst-Euless-Bedford); however, I have limited involvement in this district. I attend sporting and special events to show support, but I do not interact with teachers, counselors, or administration. However, my role in EMS (Eagle Mountain-Saginaw) school district is more involved with the academic system. In addition to special events, I take part in the course selection process with my step-son and interact with teachers on a weekly basis. Since my step-son lives with me, I am a part of the daily education process.
References
Do You Know the Difference Between Micro-, Mezzo- and Macro-Level Social Work? (n.d.). Retrieved from https://dworakpeck.usc.edu/news/do-you-know-the-difference-between-micro-mezzo-and-macro-level-social-work
Bolíbar, M. (2016). Macro, meso, micro: Broadening the ‘social’ of social network analysis with a mixed methods approach. Quality and Quantity, 50(5), 2217-2236. doi:http://libproxy.library.unt.edu:2126/10.1007/s11135-015-0259-0
Micro, Meso, and Macro Approaches. Retrieved from https://saylordotorg.github.io/text_principles-of-sociological-inquiry-qualitative-and-quantitative-methods/s05-01-micro-meso-and-macro-approache.html