Self Assessment 1

Perspective is everything. When I first came to UGA in November 2008 to meet with LDT faculty,

my perspective was that of someone who had been in industry for eight years. While I had made an effort

to stay abreast of current trends, research, and practice I was looking through the perspective of someone

with a narrow viewpoint. Fast forward to Fall 2009, I had overcome the first obstacle, admissions, and

found myself sitting in my first LDT seminar. Suddenly, my perspective had changed. I went from being

the teacher to being the student.

Thanks to the faculty and staff, my transition during this time has been relatively smooth. From

the very beginning, my advisor, Dr. Robert Branch, has been very clear with program expectations,

deadlines, and a framework with which I can accomplish everything. Our weekly meetings provide me

every opportunity to ask questions, solicit feedback on progress, and plan my coursework and projects

accordingly. This relationship is invaluable and I appreciate my advisor making time for me. To that end,

I also appreciate the staff’s willingness to answer questions or guide me to the person who may have my

answer. From registering for classes to printing a poster to present at a conference, the support of our

department far exceeds any expectation I may have had. This makes it very easy for me to adjust to my

role as a student and look at the big picture when it comes to accomplishing goals and objectives along the

way to graduation.

With respect to my coursework, I have found my fellow classmates to be an invaluable resource.

During my very first advising appointment, I was a bit apprehensive and overwhelmed at the thought of

having to select elective and cognate courses. My perspective was shifting, and I had no idea where to

begin looking for a focus area. As the fall semester started and I began to settle into a routine, I also

started to listen to my classmate’s comments. Both in and out of the classroom, we shared stories about

professors, course content, and research articles. Between my own class assignments and these

conversations, I’ve begun to redefine my research area and fine tune potential application. This has lead

to a focus on which principles of the Cognitive Theory of Multimedia Learning directly impact learner

motivation. In order to support this theoretical framework, I have begun to select courses that overlap and

intersect in terms of research areas, including Instructional Message Design, Psychology of Learning and

Instruction, and Foundations of Motivation.

Dousay, Tonia A February 26, 2010