Applied Digital Learning

Both UbD and Fink’s models have significantly influenced how I think about planning for impact.

Fink’s 3 Column Table was incredibly useful in the early stages of my e-portfolio planning. It helped me clearly identify the foundational knowledge students needed, the real-world application of digital portfolios, and the emotional/reflective components that give portfolios personal meaning. His holistic view—especially the “Human Dimension”—reminded me that students aren’t just learners; they’re future professionals, storytellers, and creators (Fink, 2003).

But as I moved into implementation, the UbD Template became the stronger framework. Its backward design approach helped ensure every activity was purposefully aligned with the end goals of empowerment and reflection. The essential questions drove deeper thinking, and the staged process mirrored the real work of cultural change at a school level. Wiggins and McTighe (2005) emphasized that when students understand why they’re learning and how it connects to their lives, they engage more authentically. That’s exactly the mindset I want to build at Crosby.

Using both frameworks has helped me grow as a leader and designer. I now see how powerful alignment is—not just between goals and lessons—but across systems, people, and values. These tools will continue to shape my leadership as I scale e-portfolios school-wide, train teachers, and ultimately create a culture where reflection and ownership are the norm.