Part A

Realizing Choice, Ownership, and Voice

Reflecting on my journey through the Applied Digital Learning (ADL) program, I vividly recall the moment I first realized the depth of choice, ownership, and voice I had through authentic assignments. This epiphany occurred during the initial stages of developing my innovation plan. The freedom to select a project that resonated with my professional context and personal interests was both exhilarating and daunting. It was during this time that I understood the true essence of the COVA approach, which emphasizes giving learners control over their learning experiences (Harapnuik, 2018a, 2021, 2022, n.d.). This realization was a turning point, as it allowed me to see the potential for personal and professional growth through the program.

​

Initial Reaction to Freedom and Responsibility

Initially, I felt a mix of excitement and apprehension. The responsibility to steer my learning path was a significant shift from the traditional educational models I was accustomed to. I questioned my readiness but soon embraced the challenge by immersing myself in the program, seeking guidance from instructors, and collaborating with peers. This transition was not without its challenges; I had to overcome my initial hesitation and develop a proactive approach to my learning. The support from the ADL community played a crucial role in this process, providing a safety net that encouraged experimentation and risk-taking. 

​

Adjusting to the Learning Style

Adjusting to this new style of learning required a mindset shift, so I created an initial mindset plan 1.0 and followed up with a revised version 2.0 in a later course (Dweck, 2016). I had to become more proactive and self-directed, leveraging the resources and support systems provided by the ADL program. Reflecting on this experience, I realize that I could have benefited from more structured time management strategies early on. Knowing what I know now, I would have established a more rigorous schedule to balance the demands of the project with other responsibilities. This adjustment period was marked by a series of trials and errors, where I learned to prioritize tasks, set realistic goals, and seek feedback regularly. The iterative nature of the COVA approach helped me refine my strategies and improve my efficiency over time (Harapnuik, 2018a, 2021, 2022, n.d.). 

​

Taking Control of My Voice

Taking control of my voice and focusing on my organization as the audience was initially challenging. It caused me to get outside of my comfort zone and create an innovation proposal, which allowed me to align my work with organizational goals and communicate effectively with stakeholders. This process honed my ability to articulate my ideas clearly and persuasively, a skill that has been invaluable in my professional growth. I learned to tailor my communication style to different audiences, ensuring that my message was both impactful and relevant. This experience also highlighted the importance of active listening and empathy in fostering collaboration and buy-in from stakeholders (Harapnuik, 2018a, 2018b, n.d.).

​

Attitude Toward Leading Change

Throughout the program, my attitude toward leading change has evolved significantly. Initially, I was hesitant about promoting change within my organization, fearing resistance and failure. However, the ADL program, through its emphasis on authentic learning and the COVA approach, has empowered me to embrace change leadership. I now view challenges as opportunities for growth and innovation. This shift in perspective has been instrumental in building my confidence and resilience as a leader. I have learned to navigate organizational dynamics, manage resistance, and leverage the strengths of my team to drive meaningful change (Harapnuik, 2018a, 2021, 2022, n.d.).

​

Authenticity and Integration of My Innovation Plan

My innovation plan is a testament to the authenticity fostered by the ADL program. It was not merely a requirement to complete coursework but a genuine effort to effect meaningful change within my organization. The process of developing and implementing this plan has been transformative, reinforcing my commitment to continuous improvement and innovation. The plan, which focuses on enhancing student engagement through interactive videos, is grounded in the principles of the COVA approach. By leveraging e-learning authoring tools like Adobe Captivate, I aimed to create a more engaging and interactive learning environment. This tool allows for the integration of knowledge checks and mini quizzes within lecture videos, fostering active participation and immediate application of knowledge.

​

The pilot phase of the innovation plan involved introducing interactive videos in one course and collecting student feedback through surveys. This iterative process of refinement based on feedback aligns with the constructivist principle of learning through experience and reflection. The goal was to gradually extend interactive videos to all courses, ensuring consistency and quality across the curriculum. The benefits of interactivity, as highlighted in the literature review, include increased learner engagement, motivation, reflection, and retention. These outcomes are consistent with the goals of the ADL program and the COVA approach, which emphasize authentic learning experiences that are relevant and meaningful to learners (Harapnuik, 2018a, 2021, 2022, n.d.).

​

Alignment with Learning Philosophy

The COVA approach and Creating Significant Learning Environments (CSLE) align closely with my learning philosophy. They emphasize learner autonomy, engagement, and the practical application of knowledge, which resonate with my belief in constructivist learning principles. This alignment has deepened my appreciation for active, learner-centered education and has influenced my approach to teaching and professional development. I believe that learning is a dynamic, interactive process that thrives on choice, ownership, and authentic engagement. This perspective has shaped my instructional design practices, ensuring that they are aligned with the needs and interests of my learners (Gulamhussein, 2013; Harapnuik, 2018a, 2018b, n.d.).

​

Changes in Learning Philosophy

My perspective on learning and my learning philosophy have undergone a profound transformation. I now view learning as a dynamic, interactive process that thrives on choice, ownership, and authentic engagement. This shift has not only enhanced my professional practice but also reignited my passion for lifelong learning. I have come to appreciate the value of reflective practice, continuous feedback, and collaborative learning in fostering deep and meaningful learning experiences. This transformation has also influenced my approach to professional development, where I now prioritize creating opportunities for authentic, learner-driven experiences (Gulamhussein, 2013; Harapnuik, 2018a, 2018b, n.d.).

​

Part B

Applying the COVA Approach in My Organization

Knowing what I know now about the COVA approach, I am committed to using it to create significant learning environments within my organization. The COVA approach, which emphasizes Choice, Ownership, Voice, and Authentic learning opportunities, aligns perfectly with my educational philosophy and the goals of our organization. By integrating this approach, I aim to foster a more engaging, personalized, and effective learning experience for our learners (Harapnuik, 2018a, 2018b, n.d.).

​

Creating Significant Learning Environments

To create significant learning environments, I will leverage the principles of the COVA approach. This involves designing learning experiences that allow learners to make meaningful choices about their learning paths, take ownership of their projects, express their unique voices, and engage in authentic assignments that are relevant to their professional contexts. For instance, I plan to use e-learning authoring tools like Adobe Captivate to develop interactive modules that incorporate knowledge checks and mini quizzes. These tools will enable learners to interact with the content actively and apply their knowledge immediately, thereby enhancing engagement and retention (Harapnuik, 2018a, 2018b, n.d.).

​

Providing Choice, Ownership, and Voice

Giving learners choice, ownership, and voice through authentic assignments is central to the COVA approach. I will provide learners with the freedom to choose their projects and the methods they use to demonstrate their learning. This could include creating digital portfolios, developing instructional videos, or designing innovative solutions to real-world problems. By allowing learners to select topics that interest them and align with their career goals, I can ensure that the learning experience is both relevant and motivating. Additionally, I will encourage learners to share their work with peers and stakeholders, fostering a sense of ownership and pride in their accomplishments (Harapnuik, 2018a, 2018b, n.d.).

​

Preparing Learners and Colleagues

Preparing learners and colleagues for the COVA approach and CSLE involves a combination of training, support, and ongoing collaboration. I will conduct workshops and training sessions to introduce the principles of the COVA approach and demonstrate how to implement them effectively. An example of this is my alternate professional development planning outline I developed in EDLD 5389 and then created an alternate professional development online course in EDLD 5318. These sessions will include hands-on activities, case studies, and examples of successful projects. Furthermore, I will establish a support system that includes regular check-ins, feedback sessions, and peer mentoring to help learners and colleagues navigate the transition to this new approach. By creating a collaborative learning community, I can ensure that everyone feels supported and empowered to embrace the COVA approach (Gulamhussein, 2013; Harapnuik, 2018a, 2018b, n.d.).

​

Challenges and Solutions

Implementing the COVA approach and CSLE is not without its challenges. One of the main challenges is resistance to change, as some learners and colleagues may be accustomed to traditional teaching methods and hesitant to adopt a new approach. To address this, I will emphasize the benefits of the COVA approach, such as increased engagement, motivation, and deeper learning. I will also provide ample opportunities for feedback and make iterative improvements based on the input received. Another challenge is ensuring consistency and quality across all courses. To overcome this, I will develop clear guidelines and best practices for implementing the COVA approach and provide ongoing training and support to maintain high standards (Harapnuik, 2018a, 2018b, n.d.).

​

Conclusion

The COVA approach offers a powerful framework for creating significant learning environments that provide learners with choice, ownership, voice, and authentic learning opportunities (Harapnuik, 2018a, 2018b, n.d.).  By applying this approach in my organization, I can enhance the learning experience, foster a culture of innovation, and empower learners to take control of their education. Despite the challenges, I am confident that with careful planning, support, and collaboration, we can successfully implement the COVA approach and achieve our educational goals.

 

References:

Dweck, C. S. (2016). Mindset the new psychology of success. Ballantine Books.

 

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public  

Education. https://Teaching_Effective_Professional_Developmt.pdf (dropbox.com)

​

Harapnuik, D. (2018a, July 14). COVA. Harapnuik.org. https://www.harapnuik.org/?page_id=6991

​

Harapnuik, D. (2018b, July 14). CSLE. Harapnuik.org. https://www.harapnuik.org/?page_id=849

 

Harapnuik, D. (2021, August 16). What you get from the ADL. Harapnuik.org. https://www.harapnuik.org/?page_id=8526

 

Harapnuik, D. (2022, December 12). Applied digital learning. Harapnuik.org. https://www.harapnuik.org/?page_id=8517

 

Harapnuik, D. (n.d.). CSLE+COVA. Harapnuik.org. https://www.harapnuik.org/?page_id=6988