Becoming a Digital Learner & Leader

Reflecting on the Journey

When I began my journey into the Applied Digital Learning program, I set out with the intention of learning how to effectively incorporate technology into my classroom. I knew that technology held immense possibilities for our students, but it was difficult to discern where to start. The ADL program promised to equip me with the tools I needed to "create innovative digital learning environments" (Lamar University, n.d.). But I had no idea how much the program would actually transform learning in my own classroom and increase my capacity to be a catalyst for change within my school. I set out to learn about educational technology, but I ended up with a learning experience that provided the space, resources, and freedom to create a digital learning environment of my own.

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My Applied Digital Learning (ADL) program uses the COVA+CSLE approach to immerse students in a significant learning environment while shifting ownership of learning to the learner by giving them choice and voice through authentic learning (Harapnuik, n.d.). The concepts of choice and voice are so simple, yet the ability to actually exercise them in one’s own learning is powerfully transformative. The freedom that comes with truly owning your learning opened the door to engagement for me and led to deeper learning. I realized that through self-directed learning, I was becoming more engaged because I was in control. Although I was skeptical at the beginning of my innovation plan and unsure that I could ever implement blended learning, the ability to take ownership of my learning through an authentic project gave me purpose. With component, including measurement and publication, I chose the path for my learning and created the products for my audience. I went from skeptical to determined that I would transform learning in my school.

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The concept of a significant learning environment goes well beyond the look and feel of a classroom. It is purposefully designed to effectively implement all the factors needed to support self-directed learning (Harapnuik, 2018). Within a structured environment, l was given the independence and support to investigate and experiment with my learning. The COVA approach and the learning environment where critical to my growth as a learner. Much like a gardener, who takes all of the resources available to them and creates the most effective environment to grow plants, a teacher can create the optimal conditions to cultivate learning (Thomas & Brown, 2011). The significant learning environment facilitated a cycle of learning (experiencing, reflecting, thinking, acting) to help me understand not only what and how I was learning, but how I could apply it every day in my classroom. This is usable knowledge that I have in toolbox to enhance blended learning with my next step using project-based learning.

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The greatest impact of COVA+ CSLE on my learning has been the firsthand experience in a true learner-centered environment. Being able to direct my own learning and have autonomy in the production of my ePortfolio and innovation project has resulted in a deeper understanding of learner agency within a significant learning environment. Having experienced it firsthand, I feel fully prepared and confident in creating a significant learning environment for my students.

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My learning philosophy has always encompassed active learning, but I was approaching it from the wrong direction. Rather than focusing on what to teach and finding ways to create active learning out of the content, the learner and their learning needs comes first. The content is simply another context for developing skills and a deeper understanding of ideas. The question becomes, “how do I create an environment that cultivates learning?” I also understand the importance of not using technology for the sake of technology. Tech needs to disappear into the environment to support and enhance learning, not overshadow it. I’ve also expanded my thinking about student attitudes and beliefs about learning. It is not sufficient to simply promote a growth mindset. I need to create the environment that fosters a learning mindset through challenge and mastery. Through the ADL program, I now have the knowledge and tools to create a structured environment that provides support while students investigate, experiment, and engage with their learning.

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The cherry on top of this amazing learning experience is the preparedness I feel to drive and lead organizational change. I did not expect to gain practical business knowledge from this program, but that is exactly what the Influencer model, 4DX, and Crucial Conversations have provided. The opportunity to develop a professional learning plan that is tailored to the needs of my colleagues helped me understand how we can transform professional development for teachers. These programs provide the tools I need to ensure my innovation project is a success. While reflecting on my work in the program, one of the most significant realizations I have made is that you do not need to be an expert to take steps towards change. The act of trying, of working towards something better allows me to lead by example.

When I began my journey into digital learning, one of the first things I created was my ePortfolio site which I named Training the Mind. I was inspired my Einstein’s quote, “Education is not the learning of facts, but the training of minds to think,” and, as I wrote in my learning manifesto, I liked the association of the word training to a process of improvement. Improvement was why I was on this journey in the first place - I wanted to improve my teaching and, in turn, improve the learning in my classroom. But I had no idea just how much the ADL program would force me to flex my mental muscles and truly impact what I believe about learning.