My ADL
In my journey through the ADL program, I have accomplished more than the course’s goals, but I also faced many challenges. I felt overwhelmed and uncomfortable because it was a different approach to learning that I was not used to. It challenged me to step out of my comfort zone.
Having a student agency was crucial for me in his program. Feeling in control of my learning and working at my pace kept me engaged. I have learned many lessons during these months, but the most important were working collaboratively and reflecting on my learning. Creating a learning community makes a difference, especially when facing challenges. Being part of a learning network could greatly support implementing new strategies. Learning from the experience of others makes me more confident in taking risks. Reflecting on my learning helped me improve and accomplish my goals.
Disruptive Innovation in Education
Disruptive means radical change; this is exactly what the education system needs; improvements can rarely be made or sustained. In this course, I was challenged to create innovation in my organization, so I began creating a Call to action video and a Letter Proposal as the first components of my Innovation Plan. Support the effectiveness of my plan by reviewing the literature in a Literature Review and unfolding and mapping out that idea in my Implementation Outline. By looking ahead on the program, I also created an Annotated Bibliography that was useful later.
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started here
Apply Educational Technology-ePortfolio
In this course, I had the opportunity to create my ePortfolio to showcase my creativity and experience as a digital learner and educator.
I added content such as my resume and components of my innovation plan. Moreover, my ePortfolio created a habit of reflecting on my learning and expressing my insights in my blog.
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Once I understood the need for change, I needed to know how. I learned that changing resistance behaviors requires more than just giving my audience information; it is necessary to appeal to their hearts and show them My Why. During this course, I developed skills to be a Self-differentiated Leader and effectively communicate with others. I also developed an Influencer and execution strategy (4DX) to create influence, overcome resistance, and drive innovation.
Concepts of Education Technology
This course showed me the differences between fixed and growth mindsets and helped me cultivate my Growth Mindset. I grew my Professional Learning Networks, both digitally and in my workplace. I also developed my understanding of the learning process in my Learning Manifesto. In this course, the concept of COVA was reinforced, contributing to taking ownership of my learning. The opportunity to develop my voice wasn’t always easy. Still, it came through continued practice and openness to the learning journey.
Developing Effective Professional Development
Using my innovation plan as the foundation, I developed a Professional Learning Plan to help communicate and promote my initiatives. My goal was to design and model authentic professional learning that is engaging, has a significant duration, and meets the needs of my audience, in this case, adult learners. Learning is ongoing, but it must be authentic and relevant to the learners to be effective. It is crucial that educators never stop learning, and through this course, I could not only learn but also lead other learners. Moreover, I learned how to create effective presentations. My ePortfolio showcases many of my finished artifacts, but during this course, I had the opportunity to showcase part of my learning process. Behind the scenes is a narrative of the different techniques I used to create the presentation Alternative PL Call to Action.
Creating Significant Learning Environments
Creating significant learning environments (CSLE) is more than just organizing a classroom. It requires engagement, authentic connections, a Growth Mindset, COVA, and a touch of the New Culture of Learning. All these elements were the foundation of my Learning Philosophy. A significant learning environment uses big goals and a backward design (Fink’s 3-Column table and Understanding by Design) to make students active participants in their learning process. As a result, when technology is added to the learning atmosphere, it can be done in a significant manner that affords learners the most authentic learning experience.
Resources for Digital Environments
Choosing adequate resources for learning environments requires extensive exploration and evaluation, especially with the increasing number of available digital tools. Part of being an effective and innovative leader is discussing practical implementation and pedagogy in a manner that adds resources and value to the educational environment. In this course, I learned how to Publish an Article; the process starts with the Publication Outline, then the Rough Draft, the Promotional Video, and the Final Draft.
Assessing Digital Learning and Instruction
Being effective in the education field is about knowing whether or not what you are doing is working in the learning environment you are responsible for. Measuring learning is not always easy; it requires action research to look into the effectiveness of the educators’ practices. Based on those results, individuals can then make improvement plans. In this course, I developed an Action Research Plan to measure the effectiveness of ePortfolio as a learning tool, starting with an Accion Research Outline and a Literature Review to support my research.
Instructional Design in Online Learning
Instructional design is something that educators do daily to facilitate learning for students. However, the global pandemic forced educators to change their practices and start to design online lessons. Designing online instruction is quite different. While the principles are the same, the atmosphere and mode of delivery are different, creating additional challenges for educators as they work to apply appropriate learning theories, create significant learning environments, align instruction/activities/assessments, and meet curriculum standards. Designing online learning requires more than Planning and Implementing; it also requires Testing the Usability of the online lessons/modules/courses to ensure effectiveness.
Self-directed Learner
Longlife Learner
Synthesis of Applied Digital Learning
Reflecting and making connections have been critical components of my ADL Journey. As the program ends, I can reflect on everything I have put together to help make learning more effective (COVA Reflection). I have developed as a digital learner and a digital innovative leader (Innovation Update). I have more tools and skills for ongoing change as I move forward.
REFERENCES
Dweck, C. (2008). Mindset: the new psychology of success. New York, NY.
Ballantine Books
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.
Harapnuik, D. (n.d). CSLE). It's about learning. Retrieved December 4, 2023. https://www.harapnuik.org/?page_id=849
Hapnuik, D. (n.d.). COVA. It's about learning. Retrieved December 4, 2023. https://www.harapnuik.org/?page_id=6991
Harapnuik, D. (n.d.). ADL Why & Principles. It's about learning. Retrieved December 4, 2023. https://www.harapnuik.org/?page_id=8521
McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution: achieving your wildly important goals. New York, NY, Free Press.
Mertler, C. A. (2022). Action Research: Improving Schools and Empowering Educators. Sage Publications.
Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2002). Crucial conversations. McGraw-Hill Contemporary.
Patterson, K., & Grenny, J. (2013). Influencer: The new science of leading change, Second Edition. McGraw-Hill Education.Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.
Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.e