Image created by Rose Rayner using Canva

Welcome to the synthesis of my Applied Digital Learning journey. Before we dive in, I invite you to click the link to learn more about me. About me

When I decided to go to graduate school a year ago, I envisioned what this program might entail. I knew it would be a timely degree, requiring substantial work and focus, but I had no idea just how aligned it would be with my values. Change is hard and often uncomfortable, as we all know. Yet, I've found comfort in knowing that the change I'm bringing has reshaped my perspective on failure and the importance of understanding how you learn.

These last few months have been a mix of discomfort, inspiration, and enlightenment. It’s still hard to believe that I’ve achieved something so monumental in such a short time. Each course in the ADL program has helped me grow as an educator. I’ve gained confidence in using digital tools and in sharing my learning with others through leadership opportunities.

Reflecting on the program’s principles and goals, it’s almost inconceivable where I started compared to where I am now. All the courses complemented each other well and were crucial parts of the journey. Over the past 11 months, I've accomplished something that felt grandiose, and even unattainable. I am amazed and proud of all that I have accomplished and the concepts I have learned throughout the Master of Applied Digital Learning program at Lamar University.  I have experienced significant growth and development. Now, I feel prepared to lead innovative change throughout my district.

So, let’s go back to the beginning… 

Spring 2024, I embarked on my journey with Concepts of Educational Technology course.

This course introduced me to the contrasts between fixed and growth mindsets, helping me cultivate my own growth mindset from the beginning. As I advanced, I expanded my professional learning networks both online and within my district and developed my understanding of the learning process through my learning manifesto.

This course was my first encounter with the COVA approach, allowing me to experience the power of Choice, Ownership, Voice, and Authentic learning. Developing my voice wasn't always easy; it required continuous practice and an open mind toward learning. I had to embrace the idea that failing forward is a natural part of learning. Carol Dweck’s insights on developing a growth mindset and the significance of "yet" kept me motivated throughout the program.

Combining the COVA approach with growth mindset concepts built my confidence and encouraged me to take risks. Developing my growth mindset early in the program helped me navigate the difficult and frustrating learning curves that I continued to run into throughout this program. This experience was truly liberating then and now as I look back at my journey of learning throughout this course. I gained valuable insights and connections with other professionals inside this program and within my district. This course prepared me to think differently and to embrace failure as a steppingstone to growth.

Disruptive Innovation in Technology 

This was the second course I took during Spring 2024, alongside Concepts of Educational Technology. What does it mean to be disruptive? If you're like me, you might initially think it's something negative. However, this course changed my perspective, teaching me that disruption can lead to positive outcomes. Without innovation, there would be no improvement. This course encouraged me to influence change within my district by creating an Innovation proposal based on disruptive innovation principles. Next, I created a digital video story to show to my stakeholders and principal to encourage them to get on board and start making a change for the future of our students. 

I delved into research to support my innovation plan, which focused on my classroom and district, making my learning relevant and grounded in real-world situations. This approach created an authentic learning experience for me. Next, I had to prove the effectiveness and importance of my innovation plan through a Literature Review. Implementing a new plan doesn't happen overnight, so I had to develop and map out an outline for my implementation plan.

These two courses made me realize that my journey through the ADL program would be unlike anything I had experienced before. Looking back, I understand that I had never truly learned how to learn or been given the chance and freedom to create something unique and truly my own.

My Learning Community

Throughout this program, my learning network included several people, but there were a few I worked closely with the entire time. These incredible ladies were my lifeline, and I don't think I would have successfully navigated this process without them. I'm thrilled that I'll finally get to meet some of them at graduation. It feels like we've known each other and been friends for a long time, yet we've never actually met in person!

My 3rd class in the Spring 2024 was Applying Educational Technology: Portfolio, which I took alongside Creating Significant Learning Environments.

Applying Educational Technology: Portfolio 

In this course, I had the chance to create and develop my ePortfolio. I expanded on my previous work, adding new features and carefully considering how I wanted my ePortfolio to look. I chose the layout, colors, and features, adding content that showcased my experiences and potential for growth. I was given the time to look back and reflect on my learning and make changes along the way and reflect on how far I had come. This was the first time I had the freedom to create something truly my own, deciding what type of digital learner and leader I wanted to be. Building a strong ePortfolio was crucial for the rest of the program.

This course also allowed me to venture out and find learning networks that aligned with my vision. I formed stronger cohort groups and connected with people who became important to my success, and I to theirs. It was the first time I shared my work and learning with others. I was used to the traditional education model, where I would consume information and regurgitate it to the instructor. However, this course was different from anything I had ever experienced.

Through my cohort groups, I learned the value of different perspectives and ideas from others, which only made my work stronger. We are meant to collaborate and encourage each other to become better learners. Networking through an ePortfolio creates an authentic environment for learning. I am excited to continue sharing my voice and learning journey through my ePortfolio.

Creating Significant Learning Environments

This course challenged my thoughts and the structure of my classes, diverging from what I had observed my coworkers and team leaders doing. Initially, it was difficult for me to develop my BHAG (Big Hairy Audacious Goal) because it felt like an unattainable dream. I didn't see the point in aiming high if I doubted my district would let me pursue it. However, I enjoyed learning about reintroducing "play" into education.

Creating significant learning environments (CSLE) involves engagement, connections, innovation, a growth mindset, COVA, and more. Such an environment is rooted in a strong constructivist learning philosophy. In a New Culture of Learning, learning becomes natural and effortless. After reading Fink’s “A Self-Directed Guide to Designing Courses for Significant Learning,” I was able to reevaluate my approach and consider how significant changes could benefit my students. This course helped contextualize the changes I was making with my innovation plan, reinforcing my learning philosophy, my overall why, and ensuring my outcomes, assessments, and activities were aligned with CSLE and COVA.

Two valuable frameworks I discovered in this course were the 3-Column Table and the UbD Template. Both frameworks helped clarify how to build a unit with the end in mind, using big goals and backward design that allows students to be active participants in their learning. Consequently, when technology is integrated into the learning environment, it enhances the authenticity of the learning experience. For the final assignment in this course, I revisited my growth mindset plan and reflected on my learning philosophy, grit, and the power of “yet.”

Summer 2024-Leading Organizational Change

This course helped me become more intentional when creating projects and delivering content to my students and coworkers. Focusing on my why has been invaluable both as a student and an educator. One of the most impactful aspects of the course was reading "Crucial Conversations." Starting with the heart has helped me build relationships and have a positive influence within my campus and with students over just a few short months. Over time, with the support of key influencers and stakeholders, I have become a voice for innovation—something I hadn't seen as attainable until I switched districts last August. I have learned how to have those crucial conversations, and just how important they truly are when making change within your organization. Now, I can look back at my influencer strategy, and the 4 Disciplines of Execution with confidence, knowing I will achieve measurable results this coming school year in my new district.

Resources Digital Environments

The purpose of this course was to prepare us to write an article with the goal of getting it published. It aimed to provide us with the experience of developing an article on our chosen topic and researching potential publication venues. This course pushed me out of my comfort zone, transforming me from an outsider to a contributor. I had never considered writing an article for publication, doubting my intelligence and the value of my knowledge to others.

This course was particularly challenging because I struggled to decide on a direction for my writing that would support my innovation plan. Each publication had its own requirements and steps for submission. Once I selected a potential publication, I spent considerable time developing my article outline. I chose the same topic as my literature review from another course, aiming to incorporate blended learning into my classroom and continue my research.

The next step was to work on my rough draft. I created a media project to connect with my audience and finalized my article for submission. Reflecting on this unique experience, I am grateful for the confidence I have gained as a contributor rather than just a consumer of knowledge. I now have a frame of reference for submitting articles in the future.

My first class in Fall 2024-Developing Effective Professional Leadership

In this course I utilized my innovation plan over blended learning with a rotational model as the foundation to develop professional learning. This helped me communicate and promote my initiatives. My goal was to design and model authentic professional learning that was engaging, had a significant duration of length and met the needs of my audience.  Learning is something that is ongoing, but in order for it to be effective, it must be authentic and relevant to the learners. In education we have to understand that we can never stop learning. We have to make sure that we are on top of everything changing in the world so that we can make our lessons relevant and real for our students. In this course, I not only learned but also led other learners in addressing issues that educators have struggled with for years, particularly the traditional "sit & get" professional development. These sessions often lack follow-up or authentic application to specific subjects and grade levels, leaving teachers overwhelmed with papers, loose notes, and textbooks, but no real understanding of how to implement new ideas in their classrooms.

Without modeling and ongoing training with actionable steps, many teachers feel too overwhelmed by their daily tasks to follow through with what they’ve learned. That’s why, in my professional learning course, I modeled rotational blended learning. During the meetings, participants had the opportunity to practice authentic learning, which I hope they will continue to implement in their own classrooms. If teachers don’t see these practices modeled, how can we expect them to understand how to structure learning in their classrooms, or provide choice, ownership, and voice through authentic projects? We must create significant learning environments for our teachers, as well as our students, which includes our professional learning meetings. My goal is to empower and motivate my district into implementing innovative strategies. I created a call to action for professional development to persuade our PD team that this innovative approach to PL will be indispensable as blended learning becomes standard in districts globally. I created an outline and continued to use the 5 key principles to create a "Go & Show" alternative PL session. I feel that this project has valuable insight and includes a guide for others looking to implement ongoing, authentic professional learning in their own district.

Instructional Design Online Learning

The goal of this course was to apply the principles of CSLE and COVA in an online setting, creating an engaging and empowering learning space. I stepped back to consider how to design a course that connected learners to information and their peers. After exploring various learning management systems (LMS), I chose Google Classroom for my instructional design due to its familiarity among educators and students, and ease of navigation. To assist those unfamiliar with the platform, I uploaded instructional videos on navigating different parts of the online environment.

I focused on my implementation and aligning the unit/module outcomes, goals, activities, and assessments with the Understanding by Design (UbD) framework. This encouraged me to think about learning goals, desired results, my audience, and how to give learners the freedom to drive their own learning and produce authentic work. I developed an outline and syllabus, mapping out each section of the unit and the course.

After completing the course, I sought feedback from classmates and colleagues within the education system. They previewed my course, videos, assignments, and assessments, providing comments and completing questionnaires. This feedback allowed me to update and improve the course, enhancing its usability and overall student experience. Reflecting on this process, I realized the value of external perspectives in refining my course and improving my students' learning experience.

Assessing Digital Learning and Instruction

In this course, I gained a new understanding of my purpose and discovered a valuable tool to organize my research. To be honest, I’ve never enjoyed research or data collection, but this time was different. Mertler’s four-stage process of planning, action, developing, and reflecting guided me through the process, helping me understand why some ideas and plans don’t always work. I was introduced to the principles of action research and how practical research can supplement my innovation plan, preparing me for further implementation of my ideas. At the end of the school year, as I reflected on my innovation plan, I created my action research design outline.  I followed it with a thorough literature review examining the impact of optimizing station rotations in blended learning to enhance student engagement and achievement through teacher-led, online, and offline stations.

Effectiveness in education goes beyond designing a good lesson; it involves understanding whether your methods are working in the learning environment. Assessing digital learning through action research allows educators to take a deep look at the effectiveness of their practices. Based on the results, they can make plans for improvement. Thanks to this course, I now appreciate the importance of action research and have a clear means of following through with my original plan.

My final course in the program: Synthesis of Digital Learning and Leadership

This capstone course marks the culmination of my Applied Digital Learning journey. Reflecting on my experience, I am humbled and grateful for the unexpected growth and knowledge I've gained. This program was my first introduction to a growth mindset, COVA, and CSLE. For the first time in my 41 years, I truly learned how to learn.

The program's experiences fostered effective learning, leadership, and teaching. I have analyzed, connected, and reflected, developing into a digital learner and leader. I’ve identified and promoted innovation, created significant digital learning environments, and led organizational change. The instructors' dedication to creating authentic learning environments has profoundly inspired me. This experience will forever influence what I create for my students.

I’ve found my voice, taken ownership of my learning, and embraced failing forward as an opportunity to grow. I am forever grateful for this journey, which has truly transformed my life and the lives of my students.

My Interest

I am dedicated to creating a meaningful learning environment for my students and fellow educators through our innovative COVA approach. By offering learners choice, ownership, and voice, I aim to empower them to thrive in their educational journey. Through authentic learning opportunities, I want to help them take control of their learning and develop a growth mindset that will benefit them throughout their academic and professional lives.