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ADL/EDLD 5313 Tips & Perspectives

Dwayne Harapnuik — January 9, 2021

How to Succeed in the ADL
If you haven’t already reviewed this page and the related links you owe it to yourself to spend the 30 minutes that it will take to see how to really do well in the DLL.

New Culture of Learning
Creating Learning Significant Environment – EDLD 5313 Week 1 Assign Tips

Significant Learning Environments – exploring the power of an authentic learning environment.

Organic Learning – we need to create an environment in which the learner can do the learning, grow and flourish.

Opening Up Spaces for Answers – Why we run EDLD 5305 the course on innovation planning before we run EDLD 5313, the course on creating significant learning environments

The Power of Constraints – When combined with choice, constraints can be very powerful tools.

Learning Philosophy
Learning Philosophy – EDLD 5313 Week 2 Assign Tips

Four keys to understanding learning theories – Regardless of where you land in your thinking about learning the fact that you are thinking about learning and how learning works means that your learners will benefit.

Are you preparing them for real life or just the test – the power of authentic learning opportunities

Piaget’s Key Implications for Learning – Excerpts from one of the original constructivists that support the CSLE+COVA approach

Foster Inquisitiveness Rather than Rebuild It – When we focus on the right answers instead of starting with questions we not only extinguish our learner’s ability to question, inquire and innovate we create an environment of rewards and punishment that fosters fear in the learner when they aren’t able to regurgitate the right answer.

What are the best ways to study for the test? Read this review from Scientific American to see which techniques accelerate information retention and which techniques are just a waste of time. While the introduction to the article suggests that the focus is on learning the reality is this article focuses on how to improve information transfer and test achievement. Unfortunately, some folks equate this with learning–but it is not.

This Will Make You Rethink Learning Styles Research shows that learning styles DO NOT exist yet many too educators are wrongly inclined to believe that they do.

3 Column Table – Outcome-based course design
BHAG and Outcomes Tips

Aligning Outcomes Activities & Assessment – EDLD 5313 Week 3 Assign Tips

4 Keys to aligning outcomes activities & assessment – There is an easy way and a difficult way to work through Fink’s taxonomy and the 3 column table – please take my advice and use this post and use the easy way.

Mapping Your Learner’s Journey – It is our responsibility to guide our learners through their personal development journey and help them take ownership of their learning.

Why Create Significant Learning Environments – Are you looking at the bigger picture or have you intellectually stepped far enough back to see the full learning environment?

Why you need a BHAG to design learning environments – Use a Big Hairy Audacious Goal (BHAG) to help define a visionary type goal that is more strategic and emotionally compelling rather than being simply tactical.

Why You Need to Rethink Your Role as an Educator – If you really don’t want to be replaced by an inspirational robot then you need to not only talk the talk of Dewey but walk the walk.

Difference Between “Doing Projects” and “Project-Based Learning” – Project-based learning is very powerful but we tend to limit its impact by focusing on just doing projects.

DLL Program Map – How we have created a significant learning environment in the DLL program and in your courses.

Review the CLSE+COVA Resources on this site:
CSLE+COVA
CSLE

UbD Template – Competency-based course design
EDLD 5313 UbD Template Recommendations Nov 2021

EDLD 5313 Week 4 UbD Assignment Tips Mar 2019

Mindset

How to Grow a Growth Mindset – You need more than just belief and action you need to change the environment

COVA+CSLE Mindset vs Traditional – Comparison of the COVA+CSLE Mindset and Motivation with the Traditional Teacher-Centered Approach

Mindset – Overview of Dweck book, site, and related videos and resources

Fixed Vs Growth Mindset = Print Vs Digital Information Age – This notion of adapting to a constantly changing environment is also important when we consider our move from a static print information age to the dynamic digital information age.

ADL/5303 Perspectives
ADL/5304 Perspectives
ADL/5305 Perspectives
ADL/5313 Perspectives
5317 Perspectives

Revised on November 4, 2021

DLL Evolves To ADL

Dwayne Harapnuik — January 9, 2021

Difference between the DLL and ADL programs

M.Ed.	Digital Learning & Leading (DLL)	Applied Digital Learning (ADL)
Name & Emphasis	Digital Learning & Leading is a collaborative learner-centered program that embraces technological innovation through collaboration and active and authentic learning that will prepare learners to create meaningful change. Innovative technologies are used as catalysts to enhance learning and when effectively employed, the technology disappears into the learning environment. This online program is designed to develop both digital learning knowledge and leadership.	The emphasis on digital learning and leading from the DLL is maintained in the ADL. The shift in using the notion of “applied” is to emphasize Applied Learning which is an active and collaborative process in which learners apply knowledge and skills gained from theory, hands-on experience, and authentic learning opportunities. What differentiates ADL from the DLL are the increased emphasis of assessment as learning and critical reflections on the application of analysis, evaluation, in the creation of significant learning environments.
Program Length	12 courses for 36 credit hours	10 courses for 30 credit hours
Course Length	5-week courses Since the start of the program, all courses in the DLL have been continually and incrementally updated. Mid-term diagnostics feedback surveys conducted in each course revealed the most important need was additional time to enable deeper learning.	8-week courses The course content from the DLL is was used as a foundation and updated. No new content was added. The increased time was added to enable learners to go deeper into their analysis, evaluation, and creation of their authentic learning opportunities.
Program Completion	The DLL program is typically completed in 18 -24 months. Due to the intense 5-week duration, students are allowed to complete one course at a time.	The ADL program can be completed in one year because students have the option of taking 2 courses at a time. Students also have the option of doing one course at a time and doubling up on courses when their schedules allow.
Discussions & Collaboration	Discussion forums are used in the DLL to foster collaboration and to provide a forum for students to help each other with their innovation projects. Discussions are monitored by instructors and contributions evaluated using a metric that combined the quantity and quality of participation.	Discussion forums are used in the ADL to foster collaboration and to provide a forum for students to help each other with their innovation projects. Evaluation of collaboration shifts from the instructor to the student. Self-evaluations are based on an assessment as learning model where students self-assess their contribution to their own learning and to that of their core learning community.

ADL links:
Applied Digital Learning
DLL Evolves to ADL
CSLE+COVA
ADL Why & Principles
Assessment OF/FOR/AS Learning
ADL Program Map
What You Get From the ADL
How to Succeed in the ADL
ADL Course Goals
ADL Tips & Perspectives

Revised on August 16, 2021

ADL Tips & Perspectives

Dwayne Harapnuik — January 9, 2021

I really struggled at first with how XYZ applied to me but I went back through it, it started to make more sense. It really helps that you have the videos from the discussions along with the class meeting. I needed all of those resources and input to wrap my brain around it…. It is also so helpful that I can talk to you about these ideas…thanks for your help and encouragement.

This is a cumulative paraphrase of many emails and discussion posts where learners have relayed their challenges and success in working through difficult ideas. There are two key ideas that we can glean from this collective experience.

Learning requires repetition and lots of input – most learners find looking at an idea or issue from a variety of perspectives useful. Reading and re-reading the book or article, watching a video, reading a blog post, reading an additional article, discussing the ideas with their classmates, friends, and the instructor all contribute to the learning process.
Learning takes time and effort – genuine learning requires effort and perseverance. Moving beyond knowing the name or label of something to actual knowledge takes a lot of effort and time. But once a learner takes ownership of an idea and makes it their own by applying that idea to their own context they can then apply this new knowledge in a variety of contexts.

Because we give our learners choice, ownership, and voice through authentic learning opportunities and we are not simply asking learners to regurgitate information on an exam, the significant learning environment that we provide must be extremely rich and point to a very wide assortment of learning opportunities and resources.

In addition to the, required readings, the videos, and related discussion I regularly point to additional ideas and resources in weekly announcements as the courses progress. I will occasionally add links to posts or other articles in the discussion forums. Rather than ask our learners to wait for these additional resources to be made available through course announcements the following pages will point to a variety of resources that can help you make those meaningful connections.

Why not just include these resources in the supplemental reading section of the course or add them to the existing course structure. More isn’t always better and not everyone may need or even want these additional resources. The ADL program and courses have been very well designed and we do have enough information and resources. The additional information and tips that I will be pointing to will help those learners who just want another perspective to help them “really get their head around the ideas” or as I would prefer to state – take full ownership. For the most part, I won’t be adding new information but will simply be pointing to the same information that will be presented from a different perspective. I will also be pointing to many of my personal struggles or insights that I have gained over the years which may also help learners to identify with the fact that their professor also has struggled with “getting his head around” many of the same ideas.

Please note that this is a work in progress and the first perspective pages that will be added will be the courses that I teach most often. Since the ADL program is an evolution of the DLL program and most of the course will be very similar, I will be using the DLL Tips & Perspectives pages as a starting point so you will be hearing me refer to the DLL program. I will be working with the instructors of the remaining courses to build out perspective pages.

ADL/EDLD 5302 Tips & Perspectives
ADL/EDLD 5303 Tips & Perspectives
ADL/EDLD 5304 Tips & Perspectives
ADL/EDLD 5305 Tips & Perspectives
ADL/EDLD 5313 Tips & Perspectives
5317 Perspectives
EdTech Tips

Revised on August 16, 2021

ADL Course Goals

Dwayne Harapnuik — January 9, 2021

ADL courses and their Big Hairy Audacious Goals (BHAG):

EDLD 5302
Learners will take ownership and agency over the learning process and incorporate choice and voice in designing authentic projects that use technology innovation as a catalyst for change in their organizations.

EDLD 5303
Learners will create an ePortfolio to share their work, reflect on their growth, and develop their voice.

EDLD 5304
Learners will apply leadership theories and practices to become self-differentiated leaders who can address the inevitable resistance to change that will occur when launching innovative digital learning initiatives.

EDLD 5305
Learners will explore technology innovations and embrace them as opportunities rather than challenges and proactively use those changes as catalysts to enhance their institution or district’s learning environments.

EDLD 5313
Learners will identify and incorporate constructivist theories to create and implement significant digital learning environments.

EDLD 5315
Learners will be able to assess the instructional impact the implementation of their innovation plans have on creating effective digital learning environments.

EDLD 5317
Learners will examine a variety of digital environments and other digital resources to effectively communicate with others the practical implementation and the pedagogical value for educational use.

EDLD 5318
Students will apply constructivist learning theories and instructional design principles in the development and delivery of an online course utilizing significant learning environments through selected course management tools.

EDLD 5389
Learners will effectively apply an innovative teaching practice by collaborating with colleagues to evaluate their impact on learners and design and model authentic professional learning (PL) activities that are active, have a significant duration, and are specific to their discipline.

EDLD 5320
Learners will synthesize their knowledge, skills, beliefs, and values gained through their digital learning and leadership experiences and present a comprehensive plan on how they developed into digital learners and leaders that can identify and promote innovation, create significant digital learning environments, and lead organizational change.

Revised on August 16, 2021

How to Succeed in the ADL

Dwayne Harapnuik — January 9, 2021

If someone needs directions, don’t give them a globe. It’ll merely waste their time. But if someone needs to understand the way things are, don’t give them a map. They don’t need directions; they need to see the big picture (Seth Godin, 2017 para. 1).

In order to do well in the ADL, you need to see the bigger picture of how this program works. More specifically you need to see the bigger picture of how we have created a significant learning environment in which we give you choice ownership and voice through authentic learning opportunities.

The following pages and videos have been designed to help you understand why and how we use CSLE+COVA in the ADL and what that will mean to your learning experience. We recommend that you use the following pages in sequence but as you will see in the ADL program we leave that choice up to you:

Change in Focus
You will find that these two videos (Part A – 7 min & Part B – 4 Min) will help you to recognize how a simple change in focus can help you and your organization stay focused on helping your learners to realize their full potential and grow into future leaders who will help improve our world.

COVA
The short page and video (2 min) provide the overview and context for COVA and will help to reinforce how important it is to have choice, ownership, and voice through authentic learning opportunities.

CSLE+COVA Framework
The short page and video (2 min) provide the overview and context for CSLE+COVA.

Why CSLE+COVA
Since people don’t buy into what you do but buy why you do the CSLE+COVA Why, How and What page and the short 4 Keys to CSLE+COVA (5 min) provide the foundational starting point about how to use technology to enhance learning.

What to expect from the ADL
Constructivists hold that people learn by making meaningful connections between what they already know and what is new. Therefore, it is our hope that the What to Expect video (6 min) which compares and contrasts the CSLE+COVA to the traditional information transfer model will help you to understand how to deal with the differences you will experience in the ADL program

What you get from the ADL
Since the ADL program uses authentic learning opportunities that are core to the constructivist CSLE+COVA approach this page points to all the authentic, plans, strategies, and related resources that you will create in the program.

ADL Program Map
The ADL Program Map page and related video (8 min) will give you a detailed explanation, and a visual representation of how the ADL program works and how each of the courses works together to help you build, implement and measure an innovation plan that will help you succeed as a digital leader.

CSLE
Once you have gone through the above pages and videos going back to the CSLE page will help to reinforce how important it is to look at creating significant learning environments.

Research
We encourage everyone to always look at the research and supporting ideas and theories behind what you read. The CSLE+COVA and the ADL program are based on well-established constructivist theories and research so we encourage you to explore these foundational ideas further.

References
Godin, S. (2017, January 8). Maps and globes [Blog]. Retrieved from http://sethgodin.typepad.com/seths_blog/2017/01/maps-and-globes.html