Applied Digital Learning (ADL)
The Master of Applied Digital Learning (ADL) at Lamar University 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. In creating significant learning environments (CSLE) by giving learners choice ownership and voice through authentic learning opportunities (COVA) we help our learners grow into digital leaders who can embrace the opportunities of the future. We refer to this as the CSLE+COVA framework or the COVA approach.
While technology is continually used to enhance the learning environment in the ADL, it isn’t just relegated to being another tool our learners put in their instructional toolboxes. 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 your digital knowledge and your leadership abilities and give you tools, skills, and knowledge to empower those in your educational community to step outside their comfort zone and into the digital future.
The ADL program is grounded in the learning approaches of Dewey, Bruner, Piaget, Papert, Jonassen, and other constructivist theorists who advocate that learning is an active, dynamic, and social process in which learners construct new ideas or concepts based upon their current and past knowledge and experiences. The making of meaningful connections is key to learning and knowing.
The educator and philosopher Mortimer Adler suggests that:
teaching is a very special art, sharing with only two other arts — agriculture and medicine — an exceptionally important characteristic. A doctor may do many things for his patient, but in the final analysis, it is the patient himself who must get well — grow in health. The farmer does many things for his plants or animals, but in the final analysis, it is they that must grow in size and excellence. Similarly, although the teacher may help his student in many ways, it is the student himself who must do the learning. Knowledge must grow in his mind if learning is to take place (p. 11).
In the ADL we create and model significant learning environments where the learner is given choice ownership and, voice through authentic learning opportunities (COVA).
ADL students learn how to purposefully assemble all the key components of effective learning and create their own significant learning environments that will then, in turn, help their learners to learn how to learn.
Research and experience confirm that we learn most deeply through effective collaboration and feedback from our peers. ADL collaborative activities are structured so that students can bring their ideas to their group, examine and test those ideas, and then apply those refined and strengthened ideas to their own projects.
Collaboration is not used as a consensus-driving process, rather it is part of the significant learning environment where learners are immersed and engage in productive thinking and problem-solving and emerge with enhanced knowledge and skills that they can apply in their own classrooms and professional development. 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.
In the ADL program, the learner will not be asked to just learn the theory or sit and get professional development but will be required to go and show what they have learned through the creation of their own authentic projects that they will create in their own learning environment. Because the projects need to be authentic in the ADL program we require that ADL students are currently employed in PK-12, higher education, not-for-profits, or corporate settings where they are able to implement their authentic ADL projects.
The ADL program also reinforces learner choice, ownership, and voice through authentic learning through the development and use of a personal/professional ePorfolio. ADL students document and share all aspects of their authentic projects with their learners and their learning communities through their ePortfolio.
References
Adler, M. J., & Van Doren, C. (1972). How to read a book: The classic guide to intelligent reading. New York, NY: Touchstone.
Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York, NY: Basic Books.
Papert, S. (1997). Why school reform is impossible (with commentary on O’Shea’s and Koschmann’s reviews of “The children’s machine”). The Journal of the Learning Sciences, 6(4), 417–427.
Piaget, J. (1964). Development and learning. In R.E. Ripple & V.N. Rockcastle (Eds.), Piaget Rediscovered: A Report on the Conference of Cognitive Studies and Curriculum Development (pp. 7–20). Ithaca, NY: Cornell University.
ADL links:
Applied Digital Learning
DLL Evolves to ADL
CSLE+COVA
ADL Why & Principles
ADL Program Map
What You Get From the ADL
How to Succeed in the ADL
ADL Course Goals
ADL Tips & Perspectives
Revised on Dec 12, 2022
