Course Goal
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.
Learning Outcomes:
Aligning learning outcomes/goals with activities and assessment:
Course Outcomes
Assessment
Learning Activities
Foundational
Learners will discover how they can use choice and voice and develop authentic learning activities in the ADL program.
COVA Institute
Reflect on current use of teaching and learning practices using technology innovations.
Discussion
Instructor Lecture
Media Listings
Required and Supplemental Readings
Discussion
Application
Learners will discuss how technology tools can enhance collaboration and engagement within learning communities in which they are a part of.
Develop a static web page that reflects on the importance of engagement and collaboration in a learning community or network.
Discussion
Instructor Lecture
Media Listings
Required and Supplemental Readings
Discussion
Integration
Learners will assemble their experiences into a cohesive ePortfolio as a way to promote their ideas and share their digital identities.
Develop an ePortfolio that shares personal philosophies, ideas, blogs, and authentic coursework that showcases one’s digital identity.
Discussion
Instructor Lecture
Media Listings
Required and Supplemental Readings
Discussion
Human Dimensions/Caring
Learners will analyze the role a growth mindset has on creating effective learning environments.
Reflective application of Dweck’s mindset theory to learner perceptions on how they learn
Discussion
Read Carol Dweck’s, Mindset: The New Psychology of Success
Discussion
Learning How to Learn
Learners will identify and articulate how they will use choice, ownership, voice, and authenticity in learning activities within their organization.
COVA Institute
Create a learning manifesto that analyzes the COVA model and describes the implications for current educational practices as the model relates to technology integration in the work setting.
Learners will create an ePortfolio to share their work, reflect on their growth, and develop their voice.
Learning Outcomes: Aligning learning outcomes with activities and assessment:
Learning Outcomes
Assessment
Learning Activities
Foundational
Learners will explore and apply the fundamental principles of effective ePortfolio practice.
ePortfolio
Discussion
Review and research the fundamentals of ePortfolios and begin to develop your own ePortfolio based on these fundamentals.
Application
Learners will be able to articulate and apply why ePortfolios should be used and how choice contributes to reflective practice.
ePortfolio
Discussion
Review the assigned and related course resources and continued building the ePortfolio.
Growth Mindset reflection post.
Integration
Learners will be able to articulate and apply who owns the ePortfolio and how ownership contributes to effective learning.
ePortfolio
Discussion
Review the assigned and related course resources and continued building the ePortfolio.
Learning Manifesto reflection post.
Human Dimension/Caring
Learners explore and incorporate the social and collaborative role of learning in community.
ePortfolio
Discussion
Review the assigned and related course resources and continued building the ePortfolio. Join several professional learning communities and create a reflection post related to your experiences.
Learning How to Learn
Learners will locate, evaluate and compile web-based resources, experts, and communities that will help them to promote their learning
ePortfolio
Discussion
Finalize your ePortfolio. Organize and connect all your reflections into a final post and prepare your ePortfolio for submission.
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
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
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.
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.
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.
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.
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.
Why Authentic Learning Converts Into Lifelong Learning – We need to allow our learners to choose and work on authentic projects that will inspire their intrinsic passions for learning and help them grow their learner’s mindset.
In pursuit of the better way – the learner’s mindset – Perhaps, if we focused on nurturing and supporting our learner’s natural inquisitiveness and predisposition toward learning we would be much further ahead and wouldn’t then have to attempt to restore or rebuild what we have torn down in the first place.
Innovation Planning
How to Avoid EdTech Quickfix Traps – If you are considering a 1 to 1 initiative or using a software system for drilling in Math or Language/English then I want you to recognize that these are only a small part of a bigger picture and you need to shift your focus from technology to learning. Something along the lines of blended learning or project-based learning would be a very logical focus where these technologies would be used effectively.
Choosing Your Innovation Project – The selection of an Innovation Project is key to the Applied Digital Learning (ADL) program. This video provides key perspectives that will help you make a wise selection:
Innovation Proposal & Planning Tips – An overview of who you should focus on, what should go into your innovation proposal, and how to pull all your planning pieces together.
Are You Bolting a Jet Engine onto Your Horse Cart? – If you really want to get the most out of any learning opportunity you have to fight through the cognitive dissonance and experiment with the new ideas and processes to see if they really can make a difference.
The key to improving student achievement – Hattie argues examining, thinking, and talking with other teachers about the learning environments that we have created and are creating and the impact that we can have on learners is the most important thing we can do to improve our learner’s achievement.
Who Do You Trust Enough to Learn From? – The evidence is clear; if you want to learn more effectively online you need to collaborate with your classmates.
Where is My Discussion Post? If you have your introduction post and you can’t see it, chances are you posted it on someone else’s thread. Consider the following video to see how to avoid this in the future:
To Get the Real Story You Need to Go to Primary Sources – Because we live in an age when so much information is available we must not only be prepared but be willing to take the time that it takes to critically and analytically assess all the information we are taking in.
What are you learning today? – We need to continually ask – what are you learning today? This question leads to the next most important question – What do you want to learn next?
Case Studies – Implementation Outline
It’s About the Learning First
Implementation Outline Examples used in the video:
Why Good Ideas Too Often Go Bad – Useful ideas like Project-Based learning, 1 to 1, and blended learning can all too easily lose their benefit when we shift the focus from learning and just do projects, just focus on the devices, and just focus on the content delivery part of the blended learning.
The Gift of Intrinsic Motivation – Letting your learners experience the consequences of their actions (as long as they aren’t life-threatening) will be much more valuable to them in the long run than your intervening.
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
Computers in Schools – Not Working…Yet – If focusing on the technology doesn’t improve learning then what does? the research is overwhelming…Focusing on the learning first then finding ways to enhance that experience with technology will improve learning.
My Video & Media Tools
How to Use The Power of Video – Make sure your videos are targeting the hearts before you target the minds of your audience.
Dwayne’s DIY Video Creation Toolbox & My Video & Media Tools – Video examples, the tools, and resources I used to create, edit and publish those videos and the full list of hardware, software and videos resources that I use on a regular basis to create the videos for your learning environments.
Contributions to Your Learning and Learning Community Grading
The Power of Vision – Transformative Scenario Planning
Telling stories about what might happen. Not stories about what will happen, not forecasts; not stories about what should happen; not proposals or visions or positions but stories about what MIGHT happen–relevant, challenging plausible clear stories about what might happen.
Please note: The ADL course goals and program map must be read from the bottom starting from EDLD 5305 then moving onto 5302, 5303, and so on. The large red text points to the main plan, strategy, or publication that you will have created upon completion of the course.
CSLE+COVA Capstone
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.
EDLD 5318
Learners 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 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 5315
Learners will be able to assess the instructional impact the implementation of their innovation plans have on creating effective digital learning environments.
EDLD 5304
Learners will be equipped with tools to be self-differentiated leaders who can address the inevitable resistance to change that will occur when launching innovative digital learning initiatives.
EDLD 5302
Learners will take ownership and agency over the learning process and incorporate learner choice and voice in designing authentic projects that use technology innovations as a catalyst for change in their organizational setting.
EDLD 5303
Learners will prepare and submit an ePortfolio that demonstrates their mastery of the learning outcomes for previously completed professional development work.
EDLD 5305
Learners will identify 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.
