CSLE+COVA Research

Peer Reviewed eBooks

Harapnuik, D. K., & Thibodeaux, T. N. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences 2nd Ed. Learner’s Mindset Publishing.
COVA eBook is available in Kindle format from Amazon,

Harapnuik, D. K., & Thibodeaux, T. N. (2023). Learner’s Mindset: A Catalyst for Innovation. Learner’s Mindset Publishing. KIndle format from Amazon

Published peer-reviewed journal articles and book chapters that point to research that supports the COVA+CSLE approach:

Thibodeaux, T. N., & Harapnuik, D. K. (2021). Exploring students’ use of feedback to take ownership and deepen learning. International Journal of e-Learning. Retrieved from https://www.learntechlib.org/primary/j/IJEL/

Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Dolce, J. (2021). Graduate students’ perceptions of factors that contribute to ePortfolio Persistence beyond the program of study. International Journal of ePortfolio.

Harapnuik, D. K., & Thibodeaux, T. N. (2020). Exploring students’ use of feedback to take ownership and deepen learning. International Journal of e-Learning. Retrieved from https://www.learntechlib.org/primary/j/IJEL/

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2019). ePortfolio Persistence. Manuscript in progress.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2019). Feedback to Feedforward. Manuscript in progress.

Thibodeaux, T. N., & Harapnuik, D. K. (2019). Exploring students’ use of feedback to take ownership and deepen learning. Manuscript submitted for publication.

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2019). Student perceptions of the influence of the COVA learning approach on authentic projects and the learning environment. International Journal of e-Learning, 18(1), 79-101. Retrieved from http://www.learntechlib.org/c/IJEL/

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2019). Student perceptions of the influence of choice, ownership, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education, 33(1), 50-62. Retrieved from
http://www.isetl.org/ijtlhe/current.cfm

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2018). Graduate student perceptions of the impact of the COVA learning approach on authentic projects and ePortfolios. Manuscript submitted for publication.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2018). Perceptions of the influence of learner choice, ownership in learning, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2017). Graduate student perceptions of the impact of the COVA learning approach on authentic projects and ePortfolios. Manuscript submitted for publication.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2017, May). Learners as critical thinkers for the workplace of the future: Introducing the COVA learning approach. Texas Computer Education Association TCEA Techedge, 2(2), 13. Retrieved from http://www.tcea.org/about/publications/

Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Wooten, R. (2017). Learning all the time and everywhere: Moving beyond the hype of the mobile learning quick fix. In Keengwe, J. S. (Eds.). Handbook of research on mobile technology, constructivism, and meaningful learning. Hershey, PA: IGI Global.

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017, March). Student perceptions of the impact of the COVA approach on the ePortfolios and authentic projects in the digital learning and leading program. Paper presented at the Society for Information Technology in Teacher Education (SITE), Austin, TX.

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017). Using the COVA learning approach to create active and significant learning environments. In Keengwe, J. S. (Eds.), Handbook of research on digital content, mobile learning, and technology integration models in teacher education. Hershey, PA: IGI Global.

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2017). Factors that contribute to ePortfolio persistence. International Journal of ePortfolio, 7(1), p. 1-12. Retrieved from http://www.theijep.com/pdf/IJEP257.pdf

Harapnuik, D., Thibodeaux, T. & Poda, I. (2017) New Technologies. In Martin, G.E., Danzig, A.B., Wright, W.F., Flanary, R.A., & Orr, M.T. School leader internship: Developing, monitoring, and evaluating your leadership experience (4th Ed.). New York: Routledge, pp. 91-94.

The research that informs the CSLE+COVA

The CSLE+COVA approach is based on a considerable amount of research that has been conducted over the past two decades about what works and does not work when it comes to creating significant learning environments where learners are given choice, ownership, and voice through authentic learning opportunities.  While based on all the research listed in the references, in particular, it emphasizes…

Constructivism – With roots stemming from progressive education, the combination of Labaree (2005) and Hattie’s (2008) definition of constructivism builds upon student-centered learning, guided discovery learning, and visible learning where students construct new knowledge and show others how they learn (Piaget, 1964; Ginsberg & Oppers, 1969, Papert, 1993, 1997). Jonassen and Reeves (1996) assert that learning with technology or using technology tools to support the learning process, should be the focus in the learning environment rather than learning from technology. This line of thinking allows authentic projects to become the “object of activity” as opposed to technology functioning as the primary focus of instruction.

Student/learner-centered – It all has to start with the learner. Mayer (2009) characterized learner-centered approaches where instructional technology was used as an enhancement to human cognition. Essentially, student-centered learning is when students “own” their own learning (Dewey, 1916; Lee & Hannafin, 2016).

Teaching roles – An instructor has many different roles which at minimum include presenter, facilitator, coach, and mentor (Harapnuik, 2015a; Priest, 2016). We need to shift to more coaching and mentoring because formative evaluation and feedback given within a trusted relationship yields the highest levels of student achievement (Hattie 2008, 2011).

Ubiquitous Access & Social Networking – We live in an age where we can access all the world’s information and almost anyone from the palms of our hands.  Because we are socially networked and connected learners look to their peers and crowd-sourcing for information and solutions to problems (Edelman, 2017).

Instructional Design — If we start with the end in mind or a purposeful backward design, we can look at how a course or program will change learners’ lives, how it can make them a better member of society, and how they can contribute to solving particular problems (Fink, 2003; Harapnuik, 2004, 2015a).

Assessment & Evaluation — We should be incorporating formative tools like feed forward (Goldsmith, 2009) or educative assessments that help the learner to align outcomes with activities and assessment (Fink, 2003).

Support & Infrastructure — When people talk about learning technology, they think of tablets and laptops being used in the classroom or learning management systems. But this is the wrong focus; we should not focus on the technology itself but viewed simply as a tool that provides information and supports teaching and learning (November, 2013; Amory, 2014).

Choice – Learners are given the freedom to choose how they wish to organize, structure, and present their learning experiences (Dewey, 1916, Ginsberg & Opper, 1969). Choice also extends to the authentic project or learning experience promotes personalized learning (Bolliger & Sheperd, 2010) which includes adapting or developing learning goals and choosing learning tools that support the learning process (Buchem, Tur, & Hölterhof, 2014).

Guided discovery – It is crucial to acknowledge that the learner’s choice is guided by the context of the learning opportunity and by the instructor who aides the learner in making effective choices. The research over the past 40 years confirms guided discovery provides the appropriate freedom to engage in authentic learning opportunities while at the same time providing the necessary guidance, modeling, and direction to lessen the cognitive overload (Bruner, 1961, 1960; Ginsberg & Opper, 1969: Mayer, 2004).

Ownership –  Constructivists, like Jonassen (1999), argue that ownership of the problem is key to learning because it increases learner engagement and motivation to seek out solutions. Ownership of learning is also directly tied to agency when learners make choices and “impose those choices on the world” (Buchem et al., 2014, p. 20; Buchem, Attwell, & Torres, 2011). Clark (2001) points to a learner’s own personal agency and ownership of belief systems as one major factor contributing to the willingness and persistence in sharing their learning.

Voice – Learners are given the opportunity to use their own voice to structure their work and ideas and share those insights and knowledge with their colleagues within their organizations. The opportunity to share this new knowledge publicly with people other than the instructors helps the learner to deepen their understanding, demonstrate flexibility of knowledge, find their unique voice, establish a sense of purpose, and develop a greater sense of personal significance (Bass, 2014).

Authentic learning – The selection and engagement in real-world problems that are relevant to the learner further their ability to make meaningful connections (Donovan et al., 2000) and provide them with career preparedness not available in more traditional didactic forms of education (Windham, 2007).  Research confirms that authenticity is only developed through engagement with these sorts of real-world tasks or as Kolb (1974 & 2014) would suggest through experiential learning and that this type of authentic learning can deepen knowledge creation and ultimately help the learner transfer this knowledge beyond the classroom (Driscoll, 2005; Nikitina, 2011). It is also important to recognize that authenticity is not an independent or isolated feature of the learning environment but it is the result of the continual interaction between the learner, the real-world activity, and the learning environment (Barab, Squire, & Dueber, 2000). This is also why we stress that in the COVA model choice, ownership, and voice are realized through authentic learning, and without this dynamic and interactive authenticity, there would be no genuine choice, ownership, and voice (Harapnuik, Thibodeaux, & Cummings, 2017).

References

Amory, A. (2014). Tool-mediated authentic learning in an educational technology course: A designed-based innovation. Interactive Learning Environments, 22(4), 497-513. doi: http://dx.doi.org/10.1080/10494820.2012.682584

Barab, S. A., Squire, K. D., & Dueber, W. (2000). A co-evolutionary model for supporting the emergence of authenticity. Educational Technology Research and Development, 48(2), 37–62.

Bass, R. (2014). Social pedagogies in ePortfolio practices: Principles for design and impact. Retrieved from http://c2l.mcnrc.org/pedagogy/ped-analysis/

Bolliger, D. U., & Sheperd, C. E. (2010). Student perceptions of ePortfolio integration in Online courses. Distance Education, 31(3), 295-314.

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.

Bruner, J. S. (1962). On knowing: essays for the left hand. Cambridge, Massachusetts: Belknap Press of Harvard University Press.

Bruner, J. S. (1966). Toward a theory of instruction. New York: W. W. Norton & Company, Inc.

Bruner, J. S. (1973). Beyond the information given. New York, New York: Norton.

Buchem, I., Attwell, G., & Torres, R. (2011). Understanding personal learning environments: Literature review and synthesis through the activity theory lens. Proceedings of the PLE Conference, 1-33. Retrieved from http://journal.webscience.org/658/

Buchem, I., Tur, G., & Hölterhof, T. (2014). Learner control in personal learning environments: cross-cultural study. Journal of Literacy and Technology, 15(2), 14-53. Retrieved from http://www.literacyandtechnology.org/volume-15-number-2-june-2014.html

Clark, R. (2001). Learning from media: Arguments, analysis, and evidence. Greenwich, CT: Information Age Publishing.

Dewey, J. (1910). How we think. New York, New York: D. C. Heath.

Dewey, J. (1916). Democracy and education: An introduction to philosophy of education. New York, NY: Macmillan.

Driscoll, M. P. (2005) Psychology of Learning for Instruction. Toronto, ON: Pearson.

Edelman, R. (2017). 2017 Edelman Trust Barometer. Retrieved from http://www.edelman.com/trust2017/

Fink, D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: CA: Jossey-Bass.

Ginsburg, H., & Opper, S. (1969). Piaget’s theology of intellectual development: An introduction. Englewood Cliffs, NJ: Prentice-Hall.

Goldsmith, M. (2009). Take it to the next level: What got you here, won’t get you there. New York, NY: Simon & Schuster.

Harapnuik, D. (2004). Development and evaluation of inquisitivism as a foundational approach for web-based instruction (Doctoral dissertation). University of Alberta, Edmonton, Alberta.

Harapnuik, D. (2015, May 8b). Creating significant learning environments (CSLE). [Video file]. Retrieved from https://youtu.be/eZ-c7rz7eT4

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2017). Using the COVA learning approach to create active and significant learning environments. In Keengwe, J. S. (Eds.), Handbook of research on digital content, mobile learning, and technology integration models in teacher education. Hershey, PA: IGI Global.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Hattie, J. (2011, November 28). Visible learning Pt1. Disasters and below average methods [Video file]. Retrieved from https://youtu.be/sng4p3Vsu7Y

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth, Instructional-design theories and models: A new paradigm of instructional theory (pp. 215-240). New York, NY: Routledge.

Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research on education communications and technology (pp. 6930719). New York, NY: Macmillan.

Labaree, D. F. (2005). Progressivism, schools, and schools of education: An American romance. Paedagogica Historica, 41(1&2), 275-288. Retrieved from https://eric.ed.gov/?id=EJ748632

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth, Instructional-design theories, and models: A new paradigm of instructional theory. New York, NY: Routledge.

Kolb, David A. 2014. Experiential Learning: Experience as the Source of Learning and Development. 2nd ed. Upper Saddle River, New Jersey: Pearson Education Inc.

Kolb, David Allen, and Ronald Eugene Fry. 1974. Toward an Applied Theory of Experiential Learning. MIT Alfred P. Sloan School of Management.

Lee, E. & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research Development, 64, 707-734. doi: 10.1007/s11423-015-9422-5

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19. http://dx.doi.org.libproxy.lamar.edu/10.1037/0003-066X.59.1.14

Nikitina, L. (2011). Creating an authentic learning environment in the foreign language classroom. International Journal of Instruction, (4)1, 33-36. Retrieved from http://www.e-iji.net/dosyalar/iji_2011_1_3.pdf

November, A. (2013, February 13). Why schools must move beyond one-to-one computing [Web log post]. Retrieved from http://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/why-schools-must-move-beyond-one-to-one-computing/

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.

Priest, S. (2016). Learning & teaching [Web log post]. Retrieved from http://simonpriest.altervista.org/LT.html#ES

Simonson, S., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson.

Windham, C. (2007). Why today’s students value authentic learning. Educause Learning ELI Paper 9. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3017.pdf

Wuchty, S., Jones, B. F., & Uzzi, B. (2007). The increasing dominance of teams in production of knowledge. Science, 316(5827), 1036–1039.

Links to all the components of the CSLE+COVA framework:

Change in Focus
Why CSLE+COVA
CSLE
COVA
CSLE+COVA vs Traditional
Digital Learning & Leading
Research

Revised August, 2024

Digital Learning and Leading (DLL)

The Master of Digital Learning and Leading (DLL) at Lamar University was a collaborative learner-centered program that embraces technological innovation through collaboration and active and authentic learning that will prepare learners to create meaningful change. The program ran from the fall of 2015 to the Spring 2022. The DLL was updated completely and now runs as the Applied Digital Learning program at Lamar University.

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 DLL, 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 DLL 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 the 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 DLL we create and model significant learning environments where the learner is given choice ownership and, voice through authentic learning opportunities (COVA).

DLL 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. DLL 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.

In DLL the learner will not be asked to 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 and learning ePortfolio. The DLL ePortfolio reinforces learner choice, ownership, and voice through authentic learning which the DLL students are then able to share with their learners and their learning communities.

Related DLL links:
CSLE+COVA
DLL Program Map & Course Goals
What You Get From the DLL
How to Succeed in the DLL

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.

Your Learning & Leading Journey

Progress is impossible without change, and those who cannot change their minds cannot change anything.
–George Bernard Shaw

Course Outcome

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.

Module Objectives

Learners will:

• analyze and synthesize all key aspects and components of the DLL program and ePortfolio process that contributed to their development as a digital learner and leader and share this experience along with the comprehensive organization of their innovation project.
• will locate, evaluate and compile web-based resources, experts and communities that will help them in their continued growth and development as digital learners and leaders.

Module 4 & 5 Introduction video

Readings

Revisit the – How to Create your ePortfolio page at – https://www.harapnuik.org/?page_id=6065

DLL Why, How & What

The Master of Digital Learning and Leading (DLL) is a collaborative learner-centered program that embraces technological innovation through collaboration, active and authentic learning, and the creation of significant learning environments. The fundamental principles of the DLL include:

Why:
We believe that the Digital Learning and Leading program at Lamar University must prepare our learners be digital leaders who can to lead organizational change using technology innovations and shape the future of digital learning.

How:
To do this, the Digital Learning and Leading program at Lamar University provides an innovative, collaborative learning environment which equips our learners with the necessary tools to effectively bring about change in their organizations.

What:
The Digital Learning and Leading program at Lamar University prepares leaders who can create significant learning environments, lead organizational change, and drive innovation in a digitally-advanced century.

DLL Course Goals

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
The learner will prepare and submit an eportfolio that demonstrates their mastery of the learning outcomes for previously completed professional development work (Apple Distinguished Education, Microsoft Certified Educator, Google Certified Educator, EDLD 5302, etc.).

EDLD 5304
Learners will be equipped with tools to be a self-differentiated leader who can address the inevitable resistance to change that will occur when launching innovative digital learning initiatives.

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.

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

EDLD 5314
Students will analyze and assess global educational technology innovation projects to determine what worked and what could be done better and apply those lessons learned to local innovation projects.

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 5316
Learners who work in the area of educational policy and practice will be able to navigate the emerging educational and legal challenges of a knowledge society where most K-12 students are deeply immersed in online communication, having grown up as “digital natives.”

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 5388
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.

DLL Journey Discussion – How Far You Have Come

In this assignment reflect on the DLL principles and the courses goals in the DLL program (listed in the Reading section) that have helped you become a digital learner and leader and consider what you have accomplished in the DLL program so far:

• Self-directed Learning
• Innovation plan
• Organizational change strategy
• Learning Theory Foundation
• Significant Learning Environment
• Instructional Design/Backward Design
• Measurement strategy
• Online/Blended course
• Paper/Presentation
• ePortfolio
• Personal Learning Network
• M. Ed. Digital Learning & Leading

This assignment will be assessed as part of your course participation grade.

DLL Journey Discussion – What’s Next?

In the second part of the discussion assignment we want you to contemplate the next stage of your DLL journey and review the video What it takes to be a great leader.

Consider Roselinde Torres 3 key questions as well as the 3 key questions we have repeatedly asked you consider in various courses in the program as you consider your next steps:

• What worked?
• What could you do better?
• What lessons have you learned?
• Where are you looking to anticipate change?
• What is the diversity measure of your network?
• Are you courageous enough to abandon the past?

This assignment will be assessed as part of your course participation grade.

Digital Learning & Leading Journey Synthesis Assignment

Assignment Value: 150 points

In this final part of your DLL capstone we are asking you to analyze and synthesize all key aspects and components of the DLL program and ePortfolio process that contributed to your development as a digital learner and leader. You must share this experience along with the comprehensive organization of all your work.

Instructions

Create a visual representation of your DLL journey. You can create a video, digital story, Prezi, infographic(s) other digital tools to show your audience:

• Where you started
• Who was involved
• The highs and lows of your learning process
• How you felt throughout the process
• What you have created
• What you have accomplished – (course goals)
• What worked
• What you could do better
• What lessons you have learned
• Where you are now
• What you plan to do next

This list is just a starting point for your synthesis—you need to make this your own. You will need to link to all your existing work and resources to support your visual representation and will also need to create a well organized blog post to further synthesize and support your experience in the DLL program.

At the end of each of the courses with the DLL program, we have asked you to organize and present the module assignments into a cohesive section of your ePortfolio. You will need to do the same PLUS you will also need to organize all your course work into a cohesive section of your ePortfolio. Consider, at MINIMUM, the following sections or components:

• About/Bio (Great place for your learning philosophy)
• Main Interest
• COVA & CSLE
• Projects (Innovation plan)
• Categories
• Archives
• Links
• Social Media connections
• Contact
• Navigational structure
• Reading List/Books etc.
• Search

Ensure that you create an organizational and navigational structure that connects all the components and clearly demonstrates that all the pieces fit into a bigger strategy or approach.

Please remember – This assignment is unique to you, your circumstances, and your organization so you need to keep in mind who your audience is, why and how they will use this information, and what impact you are looking to make.

Submission Details:

To submit the assignment URL you will be required to use the provided document template: Assignment 3-EDLD5315-Submission.docx

• Download the document template,
• Past the URL into the space at the top of the document template,
• Add your name to the document,
• Rename the file with your name and assignment identifier
• Upload the file to Blackboard by or before the deadline.

The School of Education is using this submission process in its online courses for two reasons:

1. We wish to provide you an offline copy of the assignment instructions that you can refer to.
2. We want to ensure there is a consistent and permanent record of assignment submissions that can efficiently be converted to hard copy.

Formats:

• Use the APA format to cite your sources.
• Use the assignment name, your last name and first initial (assignment name + last name + first initial) to label your assignment submission document.

5320 Capstone
Weeks 1-3
Weeks 3-4
Weeks 4-5

Leveraging choice, ownership, voice through authentic learning

Course Outcome/Goal

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.

Module Outcomes/Goals

Learners will:

• explore and analyze how the COVA approach has aided them in their learning process and
• apply the principles of the COVA approach to creating significant learning environments that provide their learners with choice, ownership, voice, and authentic learning opportunities.

Module 1 & 2 Introduction Video

Readings

The following resources are available to help you in your final synthesis.

CSLE+COVA website

https://www.harapnuik.org/?page_id=6988

COVA eBook

Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018). Choice, Ownership, and Voice through Authentic Learning Opportunities. https://www.harapnuik.org/?page_id=7291

Peer Reviewed Book Chapters

Cummings, C D., Thibodeaux, T. N., & Harapnuik, D. K. (2017). Using the COVA learning approach to create active and significant learning environments. In Keengwe, J. S. (Eds.). Handbook of research on digital content, mobile learning, and technology integration models in teacher education. Hershey, PA: IGI Global. Submitted for Publication. – Using the COVA Approach to Promote Active Learning-Chapter Draft.pdf

Thibodeaux, T. N., Harapnuik, D. K., Cummings, C. D., & Wooten, R. (2017). Learning all the time and everywhere: Moving beyond the hype of the mobile learning quick fix. In Keengwe, J. S. (Eds.). Handbook of research on mobile technology, constructivism, and meaningful learning. Hershey, PA: IGI Global. Submitted for Publication. – Learning All the Time and Everywhere-InPressDraft.pdf

Peer Reviewed Journal Articles

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2017). Factors that contribute to ePortfolio persistence. International Journal of ePortfolio, 7(1), p. 1-12. Retrieved from http://www.theijep.com/pdf/IJEP257.pdf

Thibodeaux, T. N., Harapnuik, D. K, & Cummings, C. D. (2017). Graduate student perceptions of the impact of the COVA learning approach on authentic projects and ePortfolios. Manuscript submitted for publication. – Impact of the COVA Learning Approach_InPressDraft.pdf

COVA Reflections: Collaborative Discussions

Throughout the Digital Learning and Leading (DLL) program we have given you choice, ownership, and voice through authentic assignments which we formally refer to as the COVA approach. We have also created a significant learning environment (CSLE) within the DLL program and have modelled the use of the COVA approach and CSLE. Use the following two videos to help you recall the CLSE and the importance of Connecting the Dots:

What to Expect from the DLL

Creating Significant Learning Environments (CSLE)

In this part of your capstone reflection and discussion we want you to consider how the COVA approach and CSLE has aided you in your learning process and a summarize how you will apply the COVA approach to creating significant learning environments that provide your learners with choice, ownership, voice, and authentic learning opportunities. Consider the following questions as starting points for your reflection and for your plans on using the COVA and CSLE in your organization:

• Where or when did you first realize that you genuinely had choice, ownership and voice through authentic assignments?
• What was your initial reaction when given the freedom and responsibility to choose to take ownership of your learning through an authentic project? Were you ready for this? If not or if so…what did you do?
• What did you do to adjust to this style of learning? Knowing what you know now, what would you do differently?
• How difficult was it to take control of your own voice and focus on your organization as the audience for your work?
• Some students had mixed feelings toward promoting change in their organizations—how has your attitude toward leading change grown throughout the program?
• How authentic is your innovation plan; did you just create it to get through the course work or did you really hope to change your organization.
• How does the COVA approach and Creating Significant Learning Environments (CSLE) align or not align with your learning philosophy?
• How has your perspective on learning and your learning philosophy changed? If there hasn’t been any changes explain why.
• Knowing what you know now about the COVA approach how will you plan to use the COVA approach to create significant learning environments in your organization?
• OR will you not use the COVA approach and why?
• How will you give your learners choice ownership and and voice through authentic assignments?
• How will you prepare your learners and colleagues for the COVA approach and CSLE?
• What are some challenges that you will face in using the COVA approach and CSLE?

This assignment will be assessed as part of your course participation grade.

Week 1 & 2 Assignment – COVA Reflection & Application

Assignment Value: 150 points

Throughout the Digital Learning and Leading (DLL) program we have given you choice, ownership, and voice through authentic assignments. How has this process helped you and how can it help others?

Instructions

Part A
In this part of your capstone reflection we want you to consider how the COVA approach and the significant learning environment we have created in the DLL has aided you in your learning process. Consider the following questions that you used in the discussion as starting points for your reflection:

• Where or when did you first realize that you genuinely had choice, ownership and voice through authentic assignments?
• What was your initial reaction when given the freedom and responsibility to choose to take ownership of your learning through an authentic project? Were you ready for this? If not or if so…what did you do?
• What did you do to adjust to this style of learning? Knowing what you know now, what would you do differently?
• How difficult was it to take control of your own voice and focus on your organization as the audience for your work?
• Some students had mixed feelings toward promoting change in their organizations—how has your attitude toward leading change grown throughout the program?
• How authentic is your innovation plan; did you just create it to get through the course work or did you really hope to change your organization.
• How does the COVA approach and Creating Significant Learning Environments (CSLE) align or not align with your learning philosophy?
• How has your perspective on learning and your learning philosophy changed? If there hasn’t been any changes explain why.

Part B
Summarize how you will apply the COVA approach to creating significant learning environments that provide your learners with choice, ownership, voice, and authentic learning opportunities. Consider the following questions and you used in the discussion as starting points for your plans on using the COVA and CSLE in your organization:

• Knowing what you know now about the COVA approach how will you plan to use the COVA approach to create significant learning environments in your organization?
• OR will you not use the COVA approach and why?
• How will you give your learners choice ownership and voice through authentic assignments?
• How will you prepare your learners and colleagues for the COVA approach and CSLE?
• What are some challenges that you will face in using the COVA approach and CSLE?

Combine Parts A & B into one cohesive post. While the format and structure of the COVA reflection and application is up to you we do encourage you keep in mind that you need to create a cohesive post which will include links to your existing posts or resources you have created that will support or provide examples for your reflection. Your post can include audio, video, infographic, or other media to help summarize and reinforce your ideas.

Please remember – This assignment is unique to you, your circumstances, and your organization so you need to keep in mind who your audience is, why and how they will use this information, and what impact you are looking to make.

Submission Details:

To submit the assignment URL you will be required to use the provided document template: Assignment 1-EDLD5320-Submission.docx

• Download the document template,
• Past the URL into the space at the top of the document template,
• Add your name to the document,
• Rename the file with your name and assignment identifier
• Upload the file to Blackboard by or before the deadline.

The School of Education is using this submission process in its online courses for two reasons:

1. We wish to provide you an offline copy of the assignment instructions that you can refer to.
2. We want to ensure there is a consistent and permanent record of assignment submissions that can efficiently be converted to hard copy.

Formats:

• Use the APA format to cite your sources.
• Use the assignment name, your last name and first initial (assignment name + last name + first initial) to label your assignment submission document.

5320 Capstone
Weeks 1-3
Weeks 3-4
Weeks 4-5