COVA Reflection Part A and B

Part A

Realization of Choice, Ownership, and Voice

My first realization that I genuinely had choice, ownership, and voice in my learning through authentic assignments came during my initial Applied Digital Learning (ADL) program project in my course Disruptive Innovation in Technology. I was introduced to the concept of creating a digital learning initiative or innovation plan that was tailored to my educational setting. This project required me to select a topic that was both personally meaningful and relevant to my professional context. The freedom to choose the focus of the project was liberating and, at the same time, daunting. It was at this moment that I understood the significance of having true agency over my learning process, which aligns with Harapnuik’s (2020) emphasis on the power of authentic learning experiences to foster deeper engagement.

Initial Reaction to Freedom and Responsibility

When I was first given the freedom and responsibility to take ownership of my learning through my innovation proposal and call to action, I felt both excited and overwhelmed. The excitement came from the opportunity to work on something meaningful and directly related to my interests in digital literacy. However, I was also anxious about the level of responsibility involved in designing and implementing a plan from scratch. Knowles (1975) describes this transition I felt as moving from dependent to self-directed learning, and my initial reaction was aligned with the challenges of this shift. I realized I was not fully prepared to take on this role, so I began by seeking guidance from my cohort, embracing collaboration as a key strategy for navigating this new approach.

Adjusting to the Learning Style

Adjusting to the COVA learning style required a shift in mindset from being a passive recipient of knowledge to an active creator. I also adopted a growth mindset during this phase of my learning. Initially, I struggled with time management and prioritization, but I soon realized the importance of setting clear goals and establishing a reflective practice to assess my progress. Knowing what I know now, I would have engaged more deeply with my cohort from the beginning, utilizing their feedback as a critical component of my learning process. This adjustment I experienced aligns with Kolb’s (1984) experiential learning theory, which highlights the need for active experimentation and reflection to facilitate deep learning.

Taking Control of My Voice

Taking control of my voice and focusing on my organization as the audience was one of the more challenging aspects of the program. Initially, I was hesitant to assert my perspective, fearing it might not align with the views within my organization. I also found myself, initially, writing for the instructors and minimizing the importance of my true audience. However, through continuous practice, encouragement, and reminders from my instructors and cohort, I became more confident in articulating my ideas and aligning them with the organizational goals. Brookfield (2017) discusses the process of finding one’s voice within professional contexts, such as ours in the ADL program, emphasizing the importance of authenticity and confidence in expressing unique viewpoints.

Attitude Toward Promoting Change

My attitude toward promoting change in my organization evolved significantly throughout the ADL program. At first, I was apprehensive about leading change, fearing resistance from stakeholders. However, as I engaged more deeply with the concepts of transformational leadership and professional development, I grew more confident in advocating for innovative practices. By the end of the program, I viewed myself not just as a participant in change, but as a proactive leader who could guide my organization through meaningful transformation. Our course Leading Organizational Change was a key component to developing this attitude about change. I was able to reflect on and explore behaviors that would influence stakeholders to see the importance of my plan in digital literacy.

Authenticity of My Innovation Plan

My innovation plan was not merely a requirement to complete coursework; it was a genuine attempt to bring about change in my educational environment. I approached the development of this plan with a commitment to authenticity, ensuring that it addressed real needs for digital literacy in K-3 public education and challenges within my organization. Herrington and Herrington (2006) argue that authentic learning tasks should reflect the complexities of real-life contexts, and this principle guided the development of my plan. I aimed to create an initiative that would not only fulfill academic requirements for the ADL program but also have a lasting impact on my students and colleagues in promoting digital literacy so students are better equipped for real-world tools and rigorous academic standards.

Alignment with Learning Philosophy

The COVA approach and Creating Significant Learning Environments (CSLE) align closely with my constructivist learning philosophy, which emphasizes the role of learners as active participants in constructing their knowledge (Vygotsky, 1978). The ADL program’s focus on learner autonomy and authentic learning experiences resonated with my belief in the importance of providing students with opportunities to explore, experiment, and reflect. This alignment has reinforced my commitment to fostering a student-centered learning environment in my professional practice.

Changes in Learning Perspective

My perspective on learning and my learning philosophy has evolved significantly through the ADL program. I entered the program with a strong belief in the value of learner-centered approaches, but my understanding of how to implement these approaches in practice has deepened. I now recognize the importance of creating environments that are not only student-centered but also foster deep, meaningful engagement through authentic tasks and reflection. Harapnuik’s (2018) COVA approach has been instrumental in shaping my understanding of how learners change through choice, ownership, voice, and authentic learning, which I have experienced firsthand in this program.

Part B

Using the COVA Approach to Create Significant Learning Environments

With a deeper understanding of the COVA (Choice, Ownership, Voice, and Authenticity) approach, I plan to integrate these principles into my educational practice to foster significant learning environments (CSLE) within my organization. The COVA approach aligns with my constructivist learning philosophy, which emphasizes the importance of providing learners with meaningful opportunities to construct their knowledge and understandings (Vygotsky, 1978). By leveraging COVA, I aim to create a learner-centered learning environment, promoting engagement, motivation, and deeper learning through authentic tasks that are relevant to the learners' contexts and interests (Learners Mindset, 2020).

To implement this, I will begin by redesigning my instructional strategies to incorporate more project-based learning, inquiry-based activities, and opportunities for students to choose topics that interest them within the curriculum framework for digital literacy lessons. This shift will involve moving away from traditional teacher-led instruction and towards a facilitative role, where I guide students in their learning and help them develop critical thinking, creativity, and problem-solving skills for real-life applications (Harapnuik et al., 2018).

Giving Learners Choice, Ownership, and Voice through Authentic Assignments

To provide learners with choice, ownership, and voice, I plan to design authentic assignments that are connected to collaborations and scenarios in digital literacy. For example, instead of a standardized assignment, students might role-play scenarios via online communication or collaborate in groups to research topics, present their findings using digital tools, and integrate digital skills across various subjects. This approach encourages students to take ownership of their learning by allowing them to choose appropriate problem-solving responses for online communication, decide how they will approach and collaborate on projects, and present their findings in a format that aligns with their strengths and interests (Herrington & Herrington, 2006).

By giving students a voice in their learning process, I aim to foster a more inclusive environment where every student feels valued and empowered to contribute their perspectives. Students will have the freedom to express their ideas through different mediums—such as digital storytelling, presentations, or even podcasts—depending on what best represents their voice and aligns with the skills they wish to develop (Brookfield, 2017). This variety not only caters to diverse learning styles but also promotes creativity and engagement. Many of these mediums that allow students an opportunity to experience the benefits of the COVA approach can be found in my instructional design and Fink’s 3-column table.

Preparing Learners and Colleagues for the COVA Approach and CSLE

Preparing both learners and colleagues for the COVA approach and CSLE involves a shift in how learning and teaching are perceived. To facilitate this transition, I plan to start by conducting professional development workshops for my colleagues, focusing on the principles of COVA and CSLE and how they can be applied in various subject areas. These workshops will include hands-on sessions where teachers can experience COVA-based learning firsthand and collaboratively design authentic learning activities for their subject area while I also encourage digital literacy incorporation (Knowles, 1975).

For students, I will introduce the COVA approach gradually through my instruction on digital literacy, beginning with small projects that allow them to experience the benefits of having choice, ownership, and voice without the pressure of high-stakes assessments. I will also provide clear guidelines and support to help them understand the expectations and develop the skills needed to thrive in this new learning environment. As part of this preparation, it is crucial to establish a reflective practice where students regularly assess their learning processes and outcomes, which aligns with Kolb’s (1984) experiential learning cycle.

Challenges in Using the COVA Approach and CSLE

One of the main challenges in implementing the COVA approach and CSLE will be overcoming resistance to change from both students and colleagues who are accustomed to traditional, teacher-centered models of instruction. Some colleagues might feel hesitant to give up control or may doubt the effectiveness of a student-centered approach (Brookfield, 2017). To address this, I will provide ongoing support, evidence-based research, and success stories that highlight the benefits of COVA in fostering deeper learning and engagement.

Another challenge is ensuring that all students, particularly those who are less motivated or struggle with self-regulation, can succeed in a COVA-based environment. To mitigate this, I will implement scaffolding strategies that provide these students with additional support and structure while gradually increasing their autonomy as they become more confident and capable learners (Vygotsky, 1978).

A further challenge is aligning assessment practices with the COVA approach. Traditional assessments may not adequately capture the depth and breadth of learning in a COVA-based environment. Therefore, I will need to develop alternative assessment methods, such as portfolios, self-assessments, and peer assessments, that more authentically reflect students’ learning journeys (Mezirow, 1991).

References

Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.

Harapnuik, D. (2018, July 14). COVA. Retrieved from https://www.harapnuik.org/?page_id=6991.

Harapnuik, D. & Thibodeaux, T. (2023, August 25). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences (2nd ed.). Learner's Mindset Publishing.

Herrington, J., & Herrington, A. (2006). Authentic learning environments in higher education. Information Science Publishing.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge Adult Education.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Learners Mindset. (2020, May 24). LMD EP13 Authentic Learning Opportunities [Video]. YouTube. https://youtu.be/QkbM3Q0ZwqU?si=NTWPyH6i8SruNaWE

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.