Introduction
Throughout my journey in the Applied Digital Learning (ADL) program, I have experienced a meaningful shift in how I understand learning, leadership, and innovation. This reflection is written for educators and colleagues who are navigating hybrid learning environments and seeking purposeful ways to engage learners while leading change within their organizations.
The COVA approach, along with the creation of Significant Learning Environments (CSLE), has shaped not only my academic learning, but also my professional identity as an educator and emerging learner-leader.
Part A: Reflection on My COVA Learning Experience
I first realized that I genuinely had choice, ownership, and voice when my coursework stopped feeling like isolated academic assignments and began connecting directly to my real classroom and organizational context. My ongoing Innovation Plan has been refined and strengthened throughout the ADL program through multiple cycles of reflection, feedback, and authentic application in my classroom.
👉Innovation Plan: This reflection builds directly on my ongoing Innovation Plan, which has been refined and strengthened throughout the ADL program through multiple cycles of reflection and application in my classroom.
Rather than completing tasks for a grade, I was designing work with authentic purpose and a real audience. This shift significantly increased my engagement and sense of responsibility for my own learning.
Being given the freedom and responsibility to take ownership of my learning was both empowering and uncomfortable. I was accustomed to structured, instructor-directed tasks, so the openness of an authentic project required a shift in mindset. Initially, I questioned whether I was “doing it right.” Over time, guided discovery, feedback, and reflection helped me trust the process and my own professional judgment. Looking back, I now understand that discomfort was a natural and necessary part of meaningful learning.
One of the most challenging aspects of this experience was learning to use my own voice and to focus on my organization as the primary audience for my work. Designing for real learners, families, and colleagues required deeper accountability. As a result, my attitude toward leading change evolved from hesitation to purpose. I began to view leadership not as positional authority, but as influence grounded in reflection, collaboration, and action.
My learning philosophy aligns strongly with the COVA approach and the creation of Significant Learning Environments. Through ADL, my perspective on learning shifted from a compliance-based model to an ownership-driven model. Learning is no longer something done to learners, but something they actively design and own.
Part B: Applying COVA to Create Significant Learning Environments
Knowing what I know now, I plan to intentionally apply the COVA approach within my organization by designing learning environments that provide learners with meaningful choice, ownership, and voice. One concrete example of this application is Tech Time: My Time in Kindergarten, where students engage in structured yet flexible digital routines that promote independence, responsibility, and authentic engagement within a blended learning environment.
👉 Tech Time: My Time in Kindergarten: This reflection connects directly to my Innovation Plan, Tech Time: My Time in Kindergarten, which has been developed and documented across multiple courses. A media-based implementation of this innovation can be found in my ePortfolio as part of my EDLD 5317 Media Project.
Preparing learners and colleagues for the COVA approach is essential. This preparation includes modeling the process, setting clear expectations, and creating a culture of trust where reflection, experimentation, and growth are encouraged. I recognize that challenges will arise, including resistance to change, time constraints, and discomfort with releasing control. However, my experience in ADL has shown me that these challenges can be addressed through intentional design, ongoing support, and shared ownership of the learning process.
The COVA approach is not simply a strategy I plan to use. It represents a mindset shift. By creating significant learning environments rooted in authenticity and learner agency, I aim to empower others to take ownership of their learning and contribute meaningfully to their organizations.
Visual Summary of My COVA Reflection & Application
To visually summarize my reflection and application of the COVA approach within a hybrid learning context, I created the following presentation. This visual representation highlights how choice, ownership, and voice can be intentionally designed to support meaningful learning and leadership.
👉 Related Work
The following examples illustrate my growth throughout the ADL program, beginning with an early introduction to the COVA learning approach and progressing toward a more intentional, leadership-oriented application of COVA and CSLE. Together, these works reflect how the academic formation within ADL has fostered a COVA culture that supports reflection, transformation, and leadership in authentic learning environments.
Early ADL Reflection: Introduction to the COVA Learning Approach – Collaborative Discussion
Current ADL Reflection: COVA Reflection & Application – Creating Meaningful Learning Through Choice, Ownership, and Voice
Visual Summary of My COVA Reflection & Application
To visually summarize my reflection and application of the COVA approach within a hybrid learning context, I created the following presentation. This visual representation highlights how choice, ownership, and voice can be intentionally designed to support meaningful learning and leadership.
References
Dewey, J. (1938). Experience and education. Macmillan.
Harapnuik, D. (n.d.). Creating significant learning environments (CSLE) [Video]. YouTube.
https://youtu.be/eZ-c7rz7eT4
Harapnuik, D. (n.d.). What to expect from the ADL [Video]. YouTube.
https://youtu.be/g2tkEhaICy4