COVA Reflection & Application

In my Applied Digital Learning Master’s program, authentic assignments became pivotal when I truly experienced choice, ownership, and voice (Harapnuik et al., 2018). Rather than a one-size-fits-all curriculum, I was encouraged to choose projects for my personal and professional goals. This freedom allowed me to explore topics that ignited my curiosity, experiment with innovation, and present my findings in a manner that was. Ultimately, this personalized approach enhanced my learning, empowered my interests, and helped me take complete control of my educational journey.

I felt excitement and apprehension when I was first given the freedom to take ownership of my learning through an authentic project (Harapnuik et al., 2018). The chance to select a project that resonated with my interests was thrilling, but I also experienced uncertainty about where to begin. To navigate this, I broke the project into manageable steps, actively sought guidance from mentors, and utilized available resources to maintain organization. Gradually, my initial nervousness transformed into confidence as I learned to trust my process and fully embrace the responsibility of crafting a meaningful project that reflected my vision.

To adapt to this learning approach, I prioritized organization by setting clear goals and actively seeking feedback. Regular reflection on my progress helped me stay focused and make meaningful adjustments (Fink, 2013). Looking back, I realize that starting with a more structured plan and timeline would have minimized early uncertainty. Additionally, engaging more with peers for collaboration and diverse perspectives would have enriched my learning experience and improved the project outcome.

Initially, finding and controlling my voice while tailoring my work specifically for my company as the audience was challenging. I was accustomed to following structured guidance, which made this level of creative freedom unfamiliar. However, embracing the opportunity to personalize my work led to a decisive shift (Harapnuik et al., 2018). I began confidently presenting my ideas and focusing on the most impactful messages. This mental adjustment not only helped me take greater ownership of my work but also allowed me to create outcomes that felt more meaningful and authentic.

Throughout the program, my understanding of leading change transformed significantly. Initially, I viewed it as a daunting challenge, filled with potential resistance and uncertainty. However, my confidence grew as I developed new skills and gained more profound insights. I realized that meaningful change requires patience, clear communication, and collaboration (Grenny et al., 2013). Instead of fearing it, I now see change as a powerful opportunity for growth and innovation.

With this mindset, I’m more prepared and motivated to lead purposeful change within my organization.

My purpose-driven innovation plan is designed to create meaningful, lasting organizational change. Rooted in real-world challenges I've observed, it goes beyond meeting academic requirements to address genuine needs. By focusing on sustainable improvements, I aim to benefit students and educators. I envision extending this strategy beyond the classroom and witnessing its positive impact ripple throughout the organization.

The COVA approach and Creating Significant Learning Environments (CSLE) perfectly align with my learning philosophy, which centers on fostering student choice, ownership, and voice. Students thrive when they are empowered to participate and actively control their learning journey (Harapnuik et al., 2018). The COVA approach reinforces this by promoting autonomy and authentic engagement. Similarly, CSLE complements my focus on designing meaningful, reflective, and engaging experiences that inspire critical thinking and lasting learning.

My perspective on learning has evolved to embrace more student-centered approaches that prioritize choice, ownership, and reflection. This program has deepened my understanding of how to empower students to take responsibility for their learning journey (Fink, 2013). While my core belief in active and engaged learning remains constant, I now appreciate the value of designing flexible, collaborative, and reflective experiences that enable students to apply their knowledge in meaningful and authentic ways.

With my understanding of the COVA approach (Harapnuik et al., 2018), I am committed to empowering students by giving them more choices, ownership, and voice in their learning journey. I will design opportunities for them to take charge of their learning paths, engage in authentic, real-world projects, and reflect on their growth. I aim to foster a personalized, meaningful, and collaborative learning environment where students are motivated to explore, create, and apply knowledge in impactful ways.

I will provide students with various assignment options tailored to their interests and strengths, allowing them to demonstrate their learning in diverse formats such as projects, presentations, and written work (Harapnuik et al., 2018). Additionally, they will be encouraged to reflect on their progress, set personal goals, and take ownership of their growth, fostering a more individualized and engaging learning experience.

I will introduce the COVA approach and CSLE to my students and colleagues by explaining how these frameworks empower learners and align with student-centered, meaningful learning experiences (Harapnuik et al., 2018). I will provide concrete examples, share practical strategies, and foster collaboration to ensure everyone feels confident and supported in implementing these approaches effectively.

Implementing the COVA approach and CSLE may present challenges, such as addressing the diverse needs of students, maintaining consistent engagement, and transitioning from traditional teaching methods to a more student-centered model. Learners and colleagues may also need time to fully adjust to this new learning paradigm and embrace its principles. However, I am committed to supporting this transition by fostering an environment of patience, flexibility, and continuous learning.

I am embracing a Learner's Mindset (Dweck, 2006), which has led me to prioritize student-centered learning, encourage growth through choice and reflection, and cultivate a more flexible, collaborative classroom environment. Although I’m still adjusting, I’m energized by this shift and its positive influence on my teaching and students’ learning experiences.

Shifting from traditional teaching methods to a more flexible, student-centered approach has been challenging. I’ve encountered resistance in my organization to adopting new learning methodologies (Harapnuik et al., 2018). To overcome this, I am addressing concerns by providing clear examples and guidance to help colleagues understand the value of CSLE + COVA and the Learner's Mindset. I also ensure everyone recognizes how these approaches can enhance teaching and learning.

To further strengthen my digital teaching environment, I have focused on integrating effective strategies for online implementation. This includes leveraging digital platforms to facilitate collaboration, feedback, and ongoing assessment. By carefully curating these tools, I ensure learners remain engaged and empowered regardless of the delivery mode (Harapnuik et al., 2018).

Additionally, I have conducted an in-depth literature review to support the adoption of digital learning models. Research on the effectiveness of blended and personalized learning environments has informed my decisions regarding instructional strategies and assessment models (Means et al., 2013). The findings reinforce the benefits of fostering student autonomy and engagement through authentic tasks.

Assessing my digital environment helps me identify strengths and opportunities for improvement. This process includes evaluating the efficacy of tools, engagement levels, and learner outcomes. Through regular assessment and reflection, I continuously enhance my instructional practices to meet students' needs better and foster meaningful learning experiences (Harapnuik et al., 2018).

In shaping meaningful learning experiences, I plan to continue integrating¡ the COVA approach (Choice, Ownership, Voice, and Authenticity) (Harapnuik et al., 2018) into my preschool classroom. This approach empowers students to actively participate in their learning journey by fostering autonomy, motivation, and collaboration. Using technology, flexible learning options, and meaningful assessments, I aim to cultivate dynamic and inclusive learning environments that prepare students for lifelong learning.

Transforming Learning Through the COVA Approach

Applying the COVA (Choice, Ownership, Voice, and Authenticity) approach in education transforms the learning experience from a traditional, teacher-centered model to a student-led journey of discovery (Harapnuik et al., 2018). As an educator, I envision my role shifting from a knowledge dispenser to a mentor who guides students as they take charge of their learning, make meaningful choices, and pursue authentic, real-world projects.

Creating Dynamic Learning Environments

The COVA approach breathes life into learning environments by moving beyond passive information delivery (Harapnuik et al., 2018). It empowers students to engage in projects connected to their interests and realities, fostering curiosity, creativity, and deeper learning. Authentic tasks—whether through community engagement, hands-on problem-solving, or collaborative efforts—will be central to my educational strategy. These activities will encourage students to express their knowledge and creativity while building essential skills like communication, leadership, and problem-solving.

Fostering Choice, Ownership, and Voice

To empower students, I plan to provide multiple pathways for learning. This includes:

Flexible Topics: Allowing students to explore areas they find meaningful.
Authentic Assessments: Connecting assignments to real-world contexts (Lombardi, 2007).
Creative Freedom: Let students decide how to present their learning outcomes, whether through multimedia projects, presentations, or written reflections.

By involving students in decision-making, they gain ownership over their educational experience and develop a stronger sense of accountability. This sense of agency cultivates intrinsic motivation (Deci & Ryan, 2000) and helps students become active participants in their academic journey.

Gradual Preparation for COVA and CSLE

Transitioning to the COVA approach requires preparation and support for both students and educators. To facilitate this shift:

For Students:
- Gradual introduction to self-directed learning.
- Structured coaching to build decision-making skills.
- Reflection sessions to help students adjust and learn from challenges.
For Colleagues:
- Professional development sessions on implementing COVA and CSLE strategies.
- Sharing success stories and case studies to inspire adoption.
- Continuous collaboration to refine and adapt practices (Harapnuik et al., 2018).

Overcoming Challenges

Resistance to change will be a natural hurdle. Both students and educators accustomed to rigid, structured approaches may initially struggle with increased autonomy. I want to let you know that addressing these challenges requires patience, persistence, and ongoing communication. Balancing student freedom with curricular requirements will be another key challenge. Educators can maintain academic standards by designing flexible and rigorous environments while fostering meaningful learning experiences (Lombardi, 2007).

Commitment to Lasting Change

The COVA approach is more than a strategy—it represents a shift toward personalized, engaging education that prepares students for the real world (Harapnuik et al., 2018). By embracing this approach, I am committed to fostering lifelong learning and creativity in my students. With collaboration, persistence, and thoughtful planning, this educational transformation will help students develop the confidence and skills to navigate an ever-changing world.

Conclusion

Educators unlock meaningful, student-centered learning opportunities by embracing the COVA approach within Significant Learning Environments (Harapnuik et al., 2018). While challenges may arise, the potential for fostering autonomy, creativity, and lifelong learning far outweighs these obstacles. With thoughtful preparation and a commitment to innovation, we can create enriching learning experiences that allow students to thrive.

References:

Bates, T. (2019, March 18). Learning theories and online learning | Tony Bates. Tony Bates. https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/

Creating Significant Learning Environments (CSLE). (2015, May 9). It’s About Learning. YouTube. Retrieved October 25, 2021, from https://www.youtube.com/watch?v=eZ-c7rz7eT4&t=371s

CSLE + COVA. (2021, January 14). It’s About Learning. Retrieved July 7, 2021, from http://www.harapnuik.org/?page_id=6988

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change. McGraw-Hill.

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, ownership, and voice through authentic learning.

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3).