At times it feels like I have just begun this journey in the ADL program and now I realize I am in the final stretch. When I first applied for this program I had butterflies and felt very anxious. I discussed these feelings many times in my blog posts. Imagine a woman my age going back to school when I am closer to the side of retirement! I would not have taken the leap if it weren’t for the amazing support of my husband. One thing he said that has resonated with me is “You will never regret getting an education, but you will regret not.” After he said those words to me, I dove right in and never looked back and I am so glad that I did!  

Last summer marked the beginning of my journey in the ADL program and the introduction to the idea of COVA - Choice, Ownership, and Voice in Authentic Learning (Harapnuik, 2018). Initially, I was unfamiliar with this concept but began the journey of exploration and discovery. The COVA approach, which emphasizes choice, ownership, voice, and authentic learning experiences, aligns perfectly with the applied digital learning concept. As an educator, I had always valued granting my students some level of autonomy in their projects, yet I hadn't fully comprehended its advantages until delving deeper into COVA theory. The COVA learning approach can enhanced my experience in this program by shifting the focus from traditional, one-size-fits-all teaching methods to a more personalized and self-directed learning journey. With COVA, I had the freedom to choose what to learn, how to learn it, and the resources I wanted to use. 

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My initial response to having the freedom to take ownership was in the first course creating an ePortfolio. It was a bit overwhelming at first. I struggled to design my projects without predefined structures. I appreciated the example links that were given on Dr. Harapnuik's ePorfolio but still having that much freedom was mind-boggling, the possibilities were endless. I wasted so much time playing with templates and design that I had to draw myself back to the real requirements of the project. Yet, as I embraced the freedom to take ownership, I began to value the opportunity to personalize my work, shaping it into something meaningful for my career. It has empowered me to create projects that resonate with my interests and career goals while taking control of my learning journey. My ePortfolio is a collective learning platform that has offered an invaluable opportunity for me to capture my progress and projects over time, foster my growth, and help me become a better educator. I have taken a sense of ownership in creating it. When I look back on my learning, I find that I have changed my outlook on learning in many ways. It is something that I am very proud of and hope to continue after the ADL program. I also realized that it will always be a work in progress and will constantly change. “Tell me, and I’ll forget. Teach me, and I’ll remember. Involve me, and I’ll learn” (Franklin, n.d.).

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During the initial course, along with creating an ePortfolio, we were assigned the task of developing an innovation plan aimed at leveraging technology to enhance student engagement and facilitate meaningful learning experiences. Recognizing the potential of COVA principles in transforming education, I wanted to ensure that my students not only grasped the concept but also understood its profound impact on their learning journey. With this in mind, I envisioned integrating COVA principles into my graphics design courses through the implementation of ePortfolios. The idea of my innovation plan revolved around teaching students strategies to utilize technology effectively, and also foster engagement and ownership of their learning. By incorporating ePortfolios into my curriculum, I was able to provide students with a platform to showcase their creativity, reflect on their learning experiences, and take ownership of their educational journey. Not only would ePortfolios allow my students to showcase their design projects in a digital format, but they would also provide a space for self-expression and reflection. By embracing ePortfolios as a tool for authentic assessment, students would develop a deeper understanding of the creative process and its relevance to the real world. Through this innovative project, I am able to empower students to take ownership of their learning, embrace creativity, and prepare them for an always changing digital world. 

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Promoting change in my classroom was easy. I do it daily but embracing the idea of promoting change in my district initially evoked apprehension. I doubted my ability to produce change within my school, let alone across the district. Nevertheless, I've adopted a continuous learner's mindset and plan to instill this mindset, along with the principles of COVA, not only in my students but in my colleagues as well. After I integrated the ePortfolio initiative into my classroom, I expanded it and have been working with our CTE department to branch to other content areas. Despite facing some resistance, particularly from the CTE department, they became more receptive to the idea once I showed them examples of my student's work and they realized that this is something that once taught the students can do on their own. My attitude toward leading change has evolved throughout this program. Initially apprehensive, I now recognize the value of innovation and am committed to implementing authentic change within my organization.

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Realizing that growth only occurs when you step out of your comfort zone is pivotal. Comfort zones provide a sense of security, shielding individuals from the uncertainties of change. However, it's within discomfort that true progress is made. Whether for students or educators, remaining within the confines of what feels safe withholds development. Embracing discomfort is like exploring new ideas and facing challenges to help you get better. As Thomas and Brown state,"Change motivates and challenges. Change forces us to learn differently" (2011). It's through these experiences that individuals stretch their limits, improving their skills and expanding their capabilities. Getting better at things requires being okay with feeling uncomfortable and dealing with things you don't know because that's how you truly grow. 

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The COVA approach and Creating Significant Learning Environments (CSLE) are foundational concepts that deeply resonate with my learning philosophy but through slightly different views. Both COVA and CSLE prioritize learner autonomy and meaningful learning experiences, which align with my beliefs as an educator. The COVA approach aligns with my philosophy because it places learners at the center of the educational process. I believe that students thrive when they have the autonomy to make choices about their learning, take ownership of their learning experiences, and have a voice in the classroom. Similarly, Creating Significant Learning Environments (CSLE) discusses the importance of designing learning experiences that are relevant and engaging. This concept aligns with my belief that education should extend beyond the acquisition of knowledge. It should foster critical thinking, creativity, and real-world application of skills. CSLE promotes curiosity and collaboration, and it also challenges learners to think deeply. This aligns with my philosophy that education should be meaningful and reflective.

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Reflecting on my experience in the ADL program using COVA + CSLE principles, it clarifies what I understood about students' educational needs. At the beginning of my teaching career, I worked with kindergarten students. It became clear to me that for students to grasp concepts fully, they needed hands-on engagement in their learning process. One memorable project was the "egg to chick" unit, where I introduced an incubator, allowing students to witness firsthand the transformation process. Through my involvement in the ADL program, my perspective on learning and teaching has slightly shifted. The introduction of the COVA approach challenged me to reevaluate traditional ways of education and embrace a more student-centered approach. As a result, my learning philosophy has evolved to prioritize learner autonomy and creating meaningful learning experiences. I've gained insights into the significance of choice, ownership, and voice in student learning. I have come to understand that learners are more engaged when they have the freedom to make choices about their learning, take ownership of their educational journey, and have a voice in the classroom. This has led me to prioritize creating a learning environment that empowers students to be active participants in their own learning, rather than just learning the information. I now see technology not just as a tool for delivering content, but as a way to enhance student engagement and promote collaboration. As I continue to develop my educational philosophy, I hope to better accommodate the diverse needs and learning styles of my students.

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An unexpected requirement that we had when starting this program was to form a peer collaboration group. Initially, I assumed I could handle the coursework alone, without realizing how much I would come to depend on these ladies. I am grateful to the program for pushing me out of my comfort zone and prompting me to establish these valuable connections. I was blessed to be able to form a strong collaborative group during the first course, and we have remained together throughout. We were excited to add another member in the last session which proved to be very beneficial to our group. Through this collaboration, I have developed lasting friendships, enhancing my overall experience in the ADL program. I was able to work with these ladies on a first podcast which resulted in a successful project. These ladies have been my rock and have made this experience so much better!

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Knowing what I now know about the COVA approach, I plan to integrate it into my teaching practices to create significant learning environments in my organization. This will involve designing authentic assignments that provide students with choice, ownership, and voice in their learning. By allowing students to select topics, explore their interests, and demonstrate their learning in creative ways, I plan to give a sense of ownership and engagement in the learning process. Through this program, I was able to understand how to develop a more effective professional learning environment. This had helped prepare me for my current position as an Instructional technology coach. With the help of this course, I plan to prepare my colleagues for the COVA approach and CSLE by providing training, resources, and ongoing support. This will involve workshops and professional development that will include the COVA and CSLE approaches, as well as practical strategies for implementation. I will also encourage collaboration to create opportunities for colleagues to share their ideas and learn from one another.

I anticipate that there will be challenges along the way but promoting a more student-centered approach will take time and effort to achieve. Some of these challenges may include resistance to change, time constraints, a lack of resources, and assessment challenges. Overcoming these challenges requires effective communication, ongoing support, and collaboration among educators and stakeholders. Providing support, sharing success stories, and offering practical strategies for addressing barriers can help my colleagues accept the COVA framework and significant learning environment approach. Despite these challenges, I am committed to advocating student autonomy and promoting meaningful learning experiences. 

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In conclusion, the journey in the ADL program has been one of self-discovery, growth, and transformation. From the initial course to these last few it has reshaped my approach to teaching and learning. As I continue on this journey, I am committed to creating environments that empower learners to have autonomy and promote a passion for lifelong learning. COVA, with its emphasis on choice, ownership, and voice, will remain an important part of my educational philosophy.