Collaborative Reflections and Applications: Applying the COVA Approach and CSLE in my Learning Environments. [Choice, Ownership, and Voice through Authentic learning opportunities (C.O.V.A).]
Embracing the COVA Approach and CSLE
Throughout the Applied Digital Learning (ADL) program, the integration of the COVA approach—Choice, Ownership, Voice, and Authentic learning opportunities—has been pivotal. This method, paired with Creating Significant Learning Environments (CSLE), has fostered an engaging and dynamic educational experience. The following discussion delves into how the COVA approach and CSLE have impacted our learning process and how they can be applied to our respective organizations (Harapnuik, 2018).”
Realizing Choice, Ownership and Choice
The freedom to choose project topics, direct the learning journey, and express ideas in unique ways was both liberating and daunting. This shift from traditional learning to one where learners are central was a transformative moment that underscored the program’s emphasis on personalized learning (Harapnuik et al., 2018).
Some embraced the opportunity to steer their learning, while others felt overwhelmed by the responsibility. For those unprepared, adjusting required a shift in mindset, from being passive recipients of knowledge to active creators of it. This adjustment involved embracing uncertainty, seeking guidance, and gradually building confidence in the ability to direct their learning (Wiggins & McTighe, 2005).
Adjusting to the COVA Approach
Adjusting to the COVA approach required patience and persistence. Learners needed to become comfortable with self-directed learning, reflecting on their progress, and making continuous improvements. If given the chance to start over, many would embrace the change earlier, take more risks, and engage more deeply with peers and mentors (Harapnuik et al., 2018).
Introducing the COVA approach requires preparation for both learners and colleagues. Learners will be guided on how to approach their assignments with a mindset geared toward autonomy and self-directed learning. For colleagues, the focus will be on shifting from traditional teaching methods to facilitation roles that support and mentor students rather than direct them (Dewey, 1938).
Taking Control of one’s Voice
Taking control of one’s voice was challenging, especially when the audience shifted from academic peers to organizational stakeholders. However, this challenge also presented an opportunity to craft messages that resonated with real-world needs, making the work more impactful and relevant. The process required careful consideration of language, tone, and content to align with organizational goals (Pink, 2009).
Leading Change at Valdymas College
Initially, some teachers and learners were hesitant to accept the change within school, fearing resistance or failure. The COVA approach demonstrated that meaningful change is possible when you have a clear vision, a supportive environment, and the tools to engage others in the process (Kotter, 2012).
Aligning COVA and CSLE with Learning Philosophy
The COVA (Choice, Ownership, Voice, and Authentic learning opportunities) approach and Creating Significant Learning Environments (CSLE) are deeply aligned with a learning philosophy that emphasizes active engagement, practical application, and learner empowerment. These approaches resonate with the core belief that education should be dynamic, student-centered, and rooted in real-world contexts. This alignment is evident in how COVA and CSLE foster an environment where learners are not just passive recipients of information but active participants in their educational journey.
The COVA approach, in particular, allows learners to have Choice in their learning paths, take Ownership of their educational experience, express their Voice, and engage in Authentic learning opportunities that are meaningful and directly applicable to their lives and careers. This framework supports the idea that when students are given the autonomy to make decisions about their learning, they are more motivated and engaged, leading to deeper and more enduring understanding. Similarly, the CSLE model complements this philosophy by creating learning environments that prioritize significant, lasting experiences over rote memorization or surface-level understanding. Drawing on the ideas of educational theorists like John Dewey, who argued that education should be grounded in experience and connected to real-life situations, CSLE encourages a learning process that is both meaningful and transformative (Dewey, 1938). In this way, the CSLE model aligns with a learning philosophy that seeks to empower students to apply their knowledge in practical, impactful ways, ensuring that what they learn is not only retained but also used to effect positive change.
For most educators, the integration of COVA and CSLE into their teaching practices is a natural extension of a learning philosophy that values learner agency and contextual relevance. By shifting the focus from traditional, instructor-centered models to approaches that prioritize student choice, voice, and real-world application, COVA and CSLE help create educational experiences that are not only more engaging but also more meaningful and transformative. This alignment reinforces the belief that the most effective learning occurs when students are empowered to take control of their education and apply their knowledge to real-world challenges, thereby deepening their understanding and enhancing their capacity to effect change.
Changing Perspective on Learning
For many, the ADL program has shifted perspectives on learning, moving away from note memorization and toward a focus on critical thinking, problem-solving, and continuous improvement. The experience has solidified the belief that learning should be a dynamic, interactive process where learners are active participants, not passive recipients (Bruner, 1966). The focus will be assessment as learning not assessment of learning. They will see each project work and learning opportunity as a process of growth and evaluation of their growth.
Preparing Learners and Colleagues for COVA and CSLE
Preparation involves clear communication about the benefits of COVA and CSLE, providing training and resources to support the transition, and fostering a culture of experimentation and feedback. Building a shared understanding of the value of these approaches is key to their successful implementation (Wiggins & McTighe, 2005).
Challenges in Using COVA and CSLE
Challenges include resistance to change, lack of familiarity with self-directed learning, and the need for ongoing support. Overcoming these obstacles requires patience, persistence, and a willingness to adapt the approach based on feedback and results (Kotter, 2012).
The transition to new educational approaches like the COVA (Choice, Ownership, Voice, and Authentic learning opportunities) model and the creation of significant learning environments (CSLE) often presents several challenges. These challenges are primarily rooted in the need to shift mindsets, redefine expectations, and maintain consistent progress, even in the face of obstacles.
Adjusting to New Ways of Thinking
One of the foremost challenges is adapting to new paradigms that fundamentally alter the traditional roles of both educators and learners. The shift from a teacher-centered approach to one that gives students more control and responsibility for their learning requires a significant change in thinking. For educators, this means moving away from being the primary source of knowledge and instead becoming facilitators who guide and support students in their learning journey. This transition can be difficult, as it involves letting go of long-established practices and embracing uncertainty and experimentation.
A new thinking is needed . “Rethinking Learning: The 21st Century Learner,” Sir Ken Robinson emphasizes the importance of nurturing curiosity and a questioning disposition in learners. To prepare learners to have curiosity and a questioning disposition, educators should create learning environments that encourage experimentation, critical thinking, and inquiry-based learning.
Managing Colleagues’ Expectations
Another significant challenge involves managing the expectations of colleagues who may be accustomed to traditional, more rigid educational methods. When introducing innovative practices like COVA and CSLE, there can be resistance from those who are comfortable with conventional approaches or skeptical about the efficacy of new methods. Navigating these expectations requires clear communication, demonstrating the benefits of the new approach, and showing how it aligns with the broader goals of education. It also involves fostering a culture of collaboration and openness to change, where colleagues feel supported in exploring and adopting new practices.
Learning Opportunities and Growth
Despite the difficulties, these challenges have also underscored the importance of persistence and adaptability. Each hurdle encountered provides a chance to reflect, adjust, and improve, contributing to both personal and professional growth. For instance, overcoming resistance from colleagues can lead to stronger collaborative relationships and a deeper understanding of how to align innovative practices with institutional goals. Similarly, finding ways to maintain momentum during setbacks helps build resilience and ensures that the new approaches are not only implemented but also sustained over the long term. While the transition to innovative educational practices like COVA and CSLE is fraught with challenges, these difficulties are also where the most significant learning occurs. By embracing new ways of thinking, managing expectations, and staying resilient in the face of setbacks, educators can drive meaningful change that ultimately enhances learning outcomes and fosters a culture of continuous improvement.
Adopting a Learner’s Mindset
Adopting a Learner’s Mindset has been a gradual process for many, involving a shift from traditional learning methods to a more open, exploratory, and reflective approach. Those who have embraced this mindset report greater satisfaction with their learning experiences and a stronger connection to their professional goals (Dweck, 2006).
Maintaining Momentum Amid Setbacks
Sustaining momentum during the implementation of new educational strategies is another challenge, particularly when setbacks occur. These setbacks might include initial resistance from students, logistical issues, or unexpected outcomes that differ from the anticipated benefits. However, these obstacles can serve as valuable learning opportunities, reinforcing the importance of persistence and adaptability. As Peter Senge (2006) highlights in The Fifth Discipline, the ability to learn from setbacks and adapt accordingly is a crucial component of effective leadership and organizational change. This perspective encourages educators to view challenges not as insurmountable barriers but as opportunities to refine and strengthen their approaches.
Challenges in Adopting CSLE+COVA and the Learner's Mindset
Challenges have included adjusting to new ways of thinking, managing the expectations of colleagues accustomed to traditional methods, and maintaining momentum in the face of setbacks. However, these challenges have also provided valuable learning opportunities and have reinforced the importance of persistence and adaptability (Senge, 2006). These are critical challenges that must be resolved to drive the right student mindsets.
Embracing the COVA Approach for Future Growth
In conclusion, the COVA approach and CSLE have transformed the learning experience in the ADL program, providing a model for how education can be more engaging, personalized, and effective. By applying these principles within our organizations, we can create learning environments that not only foster individual growth but also drive meaningful, lasting change (Harapnuik, 2018). These questions and reflections provide a comprehensive guide to integrating the COVA approach and CSLE in your professional and educational practice. Whether you’re leading a team, teaching a class, or pursuing personal growth, these principles offer a pathway to deeper learning and greater impact.
References
- Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
- Dewey, J. (1938). Experience and education. Macmillan.
- Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
- Harapnuik, D. (2018). COVA: Choice, Ownership, Voice, and Authentic Learning. Retrieved from https://www.harapnuik.org/?page_id=6997
- Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA eBook: The COVA Approach to Learning in Higher Education. Retrieved from https://covalesp.com/
- Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Learner’s mindset: A framework for creating significant learning environments. Retrieved from https://www.harapnuik.org/?p=7055
- Kotter, J. P. (2012). Leading change. Harvard Business Review Press.
- Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books.
- Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Crown Business.
- Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). ASCD.