Creating a Significant Learning Environment

Creating a significant learning environment (CLSE) involves embracing key ideas from the book “A New Culture of Learning” and implementing them effectively based on our context at Valdymas College for our Ordinary and Advanced level training programs. The goal of my innovation plan is to ingrain transformational learning into our DNA at Valdymas College. My work has been to get the leadership of the school, the teachers, and students to adopt the CLSE + COVA (Choice, Ownership, and Voice through Authentic learning) learning approach. This is to encourage and develop active learning amongst students. And drive assessment of learning where students collaborate, embrace deep learning, and self-evaluate (Harapnuik, D. K, Thibodeaux, T. N., Cummings, C. D., 2018). This new culture will help shift learners’ mindset away from the traditional and mechanistic learning model driven by efficiency and normalization to incorporating tacit learning. The tacit learning model will increase learners’ capacity to make meaningful connections in their learning. It will also make the teachers find the connections between teaching and learning for their students (Thomas & Brown, 2011). From the school leadership to teachers in classrooms or online platforms to build a culture that is strongly advocating for and allocating resources towards Transformational Learning. My goal will be to drive the minds of both teachers and students “from teaching to learning and learning to leadership.” This I do hope to achieve by leveraging the advancement of digital platforms to ensure a superior learning environment is created with freedom to choose ownership of content and even context of learning, where learners voice and visibility is prioritized, and knowledge is authentic. The learning should be applicable to solving real world or industry related challenges for the learner.

1. Fundamental Ideas from the book “A New Culture of Learning”:

Learning as a Social Process: We have recognized that learning is inherently social, hence, the need to transform our training system to embrace a social or group-based approach to teaching. We encourage collaboration, discussions, group projects, and knowledge sharing among learners.
Focus on Play and Exploration: The school’s senior administrators have redesigned the learning environment to empower experimentation, curiosity, and playfulness. We have designed the training program to allow learners to explore topics of interest freely and they know that their teachers value experimentation. In pg. 47 of the book, the authors described learning with the way kids play and absorb experiences around them in an integrated way as against the traditional way of isolated learning.
Embrace Connected Learning: The learners are to leverage digital tools and networks to connect learners across boundaries. Encourage participation in online communities, forums, and social media (Fink, 2013; Thomas & Brown, 2011).
Learning Through Creation and Synthesis: Encourage learners to create content—blogs, videos, podcasts, etc. This process fosters deeper understanding and engagement.
Fluidity and Adaptability: Our leadership classes are to encourage students to be lifelong learners. And to Recognize that knowledge is constantly evolving. Be open to change, adaptability, and continuous learning.

2. We have always been dealing with couple of Challenges and see our corrective Solutions:

Human Resistance to Change: Some teachers, trainers and learners and school leaders demonstrate some resistance from moving away from traditional models. We are addressing this by continuous engagement, communication and emphasizing the benefits of creating a dynamic learning culture and growth mindset.
Balancing Structure and Freedom: To strike the right balance between structured learning programs and open exploration can be challenging. We create a regular assessment model which is both competences based, and outcome based, and we continuously adjust based on our learner’s feedback.
Measuring Learning Impact: Traditional metrics may not capture the full impact of a significant learning environment. We will also employ the use of qualitative feedback from students, evaluate their engagement levels, and review the real-world application of the training modules. We have embraced assessment as learning model and we will work more to stimulate learning through inquiry, questions and answers, indwelling, and collective indwelling. (Dwayne Harapnuik, 2020; Fink, 2013; Thomas & Brown, 2011)

3 Impact on the Organization:

creasing Innovation: A significant learning environment encourages creativity and innovation. Learners bring fresh ideas and perspectives to the organization. Teachers will also embrace the growth mindset and find the connection from teaching to learning and transformation of the students’ minds.
Improving Employee Satisfaction: When the school leaders and teachers feel empowered to learn and grow, job satisfaction increases. This will positively impact retention and productivity.
Demonstrating Organizational Agility: A culture of continuous learning enables us as an organization to adapt swiftly to changes in the educational context and environment.

4 Thinking Broadly and Holistically:

Cross-Disciplinary Learning: Encourage exposure to diverse fields. Get parents, volunteer guest speakers, organize interdisciplinary seminars and workshops, and promote cross-pollination of ideas across various departments.
Systems Thinking: Exploring and teaching how actions in one area impact the entire system will help learners understand interconnectedness.
Simulations, Case Studies, and Scenario-Based Learning: Present complex scenarios that require holistic thinking. Encourage learners to consider multiple factors and consequences.

5 Foundational Perspective:

Our perspective extends beyond individual skills or isolated knowledge for our learners. It encompasses collaboration, adaptability, and lifelong learning. I aim to influence learning philosophies and actions positively. Creating a significant learning environment is an ongoing journey. We will regularly assess progress, seek feedback, and adapt strategies to foster continuous growth and development. We are integrating the merits of various rotations of blended learning from modeled and independent learning, individual learning, small group direct instructions, online learning with flipped classroom models and enriched virtual classrooms to drive comprehensive learning. (Bailey & Martin, 2013; Horn, M., Staker, H., 2015)

This broad perspective based on “A New Culture of Learning” is foundational for a learning philosophy and actions because it:

Prioritizes lifelong learning skills necessary for success in this hyperconnected generation.
Empowers learners to take ownership of their learning journey.
Adapts to the ever-changing information landscape.
Promotes innovation and critical thinking, essential for solving complex problems.

However, it is crucial for me to acknowledge the difference between “broad” and “holistic.” While a broad perspective emphasizes interconnectedness and a wider view from the traditional concept of education, a holistic approach goes even further, integrating different aspects (physical, emotional, cognitive) for a truly well-rounded learning experience for all our learners at Valdymas College. The focus is on the whole learning process itself. Focus on dynamic learning, problem solving, and driven from personal, social, and structural perspective. By integrating these concepts, we can create significant learning environments that not only equip our students and learners with essential knowledge but also foster the ability to adapt, innovate, and thrive in a rapidly changing world for them to succeed after school. (Fink, 2013; Harapnuik, D. K, Thibodeaux, T. N., Cummings, C. D., 2018; Harapnuik, D., Thibodeaux, T. & Poda, I., 2017; Thomas & Brown, 2011).

Reference

Bailey, J., & Martin, N. (2013). Blended learning implementation guide. http://digitallearningnow.com/site/uploads/2013/10/BLIG-2.0-Final-Paper.pdf
Dwayne Harapnuik. (2020, December). Assessment OF/FOR/AS learning. https://www.harapnuik.org/?p=8475. Retrieved 2/11/2024, from https://www.harapnuik.org/?p=8475
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. (Revised and Updated Edition ed.). Jossey Bass: A Wiley Brand.
Harapnuik, D. K, Thibodeaux, T. N., Cummings, C. D. (2018). Creating significant learning environments through choice, ownership, voice, and authenticity. (First ed.)
Harapnuik, D., Thibodeaux, T. & Poda, I. (2017). New technologies. In Martin, G.E., Danzig, A.B., Wright, W.F., Flanary, R.A., & Orr, M.T. (Ed.), . School leader internship: Developing, monitoring, and evaluating your leadership experience (4th ed.). (pp. 91-94.). Routledge.
Horn, M., Staker, H. (2015). Blended: Using disruptive innovation to improve schools (First ed.). Jossey Bass: A Wiley Bass.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (First ed.). Create Space Independent Publishing platform.