Authentic Ownership

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Throughout the ADL Program, we have “unlimited agency” to explore our purpose and passion, which reignite imagination and creativity (Thomas & Brown, 2011). My desire to question and explore ways to bring advising innovation to life in genuinely significant ways taps into a form of play. Creating an authentic and significant learning environment extends the same learning opportunity to advisees as they follow their passions and imagine their futures. 

By illustrating how learners today engage with the world around them through acts of questioning, the use of play, peer-to-peer learning, and learning in interest-based “collectives,” Thomas and Brown (2011) argue the case for the modernization of education. As a learner who currently directly benefits from the fundamental elements (inquiry and play) these authors identify, this learner agrees that it is time for a complete evolution.

Finally, real-world applications of the ideas outlined throughout the book reveal what significant learning environments and learning look like when they happen in this world of unlimited access while creating meaningful and personal learning (Thomas & Brown, 2011).

So, how can a new culture of advising create a meaningful environment for adult graduate students to learn in accelerated online programs?

Personal experience in peer-to-learning collectives as an aspect of the ADL program has reignited a passion for tapping into the strengths and passions of various people from diverse backgrounds and perspectives. The wide variety of our assignments and interpretation of the material is fascinating. Bringing that same opportunity for collaboration and cohort identity into the advising environment will benefit student learning.

The advising role is much like the mentor relationship described by Thomas and Brown. My purpose is to empower students on how to find information so they can make informed decisions about their path. By guiding students through the “where” of information gathering to locate policies and departmental requirements, I hope to enrich their ability to think critically and search for the questions they need to ask and the resources they need to seek to find or confirm tips and information they need. Douglas Thomas (2012) inspires me to “help people connect their passions to the things they need to learn” (TEDx Talks, 2012). 

The ADL program and A New Culture of Learning have pushed me to continue peeling the layers of transparency as I refine and define my voice. The authors candidly explore ideas of public and private information and identities to address concerns over the melding of these two arenas (Thomas & Brown, 2011). For example, some institutions and advising units utilize social media to push information, resources, and literacy. After seeing how valuable these tools and the collective born from shared interests are, I cannot help but ponder how we can connect future counselors, innovators, and leaders with one another? How can keep them engaged with their passion for inspiring continued learning about their futures and the available information resource? 

References

TEDx Talks. (2012, September 13). A New Culture of Learning, Douglas Thomas at TEDxUFM [Video]. YouTube. https://www.youtube.com/watch?v=lM80GXlyX0U

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (1st ed.). CreateSpace Independent Publishing Platform.