Category: ADL Program

ADL Program, Evolution, Goals, Growth, Learner's Mindset, Learning, Personal, Tips

Anno-what?

The Advisor That Cares

So for the next assignment we will be identifying our learning philosophy and including an annotated bibliography. While I did create a simplified version for the innovation course, I feel like there is much more I can learn about it.

Annotate = to take notes

Therefore, I’m once again, turning to my favorite writing resource: Smart Student

Additionally, it is long past time for me to review and brush up on my paraphrasing skills! Lord knows my last paper was a quote-fest with weak attempts at paraphrasing. I feel like it may have been a much strong assignment if I could clearly articulate my research into my own words.

A New Culture of Learning, ADL Program, Advising, Collective, ePortfolios, Goals, Learner's Mindset, Learning, Learning Community, Professional, Reflecting

Authentic Ownership

The Advisor That Cares

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.

A New Culture of Learning, ADL Program, Growth, Innovation Plan, Learner's Mindset, Learning, Personal, Reflecting

Book Response & Arguments

The Advisor That Cares

Transparency. Authenticity. Evolution.

These are a few words that I am trying to bring into my learning journey. By being vulnerable and open about my own experience, I may actual help another in their journey to do the same.

I do not know if I have ever written “a response” before. I mean I suppose it is possible that it was a writing prompt somewhere in my journey through public school, but nothing remains (a nod to the current model of education). Therefore, as I prepare to write my response to A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, by George Thomas and John Seely Brown, I must first figure out what in the world a response is and how I will go about combining this with an argument for the changes I have proposed through my innovation plan.

Here were the top two search results for “how do you write a response to a book”

By being inquisitive about the assignment “Create your response to A New Culture of Learning” I am expanding the learning opportunity presented by the assignment itself as part of the authentic learning environment provided through the ADL Program.

A New Culture of Learning, ADL Program, Collective, Contributions, Evolution, Growth, Learning, Learning Community, Reflecting

Learning Revolution

The Advisor That Cares

In our first class call we were asked to share what gift we bring to the course/our cohort.

I can not help but appreciate that intro discussion question about the gift we bring to this learning journey. This question about gifting taps into the passion that allows for learning naturally. I wonder how many of my adult learners (graduate students) would be willing to open up and share their answers to the same question. How about my colleagues? What giftings do they bring to the advising unit?  

Incorporating Daniel Pink’s “three factors for better performance in the workplace (autonomy, mastery, and purpose)” further provides an environment to cultivate and develop these valuable human resources (RSA, 2010). I have never considered that I have a learning environment. Through the content of this course and the program, I am beginning to identify the significant learning environment I can create in multiple areas. My students and I benefit from focusing on their learning environment from an advising perspective. I also see the benefit of creating a learning environment to foster the advising unit. Innovation can provide my audience (students/colleagues) an opportunity that comes from giving them control of the best way to process/provide information. Perhaps by tapping into the question of their gifting, they will each find the drive to continue to improve. Most of all, I want to help create an environment that produces happiness for students and advisors. From a professional perspective giving people the autonomy to communicate challenges by proposing solutions benefits the workplace culture and improves communication. This transparency further provides a foundation for building a trusted relationship between advisors and advisees customized to each learning situation or program requirement. Why not be the one that helps to create that culture? 

Videos like these are directly tied to my innovation proposal and fuel my desire to improve the systems and processes for everyone, myself included. Resources like these will continue to shape my reflections as I move toward creating my learning philosophy. 

As Sir Ken Robinson (TED, 2010) compares education to the standardization produced by a fast food model, I reflect on an undergraduate sociology text called The McDonaldization of Society. When reflecting on higher education, the author states, “the focus seems to be on how many students (the “products”) can be herded through the system” (Ritzer, 2000, p. 66). We lose humanity when all aspects of life focus on maximum efficiency and consistent output. Humans cannot be standardized, as doing so is the antithesis of customized learning, which aids natural/organic learning, growth, and personal evolution. 

In closing, the quote about dreams shared by Sir Ken Robinson (TED, 2010) reinforces my passion for advising. I have the opportunity to help solve problems, translate policy, and provide options while pointing out potential unintended consequences of those different prospects. My students are sacrificing so much to return for their degree or certification. Many students face additional examinations and licensure requirements after their academic studies. Many have families and careers while pursuing their motivations, passions, and purpose. The accomplishments that come from my students persevering in the face of life’s challenges are also dreams upon which “we should tread softly” (TED, 2010). 

References

Ritzer, G. (2000). The McDonaldization of Society (New Century Edition). SAGE Publications, Inc.

RSA. (2010, April 1). RSA ANIMATE: Drive: The surprising truth about what motivates us [Video]. YouTube. https://www.youtube.com/watch?v=u6XAPnuFjJc

TED. (2010, May 24). Bring on the learning revolution! | Sir Ken Robinson [Video]. YouTube. https://www.youtube.com/watch?v=r9LelXa3U_I

ADL Program, Evolution, Personal, Reflecting

I am a digital learner

The Advisor That Cares

Reflecting on The New Culture of Learning, I realize I am a digital learner. Don’t get me wrong; I did not grow up in this age of “almost unlimited access and resources to learn about anything” (Thomas & Brown, 2011). I was around 20 years old. It was around 1996 when I got my first personal computer and dial-up internet connection.

I never really enjoyed AOL instant messenger, but YAHOO chat was an exciting tool at the time. When I began exploring the internet, chats were web-based chat rooms. Those later evolved into a friends list and functioned more like the AOL system. I remember being able to listen to music posted to your status, allowing conversations with others who noticed the playing track and growth in musical tastes. As a small town girl from a tiny town (410 population), this online world opened my mind, viewpoints, and influences to people from other states and countries. Many online friends are still friends to this day, 25 years later.

I taught myself basic HTML to create multiple GEOCITIES websites. These digital presences pre-date MYSPACE and any current social options preferring anonymity via pseudonyms. These were places where individuals posted about themselves, showcased their creativity, and annoyed the world over with music files that the user had no control over. I remember helping my mom create her GEOCITIES presence too. Those platforms utilized guestbooks where visitors could leave comments. I remember seeing guest logs from long-since passed family members who left encouraging words or random messages. It began with social networking, collaboration, community, and collectives.

I remember the birth of multiple search engines. ASK JEEVES sticks out, probably due to television advertisements. I can not say I specifically remember when GOOGLE took over the search engine space, but I can say I fully embraced a “GOOGLE it” mindset about the world.

I never knew what autodidactic meant until Dr. Harapnuik explained this program and our goals for creating significant and authentic learning environments. Reading The New Culture of Learning, I realized that my habit of searching for errors indicated my inquisitive nature.

In my 30s, while dating my now husband from 2.5 hours away, we played WORLD OF WARCRAFT throughout the week as it provided social interaction and time. We also met people worldwide to go on quests and raids together.

2006 – For the Horde!

I could not help but reflect on the problem-solving and collaboration we experienced during our time in the early days of this massively multiplayer online game. Fifteen years later, we still stay in contact with several friends from the game in real life and have celebrated many milestones together from afar. We raised our daughter with learning games and online gaming.

I am living in The New Culture of Learning.

References

Learners Mindset. (2020, December 24). Assessment as Learning [Video]. YouTube. https://www.youtube.com/watch?v=WLmxREQLizk

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.

ADL Program, ePortfolios, Evolution, Goals, Growth, Innovation Plan, Learner's Mindset, Learning, Learning Community

Responding to the New Culture

The Advisor That Cares

Here we go again. Another semester of graduate school has begun and we all start the process of acclimating ourselves to our new learning environments.

I am really excited about the opportunity to create a significant learning environment since I still face daily struggles with students who do not review information. I keep thinking back to The Behavioral Science Guys and David Maxfield’s caution about how more information doesn’t create change or motivation (Crucial Learning, 2015). I have to find a way to help people change when they don’t want to. What are some influential questions I can incorporate into my ePortfolio? How do I create a significant learning environment that will allow them to “explore motivations they already have” as recommended by Joseph Grenny (Crucial Learning, 2015).

I have been reviewing the course content and announcements in preparation for our first big assignment for “Creating Significant Learning Environments” and what I have ascertained thus far is that we are going to be:

  • 1) Creating a response to the New Culture of Learning
  • 2) Outline how we will move toward creating a Significant Learning Environment

We will do this by

  • 1) Creating an argument for how a shift to a CSLE can enhance learning
  • 2) What problems the CSLE we create will address
  • 3) What influence this CSLE will have on our innovation

What are some of your thoughts about how you will create a significant learning environment? What are some questions you might ask yourself?

Crucial Learning. (2015, January 5). How to Change People Who Don’t Want to Change | The Behavioral Science Guys [Video]. YouTube. https://www.youtube.com/watch?v=9ACi-D5DI6A

ADL Program, Advising, ePortfolios, Evolution, Innovation Plan, Learner's Mindset, Learning, Professional, Reflecting

The New Culture of Learning & me

The Advisor That Cares

I have always been a proactive person by nature.

Unfortunately, much of higher education functions more reactively, like many of my students. My innovation plan intends to shift learning to foster more proactive, active engagement for my learners. As Harapnuik (2021) outlines in the Introduction Video, we are here to “facilitate learning” and “help our learners learn” by making “meaningful connections” (Harapnuik, 2021).  

In the early stages of my innovation proposal and the accompanying portfolio development, content creation was due to student questions or lack of information. Those reactive additions have since evolved into proactive opportunities for new students by providing links and information in every correspondence.

Creating significant learning environments (CSLE) and The New Culture of Learning are guides for the struggle of inspiring students to take ownership of their education and learning journey by improving learners’ engagement. Thomas (2012) says it best when he says we can “help people connect their passions to the things they need to learn” (TEDx Talks, 2012). He further explains that we must rethink training and education systems to “make learning fun and easy,” just as it is “natural and effortless” throughout life outside these environments (TEDx Talks, 2012). 

The New Culture of learning outlines that learning is no longer “taking place in a classroom” but instead “happening all around us, everywhere” through online information and freely available resources (Thomas & Brown, 2011, p. 17).

References

Dwayne Harapnuik. (2021, April 16). EDLD 5313 Module 1 [Video]. YouTube. https://www.youtube.com/watch?v=G4RIBNgK6xI

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 edition). CreateSpace Independent Publishing Platform.

ADL Program, Advising, Collective, Professional, Reflecting

Consortiums – Networks?

The Advisor That Cares

Collectives! Ah ha!

I was trying to figure out what exactly I would call my core group of colleagues from across the institution. When I have a question about a Graduate Studies policy, I have a person I can call. When I have a Records retention or release question, I have a person I can call. There are advisors that I provided on-board training to as they began their advising career at our institution, that I can still call and who still call me. I learn more as a result of every inquiry, question, or conversation related to my role. I have friends and colleagues at all levels of the university structure who simply care about students and all want to help one another serve them better. I absolutely love that I can be a resource to them and that they are to me.

This collective is so valuable to me. Thank you to each and every one of you!

ADL Program, Contributions, ePortfolios, Growth Mindset, Growth Mindset Plan, Learner's Mindset, Learning, Learning Community, Learning Manifesto, Professional, Reflecting

Contributions, 5302

The Advisor That Cares

Concepts of Ed Tech Course

  • Summer 2022
  • Course Number: EDLD 5302
  • Course Title: Concepts of Educational Technology

Contributions to learning and learning community.

I am giving myself a score of 95 out of 100

Crediting Group Members: Bethany Eisele, Lera Longbottom, Nastarja Tyler, Rachael Lancon, and Stacey Powell

Key and Supporting Contributions

Reflecting on my third course in the ADL Program, I have to say that I am finally feeling more confident about the COVA approach to this program and learning in general. This is not to say that it is always comfortable working this way, but I can see how much in-depth knowledge is gained through this approach. I actively seek information and teach myself more than just the minimum required readings/videos in search of greater understanding. I am constantly working to see if there is more information that I can add to my knowledge base. I think about my thinking through reflections and revisit assignments on an ongoing basis to continue making connections. 

The part I feel I could do better is finding value and making deeper connections from the discussion posts. There is too much of a status quo learning (regurgitation) aspect to the post and comment expectation which always seems to lack the intended connection between students. Initially, the discussions provide a way to find people with common interests or goals. Still, once our communities are formed, they seem to lack substance since it can be several weeks before someone sees comments thereby lacking engagement in meaningful dialogs. While keeping up with the posts and comments, I feel something more valuable could be discovered or utilized to increase that aspect of the program. 

I actively contributed and took on a leadership role wherever possible within my core collaboration group. I continued the shared google drive from last semester, purchasing additional storage space, and creating weekly to-do lists, discussion prompts, and video/reading notes for continued shared collaboration. Utilizing a group chat and google docs/drive, our core learning community maintained a collaborative group that welcomed new members (Nastaja and Stacey) and continually provided feedforward on all assignments. While discussing questions about previous experience in the program, we revisit our previous projects and make continuous improvements on past coursework. 

As I embrace ownership of this Portfolio, I strive toward an ownership perspective to my innovation. As I experience the freedom of choice that promotes this portfolio ownership, I am inspired to provide my students with options along their academic paths. As I revise and review my content, I realize that I can further improve my message and model that through as many interactions as possible. I can apply the knowledge obtained this semester (growth mindset, learning manifesto, feedforward, learning networks) to strengthen my voice. This improves the communication, information, and resources I provide through my synchronous (phone/virtual) and asynchronous (email/portfolio) interactions, which helps to build trusted advisor-advisee relationships. From a technical skills perspective, it has also been rewarding to continue improving the aesthetic and function of the Portfolio with my intended audience in mind. I started updating past and current learning network opportunities to my Portfolio, which has allowed me to reflect upon the benefits of these collaborative/professional networks and makes me want to strive to do better in my contributions to these networks.   

I completed all of the course readings, videos, and additional resources. I often researched other content for topics that interested me in more detail, such as Universal Learning Design, the ISTE standards, and everything I could get my hands on about the Growth Mindset. This self-driven desire to learn and understand helped me meet the deadlines for all projects, assignments, and posts, further providing the opportunity for more collaboration, mentorship, and reflection. 

Learning Community Key and Supporting Contributions

In addition to meeting all of the support contributions and taking a leadership role in my core learning group, I have found a new role as a facilitator for our learning cohort. I have always considered myself helpful, but now I have found a way to gain even more insight and understanding by helping others. My learning community has expanded to every classmate that joined the ADL 2021-2023 GroupMe. I created this group and posted an open invitation to the student lounge after being inspired by a similar DLL group last semester made up of those more advanced in the program. I knew I wanted to help create a culture that encouraged and supported one another throughout the program. Since I am not pursuing the accelerated option, I hoped for a group of positive collaborators from all levels to facilitate mentorship and mentoring opportunities. I found a wonderful sense of purpose through this course and by taking accountability for myself and my learning community through this expanded collaboration. I have encouraged my classmates via this group, and I modeled feedforward behavior with all the group members, hoping they would do the same. I hosted multiple zoom sessions for this course, upgraded to zoom pro to host longer sessions, and began hosting other sessions for those in the Innovation Course. I helped connect students who had not yet identified their core learning community with others in the same situation. The most exciting time came when members began hosting sessions for one another, providing the type of encouragement I hoped to foster.