I guess I always have to do things my way because I went into this experience knowing I would not take an accelerated path to the Master in Applied Digital Learning (ADL) program completion.
Spoiler Alert:
I highly recommend this non-accelerated ADL option”
The Advisor That Cares.
Working full time, commuting three hours a day, and figuring out work-life balance already seemed like enough to achieve. Adding graduate school was something I feared would turn me into a stressed-out crybaby (based on previous educational experiences).
My Alternative Path
As I worked through the first couple of courses, I quickly realized this was a wise decision. This learning approach was so much different than what my type A personality was used to completing. I jumped in, ready to write papers and take tests. My undergraduate experience taught me how to dissect and fulfill rubrics. Nonetheless, this constructivist learning program gave me overlapping assignments and only provided loose guidelines. My instructors expected me to figure out how to create things as I went along. An added complexity to my journey was that most of my classmates work as educators in K-12 Education settings. There were rare opportunities to connect with faculty members or program directors from higher education, but they still approached from an instructor’s position. From my perspective, this learning adventure would require extra effort to translate my advising role to concepts like blended learning and lesson planning.
My ADL Learning Reflection
Progressing through the program, I was grateful to have a single course focus each session. What I later came to recognize as the COVA Approach to Learning in a Significant Learning Environment seemed overwhelming and required that I evaluate and explore them from multiple angles for each and every assignment.
Course after course revealed that there was so much content to cover. I spent so much time following the linked resources and doing independent research. As curiosity struck, I allowed my inquisitive mind to take me down rabbit trails. I was devoted to putting in the additional time to embrace the authenticity of the assignments. The experience was frustrating and confusing at times, but with a growth mindset, I was no longer doing projects for a grade. I was doing projects for something I believed in.
Dr. Harapnuik mentored and encouraged me to talk about my innovation idea with those around me. He consistently encourages learners to discuss, reflect, and blog about what they are learning, thinking, and doing. He wisely encouraged in the process of exploring those thoughts and ideas, clarity and purpose would be found. I took his recommendations to heart and tried to blog about it all.
Innovation Updates
My alternative path to the program had rewards (additional time and focus by taking one course at a time) and challenges (no consistent learning community groups).
My Community Learning Experience
I share this alternative path and my learning experience here in case anyone in the future is in a place to make a similar decision. While there were challenges along my journey, the richness that collaborating with so many wonderful people added became an opportunity to further embrace my learning journey.
Challenges, Changes, and Opportunities
Moving out of the crisis culture
What you have accomplished (course goals)
Upon reflection of the entire body of work, my innovation idea has expanded to include the learning and fulfillment of so many outcomes.
References
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Creative Common License.
Horn, M. B., & Staker, H. (2017). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
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.
The Advisor That Cares 