Welcome to Conversations with Educators! I’m Angelica Alvarez, and in this episode, I want to share my experience with the COVA Approach and Creating Significant Learning Environments (CSLE). Throughout my journey in the Applied Digital Learning program at Lamar University, I have profoundly transformed how I teach and learn.
In education, each day brings new challenges and opportunities, but teachers, administrators, and support staff continually find ways to create meaningful learning experiences for their students. When I began the Applied Digital Learning program, I was eager to explore new teaching approaches that would foster greater engagement and creativity in my classroom. I quickly realized that this journey was not just about integrating technology; I realized I had choice, ownership, and voice when I worked on my Innovation Proposal in Disruptive Innovation in Education (5305). Identifying a real problem in my workplace and developing a proposal I could implement in my organization was eye-opening. I carefully thought about what I wanted to change in my educational environment, analyzed what was missing in the classroom, and, from that reflection, began to structure my innovation plan. I discovered that I could choose the problem, design the solution, and structure my work in a format that represented my vision. This approach allowed me to personalize my learning and ensured that my proposal reflected my teaching values and aspirations. Although this autonomy was challenging at first, it was also liberating.
I felt excitement and anxiety when given the freedom and responsibility to take ownership of my learning through an authentic project. While eager to engage in meaningful work, I felt overwhelmed by the responsibility of designing my learning. My previous academic experiences had been more structured, so I was not fully prepared for that level of freedom. I broke tasks into manageable steps to adapt, sought examples of prior work, and collaborated with peers for feedback.
Over time, this approach helped me gain confidence in shaping my learning experience. To further adjust to this approach, I created an Action Research Outline that included reviewing course objectives, carefully reading instructions, and dedicating time to researching and organizing my ideas. I also adopted a Growth Mindset, reminding myself that challenges are learning opportunities. If I had to do it again, I would invest more time in reflection at the beginning of the program to align my learning with my long-term professional goals. This would have helped me navigate the process more intentionally and strategically.
One of the initial challenges I faced was controlling my voice and focusing on my organization as the primary audience for my work. I was accustomed to addressing instructors as my sole audience, which made the transition difficult. However, as I progressed, I learned to structure my work in ways that could benefit my colleagues and students, ultimately giving my assignments a greater sense of purpose.
My attitude toward leading change has evolved significantly throughout the program. Initially, I doubted my ability to influence my organization, as promoting change can be met with resistance. However, courses like Leading Organizational Change (5304) provided me with the Influencer Strategies to appeal to people’s values and emotions to foster change through an Organizational Change Strategy. This knowledge empowered me to take a proactive role in leading initiatives that benefit my school community, making me feel more confident in my ability to drive meaningful transformation.
My innovation plan is entirely authentic. While it was created as part of my coursework, it was never just an academic exercise. From the beginning, I designed it to be implemented in my classroom, and I have since expanded its scope to the entire school. The goal has always been to enhance students’ reading comprehension and creativity through ePortfolios, making it a true reflection of my commitment to educational improvement.
The COVA approach and Creating Significant Learning Environments (CSLE) align perfectly with my Learning Philosophy, which emphasizes fostering student autonomy, curiosity, and engagement. LearningLearning is most effective when students explore topics that interest them and build their knowledge. ePortfolios serve as an ideal tool to facilitate this process, giving students control over their learning journey.
Through this experience, my perspective on learning has changed profoundly. I now see learning not only as acquiring knowledge but as developing skills to solve problems and adapt to new challenges. This realization has reinforced my belief in the importance of Creating Significant Learning Environments that promote collaboration, creativity, and student ownership of learning.
Now that I have a deeper understanding of the COVA approach (Harapnuik, Thibodeaux, & Cummings, 2018), I plan to implement it in my classroom by allowing students to select texts of interest, design their comprehension questions, and use ePortfolios to document their learning. Additionally, I aim to foster collaboration among colleagues by sharing best practices for integrating technology into their lessons.
To provide students with choice, ownership, and voice through authentic assignments, I will offer them options in the topics and formats of their projects, allowing them to explore their interests and skills. These assignments will be connected to the real world, giving them a clear purpose and increasing engagement. ePortfolios will be a key tool for students to express their voices and reflect on their learning (Harapnuik et al., 2018).
It is essential to prepare students and colleagues for the COVA approach and the creation of significant learning environments (CSLE). To achieve this, I will model a growth mindset (Dweck, 2006) and provide step-by-step guidance to help students feel comfortable using technological tools. For my colleagues, I will share resources, organize workshops, and create a safe space for them to explore new strategies without fear of making mistakes.
One of the main challenges in implementing the COVA approach and CSLE will be resistance to change from students and colleagues. Some may feel uncomfortable with the lack of traditional structure. Additionally, balancing the time required to implement these strategies with other classroom demands could be problematic (Harapnuik et al., 2018).
Following the COVA model (Harapnuik, Thibodeaux, & Cummings, 2018), I continuously adopt a learner’s mindset by taking ownership of my learning, making meaningful choices, and using my voice to engage in authentic learning experiences. Each course and experience has helped me reflect on my practices and embrace challenges as opportunities for growth.
One of the biggest challenges has been managing my time between work, family, and studies. Within my organization, the lack of familiarity with strategies such as ePortfolios has been an obstacle, but I am working to overcome it through training and collaboration.
References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Harapnuik, D. (2017). CSLE + COVA. http://www.harapnuik.org/?page_id=6988
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). A new culture of learning: COVA – Choice, ownership, and voice through authentic learning. D2L Press.