The principles and course goals of the Applied Digital Learning (ADL) program have been instrumental in shaping my development as both a digital learner and leader. Reflecting on my time in the program, I’m amazed at how far I’ve come and my accomplishments. Through the ADL principles, I’ve transformed not only as a teacher but also as a leader.
A key element in this growth has been self-directed learning. Even before starting the program last October, I took the initiative to thoroughly review the course goals and principles to better understand the knowledge and skills I would gain. This proactive approach allowed me to take ownership of my learning journey, ensuring that I could effectively apply the concepts to my work. By embracing self-directed learning, I’ve explored new technologies and innovations at my own pace, evolving as an educator ready to lead digital change within my institution.
The "Why, How, and What" of the ADL program motivated me to commit to my work fully. The program’s goal is to inspire learners to lead organizational change through technology, create significant learning environments that offer choice, ownership, and authentic learning, and prepare leaders to drive innovation in a digitally connected world (Harapnuik, 2021b). I have reflected and created my own “why” for my innovation plan to help drive change in my organization.
One of the most impactful aspects of the ADL program has been developing my Innovation Plan, which focuses on implementing blended learning in middle school math to address gaps created by Senate Bill 2124. This plan, initially developed during my first two courses, has continuously evolved as I explore new technology innovations and adapt them to enhance learning environments. Embracing these innovations as opportunities rather than challenges has allowed me to view change as a catalyst for improving education in my district (Harapnuik, 2021). By integrating blended learning, I’m not only addressing existing gaps but also proactively creating a more dynamic, student-centered learning environment. To aid in these changes, I have developed an influencer strategy and a plan to implement 4DX in my organization.
To further drive change, I developed a blended learning course designed to guide 7th-grade honors students through a review unit. The course is built around blended learning principles, using backward design to structure the content strategically. I applied Fink's 3-column table to ensure alignment between learning outcomes, activities, and assessments. I have honed in on my measurement strategy through my action research plan to identify areas that will need to be addressed over the course of implementation.
Additionally, the development of a Personal Learning Network (PLN) has broadened my perspective, connecting me with educators and leaders who share insights and resources, strengthening my ability to lead change.
In sum, my experiences in the ADL program have not only enhanced my understanding of digital learning but also positioned me to be a catalyst for meaningful change in education. Looking ahead, I’m excited to continue implementing these principles and further evolve as a leader in digital education.
References:
Harapnuik, D. (2021, August 16). ADL Course Goals. It’s about Learning. https://www.harapnuik.org/?page_id=8534
Harapnuik, D. (2021b, August 16). ADL Why & Principles. It’s about Learning. https://www.harapnuik.org/?page_id=8521
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