COVA Reflection & Application

​

Embracing Choice, Ownership, and Voice in Authentic Learning

Reflecting on my journey through the Applied Digital Learning (ADL) program, I can confidently say that the COVA (Choice, Ownership, Voice, and Authentic Learning) approach and Creating Significant Learning Environments (CSLE) have transformed how I engage with learning and how I plan to facilitate learning in my organization. Initially, I encountered COVA when developing my Innovation Plan, which focuses on implementing blended learning with ePortfolios in high school math classes. This project was not just another academic task—it was an opportunity to create something meaningful that could bring real change to my students and school.

At first, having complete ownership over my learning process was both exciting and overwhelming. I was used to structured assignments with clear guidelines, so the idea of creating my own project with minimal restrictions made me uneasy. However, once I embraced the flexibility, I realized that this level of autonomy encouraged deeper engagement and innovation. Through peer feedback and self-reflection, I gradually became more confident in shaping my work to align with the needs of my students and organization.

One of the biggest challenges was transitioning from writing for instructors to writing for my organization as the audience. Initially, I found it difficult to take full control of my voice, but by focusing on the real-world applications of my work, I was able to tailor my innovation plan, implementation outline, and research to benefit my school community. My attitude toward leading change also evolved over time. I used to believe that change had to come from administrative decisions, but now I understand that teacher-led initiatives can be just as powerful. This mindset shift was reinforced by the success I experienced when presenting my ePortfolio project to colleagues.

My Research Design Outline further solidified the authenticity of my innovation plan. Rather than just fulfilling course requirements, I intentionally designed the project to address a real instructional gap in my school. By integrating ePortfolios into math instruction, I hope to enhance student engagement, foster self-reflection, and provide a space for students to track their progress over time.

Implementing COVA and CSLE in My Organization

With a deepened understanding of the COVA approach, I am committed to applying it within my classroom and advocating for its adoption among my colleagues. One way I plan to do this is by offering professional development to introduce teachers to blended learning strategies, ePortfolio integration, and student-centered instruction. My Implementation Outline provides a structured roadmap for successfully embedding these strategies into classroom instruction.

To give students choice, ownership, and voice, I will design assignments that allow them to personalize their learning experiences. For example, students will be encouraged to select their own real-world math applications to explore within their ePortfolios, reflect on their learning journey, and receive peer feedback to refine their work.

Preparing teachers and students for this shift will require careful planning. I will start by integrating small, manageable components of COVA into existing instructional practices before expanding to a full-scale implementation. One of the biggest challenges will be overcoming resistance to change, as many educators are accustomed to traditional teacher-led instruction. To address this, I will provide ongoing support, resources, and examples of student success stories to illustrate the benefits of this approach.

Final Thoughts on COVA and Lifelong Learning

This program has fundamentally transformed my perspective on learning. I have fully adopted a Learner’s Mindset, which means I now view learning as an ongoing, reflective, and evolving process. The COVA approach aligns perfectly with my learning philosophy, as I believe that students learn best when they are active participants in their education rather than passive recipients of information.

By continuing to refine my instructional strategies, sharing my Learning Philosophy, and advocating for student-centered learning environments, I hope to make a lasting impact on my students and colleagues. My goal is to create an environment where students take ownership of their learning, develop critical thinking skills, and apply mathematical concepts in meaningful ways—an approach that will benefit them far beyond the classroom.

References

Almalki, G. M., & Al-Robaiy, H. M. (2022). Educational technology adoption: A systematic review. Educational Technology Research and Development

Retrieved from https://link.springer.com/article/10.1007/s10639-022-10951-7

Harapnuik, D. (n.d.). (2021, September 10). Creating Significant Learning Environments and the COVA Approach [Video]. YouTube. Creating Significant Learning Environments (CSLE)

Harapnuik, D. (n.d.). Who owns the ePortfolio? Retrieved from http://www.harapnuik.org/?page_id=6050

Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Rowley, J., & Munday, J. (2014). A 'sense of self' through reflective thinking in ePortfolios. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(2), 21-37.

Yancey, K. B. (2009). Reflection and electronic portfolios: Inventing the self and reinventing the university. International Journal of ePortfolio, 2(1), 1-9. Retrieved from https://www.theijep.com/pdf/IJEP39.pdf

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. Retrieved from https://doi.org/10.1207/s15430421tip4102_2