Learning Specialist + Instructional Design
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I believe that professional learning should be engaging, interactive, and transformative. I aim to enhance the professional development of teachers and various adult learners. I am passionate about positively impacting the education community, and I hope my efforts towards this goal will be fruitful. The expansion of today's workforce and initiatives to encourage lifelong learning rely heavily on adult learners' professional development. Professional development and skill enhancement for adult learners and educators are essential in today's dynamic workplace. Educators, trainers, and organizations can enhance professional learning experiences for adult learners/teachers in diverse professional situations by exploring the theories, advantages, and practical implementations of active learning. Learning spaces that foster development, teamwork, and originality are my specialty.
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Professional development should be about active learning that promotes curiosity, experimentation, and reflection on practice. For learning to be truly meaningful, students must be actively involved in building their understanding and applying what they have learned in practical situations. Technological advancements, shifting workplace dynamics, and the ever-increasing skill requirements of today's workers have rendered the conventional, passive learning approach antiquated. Teachers should be encouraged to apply new knowledge in local practices through practical professional development, according to Laurillard (2016). As a result, when I think about education, I want to create an environment where teachers and adult learners from different professions can take pride in their professional development and where everyone is encouraged to learn new ways.
What is right/wrong with education and what should the world do to enhance/fix it
I am deeply concerned about the growing need for solid digital leadership regarding online education on a global, national, regional, and state level. Leaders must grasp the possibilities of digital technologies and steer their integration to improve learning outcomes and equity, especially as technology takes center stage in education. Educators' lack of technical competence in integrating technology into their teaching practices may be attributable, in part, to professional development programs that do not require technology integration during teacher training (DeCoito, 2023; Starks & Reich, 2023). School administrators must take a proactive stance against digital leadership gaps that have the potential to widen achievement gaps among students.
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We need to shift towards a more personalized, inclusive, and equal education method to cater to students' varying needs. We must promote a comprehensive approach to education beyond standardized testing and prioritize enhancing education by welcoming diversity, encouraging critical thinking, and supporting such efforts. Knowles (1984) description of adult learners as self-motivated, experienced, task-centered, and always ready to learn reminds us that we must treat all learners equally. Unfortunately, professional development programs fail to utilize these traits in their current form, as Miles (1995) noted. These programs suffer from inadequate pedagogical approaches, being underfunded, too short, unfocused, coercive, intellectually lazy, and bogged down by red tape. We understand that adapting to this change is not easy. However, it is necessary to reassess how we measure student progress, reflect on our practices, emphasize students' social and emotional development, and provide teachers with the necessary tools to meet the unique needs of their students. Let's work together to create an educational system that caters to all learners' needs.
Core belief systems about digital learning and the impact you hope to make in your organization
I believe that online education should not replace conventional teaching methods but enhance the learning experience. I aim to promote fair access to digital resources, encourage the strategic use of technology, and create opportunities for professional growth in the workplace. To achieve this, I have led initiatives ensuring technology serves learners' diverse needs, developed interactive online learning modules for educators, and fostered communities of practice focused on digital pedagogy. Additionally, I have incorporated self-evaluation, needs assessments, and feedback methods in my adult professional development courses to facilitate improvement.
Choice, Ownership, Voice, and Authenticity
In my efforts to improve professional development for educators and adult learners, I am seriously committed to the principles of COVA (Choice, Ownership, Voice, and Authenticity) in learning. I believe COVA provides a successful structure for guiding tremendously innovative professional developments. Educators can create professional development that is not only relevant and meaningful but also fosters a deep sense of autonomy and choice by giving educators and adult learners options for how they engage with content, opportunities to take ownership of their learning paths, platforms to express their voices and perspectives, and authentic, real-world learning experiences. Embracing COVA principles enables personalized and self-directed learning experiences, which is critical for building a culture of continual improvement and innovation in education. I am excited to integrate COVA concepts into all parts of professional development because they are essential for producing compelling and long-lasting learning experiences for educators and adult learners.
Finally, my belief that active learning experiences are crucial for development and creativity is the foundation of my dedication to enhancing professional development for teachers and adult learners. I am committed to fostering digital learning experiences that matter, to fighting for a more equitable and inclusive education system, and to making a difference at work by responding to new challenges in this area. Shifting professional learning from passive to active techniques is a significant turning point in adult education, with tremendous opportunities for developing meaningful, relevant, and robust learning experiences. Exploring experiential learning, technological integration, and reflective practices has highlighted the wide range of strategies accessible to educators, trainers, and organizations looking to inspire professional learning for adult learners. Active learning methods match adult learners' preferences for meaningful, practical, and collaborative learning experiences. It offers them the transferable skills and expertise required for success in today's dynamic professional landscape.
References
Dopico, E. Ardura, A. Borrell, Y. J. Miralles, L. & García-Vázque, E. z. (2021). Boosting adults' scientific literacy with experiential learning practices. European Journal for Research on the Education and Learning of Adults, 12(2). https://doi-org.libproxy.lamar.edu/10.3384/rela.2000-7426.ojs1717
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Harapnuik, D. (n.d.). CSLE + COVA. Retrieved from: http://www.harapnuik.org/?page_id=6988
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Harapnuik, D., Thibodeaux, T., and Cummings, C. (2018). Choice, ownership, and voice through authentic learning. Creative Commons License BY-NC-ND.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs: Prentice Hall/Cambridge.
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Laurillard, D. (2016). The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students. Research in Learning Technology, 24(1), 29369. https://doi.org/10.3402/rlt.v24.29369