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A Journey of Choice, Ownership, Voice, and Authenticity When I started the Applied Digital Learning (ADL) program, I didn’t fully grasp the depth of the COVA (Choice, Ownership, Voice, and Authentic Learning) model. At first, I thought it might just be a buzzword, an idealistic theory with little real-world use. My perspective changed during my first real assignment. I had to create a solution that not only fit the course but could also help my work in higher education. While developing my innovation plan, a proposal to use AI-driven student platforms in the admissions and advising process, I truly understood the importance of taking real ownership of my learning. At first, the freedom to direct my own learning felt both exciting and intimidating. I was used to traditional learning environments where clear guidelines and specific expectations defined success. The COVA approach, however, encouraged me to take risks, be creative, and trust my instincts as a professional. Although I wondered if I was ready for this responsibility, I accepted the challenge and leaned into the discomfort. This pushed me toward growth. I learned that with freedom came accountability, and that’s where real learning happened. To adjust to this new style of learning, I had to change my mindset from being a passive consumer of information to an active co-creator of knowledge. I stopped asking, “What do I need to do to earn an A?” and started asking, “What solution will genuinely help my students and colleagues?” Looking back, I wish I had embraced the discomfort sooner and allowed myself more room to explore ideas without self-doubt. I understand now that growth happens during those early moments of uncertainty. Using my voice to create work for real stakeholders, such as students, academic peers, and institutional leaders, was initially daunting. Unlike traditional assignments, these projects pushed me to think about the perspectives of a real audience. However, over time, I gained confidence in sharing my ideas and advocating for student-centered change. My confidence in leading discussions and projects within my organization has grown significantly. I now see myself as someone who can drive improvements in advising and digital learning. My innovation plan was never just about getting a grade. It was personal. Having benefited from early college programs myself, I understood how important accessible, individualized academic support is. The AI advising system I designed was not only realistic but also matched my values and my vision for improving student success. This plan represents a commitment to lasting change, not a temporary academic task. The COVA model and Creating Significant Learning Environments (CSLE) match my learning philosophy. I believe students do best when they can be themselves, share their views, and take charge of their learning. My philosophy has changed from a strict, teacher-led approach to one that is flexible, student-driven, and closely tied to real-world results. Through COVA, I discovered that being genuine, rather than perfect, is the key to transformation (Harapnuik, Thibodeaux, & Cummings, 2018). Applying the COVA and CSLE Approaches in My Organization Now that I’ve experienced the power of the COVA model, I am committed to integrating it into my work in higher education. My goal is to make advising and admissions not just informative but transformative for students. I want to give learners choices by providing different ways to learn, including interactive dashboards, virtual workshops, and peer-led information sessions. This flexibility ensures that students can engage with content in the way that best supports their personal learning styles. In addition to choices, I will encourage ownership by having students set their own academic goals, track their progress, and create personalized action plans. By giving students tools that let them manage their own academic journeys, I hope to nurture a deeper sense of responsibility and agency. I also plan to prioritize student voices by creating feedback channels like surveys, listening sessions, and focus groups. These strategies will make sure that student perspectives influence how we develop and deliver our services. Their input will shape the tools we implement, such as AI platforms and self-service portals, keeping our focus on real student needs. Authentic learning will be central to all initiatives. I want to involve students in pilot programs, collaborative design workshops, and decision-making processes that directly affect their educational experiences. This approach goes beyond simulated learning and encourages students to be genuine partners in institutional change. To prepare my colleagues for the shift toward COVA and CSLE, I will start with professional development initiatives that introduce learner-centered practices. I will share my innovation plan and demonstrate the method through practical, small-scale pilots. Additionally, I will use qualitative data and student stories to foster empathy and support for the transition. I expect challenges. Staff resistance to traditional methods, limited time and resources, and doubts about student autonomy will all pose obstacles. However, I believe these issues can be resolved by showing the positive results of COVA-based strategies—higher student engagement, better learning outcomes, and more meaningful relationships between educators and learners (Lamar University, n.d.; EDUCAUSE, 2023). Final Thoughts The ADL program, based on COVA and CSLE, did more than teach me digital tools. It changed how I see learning, leadership, and innovation. I am no longer just a passive participant in education; I am now a change agent ready to create spaces where students and educators can thrive. This journey has strengthened my voice, refined my purpose, and made clear the impact I want to have in higher education. I am prepared to lead with authenticity, and I owe this program my gratitude for the freedom and support it provided to help me grow.

Self-Assessment Score: 92 Base Group Members:  Roy, Ariadna, Katharina During EDLD 5315 (Assessing Digital Learning and Instruction) and EDLD 5317 (Resources for Digital Environments), I have actively engaged in my learning community while positively contributing to course content, classmates, and group processes. I believe a grade of 92 most accurately reflects my performance and contribution in both courses. What Is Working Well One of the strongest areas of my participation has been my consistency and timeliness. I submitted all required assignments, posts, and reflections by the assigned deadlines, allowing others to engage with my work and respond. In both courses, I completed all assigned readings, videos, and supplemental resources, which gave me a firm foundation for meaningful discussion and analysis. I also prioritized giving feedback to my base group members (Roy, Ariadna, and Katharina) across both classes. Whether we were brainstorming through a discussion post, responding to discussion threads, or revising work based on peer suggestions, I remained engaged in the back-and-forth that helped deepen our collective understanding. My feedback was constructive, personalized, and aimed at building on the ideas presented, rather than just affirming them. A key strength of mine was contributing "above and beyond" the minimum expectations. I regularly added extra insights, resources, or thoughtful questions to class discussions and group chats. This extended not only my own thinking but also prompted new lines of inquiry among my peers. For example, in one EDLD 5317 discussion on evaluating digital tools, I shared a resource that wasn’t required but added value to our analysis of data privacy policies. In EDLD 5315, I introduced a recent case study from my professional experience that sparked further debate and learning during our exploration of formative vs. summative assessment in online environments. What I Can Improve While I contributed frequently and thoughtfully, one area I am actively working on is leading more discussions instead of simply responding or building upon what others start. I tend to support and facilitate collaboration, which is valuable, but stepping into a more pronounced leadership role, such as initiating deeper inquiry threads or organizing group projects, would allow me to develop both my leadership presence and strategic thinking skills. Also, while I cited research when relevant and tried to integrate APA formatting, I believe I could further elevate the scholarly tone of my contributions by more consistently including formal citations across my posts. This would further reinforce the academic rigor of my reflections and align more closely with graduate-level expectations. How My Collaborations Bridged the Two Courses Taking EDLD 5315 and EDLD 5317 together allowed me to form meaningful connections between assessing digital learning and selecting the resources that support it. For example, when evaluating a digital learning tool in EDLD 5317, I was able to apply assessment criteria from EDLD 5315 to determine the tool’s effectiveness. This integration was made stronger through collaboration with my group. Roy’s feedback on assessment strategy helped me refine my resource evaluations, while Ariadna’s insights on user engagement directly influenced my approach to evaluating learning outcomes. Katharina offered excellent examples from her own institution, which added real-world context to both discussions. Our collaborations weren’t siloed by course. Instead, we maintained ongoing dialogues that allowed us to see how digital learning environments are supported not just by tools, but by sound instructional design and thoughtful evaluation. By reflecting together and exchanging feedback across assignments, we elevated each other’s learning across both courses. Conclusion I believe my performance aligns with the rubric’s expectations for key and supporting contributions, with only minor areas for improvement. I’ve maintained consistency in deadlines, participation, depth of thinking, and community engagement. While I acknowledge I can step up as a discussion leader more proactively, I’ve contributed meaningfully and with intentionality. Therefore, a score of 92 is fair and supported by my efforts.

What have you gained from your learning experience in this program thus far? So far, my experience in the Applied Digital Learning Master’s program has been incredibly rewarding, providing me with both practical skills and a deeper understanding of how technology can enhance learning in higher education. I have gained hands-on experience with various digital tools and platforms, such as using Wix to building my portfolio, learning how to integrate them effectively into my learning environments. Additionally, the program has helped me refine my ability to critically assess and adapt emerging technologies to meet the needs of diverse learners. Through collaboration with peers and engaging in real-world case studies, I have also developed a stronger understanding of the challenges and opportunities in digital learning. How will you incorporate elements of the COVA model into your ePortfolio? I plan to incorporate elements of the COVA (Choice, Ownership, Voice, and Authenticity) model into my ePortfolio to create a personalized and reflective showcase of my learning journey. By offering choices in how I present my work, I will allow for a variety of media that best reflect my strengths and interests. Ownership will be needed through my documentation of the projects and accomplishments I’ve taken responsibility for, demonstrating the progress I’ve made in my learning. I will ensure my voice is heard by writing authentically about my experiences, challenges, and growth, giving insight into my personal and professional development. Finally, I will have authenticity by showcasing work that is meaningful and represents my genuine learning process. What factors would contribute to ePortfolio persistence beyond your program of study? First, maintaining a clear sense of purpose and relevance is a must. By continuously updating my ePortfolio to reflect my evolving career goals, personal achievements, and professional projects, it will remain a valuable tool for self-reflection and career advancement. Also, integrating feedback from mentors, peers, and colleagues will keep the content dynamic and aligned with institutional trends. The practice of regularly revisiting and fine-tuning the ePortfolio will ensure it stays current and showcases my continued growth. Also, establishing the habit of using my ePortfolio for networking and job opportunities will help me keep it alive and utilized as a living document throughout my career. What is the most valuable lesson you have learned thus far in the program? The most valuable lesson I have learned thus far is the importance of persevering through tough times while keeping my eye on the ultimate goal. There have been moments of challenge and frustration, but I’ve realized that resilience is key to navigating these obstacles. By maintaining a growth mindset, I’ve learned to embrace setbacks as opportunities for growth rather than roadblocks. This shift in perspective has allowed me to stay motivated, adapt, and find solutions even when faced with difficulties. Understanding that growth is a continuous process has helped me remain focused on progress rather than perfection, ultimately empowering me to push through challenges and stay committed to my academic and professional goals.

PL Call to Action June 21, 2025 | EDLD 5389 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." The Why: Backstory and Motivation As someone who works in higher education, I’ve witnessed firsthand how traditional professional learning (PL) often misses the mark. Much of the PL offered to faculty and staff is passive, disconnected from our day-to-day work, and lacks meaningful follow-up. It's usually a one-size-fits-all model that doesn’t take into account our specific institutional needs, job roles, or long-term growth. This disconnect has motivated me to rethink how PL is approached—not just for compliance or content delivery, but for real transformation. Throughout my graduate program, I’ve been introduced to the power of constructivist, learner-centered practices like the COVA model (Choice, Ownership, Voice, and Authentic learning). These concepts have reshaped how I view learning—for students and professionals alike. I realized that if we truly want to support student success, we must start by equipping educators, advisors, and staff with professional learning that is relevant, ongoing, and empowering. We must model the same kind of learning culture we hope to see in our classrooms and campuses. This presentation was born from that conviction. It’s not just a call to change what we do in PL—it’s a push to change why and how we do it. If we don’t evolve our professional learning models, we risk becoming stagnant, disconnected from our students, and unable to meet the demands of a rapidly changing academic environment. To bring my vision to life, I created a presentation titled “Evolving Professional Learning in Higher Education: Why the Change is Urgent.” This multimedia piece is structured using Duarte’s storytelling arc and is aligned with the five key principles of effective professional learning. The presentation is designed as a conversation-starter—not a formal training—so it can be easily adapted for faculty meetings, departmental retreats, onboarding sessions, or future PL planning discussions. The content starts by painting the current landscape of professional learning in higher education—highlighting the challenges of outdated, one-off approaches. It then contrasts that with a vision of what professional learning could look like: meaningful, relevant, and rooted in sustained growth. Each slide builds on the previous one, guiding the audience through not just what effective PL entails, but why it’s essential to shift now. Throughout the deck, each of the five key PL principles—duration, implementation support, engagement, modeling, and specificity—are contextualized for higher education settings. The visuals are intentionally minimal and clean, in line with Presentation Zen design principles, keeping the focus on the message rather than clutter. Speaker notes are embedded throughout to provide deeper narrative guidance for whoever is presenting it. I’ve also included current research from Darling-Hammond, Desimone, and Gulamhussein to ground the content in evidence-based practice. This presentation isn’t just an academic assignment—it’s a tool I genuinely plan to use in professional spaces. It’s also easily revisable, which allows me to adapt it as institutional needs evolve or when different campus audiences require slightly different framing. The What: The Presentation Product The How: Creative Process and Execution Creating this presentation was both a reflective and strategic process. I began by outlining the core message I wanted to convey: that professional learning in higher education must shift from performative to purposeful. Using Duarte’s “what is vs. what could be” structure, I mapped out a story arc that would build urgency, present a solution, and end with a call to action. To ensure alignment with best practices, I revisited key readings like Darling-Hammond et al. (2017) and Desimone (2009), using them as anchors for each of the five principles of effective PL. I then translated those ideas into accessible language, imagining myself speaking directly to campus stakeholders—faculty, staff, and department leads—who may be resistant to change but care deeply about student success. Visually, I kept the design minimal and clean to reflect principles from Presentation Zen. Instead of overloading slides with bullet points, I used brief, impactful phrases that could support a conversation rather than dictate it. The slide deck was created using Microsoft PowerPoint and formatted with consistent fonts, color accents, and white space to enhance readability. Speaker notes were added to each slide to guide the delivery and emphasize key points. I also made sure the presentation is modular and reusable. Whether it's presented in full or broken into segments for training modules, its structure allows for flexibility. The final product was exported as a .PPTX file and can be embedded into a digital portfolio, used during professional development sessions, or submitted alongside program materials as part of a capstone showcase. Creating this project helped me practice what I preach—designing with authenticity, voice, and intentionality. It’s not just about checking a box; it’s about modeling the kind of learning culture I want to help build in higher education.

Operation Outreach Empowering Your Academic Journey from Application to Graduation WELCOME Operation Outreach's mission is to enhances the college experience for all students, whether it's their first time in college, returning back, or completely online. We encourage colleges to implement interactive digital outreach tools and online academic resources for a more effective process in a students' academic journey. Explore my creative portfolio to see how we can make a difference. Learn More Hi, I'm N'Kima! Before transitioning into advising, I worked as an Admissions Specialist, where I supported recruiting efforts and assisted prospective students with their applications. Through my experience in both departments and working closely with continuing students, I've seen firsthand how many of them become frustrated by the complexities of starting and navigating through college. "Operation Outreach" is an innovative plan to implement interactive outreach tools designed to support both incoming and continuing students. This initiative aims to simplify the process and provide personalized guidance, helping students feel more confident and connected as they progress through their academic journey. Learn more about N'Kima Blogs Don't miss out—check out our latest blog for fresh insights and updates! Embracing COVA and Creating Significant Learning Environments: My Capstone Reflection Contributions to My Learning Community: Unified Reflection for EDLD 5315 & EDLD5317 Reflection: My Growth within the Graduate Program Get in Touch Text : (903) 408-3945 Email : nbrowning1@lamar.edu LinkedIn : linkedin.com/nkimabrowning First Name Last Name Email Message Send Thanks for submitting!

Instructional Design Assignment June 21, 2025 | EDLD 5318 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." AI Platform Training for Higher Education Representatives The instructional design focuses on training higher education staff/faculty members in the effective use of AI-driven student platforms within a higher education institution. These platforms support the admissions process by automating application tracking and document verification and enhance advising by providing data-driven course recommendations, graduation projections, and academic standing alerts. This professional development training targets staff members at varying levels of technical proficiency and aims to build their confidence and competency in leveraging AI tools ethically and efficiently to improve student outcomes. Key institutional documents influencing this design include the institution’s staff training policy, technology integration guidelines, and accreditation standards emphasizing digital literacy and ethical use of data. Instructional Video Syllabus Supporting Documents 3 Column Table Implementation Outline References Baartman, L. K., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134. https://doi.org/10.1016/j.edurev.2010.12.002 Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education. Fain, P. (2020). The promise and pitfalls of AI in higher education. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2020/02/24/promises-and-pitfalls-artificial-intelligence-higher-education Pellegrino, J. W., & Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-design theories and models: Building a common knowledge base (Vol. 3). Routledge.