My Design Plan
The Master of Digital Learning and Leading (DLL) employs the COVA (Choice, Ownership, Voice through Authentic learning) approach to empower its learners. The program encourages a collaborative learner-centered setting, supported by technological innovation through networking. The program encourages learner ownership and active voice in an authentic learning atmosphere. The program contributes the necessary tools, so the learner can create a significant learning environment for themselves and the classroom. To create professionalism and knowledge to be passed on to the learners in our own specific organization. The program’s instructors have inspired me to be a leader in my organization, a motivator to all my learners, a believer in innovational goals and mover to achieve the goals and dreams.
Three fundamental principles of the DLL program include:
Why: To prepare our learners to be digital leaders who can lead organizational change. Using technological innovations that shape the future of digital learning.
How: To provide the tools necessary in developing an effective leader in an innovative, and a collaborative learning environment to convey transformation in their organizations.
What: To provide learners a voice in creating a disruptive innovation plan, creating a significant learning environment, led by example in the discipline-specific organization and introduce initiatives to move forward in a digital 21st century.
The following are the tools on why, how and what encouraged me to be brave, step out of the comfort zone, to push for my innovation plan to create a significant learning environment for Eye Care training program. My expedition into the DLL master program began in fall 2016.
Concepts of educational technology (EDLD 5302) introduced me briefly into the COVA approach used to create significant learning environments. I picked an ePortfolio format Wix.com after much tears over Wordpress. I created a digital learning reflection and educational pedagogy. A very frustrating first five weeks, I was forcing myself to learn two new concepts, academic, and technology. I had not been in educational methodology course in over thirty years. I had dedicated my learning to a career in ophthalmology, educating residents and peers in a clinical setting for over thirty-six years. I had to take that thirty-six years of learning and now apply to developing disruptive innovations projects, technology, reflections on learning and lessons plans to make changes in my organization. Then place all that in a website, ePortfolio, which I was not satisfied with any of the choices suggested by the course and instructor. I was ready to look for another path for a master’s degree. I loved teaching online and my desire to improve the eye care program online and traditional methods of training was greater than one course. I convinced myself not to give up so easily and take the next course before seriously looking at other programs or path.
Applying educational technology portfolio (EDLD 5303) started with changing instructors after week or two. Which was a blessing for me, I was able to understand and relate to him. When he heard of my frustrations with Wix, then Wordpress.org /com, and the computer virus, he suggested Strikingly.com. I was bold and went against the grain, with Strikingly. My choice and voice were applied. Overall, I am happy with my choice and the blogging tool in Strikingly. The help from this instructor gave me hope to continue to the next course.
Disruptive Innovation in education (EDLD 5305) course helped me identify innovations in teaching and technology. I was able to learn from leaders in education, to connect and communicate the changes to apply to my organization.
Learning organization change (EDLD 5304) gave me the tools to address the why I wanted to apply my disruptive innovation plan (BHAG), how to influence my audience, having crucial conversations and making sense of the whirlwind in 4 Disciplines of Execution. All the course tools gave me a stronger voice with literature to back my wildly important goal. I didn’t realize the strength all these tools were instilling in me until summer 2017. The program needs some changes for the fall term in load and increases student retention. I was successful in bringing constructive thoughts and my innovation plan for blended learning to the program director, my audience. The program adopted my collaboration rotational lab, open lab rotations, additional service learning activities and a flipped classroom approach. A part of my innovation plan completed and implement fall 2018 with success in student retention and completers.
Creating significant learning environments (EDLD 5313) introduction of Dweck’s Mindset on developing a growth mindset. A new culture of learning by Thomas and Brown gave me insight and reminded me learning is fun. To ease my learner’s anxiety by letting them know, they don’t know all the subject, Yet. We are all learners and have diversity in our learning styles and speed. My job is to motivate my learners to grow in knowledge by repetition of skills and experiences, collaboration and networking with their peers.
The incorporation of constructivist theories such as the UbD and Fink’s 3 column to create a learning philosophy and implement significant digital learning environments. I not only did share the theories with my eye care part-time faculty but my niece who was a first-year kindergarten teacher.
This course gave me the ground-work as a co-leader in the presentation for chapter 4: Sports: The Mindset of a Champion to allied health department colleagues this past fall. This came about after I had convinced my program director to continue reading the book. She had a fixed mindset about the book after chapter 1 and with confidence, I convinced her the book was worth the read. As a leader in department’s book review, I was able to change a few others minds on the completing the book for themselves not just because of college mandate. This activity was a win-win for my growth as a leader and my co-workers converting to a growth mindset.
Digital learning in local and global contexts (EDLD 5314) course gave me the time to devote to research on my innovation plan of adding electronic medical records (EMR) into the rotational labs. I enjoyed all the research in my own area of expertise, looking at the pros/cons of EMR, global use of EMR’s in Africa, security issues related to digital records, and the financial aspects of EMR software. I also discovered and reviewed other EMR software available to ophthalmology as well the constant change of who’s the hottest and best software. The big three EMR’s had changed in the past year plus each EMR software depends on the size of the ophthalmology practice. Several companies can’t compete or run efficiently in large offices or medical centers. An eye-opener on the digital technology of health records. I was able to tell my story of EMR for training programs in the literature review assignment.
Assessing digital learning and instruction (EDLD 5315) I revisited my innovation plan with EMR for the basic techniques course. How can I introduce a medical record electronically? I could not justify the expense of purchasing software for training only or require the students to purchase a non-eye textbook with a code key for online data entry. An in-house developed EMR form was the answer. I spent about a week looking options in Microsoft and Google forms for ideas. The COVA approach came to me, let the second-year students build the form, they are out there using different EMRs in the area, they know what works and needs improvement. The students were tasks to develop a medical records form to enter data in the basic techniques course as well as an update the case reporting form. The use of one form would follow the student throughout the program. The students came up with a great medical form using Microsoft Publisher. It was implemented in spring 2018 for practicum case reporting. So far, the feedback from the clinical coordinator and students is an overwhelming an improvement in case reporting. With the positive feedback, the program director approved the use of the document for date enter of medical recording. The in-house EMR form will be used in the fall 2018 term for basic techniques and continued in clinical case reporting.
Instructional design in online learning (EDLD 5318) in this course I applied constructivist learning theories and instructional design principles in the development and delivery of an online course utilizing significant learning environments through CourseSites. I chose CourseSites, a Blackboard management tool, as Blackboard is the canvas used in my organization. I was able to build and receive feedback on developing my online course for basic ophthalmic techniques course. The five weeks of building a new course lead me to new material and afforded me the time to develop significant information to copy into the fall 2017 Blackboard course. A productive course in guiding me into managing my online courses.
Special Topics-Technology (EDLD 5388) Collaboration with colleagues in the course discussion board, I was introduced to a professional learning organization (Texas Society of Allied Health Professionals) in my own backyard, which I began membership this month. I also encouraged my students to join and be active with submission for scholarship monies. I was a leader in instructing workshops for the annual continuing education conference by a certification board, IJCAHPO. In the course, the “Walk about” was introduced to increase learning with activity such as walking and talking. Not a new concept, I’ve worked with doctors who used the approach in their teaching. At the time, I thought it was more time management approach with them not so much increase my brain muscle.
Resources for digital environments (EDLD 5317) A professional article was written to submit for publication. I was able to line up an article for publication with Ophthalmic Professionals journal and submitted a draft to ATPO for the Viewpoints July publication. I am leading a course on Diabetic retinopathy at the college yearly symposium spring event. I am leading a digital leadership session next fall as a part-time ambassador (PTA) in the Distinguished Faculty II conference.
Digital Citizenship (EDLD 5316) loved, loved this course. Examining the nine critical elements of digital citizenship, legal issues, health and safety issues is right up my alley. Upon completion of the course, I am adding digital citizenship as a section in the Medical Law & Ethics course while discussing electronic medical records, the tie-in with ethics, and professional digital footprint in social media. To recommend all digital users to detox and turn off their devices.
Synthesis of digital learning and leadership – Capstone (EDLD 5320). This part of my journey is happily and sadly coming to an end. I have made some lifelong friends who I have mentored and received encouragement from as well. I am sad only two of us in the course at this time, I know several who are one or two courses behind. Reflecting and synthesizing my knowledge of the last year and a half has been overwhelming with emotions. To look back at all I have accomplished in creating significant changes in my organization, developing and executing an innovation plan, to lead my colleagues in a growth mindset, to bravely submit work for publication, and lastly to improve my leadership skills.
Conclusion
I am a mentor and coach to my peers in ophthalmology. I have the tools and knowledge to led and instructor other allied ophthalmic professionals. But I wanted more; to improve my teaching methods and increase my learning in the academic atmosphere. In developing my innovation plan, creating courses, and writing literature reviews, I hope my Lamar instructors have learned about eye care and health from me. The twelve courses in the DLL program has equipped me to be a leader in digital learning within my allied health organization.
"Leadership and learning are indispensable to each other." John F. Kennedy
References
Dweck, C.S., (2016). Mindset: The new psychology of success. Random House Books, New York.
Harapnuik, D., Thibodeaux, T., and Cummings, C., (2018). COVA Choice, Ownership, Voice through Authentic Learning. Creative Commons License.
Thomas, D., and Brown, J.S., (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Douglas Thomas and John Seely Brown.