My ADL Journey
Growing through Voice, Choice, and Innovation
This presentation reflects my personal and professional growth through the Applied Digital Learning (ADL) program. What began as a mission to better engage my students evolved into a transformative experience shaped by the COVA (Choice, Ownership, Voice, and Authentic learning) model. Along the way, I embraced learner agency, built student-centered environments, and implemented an innovation plan centered on student ePortfolios—empowering students to lead their own learning.
Through collaboration, resilience, and reflection, I overcame challenges like time management and self-doubt, discovering a deeper confidence in myself as both a teacher and learner. The highs, lows, and everything in between helped me realize the power of authentic learning, the importance of community, and the value of reflection in driving real change.
This journey equipped me to lead innovation, foster meaningful collaboration, and support digital transformation in education. As I look ahead, I’m committed to expanding the ePortfolio initiative, mentoring educators, and continuing to amplify student voice and ownership—both within my school and beyond.
My ADL Journey
My ADL Journey: Growing through Choice, Voice, and Innovation
A Step Toward Change
Every journey begins with a single
step and my journey through the
ADL program was no different.
It started with a simple goal:
to first better equip myself to help
engage my students more deeply
and to help them become leaders
of their own learning.
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With this aspiration in mind, I
embarked on a path filled with
discovery and transformation. Initially, it was about exploring new methodologies and integrating innovative tools that could capture my students' attention and spark their curiosity. I quickly realized that the true essence of this journey lay not just in the tools themselves, but in the relationships and connections we built along the way.
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More Than Just Tools
At first, I thought success would come from finding the right tools or strategies to capture student attention. But as I progressed, I discovered that innovation is less about technology and more about connection. I began creating environments where student voices were not only heard but deeply valued. Through the COVA (Choice, Ownership, Voice, and Authentic learning) approach, I learned the power of empowering students to take control of their learning. In doing so, I also found my own voice as a learner and leader. Reflection, risk-taking, and creativity became the foundation of my growth.
The Highs and Lows
Of course, the road had its share of ups and downs. There were late nights filled with revisions, unexpected tech glitches, creative ruts, moments of self-doubt, and the constant balancing act of teaching, studying, and managing family life. At times, I felt completely overwhelmed. Other times, I was inspired beyond words. Yet, each challenge strengthened my resilience and clarified my vision. Creating a strong innovation proposal, receiving positive feedback on key projects, and recognizing the vital role innovation plays within my organization were just some of the moments that reignited my passion and reminded me why I started.
Proud Accomplishments
One of the proudest milestones in my ADL journey was the creation of the LIM ePortfolio project—a digital platform that allows students to showcase their leadership, voice, and personal growth. This initiative captured everything I’d come to value: learner agency, authentic reflection, and meaningful use of digital tools to elevate student learning. I also developed skills in designing learner-centered environments, using technology intentionally, leading innovation in my organization, and encouraging collaboration and critical thinking in my classroom. These accomplishments weren’t just academic—they were personal breakthroughs that redefined how I approach both teaching and learning.
What Worked
Reflecting on what worked during this journey, I found that giving students voice and choice led to powerful, creative learning experiences. I, too, discovered my own voice and ownership in the learning process, and that realization transformed my engagement and motivation. Encouraging students to take control of their learning helped me see how impactful learner agency truly is. It made learning personal, meaningful, and deeply connected to real growth. I also developed a mindset that welcomed failure as a stepping stone rather than a setback. Instead of fearing mistakes, I began to see them as opportunities to experiment, reflect, and improve.
What Could Have Been Better
While there were many successes, there were also areas I needed to improve—most notably, time management and self-reflection. Balancing the demands of teaching and family life often left me scrambling to carve out time for deep reflection or structured feedback. In hindsight, dedicating more intentional time to these practices would have helped me adjust strategies and enhance my learning outcomes. Moving forward, I’m committed to refining my time management and engaging more proactively with reflection and feedback. These practices will help me create a more adaptive, student-centered learning environment and continue to grow as an educator.
The Biggest Lessons
Perhaps the most important lesson I learned is that learner agency is everything. When I fully embraced this, everything shifted. I began to take charge of my own learning, exploring what truly mattered to me and pushing myself to think critically. Reflection, too, became an essential part of my learning process. It gave me space to slow down, assess what was working, and make thoughtful changes to improve. Whether reflecting individually or in community with others, it helped shape my next steps and kept me moving forward with purpose.
Looking Ahead
Now, I see myself not just as a teacher but as a
reflective leader committed to creating digital
learning environments where innovation thrives and l
earners are empowered. I’m excited to continue
building on what I’ve learned, not only for my
students but for my colleagues as well. Expanding the
ePortfolio initiative across my campus is just the
beginning. I hope to mentor others, guiding fellow
educators in integrating reflection, learner voice, and
meaningful technology into their own classrooms.
Even though I’m still unsure what the future holds for me career-wise, I know I want to explore new roles that allow me to apply this new knowledge and mindset in impactful ways. With my Master’s degree and ADL experience, I feel equipped to inspire real change—whether within my current role or in new opportunities that lie ahead.
The Next Chapter
I’m eager to take on these next steps with purpose and vision. I want to help create spaces where students can showcase their learning journeys, reflect on their growth, and set goals for their future. I want to support educators in building classroom cultures that value innovation, curiosity, and student ownership. And most of all, I want to keep learning, growing, and leading—because this journey, while challenging, has only just begun.
References:
​Bajpayee, M. https://www.brainyquote.com/quotes/manoj_bajpayee_1018383.
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ePortfolios Explained: Theory and Practice. Centre for Teaching Excellence, University of Waterloo.
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Harapnuik, D. (2017). CSLE + COVA. https://www.harapnuik.org/?page_id=6988.
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​Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice,
and authentic experiences (2nd ed).​