Holly D. Landez ePortfolio

State of the Innovation Plan after 17 Months

Part A – Innovation at Work

Throughout our entire Digital Learning and Leading program at Lamar University, we have consistently connected our learning to an Innovation Plan. After I chose the topic of my innovation with the guidance of Dr. Thibodeaux, as outlined in this COVA Reflection post, I was motivated to implement the innovation at work. The STREAM Camp that I proposed in our first course EDLD 5305, Disruptive Innovation, was wrapped up by June 2021. One of my original concerns of choosing a STREAM Camp plan was that it would not carry me through the entire program. After STREAM Camp was completed in June 2021, I was very focused on molding the topics of the course as we were taking it to fit current activities in my job role as a District Instructional Technologist for Killeen ISD. Although the vision shifted, I was still able to make a lot of connections to the STREAM camp topic. This allowed me to do much deeper exploration into the concepts of:

STEM education in libraries 

In EDLD 5314, Digital Learning in Local & Global Contexts, we had an opportunity to complete a literature review on a topic associated with our innovation plan. This research reinforced my beliefs about the importance of STEM Education in Libraries and the value of a library STREAM camp. It reminded me that one of the goals of the camp was to engage learners, particularly girls and minority students, in activities that may lead them to STEM careers.

Library transformation 

Also EDLD 5314, Digital Learning in Local & Global Contexts, we updated our Innovation plans. This assignment helped me clarify my vision at work and while keeping my DLL work authentic. The research and preparation for this assignment solidified my beliefs and helped me communicate that libraries can indeed be the heart of the school and inspire a desire to explore and learn in students. Rather than being silent, somber places, the school libraries of the 21st century are places for students to rediscover the joy of learning.

Makerspace & 3D printing 

Because of our work in this program, I mustered the courage to request to implement a considerable innovation. We added 3D printers to 26 elementary libraries, making a standard for all future elementary libraries in the district. In EDLD 5318, Instructional Design in Online Learning, I designed an online course for staff members (teachers, librarians, campus techs) to develop their 3D printing skills. The scope of the course within our learning management went beyond the manual skills of setting up the 3D printer and focused on making connections to instruction.

Professional Learning

Another element of the updated innovation plan included Future-Ready professional learning for librarians. Designing professional learning opportunities for teachers has always been a large part of my job as District Instructional Technologist. However, throughout this program, as I was focused on library transformation, I became determined to bring meaningful professional learning to the librarians of Killeen ISD. When I left in January 2022, we were in the process of arranging for Shannon McClintock Miller to present. She is a renowned presenter and thought leader and advocates for Future-Ready libraries. I am not sure if that plan will materialize, but I am hopeful.

Part B – Analysis & Looking Forward

I believe that most of my innovation plan worked really well aside from a couple of small issues. The students that attended the STREAM camp were engaged and reported learning and having fun when they were surveyed. The planned innovations to a currently operation camp were:

Include a virtual learning component 

This went very well, although most students preferred to attend in person. Of the 500 camp participants, only 10% were virtual. We made a big effort to prepare activities for virtual learners, but most students wanted to physically attend camp and be with their peers.

Have a separate part of STREAM Camp specifically for middle school students 

The students enjoyed the camp. Planning this portion became challenging internally within the Learning Services department in my previous district as the elementary district instructional technologist. The elementary and secondary divisions of the department were each under different leadership and were taking different approaches to camps. Therefore this part was slightly confusing. Also, of the three weeks that camp we held, we were only able to host middle school students one of the weeks.

Implement 3D printing

This was especially tricky as the 3D printing can be a time consuming process, and students only attended camp for a total of 9 hours. Our librarians and camp staff did provide students opportunities to design 3D models, but time was limited to see projects through to fruition. Overall, learners were exposed to the concepts of 3D printing, especially at the middle school site. This is because the librarian that hosted the middle school students had the most experience with 3D printing.

What Worked & What Could Have Been Done Better?

Evaluation

The main part of the innovation plan that I did not have time to follow through with was a full evaluation of effects on student performance. Student surveys revealed that they enjoyed the Killeen ISD STREAM camp and had fun. However, we were not able to make a connection to standardized testing results or grades.

In EDLD 5315, Assessing Digital Learning & Instruction, I developed a plan for evaluating the effectiveness of the 3D printer initiative, which was a modified part of the innovation plan. It included taking surveys from students about their feelings about the library for qualitative data and frequency of visits for quantitative data. In December of 2021, I began taking steps to follow that plan and measure student perception of the library. Soon after that, moved to Copperas Cove Independent School District and became the Director of Digital Learning and Innovation. Therefore, I did not complete an evaluation of the 3D printer initiative as I had originally planned. For future innovation plans, I intend to include an evaluation phase.

• Understanding by Design planning process designed by Grant Wiggins & Jay McTighe
• Fink’s Three Column Table featured in A Self-Directed Guide for Significant Learning

What could have been done better?

What lessons have been learned?

I learned a lot about planning and logistics. In late spring 2021, after much of the planning had already been done for STREAM camp, we found out there were additional funds available. The camp would be expanded by a third week and an additional 100 students. This complicated some of the planning, but in the end it all worked out! Sometimes those surprises can be blessings in disguise. When I had to scout an additional location for camp, I learned that one of my original locations was no longer an approved site. 

Also, it was a blessing that we were slightly behind schedule in ordering our supplies since we would have to order additional supplies to account for the additional students. During the summer of 2021, my previous district hosted multiple camps in addition to STREAM camp. Because STREAM camp was a somewhat separate camp from the others, we had our own registration process based on a Microsoft form and email communication with parents. If possible in the future, the STREAM Camp registration process should follow that of the other camps. That would be less confusing for parents, who may have had multiple online locations for camp registration.

How do I plan to promote and communicate your innovation project?

As this innovation plan took place in my previous district, I do not plan to promote it any further. The district communications department did a phenomenal job of promoting the 2021 STREAM camp. After this summer’s STEM camp has wrapped up at my new district, I plan to include measurable data and update the article I drafted during EDLD 5317 Resources for Digital Environments. This summer the CCISD STEM camp will be promoted with flyers, emails to parents, and through social media.

It seems very fitting that in my new role I also am able to organize a stem camp. There are four main differences in the Killeen ISD STREAM Camp at my previous district and in STEM Camp in my new district, Copperas Cove ISD.

How will I apply what I have learned in the next innovation project?

The Digital Learning and Leading program has built in me some high-quality skills that I will continue throughout my career:

• Effective planning for significant learning outcomes
• Creating emotional calls to action
• Incorporating the COVA + CSLE models in instructional plans
• Considering global contexts in addition to local effects of innovation plans
• The importance of effectively evaluating innovation plans

I intend to incorporate each one of these elements in the plans that I propose. Also, I believe that if we are to truly innovate, we need to maintain a momentum of introducing new topics and not becoming complacent. One way to avoid complacency is to stop saying, “That’s how we did it before.” Instead, we should ask, “What are the possibilities?”

References:

• Isomäki, A. (2021, June 8). 60+ innovation quotes and what they can teach you. Viima. Retrieved March 24, 2022, from https://www.viima.com/blog/innovation-quotes

Link to Final Draft Google Doc

Mastering Choice, Ownership, Voice and Authentic Learning

Part A – COVA at Work

Throughout the Digital Learning and Leading Master’s program at Lamar, we have been immersed in the COVA approach to teaching and learning. This approach is based on the book COVA: Choice, Ownership and Voice through Authentic Learning, in which Harapnuik, Thibodeaux and Cummings thoroughly describe how these elements in a significant learning environment promote deeper and more meaningful learning. The authors bring authenticity and relevance to this approach by relating their examples to personal experiences, as well as describing how they successfully used the approach in the DLL program at Lamar University.

My Authentic Learning

The structure of this program built on the COVA approach opened my mind to new possibilities professionally and absolutely impacted my work as a District Instructional Technologist. Throughout the program, I was able to apply new learning to my daily work from nearly every course. It was clear to me by the end of our first course of the program, EDLD 5305, Disruptive Innovation, that we would have choice and the ability to work on an authentic project throughout the program. I was psyched and eager! However, I carefully considered the first couple of choices we had to make.

We were instructed to:

• Choose a tool for the e-portfolio
• Decide on a topic for an Innovation plan. 

ePortfolio

For my ePortfolio, I considered 4 possibilities:

• Adobe Spark Page – I had started a page in Adobe Spark (now known as Adobe Creative Cloud Express). After viewing the portfolios of other EDLD students, I realized I would need a tool that was more robust. This tool is amazing, but did not have the versatility I needed to carry me through the entire program. Also, I would have built it in the domain of my previous district, and would have needed to find a way to move it.
• Google Sites – I had tried Google sites a little and didn’t pick it up super quickly. Plus I really wanted a domain name for my site. Currently I maintain a school portal which is built in Google Sites, so I am now learning how to use it!
• Wix – I can’t remember why, but it wasn’t the right fit for me.
• WordPress – I had used WordPress previously just a little bit. I had two other pages set up from when I dabbled with it before. My tiny bit of experience with WordPress and having the option to buy a domain name was probably why I chose it. I am very glad that I decided to set up the site with a navigation page early in the program. After that, setting up for each course began to feel routine. Looking back, I do wish that I had taken more time to shop around for a little more modern them, but I am happy with what I have. 

Innovation Plan

I was thrilled with the idea of having the freedom to choose a project that I could apply to my daily work. The job I was doing as District Instructional Technologist at that time was quite busy, so the idea of earning my degree while also tackling work tasks was appealing. However, I didn’t have the confidence that I could choose something that was truly innovative. Upon reflection, I realize that I was fortunate to work in a district that embraced innovation in many ways. The work I was doing was already somewhat innovative.

I reached out to Dr. Thibodeaux with five potential ideas for my Innovation Plan and she helped me narrow it down to the STREAM Camp. What fun it was to dig out that original email to remind me of some ideas I had forgotten that I can still pursue!

1. STREAM Camp with virtual option – I chose this one and somewhat connected it to the 2nd choice in this list.
2. Elementary MakerSpace upgrade – I was able to procure 3D printers for the elementary libraries and designed the online course for librarians and teachers in EDLD 5318.
3. Virtual Professional Learning Academy – I can start on this in my new role!
4. Blended Learning Framework – In my new role, they have recently developed a Blended Learning Framework, so I will follow through with this.
5. Micro-credential Initiative – I didn’t choose this one, but I’m glad it’s on a project wish list.

Adapting the Innovation Plan

After I chose an idea for an innovation plan and submitted all assignments for EDLD 5305, Disruptive Innovation in Education, I felt very comfortable with the notion of pursuing the plan and documenting that in an ePortfolio. I was not completely sure that the innovation plan would carry me throughout the entire program. The STREAM camp would be done by the end of June 2021. So what would I innovate (and write about) after that? As the program progressed and the goals of each EDLD course revealed themselves, I was able to adapt my innovation plan and mold my coursework to fit with the overarching concepts. While every topic that I addressed was not directly related to STREAM camp, I generally focused on the realm of these topics:

• STEM education in libraries
• Library transformation
• Makerspace & 3D printing
• Professional Learning

Learning Philosophies

My learning was indeed authentic, and the COVA approach aligned with my beliefs and learning philosophy. I believe in these teaching & learning theories:

• Constructivism – Based on the notion that learners construct new knowledge and ideas based on previous knowledge and experiences
• Behaviorism – Theorists and researchers such as BF Skinner, Ivan Pavlov, and E.L. Thorndike were proponents of behaviorism and believed that a change in behavior by a student demonstrated learning.
• Cognitivism – This theory is centered around thinking and what occurs in the learner’s mind during the learning process.
• Connectivism – This relatively recent theory by George Siemens proposes that because information is so readily available and constantly changing, the concepts around accessing information and learning should be updated. 

Part B – Creating Significant Learning Environments

I appreciated the opportunity to examine those beliefs in EDLD 5313, Creating Significant Learning Environments. Throughout the work in that course, I came to understand that what preservice teachers learn in college as best practices and what actually occurs in schools can be starkly contrasted. There may be several causes for this. State and school district leaders feel pressure to find ways to ensure that all students make measurable educational gains on standardized tests. This is particularly true most recently. According to the report by Hanover Research, 2022 Trends in K-12 Education, US schools are faced with record-high teacher turnover and students continue to struggle with trauma and learning loss. Therefore, school leaders may choose to infuse classrooms with a strict curriculum to follow, and frequently use formal assessments and data to monitor progress. 

Support or Autonomy

In some cases, overwhelmed teachers may even request that pre-designed lessons be made available. Other teachers prefer more autonomy, and the ability to creatively design learning experiences for students. If teachers have this autonomy, they are able to create significant learning environments using the COVA framework.

Resistance to Innovation

Hopeful Reminders

Thankfully, I was recently reminded about how to remain hopeful and envision multiple opportunities and possibilities for innovation, including using the COVA approach.

In EDLD 5313, Creating Significant Learning in Environments, we read New Culture of Learning by Douglas Thomas and John Seely Brown. This book bolstered thoughts of possibility and decreased the overwhelm of disruptive innovation. The authors propose that teachers return to the more naturalistic perspective of learning, as children are born explorers and learners. “In the new culture we describe, learning thus becomes a lifelong interest that is renewed and redefined on a continual basis. Furthermore, everything—and everyone—around us can be seen as resources for learning.” They go on to propose that current learning environments are not “broken” and that “the new culture of learning will augment—rather than replace—traditional educational venues.” This is a hopeful proposal. 

Earlier this week, I had the amazing privilege of participating in a meeting called the Innovator’s Lounge, hosted by authors Dr. Matthew X. Joseph and Brian Aspinall of CodeBreakerEdu. At first, I felt as though I had little to offer the conversation as I listened to a small group of authors and thought leaders describe ways they are innovating. I was asked what I am doing to create change and innovate in my district. Basically my response was, “Nothing yet.” That answer did not satisfy me, but as the conversation progressed, I began to feel an increased sense of hope. It occurred to me that it IS within my power to inspire and drive innovation in small incremental ways that can have a ripple effect. I may not be successful at every single attempt, but there is power in modeling. Also, leadership is also very often about taking risks. If someone with the word “Innovation” in her title is not able to take risks, then who is?

Incorporating Innovation & the COVA Approach

Here are a few ways that I can remain vigilant in my quest for innovation in my school district:

Professional Learning – I have recently launched a survey for all teachers and staff in which they have the opportunity to share what professional learning they prefer. This includes topics and format. When we design these learning opportunities for teachers, we can base some of them on the COVA approach by building in opportunities for participants to apply that learning authentically in their classroom. In EDLD 5389, Developing Effective Professional Learning, we learned about Allison Gulamhussein’s 5 Principles of Effective Professional Development. One of those principles states that, “The duration of professional learning must be significant and ongoing to allow time for teachers to learn a new strategy and grapple with the implementation problem.” The COVA approach is best implemented in longer professional learning designs in which teachers have opportunities to make connections with their new learning, use it authentically and reflect upon it. Currently 32% of our survey respondents have indicated cohort style as a learning preference. That is hopeful!

Elementary Summer Coding Camp – In my current district, we are fortunate to have a DoDEA grant that provides funds for STEM education and coding specifically for our junior high students. This provides multiple opportunities for innovation. The challenge is cultivating interest in some events, such as our recent Together We Code Event. The grant also provides for a junior high STEM camp in which students spend two weeks inventing. This is based on a purchased program. For elementary students, we are planning a district-designed summer coding camp. I am looking forward to following the guidance of these authors and thought leaders who advocate for and clearly define the many benefits of coding as a new form of literacy for young learners:

• Marina Bers
• Brian Aspinall
• Daphne McMenemy

This two-week camp will absolutely include elements of Choice, Ownership, Voice and Authentic Learning. Additionally, it will tap into that natural desire for learning that students are born with!

Share the COVA Method relentlessly – In professional learning settings, I intend to share the concepts behind the COVA framework. When faced with the inevitable question, “How can we do this when we have a scripted curriculum?” My responses will be simple:

• District leadership has stated the elementary & junior high math curriculum are able to be supplemented with additional activities.
• Self-contained elementary teachers are also responsible for science and social studies. Those subjects made for authentic learning opportunities!
• As a professional, you know what is best for your students. Build in opportunities for them to rediscover the joy in learning.

Support Library Transformation – Our librarians are already doing amazing work! I want to determine ways to highlight this and continue to build their capacity to provide and support makerspace opportunities and digital citizenship education. If we are creative together, the librarians and I will surely discover and design opportunities for COVA learning!

Conclusion

I am very grateful for this opportunity to reflect on my learning experiences throughout the Digital Learning and Leading program. Each class meeting, discussion post, visit with cohort members and assignment build connections. This current reflection has brought about a renewed inspiration for the abilities I have to make a difference with all teachers, students, staff members and parents in my school district.

References:

• B. F. Skinner Quotes. (n.d.). BrainyQuote.com. Retrieved March 10, 2022, from BrainyQuote.com Web site: https://www.brainyquote.com/quotes/b_f_skinner_393571
• Brene Brown Quotes. (n.d.). BrainyQuote.com. Retrieved March 10, 2022, from BrainyQuote.com Web site: https://www.brainyquote.com/quotes/brene_brown_553057
• Einstein, A. (0AD). “The more I learn, the more I realize how much I don’t know.” Quotenova.net. https://images.app.goo.gl/U7MP4ovXKrSvp1sm8.
• Gulamhussein, A. (2013, September) Teaching_Effective_Professional_Developmt.pdf. Dropbox. https://www.dropbox.com/s/j13c5mk092kmqv9/Teaching_Effective_Professional_Developmt.pdf?dl=0
• Harapnuik, D., Thibodeaux , T., & Cummings, C. (2018). Cova: Choice, Ownership and Voice through Authentic Learning (Vol. .9). Creative Commons.
• Steve Jobs Quotes. (n.d.). BrainyQuote.com. Retrieved March 13, 2022, from BrainyQuote.com Web site: https://www.brainyquote.com/quotes/steve_jobs_173474
• Thibodeaux, T. Learner’s Mindset….. Learners Mindset. http://tilisathibodeaux.com/wordpress/?page_id=538.
• Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change. CreateSpace Independent Publishing Platform.
• Trends in K-12 education – insights.hanoverresearch.com. (n.d.). Retrieved March 10, 2022, from https://insights.hanoverresearch.com/hubfs/2021-Trends-in-K-12-Education.pdf
• When it comes to innovation an ounce of execution is worth more than a ton of theory. The Innovators Community. (n.d.). Retrieved March 10, 2022, from https://www.theinnovators.community/posts/when-it-comes-to-innovation-an-ounce-of-execution-is-worth-more-than-a-ton-of-theory

Link to Final Draft Google Doc