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Course 5313
Final Compilation
Looking at how learning environments are in a constant state of change due to the evolving ideals and philosophies taking shape within education, the shadow cast by our traditional way of teaching and learning still looms large overall. This is a huge reason why, despite overwhelming evidence and research that point to the need and benefit of our more nuanced innovative learning environments, we’ve become accustomed to collecting and remain uncomfortable with connecting. “Fitting in is a short-term strategy that gets you nowhere, standing out is a long-term strategy that takes guts and produces results if you care enough about your work to be willing to be criticized” (Learner’s Mindset, 2021). This serves as a crucial aspect of my innovation plan for neurodivergent advocacy. My innovation plan is all about taking and modeling learning environments around the specific needs of the learners and thinking outside the box of traditional grading scales and criteria to create the most beneficial learning model for the individual learner’s short-term and long-term goals. This brings learning and environment and the creation of learning environments to the forefront regarding neurodivergent advocacy and my innovation plan. “Whether we are purposeful in its design or we just allow the circumstances to dictate its development, educators at all levels are providing some form of learning environment. Rather than allow the environment to come together on its own and respond reactively to the learning dynamics that arise I suggest that educators become proactive and create significant learning environments” (Harapnuik, 2018, para. 2). Through the advancements in technology and the evolution of learning theories, all learner’s needs can and should be met with their respective learning environments.
When educators teach programs, oftentimes for both students and educators alike, the purpose is course completion. In this learning environment, the learner’s goal is to simply acquire the necessary information to pass. As educators, we have both the responsibility and opportunity to provide so much more to the learner’s entire education journey through the insight placed into how and why we construct a program in the particular manner we choose. That is where Jim Collin’s Big Hairy Audacious Goal (BHAG) comes into play. BHAG asks us as educators to look at our student’s entire learning journey and to construct our courses as a portion of a map guiding them to their overall learning destination. “The BHAG perspective adds the emotional factor that addresses why the learner will want to go there” (Harapnuik, 2016, para. 6). By utilizing this approach learners are not just invested in completing the course, but what the course itself means to the totality of their learning goals. “The learning outcomes are those landmarks that I give them and encourage them to seek them as they go along in their learning journey.” (Harapnuik, 2016, para. 9). Through this innovation plan, we are not just looking at and creating learning environments just for what a learner can achieve inside a classroom. Through a significant learning environment and the learner’s mindset, we can create learning opportunities in all areas of life for learners so they can continually grow their knowledge in all situations and circumstances.
Reference
Harapnuik, Dwayne. “Mapping Your Learner’s Journey.” It’s about Learning, 2016, www.harapnuik.org/?p=6420
Harapnuik, Dwayne. (2018, July 14). COVA. Harapnuik.org. https://www.harapnuik.org/?page_id=6991