Applied Digital Learning Synthesis
Hello, my name is Lashunda Brown. I am a traveler, bibliophile, and semi-tech-savvy teacher based in Houston, TX. Currently, I work as a hybrid virtual school teacher at Aldine ISD, bringing over 17 years of experience in the teaching profession. Additionally, I have more than 12 years of experience in e-learning, having worked with two different organizations. As a dedicated educator and lifelong learner in the field of digital education, I am committed to evolving and enhancing traditional teaching methods. Through this program, I have utilized technology to create engaging and impactful learning experiences for both my students and myself.
Journey From Doubt to Digital Leadership
It all began with a candid conversation among friends in September 2024:
​
Friend: Hey, you should get your master’s degree. Lamar has a digital learning program that fits you.
Me: You are looking for yourself, not me.
Friend: Girl! Just check it out.
Me: No money, ma’am.
Friend: Some programs help us poor teachers maximize our earning potential.
Me: OK, friend, whatever (while looking up Lamar ADL, smiling and thinking “this does fit me”)
Friend: I see that smile. See, I told you it fits you.
Me: Fine, you were right. Let’s find those programs!
What started as playful encouragement and doubt evolved into a pivotal moment. I went from skepticism and practicality to a leap of faith, choosing the ADL program at Lamar University. Stepping into this learning journey, my aim was tangible: improve how ninth graders engage with writing, leveraging AI not as a shortcut, but as a genuine partner in thought and creativity.
​
The true transformation began as I shaped my innovation plan, grounded in the principles of authentic learning. Fink’s 3 Column Table became a foundational element of my instructional design. Aligning outcomes, activities, and assessments empowered me to create meaningful learning experiences (Fink, 2013), ensuring the integration of AI-supported not just technical skills, but deeper reflection and ownership of writing. By reimagining the curriculum through Fink’s lens, I found clarity in planning lessons that connected skills with purpose.
​
A pivotal concept throughout was COVA: Choice, Ownership, Voice, and Authenticity (Harapnuik, 2018). The ADL program advocated for students and educators alike to exercise agency in their learning journeys (Harapnuik, 2023). In my classroom, integrating AI gave students a choice in how they approached drafts, peer editing, and revision. Ownership increased as students saw the impact of their decisions, and their authentic voices emerged through iterative feedback, both human and AI-generated. I became not just a facilitator, but a differentiated leader, shifting roles and expectations to support individual needs and strengths (Sinek, 2009) within my diverse classroom.
​
Leadership and change were never linear, and provide a roadmap for guiding sustainable transformation (Kotter, 2013). I learned the importance of creating urgency, building coalitions, and celebrating short-term wins, whether in professional development sessions with colleagues or in day-to-day classroom rhythms. Kotter’s model helped me navigate challenges, communicate vision, and ensure that the integration of AI extended beyond novelty toward real improvement.
​
A brief but vital mention goes to my action research design, which underpinned the entire process. My primary objective is to enhance the effectiveness of AI as a supportive tool for writing instruction, thereby improving both writing quality and engagement. To achieve this, I adopted a mixed-methods approach, using quantitative metrics to measure writing fluency, organization, and growth, while capturing qualitative insights from student and teacher experiences. This comprehensive evaluation enabled me to examine not only what changed, but also why and how change was experienced in real classroom contexts.
​
Amidst all this development, Thomas and Brown’s concept of learning as social and curiosity-driven (Thomas & Brown, 2011) continued to guide my philosophy. Paired with frameworks like 4DX, Influencer, and the efficient lens of Fink’s 3 Column Table, I found my identity not only as a teacher but as a leader who advocates for digital innovation, equity, and authentic engagement.
​
Looking back, that dialogue with my friend set unlikely but essential events in motion. The journey through Lamar’s ADL program was shaped as much by practical ambition as by community and personal discovery. Financial worries and skepticism turned to resourcefulness and growth. Now, I see the lasting impact of supportive structures like COVA and differentiated leadership on my practice, and the power of action research to drive meaningful change, not just for students but for myself.
​
I carry forward an enhanced purpose: designing learning experiences that elevate student voice and confidence, integrating AI as a thoughtful, empowering tool. The educator I am today, a reflective leader, an advocate for authenticity, and a believer in the continual process of growth, would have looked at that September conversation and smiled, knowing sometimes transformation starts with a simple nudge from a friend.
​
References
​
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college
courses. Jossey-Bass.
​
Harapnuik, D. K., Thibodeaux, T. N., & Cummings, C. D. (2018). Choice, ownership, and voice through authentic
learning opportunities. https://www.harapnuik.org/?page_id=7291
​
Harapnuik, Dwayne. (2023, September). "Who owns the ePortfolio?" It's about learning and creating
significant learning environments, https://www.harapnuik.org/?page_id=6050. Accessed 4 Feb. 2025.
​
Kotter, J. (2013). Leading change: Establish a sense of urgency.
https://www.youtube.com/watchv=2Yfrj2Y9IlI.
Sinek, S. (2009). Start with why: How great leaders inspire action.
TEDx. https://www.youtube.com/watch?v=u4ZoJKF_VuA.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of
constant change. Lexington, KY: CreateSpace.
From Doubt to Digital Leadership
My ADL Journey
OCTOBER 2024
CONCEPTS OF EDUCATIONAL TECH
This was by far my favorite course in the program because it introduced me to the foundations of Active Digital Learning (ADL). I appreciated learning about the growth mindset and the COVA framework, which helped me to adjust my teaching philosophy and develop my learning manifesto. The course also offered a brief introduction to the ePortfolio. Initially, I was skeptical about how everything would come together, but the concepts truly opened my mind, allowing me to think and teach differently
OCTOBER 2024
DISRUPTIVE INNOVATION IN TECHNOLOGY
I was skeptical at first because I wasn’t taking the courses in sequence, but I was committed since I had paid. When Dr. Johnson started her lecture, my question about how everything would fit together disappeared in just a few minutes. I learned that the course would guide me to develop an innovative idea, an implementation outline, and create a plan that fits the organization. The best part is that the idea will be the focus of all courses until the end of the program.
JANUARY 2025
APPLYING EDUCATIONAL TECHNOLOGY: EPORTFOLIO
An ePortfolio is more than just a digital resume; it serves as a valuable tool for self-reflection and professional growth with digital resources. Enhancing self-awareness, promoting collaboration, and providing a platform to showcase skills and experiences, it empowers individuals to shape their career paths. In a world that values adaptability, the ePortfolio effectively highlights your authentic self and ensures your potential is recognized.
JANUARY 2025
CREATING SIGNIFICANT LEARNING ENVIRONMENTS
This is where I truly saw everything coming together. At this stage of the program, I was creating with intent and applying what I had learned. The COVA model, Choice, Ownership, Voice, and Authentic Learning, completely reshaped my understanding of what meaningful learning looks like through aligning outcomes, activities, and assessments. This is a cornerstone of creating a significant learning environment where learners, whether they are students or educators, can take control of their growth.
MARCH 2025
LEADING ORGANIZATION CHANGE
Differentiated leadership and influencing change require innovative ideas that benefit both English teachers and students. Engaging both the mind and heart is essential, as "the head won't go where the heart hasn't been. " Traditional change efforts often neglect emotions, but Simon Sinek stresses the necessity of a compelling 'Why' that fosters urgency and shared vision. Dr. John Kotter's eight-step model also underscores the importance of emotional engagement to build support for change. By prioritizing empathy and open communication, we can create impactful and sustainable change initiatives that resonate with people
JUNE 2025
DEVELOPING EFFECTIVE PROFESSIONAL LEADERSHIP
This experience taught me to extend my vision beyond students and into adult learning. The era of passive, "sit and get" professional development is over. To truly empower our educators and drive meaningful instructional change, we must embrace a "go & show" or alternative professional learning (PL) model. This approach is not just a trend; it is a necessity for fostering real growth, engagement, and impact in our organization.
OCTOBER 2025
JULY 2025
INSTRUCTIONAL DESIGN IN ONLINE LEARNING
Effective design doesn’t happen in isolation. Clear learning objectives and outcomes, engaging collaborative learning communities, and ongoing assessment and feedback are foundational quality standards in education. In my experience, online courses should define clear, measurable learning objectives that guide instructional design and participant expectations, ensuring a focused and outcomes-driven experience. This course solidified that thought.
NOVEMBER 2025
MARCH 2025
RESOURCES FOR DIGITAL ENVIRONMENTS
I explored how to strategically leverage digital tools to enhance community partnerships and support equitable access to resources. By integrating technology with an understanding of the needs of students and educators, we can create engaging learning environments. Involving educators and students in the design process ensures solutions are relevant and tailored to diverse learning styles, ultimately transforming education delivery.
AUGUST 2025
ASSESS DIGITAL LEARNING INSTRUCT
Action research is a practical, cyclical process aimed at solving immediate, local problems, particularly in educational settings. It involves a continuous loop of planning, acting, developing, and reflecting. While these stages provide a clear framework, they are broken down into nine specific steps, from identifying a topic to sharing results and reflecting on the process.
DIGITAL LEARNING & LEADERSHIP
The ADL program’s emphasis on reflective, purposeful leadership questions urges regular evaluation of how my time, networks, and comfort zones align with the vision for change. This ongoing self-inquiry and synthesis of my experiences will help sustain momentum and adapt my leadership practices effectively
Reading Along the Journey
References
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Open Textbook Library. https://opentextbc.ca/teachinginadigitalage/
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.
Covey, S., McChesney, C., & Huling, J. (2012). The 4 Disciplines of Execution: Achieving your wildly important goals. Simon and Schuster.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Fink, L. Dee (2003). Creating significant learning experiences: an Integrated approach to designing college courses. San Francisco: Jossey-Bass.
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change: (2nd ed.). New York: McGraw-Hill Education.
Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences. Learner's Mindset Publishing.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of Constant Change. CreateSpace?
Wiggins, G. P., & McTighe, J. (2005). Understanding by design, Expanded 2nd Edition. Pearson.