Learning Manifesto / (EDLD 5302) Concepts of Educational Tech / Applied Digital Learning

I believe learning should be meaningful, human, and connected to the real world. Too often, education—especially digital learning—becomes about compliance, completion, and checking boxes rather than curiosity, growth, and ownership. My learning manifesto is rooted in the belief that learners thrive when they are trusted, given choice, and encouraged to use their voice to create something that matters.

1

What I Am Passionate About

I am passionate about creating learning environments where people feel seen, supported, and challenged in productive ways. As an educator and leader, I have witnessed how powerful learning can be when students and adults alike are given agency over their work. I care deeply about equity, access, and removing barriers that prevent learners from engaging fully—whether those barriers are technological, systemic, or mindset-based.

2

Emerging Issues in Digital Learning

One of the biggest emerging issues in digital learning is the assumption that technology alone improves education. Tools are often adopted without a clear purpose, leaving learners overwhelmed or disengaged.

"Without intentional leadership, digital learning risks becoming transactional rather than transformational."

At the state, national, and global levels, leaders are grappling with issues such as digital equity, meaningful assessment, AI integration, and the balance between innovation and accountability.

3

What's Right—and What's Wrong

✓ What's Right

The passion and dedication of educators who show up every day trying to do better for learners.

✗ What's Wrong

A system that often prioritizes standardization over individuality and control over trust. Learning should not be something done to learners but something created with them.

"To fix this, education must shift toward authentic learning experiences that value creativity, reflection, and real-world application."

4

My Core Beliefs About Digital Learning

I believe digital learning should:

🎯 Empower learners with choice and ownership

📢 Amplify learner voice, not silence it

🌍 Support authentic, real-world learning

🔄 Be flexible, inclusive, and purpose-driven

"Technology should serve learning—not the other way around."

Through the COVA learning approach, I see digital learning as a pathway to deeper engagement and lifelong learning. When learners own their work, reflect on their growth, and share their ideas publicly, learning becomes personal and impactful.

5

My Impact as a Leader and Learner

I aim to model learner agency by continuously reflecting, experimenting, and improving my practice. I have implemented innovative practices such as differentiated instruction, project-based learning, and digital tools that prioritize student voice and accessibility. These experiences have shaped my belief that leadership is not about having all the answers, but about creating conditions where learning can thrive.

6

Looking Forward

This manifesto is not a finished product—it is a living document that will evolve as I grow. My goal is to continue cultivating a learner's mindset, embracing discomfort, and using digital learning as a tool for empowerment rather than compliance.

"Through my ePortfolio, I intend to document my learning journey, share my voice, and contribute meaningfully to the broader conversation about learning and leadership."

7

References

Godin, S. (2012). Stop stealing dreams: What is school for? https://sethgodin.typepad.com/seths_blog/2012/01/stop-stealing-dreams.html

Harapnuik, D. (n.d.). Applied digital learning. http://www.harapnuik.org/?page_id=8517

Harapnuik, D. (n.d.). Who owns the ePortfolio? http://www.harapnuik.org/?page_id=6050

Robinson, K. (2006). Do schools kill creativity? [Video]. TED Conferences. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity

Thibodeaux, T. (n.d.). Learning philosophy. http://tilisathibodeaux.com/wordpress