If the first half of the book wasn’t enough to get you excited about the COVA process, the second half of the book most certainly will! Chapters 7-13 of the Cova eBook by Dwayne Harapniuik, Tilisa Thibodeaux, and Cynthia Cummings takes a deeper look at what makes up a significant learning environment, while also breaking down more of the components of COVA. To a certain degree the second half of the book provides clarity on areas that may have been unclear in the first 6 chapters.
For example, learning environments, discussed in detail in Chapter 7, are explained as a learner centered approach with teachers as facilitators and coaches, rather than at the center. With the aim being collaboration, a learning environment should lend itself to opportunities for that to occur, along with making room for choice and ownership to be achieved. The components of COVA; choice, ownership, voice and authentic learning, give learners the freedom to take charge of their learning. By stepping back, the teacher gives students the space to think for themselves, but serves as a guide to content that may be essential in their quest for knowledge.
Giving up control is not always an easy feat for an educator, but in doing so it allows for students to have choice and in many cases gives them the freedom to express their voice through their learning. This type of release is essential when asking students to take ownership over their work and essentially their learning. Harapnuik, Thibodeaux, & Cummings (2018) explain that “Voice is the aspect of this process that makes the COVA experience visible”. When teachers give up the need to control the learning and instead work at guiding students through the process, it opens up the doors for self-reflection and peer collaboration, in and outside of the classroom. This is what authentic learning is all about. With COVA, none of its components are stand alone, instead each works together in the realm of significant learning environments to foster authentic learning.
As the book comes to a close, ePortfolios are discussed and examined as a display of both authentic learning as well as choice, ownership and voice. The process of creating and developing an ePortfolio is undoubtable done by taking ownership of the process and the learning journey. I have experienced this myself nearly every step of the way, as I work toward developing my own within this program. What I like most is the choice I have and the freedom that allows me to really put my stamp on my work and truly immerse myself in the learning!
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