The ADL program has been a meaningful journey of growth, reflection, and professional transformation. What began as an exploration of instructional design and digital learning evolved into a deeper shift in how I view teaching, learning, and my role as an educator.
Throughout the program, I moved from thinking primarily about delivering content to intentionally designing learning experiences that prioritize learner ownership, engagement, and authenticity. The CSLE+COVA framework was central to this shift, challenging me to reconsider how choice, voice, and ownership can reshape the learning process and empower learners to take an active role in their development (Harapnuik, 2015).
Equally important has been the emphasis on disruptive innovation in education. This concept encouraged me to question traditional approaches to medical education and to consider how intentional, learner-centered redesign can lead to more meaningful and sustainable improvements in teaching and learning practices. This aligns with the idea that meaningful change often requires rethinking established systems rather than simply improving existing ones incrementally (Christensen et al., 2008). This perspective has been especially relevant in both my work within hematology and oncology fellowship education and in faculty development efforts, where evolving learner needs require adaptive and intentional educational design.
In particular, my work supporting hematology and oncology faculty development has highlighted the importance of strengthening how educators teach, mentor, and engage learners. This experience has reinforced the need for structured faculty development that supports effective teaching practices and promotes consistency in learner-centered education. It has also underscored the value of creating shared language and expectations around teaching and learning within clinical education environments.
One of the most valuable outcomes of this journey has been the development of my ePortfolio as both a product and a process. It represents not only the work completed throughout the program, but also the evolution of my thinking as a learner and educator. More importantly, it has become a space where I can continue to organize, reflect on, and share my professional growth.
As I move forward, my focus is on “teaching it forward”—applying what I have learned in ways that directly impact learners, faculty, and the broader educational environment. This includes strengthening faculty development efforts within hematology and oncology education, designing more intentional learning experiences for fellows, and continuing to advocate for learner-centered approaches in clinical education. This aligns with broader principles of learner-centered teaching, where learners are active participants in the design and experience of learning environments (Weimer, 2013).
Ultimately, this journey has reinforced that learning is not a destination, but an ongoing process of refinement, reflection, and application. The ADL program has not only influenced how I design learning experiences, but also how I see myself—as an educator committed to growth, innovation, and the continuous improvement of learning environments.
References (APA 7th Edition)
Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. McGraw-Hill.
Harapnuik, D. (2015). Creating significant learning environments (CSLE) and COVA framework. https://www.harapnuik.org/
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). Jossey-Bass.
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