A New Culture of Learning

Significant Learning Environments

A significant learning environment is one where learners are actively engaged, feel a sense of purpose, and have the freedom to explore, create, and apply knowledge in meaningful ways. It empowers students to take ownership of their learning and make connections to real world experiences. When students are given this level of autonomy and support, they are more likely to thrive both academically and socially (Johnston et al., 2019).

​

The concept of Creating Significant Learning Environments (CSLE) has become a vital part of modern K12 education. When students are encouraged to see their peers' knowledge as valuable and build on both their own and others’ experiences, they become active participants in a shared learning process, one of the key ideas in the new culture of learning (Thomas & Seely Brown, 2011). This student centered approach works because it respects learners’ agency and mirrors how learning happens naturally, which is why it continues to gain momentum. But can the same be said for educator learning and development?​

​

The staggering truth is that while student learning procedures are constantly evolving and adapting to support better outcomes, educator training and development is lagging behind. Many professional learning sessions still rely on a one time, feel good presentation that motivates teachers in the moment but leaves them on their own to figure out how to apply it. While this model can be inspiring at first, it often fails to provide the tools, guidance, or coaching needed to move learning forward in a meaningful way (Daniels, 2014).

​

​ If we truly believe in the power of significant learning environments for students, we must apply the same principles to educator learning, especially when it comes to technology integration. Educators, like students, need time, space, and supportive conditions to experiment, fail forward, and ponder the what ifs (Thomas, 2012). A culture of learning that values curiosity over compliance can transform professional learning into something meaningful, rather than mandatory. This starts with rethinking how we structure professional development by embedding it into day-to-day work, encouraging peer collaboration, and offering ongoing coaching tied to real tasks. Professional learning is most effective when delivered in a long-term format that models the type of deep, student-centered learning we expect in classrooms (Delaney, 2011).

​

​ In my innovation plan, I propose a professional learning plan that introduces afterschool coordinators to AI tools that support program efficiency and creativity. Using concepts from A New Culture of Learning (Thomas & Seely Brown, 2011), like cultivating collective inquiry and creating environments that support open exploration, coordinators will engage with tech in ways that feel personalized and purposeful. To sustain learning, I plan to engage educators on a continuing basis through monthly sessions where we will build on the knowledge gained in past meetings, reflect on what worked, and openly share mistakes made along the way. Doing so within our professional community ensures that every voice is meaningful and learning happens authentically because learning from mistakes is one of the purest forms of learning (Thomas & Seely Brown, 2011).

​

​ To further embed this long-term approach to professional learning within the afterschool coordinator space, I will:

• Create a peer-to-peer mentorship program where seasoned AI users can offer guidance and support to coordinators who are still learning

• Provide opportunities for coordinators to visit each other’s campuses and observe how AI tools are being integrated in real-time

• Encourage coordinators to volunteer as presenters at statewide conventions to share their insights and expand impact beyond our immediate community

​

This plan is also rooted in research-backed principles of effective adult learning (Gulamhussein, 2013):

• Duration matters: Learning will be ongoing throughout the school year, giving coordinators time to experiment with new tools and strategies

• Implementation support is essential: Monthly check-ins, coaching, and mentorship will help address challenges in real-time

• Active learning is more powerful than passive learning: Sessions will involve hands-on experimentation and collaboration, not lectures

• Modeling is key: I will demonstrate AI tools in action and share examples from real program scenarios

• Context matters: Content will be relevant to the day-to-day work of afterschool programming and tailored to coordinator needs

​

One major challenge will be shifting the fixed mindsets that many educators hold about professional development especially amongst those who have only experienced traditional sit-and-get formats. These types of sessions often leave participants feeling disengaged and undervalued, which over time contributes to skepticism and resistance toward new approaches (Daniels, 2014). Shifting this mindset requires more than just new content. It calls for a cultural shift in how professional learning is experienced. Research shows that when professional development is sustained, personalized, and includes follow-up support, educators are more likely to embrace change and apply new strategies effectively (Gulamhussein, 2013). Creating a space where learning is active, collaborative, and grounded in real classroom experiences encourages educators to see professional learning not as a compliance task, but as a meaningful opportunity for growth. This shift is essential for fostering environments where both adult and student learning can thrive.

​

​ This approach isn’t just about improving tech skills. It’s about creating a culture of curiosity that encourages creative thinking. Coordinators who see themselves as innovators will not only solve problems more creatively but will also model that spirit for the students they serve. By expanding the definition of learning to include adult learners and tech efficiency, we create a ripple effect that strengthens the entire school community. When we empower educators to learn in significant environments, we don't just improve their practice, we expand what's possible for education as a whole.