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“What happens to learning when we move from the stable infrastructure of the twentieth century to the flud infrastructure of the twenty-first century, where technology is constantly creating and responding to change?”
-A New Culture of Learning, Thomas and Brown
You teach, I learn
Traditional education relies on a one-way transfer of knowledge from teacher to student. However, in an era defined by a massive influx of information that is ever-changing and expanding, this approach is becoming outdated. Information is shifting rapidly, and the traditional model assumes knowledge won’t change fast enough to justify abandoning rote learning. As Thomas and Brown note a major pitfall, “The belief that most of what we know will remain relatively unchanged for a long enough period of time to be worth the effort of transferring it” (p. 40). Additionally, traditional methods are often confined to specific brief time frames, neglecting hands-on, real-world learning and limiting students' ability to adapt to change.
Embracing Flexibility
Instead of absorbing static knowledge, learners must engage with constantly evolving resources, exploring what works for the problem or question at hand. Learning is no longer confined to fixed periods or specific content; it happens continuously, anywhere, and through various sensory experiences, empowering students to take control of their own learning. Thomas and Brown describe it best, “In the digital world, we learn by doing, watching and experiencing” (pg. 76). A New culture of learning focuses on engagement, utilizing our resources, and through various strategies creating an authentic learning culture.
We cant’ change the past but we can change the future
The traditional model of education no longer fits the rapidly evolving world we live in. The issue lies in the fact that we are not empowering our greatest asset—our teachers and instructional leaders. If they are not experiencing what a new culture of learning looks like, how can we expect them to implement it at their campus?
To drive innovation and progress, we must foster creativity in today’s educators. When teachers and academic coaches see the value and impact of their work, they will naturally invest the time and energy needed to grow. Collaboration through challenges helps maintain momentum, making continuous learning an organic part of their practice.
A shift from a "teaching-based" to a "learning-based" approach is essential. This new model focuses on creating environments where students actively engage in deep learning through play and exploration, inquiry and curiosity, learning as a collective, and using technology as a learning tool. Christenson et al. (2012) summarized student engagement by stating that “engaged students do more than attend or perform academically; they also put forth effort, persist, self-regulate their behavior toward goals, challenge themselves to exceed, and enjoy challenges and learning” (p. v). Imagine a world where learners are building, creating, reflecting, collaborating and continuously engaging with their learning goals—driven by internal motivation and self-discovery.
This is the future of education, and it starts with empowering our academic coaches to lead the way.
I know that together we can create a learning culture where everyone learns not because we provide a specific topic and time but because they are curious about learning and so engaged and passionate that they ask more questions to deepen their understanding. Learning can be light, fun, and nonlinear. By implementing a new culture of learning we can provide flexible learning environments which can better equip students to thrive in a world defined by constant change. A learner-centered active learning approach allows the learner to have ( C ) Choice, ( O ) Owership, ( V ) Voice through an ( A ) Authentic learning environment. This is known as COVA (Harrapnuik, 2022b).
There is no growth without change.
~Michael Singer
To keep up with the ever-changing resources we need to make drastic adjustments to the learning environments we create for our learners. An online blended coaching strategy is a solution. This model supports self-directed learning, allowing students to play, explore, question, and experiment with information in a flexible, adaptive, and authentic learning environment. In my innovation plan, I propose using an online blended coaching strategy for academic coaches to help learners take ownership of their educational journey, guiding them through discovering and evaluating resources.
This vision sounds inspiring, right? However, the shift to a new culture of learning won’t be without effort.
“Embracing change means looking forward to what will come next. It means viewing the future as a set of new possibilities, rather than something that forces us to adjust. It means making the most of living in a world of motion.”
— A New Culture of Learning, Thomas and Brown
TIME
One of the most significant barriers is time. Shifting from traditional models to more flexible, inquiry-based approaches requires dedicated planning and consistent effort, both of which are hard to find in the busy schedules of educators. To tackle this, we could start by utilizing digital platforms for asynchronous collaboration which allow educators to engage in professional learning on their own time. An online blended coaching strategy is one way to implement a new culture of learning and manage time concerns. Learn more about blended learning research through my Literature Review. Also, well-thought-out plan will make sure we are considering time and planning accordingly.
MINDSET
Changing mindsets is crucial. This includes gaining buy-in from stakeholders, ensuring full understanding and support, and embracing a shift in educational philosophy that merges freedom with structure. Adopting a new culture of learning means rethinking how we approach education at all levels. We can begin by bringing awareness of a growth mindset and a new culture of learning. Creating a shared vision through collaborative discussions will help build support and ensure everyone is aligned with the same goals. Providing case studies and examples of what a new culture of learning can look like will begin to spark curiosity about this topic.
PROFESSIONAL LEARNING
The organizational structures within schools must adapt to support this change. It’s not just about new methods, it’s about redesigning how we think about time, collaboration, and student engagement, professional learning. Thomas and Brown (2011) state, that the new culture of learning will augment rather than replace traditional educational venues. To support this shift, we will begin by providing professional learning about the following strategies: integrating play, inquiry, collective learning, and technology as a tool into every facet of teaching and learning. More details to come about how to effectively provide professional learning. In addition, creating cross-disciplinary teams for teachers can encourage collaboration and the sharing of ideas, ensuring that the transition to a more fluid learning environment is supported on all fronts. We can expand the opportunities for peer-to-peer coaching and mentoring. This would allow teachers to share their experiences and strategies for implementing a new culture of learning, while also offering targeted support to those still navigating the transition.
As instructional leaders, we can develop opportunities to ignite learners’ passion, collaboration, and creativity. By taking small, actionable steps and continuously iterating based on feedback, we can ensure that this transition is sustainable and effective. We don’t need to have it all figured out from the start. The key is taking action! As we move forward, the process itself will provide valuable feedback. With each step, we’ll learn, adapt, and refine our approach.
The Power of Play, Questioning, Collective Intelligence and Technology
Strategies unlock deeper learning and growth.
PLAY
Play Your Way to Deeper Learning
Play isn’t just for kids—it’s a critical tool for any learner to explore, experiment, and learn through hands-on engagement. As Thomas and Brown explain, “Play provides the opportunity to leap, experiment, fail, and continue to play with different outcomes” (p. 98). Play allows us to unpack and experiment with the unfamiliar. It sparks creativity and helps learners take risks without the fear of failure, leading to deeper insights and understanding. Offering academic coaches and educators opportunities to "play" with new tools, methods, or ideas creates an environment where experimentation and learning thrive. They will have agency of the learning process. Thomas and Brown summarize it best, “What we do in play may best express the sense of becoming” (p. 99).
INQUIRY
Let Your Mind Run Wild
Curiosity drives discovery. As Thomas and Brown (2011), emphasize, questioning the world is one of the key ways to understand it. When learners embrace uncertainty and generate questions, they create a pathway for deeper engagement and growth. Encouraging questions, rather than just answers, shifts the focus from passive receiving to active exploration. This questioning mindset allows educators to break free from traditional, rigid learning and foster an environment where discovery is continuous.
COLLECTIVE INTELLIGENCE
STRONGER TOGETHER
One of the most powerful aspects of a new culture of learning is the ability to leverage collective intelligence. Horn & Staker (2015), “Whole group lectures offers little opportunity for students to form relationships with each other or with the teacher during this time” (p. 144). According to Thomas and Brown, a collective “is a collection of people’s skills and talents that produces a result greater than the sum of its parts” (p. 52). By collaborating, educators and students can share insights, challenge assumptions, and solve problems more effectively. When academic coaches and teachers work together, they can think more critically, broaden their perspectives, and improve their teaching practices. Collaboration allows the learner to experiment with different approaches and expand their impact. The collective approach fosters a learning environment where everyone can contribute and learn from one another—breaking away from the limitations of the traditional “sit-and-get” model, which often leaves learners with shallow understanding and no clear path for implementation. It is through the collective that unique information and authentic questions arise. You can’t get that anywhere else!
TECHNOLOGY
Technology as a Tool
When you research the etymology of the word technology it references the Greek tékhnē meaning craft, art, and (-logíā), study of knowledge. Based on Wikipedia it used to mean, “knowledge of how to make things”. OUPblog writes that technology could be figuratively translated to mean “The field of knowledge about the art.” Technology plays a key role in the transformation of learning environments, enabling instant access to resources and collaboration. It allows educators to connect, share, and create in real-time. Through digital tools, learners can continue to explore and engage beyond the classroom, making learning continuous, flexible, and personalized. Through technology, we have the privilege of access to information. Using technology in an artful way to gain knowledge can make an impact in a new culture of learning.
When we embrace play, encourage questioning, engage in collective intelligence, and leverage technology we unlock the full potential of learning. This dynamic, interactive approach not only transforms how we teach but how we learn together, creating richer, more meaningful educational experiences.
To encourage people to think broadly and holistically, we need to shift from narrow, siloed perspectives to a more integrated view of the world. This means challenging assumptions, considering multiple viewpoints, and recognizing the interconnectedness of ideas, systems, and people. By promoting open-mindedness and curiosity, we create an environment where individuals can see beyond immediate concerns and start thinking about the bigger picture—how their actions, decisions, and beliefs impact others and the broader context. Encouraging this kind of thinking fosters innovation, problem-solving, and empathy, helping people move from reactive to proactive, from limited to expansive, in their approach to challenges. A New Culture of Learning provides tactical ways for us to take action. I am inspired to do better now that I know better.
"The moment you begin to question, you begin to learn. Questioning is the key that opens the door to true understanding."
~Matias de Stephano
This quote reminds me of the power of questioning as a fundamental part of learning and gaining deeper insight into the world around us. It’s time to question our believes and our actions as instructional leaders. Stay encouraged, together—we can do this!
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