Models of Professional Learning

Portfolio Assignment from the Models of Professional Learning Module.

According to the course debrief, in Models of Professional Learning, we explored different approaches to the delivery of professional learning and gained an understanding of the affordances and challenges of the different learning environments. The module began by looking at how to make the traditional face to face workshop or training more participatory. We continued with this theme as we explored flipped, blended, and online professional learning. We also learned how a variety of events, communities, and social media tools allow us to expand our Professional Learning Network which provide opportunities for ongoing, self-directed learning. Finally, we explored some new and exciting low-cost, informal professional learning opportunities.

My Project

As an active member of CATESOL’s Technology-Enhanced Language Learning Interest Group I will present a few tech tips at the annual conference. This year we decided to demonstrate some phone features and apps that would be beneficial to teachers of English to speakers of other languages. I created a screencast of a sample demo and am asking for participant’s feedback about what they would like to learn and practice.

Here is the direct link to the form with the video embedded:

Reflection

Prompt: Consider the various professional learning environments described in this module. Write a reflection that demonstrates how these weave together to create a successful, ongoing professional learning experience. In your post reflect on:

How does the combination of face to face, blended, and flipped models support a dynamic and productive professional learning experience?

• Why are Professional Learning Networks beneficial?

• In what ways can educators continue to grow professionally using self-directed and user-generated learning?

Response: A right combination of face to face, blended, and flipped models will definitely support a dynamic and productive professional learning experience for almost all educators. Flipped model assures that the needs assessment informs the choice of content and activities to best meet the needs of participants, who can then access and digest the materials in preparation for the physical meeting. Face to face model affords us that valuable interaction in person so that we make connections with our peers and we practice those most-difficult-to-master concepts. Many educational theories through multiple lenses aim to explain learning as a social phenomenon. Once we have established the community of learners we can individually pursue more information and hone our skills while using online resources and interacting through electronic communities of practice.

To sustain our personal learning we turn to our Personal Learning Networks for inspiration and the most recent information. Steve Hargadon once said that in order not to get overwhelmed we need to treat our PLN as a ‘cocktail party’. We can’t possibly be there all the time, but we can enjoy the conversations and interactions we participate in and learn from them.

More recently I have enjoyed the sharing sessions such as EdTech Slams and what we, in adult ed, have dubbed as un-conference informal techs and tips. I presented and moderated in the first years of the GlobalEdCon and what an enriching experience that was. After reading the resources in Leading Edge Professional Learning Leader in the module about Models of Professional Learning, I am very excited to try out a PlayDate, an opportunity for educators to come together and collaboratively explore these tools they have always wanted to learn more about. Self-directed and user-generated learning opportunities are powerful because we explore the topics of the most immediate importance to us.