In reading the Shifting Perceptions, Changing Practice: Ontario Extend research report, the first thing that caught my attention was the difference between professional learning and professional development. I have been involved in adult education for close to thirty years and the term professional development was common in the areas where I worked. However, the shift to professional learning really resonates with me because as Lopes states in the report:
“A key element of many professional learning programs is that they are outcomes-based, and therefore “success” requires evidence of completing the program. The goals are intentional; individuals extend their professional knowledge by engaging and interacting with learning resources and activities in a way that challenges previous assumptions and leads to a change in practice. This process will empower educators to make informed decisions about the practices and technologies that will best suit the needs of their students and their own continuing professional learning needs.” (Lopez, 2018). The next thing that I noticed was a reference to a book from 1971, The Adult’s Learning Projects by Alan Touch. I like how the author emphasized that learners need to take control of and planning their learning schedules. In all my adult education studies I never came across this book. I did however study Malcolm Knowles, in this article he is noted for adult learners having accumulated a foundation of life experiences and knowledge and they want that to be acknowledged (Knowles, 1975, 1984). This is certainly the case with the adults that I work with. As an educator, I strive to draw on their educational and life experiences to make the programs more fruitful. The research paper references Twitter and how educators are using it. In my professional experience I use it as more of a news outlet and not as a resource sharing outlet. I find LinkedIn to be a better platform for sharing resource information. I was struck by the changes from the two iterations of the program. In my opinion, I usually find that people are motivated to participate when there is something in it for them (recognition, additional money, etc.). For this program to really take off, I believe that the success will come from the accreditation of the program and with a financial incentive for educators. Upon reviewing the EXTEND program I was torn between working on three badges; Curator, Experimenter, and Collaborator. In the end, I decided to select the Curator badge for my EXTEND project as it reflects what I do on a regular basis. I just did not realize that I was naturally curating information. I am a researcher by nature, I tend to want to explore deeper into any subject that I am working on. I guess we are all researchers in the OLTD and MEdL program, aren’t we? However, I just may sneak in a bit of the Collaborator badge into the major project. My task is to curate information, and validate the authenticity of it, using the CRAAP assessment below: Currency - the timeliness of the information When was the Open Educational Resource (OER) published or posted? Has the OER been revised or updated? Does your topic require current information? Are the links functional? Relevance - the importance of the information for your needs Does the OER relate to your needs? Who is the intended audience? Is the information in the OER at an appropriate level for your learners? Authority - the source of the information Who is the creator? What are the creator’s credentials or organizational affiliations? Are the creators/collaborators contributors qualified to write on the topic? Accuracy - the reliability and truthfulness of the information Is the information supported by evidence? Has the OER been reviewed or refereed? Does the language or tone seem unbiased and free of emotion? Are there spelling, grammar, or typographical errors? Purpose - the reason the information exists What is the purpose of the information? Is it to inform, teach, sell, entertain, or persuade? Is the information fact, opinion, or propaganda? Are there political, ideological, cultural, religious, institutional, or personal biases? Sources: Bates, T. (2014). The role of communities of practice in a digital age. Retrieved from https://www.tonybates.ca/2014/10/01/the-role-of-communities-of-practice-in-a-digital-age/. Knowles, M. (1975). Self-Directed Learning. Chicago: Follet. Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass. Lopes, V., & Porter, D. (2018). Shifting perceptions, changing practice: Ontario Extend [Report]. eCampusOntario (Ontario Online Learning Consortium). Retrieved from https://www.ecampusontario.ca/publication-reports/. Tough, A. (1971). The adult’s learning projects: A fresh approach to theory and practice in adult learning. Toronto: OISE. Retrieved from http://ieti.org/tough/books/alp.htm.
1 Comment
Randy
6/4/2021 10:54:38 am
Thanks, Mary Clare, for your thoughts on the Extend foundation document. I am glad to see how you connected aspects of the paper to your own experience. Your comment about ascribing some meaning, incentive, and connection to the context of those who might benefit from the program is key. This is targeted to the Ontario post-secondary faculty and those incentives are available in that community, however do not apply to others. Adapting this program to suit the audience, and building in coloration opportunities, is definitely the key to building success with this model. Thanks for adding in the sources at the end – good curating strategy!
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