Professional Development 2.0: Using reflective practice, action research, social media, and ePortfolios to stay fresh, think outside the box, and raise your professional profile
•Transferir como PPT, PDF•
1 gostou•4,821 visualizações
Workshop given at the LAI/CILIP Joint Conference in 2012.
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (19)
Destaque
Destaque (20)
Semelhante a Professional Development 2.0: Using reflective practice, action research, social media, and ePortfolios to stay fresh, think outside the box, and raise your professional profile
Semelhante a Professional Development 2.0: Using reflective practice, action research, social media, and ePortfolios to stay fresh, think outside the box, and raise your professional profile (20)
Último
Último (20)
Professional Development 2.0: Using reflective practice, action research, social media, and ePortfolios to stay fresh, think outside the box, and raise your professional profile
- 1. S Professional Development 2.0 Presented at the Annual Joint Conference of the LAI and cilip Ireland 13 April 2011 Maria Souden, MSI, PhD University College Dublin School of Information and Library Studies
- 2. S aka Using reflective practice, action research, social media, and ePortfolios to stay fresh, think outside the box, and raise your professional profile
- 3. About Me • Postdoctoral Fellow at UCD SILS • Teach “Professional Issues in library and Information Careers” and “Management for Information Professionals” • MSI and PhD from University of Michigan School of Information • Dissertation “Narrowing the Gap: Chronic Illness as Experienced in Everyday Life and Healthcare Contexts” • Second research stream: librarianship practice and community-engaged librarianship (with Dr. Joan C. Durrance) Email: maria.souden@ucd.ie
- 4. Professional Development 2.0 S This workshop is not about how to look for or find a job S But it can help you think about how to develop and showcase your professional competencies so that you are well-positioned for your next career opportunity S Stay fresh and engaged S Think “outside the box” S Raise your professional profile
- 5. Before we get started… S Take a minute and write down one thing that you’d like to address in your professional practice or professional development right now. Could be… S Thorny challenge in your organization, with your services, or regarding users S Your next personal or professional growth area S Adding a new service or product in your organization S Your next career move
- 6. My Objective for Today You leave with one new idea, tool, or method that you feel like you can use to begin addressing that issue, or even thinking about the problem and the solution a little bit differently.
- 7. Agenda Today S Context S Introduction to reflective practice S Action research S ePortfolios S Social Networking
- 8. Libraries are changing “We live in a time of change. The information technology has changed our profession and our lives. Library managers today face problems that need to be solved and library staff feel insecure about themselves and the future” - Linda Erlendsdóttir, at the 11th UK Nordic Conference “Like in a river, the only constant in libraries is change. And we need to learn how to cope with change, rather than fighting it. We need to figure out what the flow is and put ourselves into it.” - Roy Tennant, Keynote at the Dartmouth Biomedical Libraries October Conference
- 9. Librarians need to… S Be able to manage people, projects, and resources S Keep on top of technology S Think ahead and be proactive S Deliver more services and experiences for their users S Work outside of their job descriptions
- 11. The New Professional Development • Public knowledge • Information • Rational processes • “Given” truths • Personal experience • Self awareness • Emotional + rational • Personal discovery See: Bedell, J. T. (2010). Professional development 2.0: Take control of your own learning.
- 12. Experiential Learning S Most effective learning: S Begins with the problematic S Grounded in experience S Need = engagement S Learning requires reflection S Reflection requires action See: Reese AC Implications of results from cognitive science research Med Educ Online [serial online] 1998;3,1.
- 14. What is Reflective Practice? “A dialogue of thinking and doing through which I become more skillful.” (Donald Schön) S Thought + Action S Theory + Practice Schön, D. A. (1987). Educating the reflective practitioner : toward a new design for teaching and learning in the professions (1st ed.). San Francisco: Jossey-Bass.
- 15. Why Reflective Practice? S Recognizing sucessful practices and problematic situations S Facilitates change; creates opportunities for growth S “Knowing-in-practice” consciousness (Schön) Schön, D. A. (1983). The reflective practitioner : how professionals think in action. New York: Basic Books.
- 16. Habits of Reflective Practice S Taking time out/stepping back S Asking questions S Looking for solutions S Self-evaluation S Journaling S Teaching S Networking S Engaging in communities of practice
- 17. S Action Research as a Tool for Professional Development
- 18. Habits of Reflective Practice S Taking time out/stepping back S Asking questions S Looking for solutions S Self-evaluation S Journaling S Teaching S Networking S Engaging in communities of practice
- 19. Formulating Questions “Great discoveries are made when someone asks a new question rather than provides a new answer” SCultivate- make identifying and asking questions habit SCapture- record questions immediately SRefine- what do you really want to know? SReframe- sometimes it’s a different question! SPrioritize- importance, immediacy Eldredge, J. (2006). Evidence-based librarianship: the EBL process. [Literature Review]. Library Hi-Tech, 24(3), 341-354.
- 20. Action Research “…a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out.” (Carr and Kemmis 1986: 162) Carr, W., & Kemmis, S. (1986). Becoming critical : education, knowledge, and action research. London ; Philadelphia, PA: Falmer
- 21. Characteristics of Action Research S Focuses on the problematic S Systematic inquiry (vs. everyday problem-solving) S Can be participatory in nature (collaborative with those being “studied”)
- 22. Action Research Model Source: O'Brien, R. (2001) retrieved from: http://www.web.net/~robrien/papers/arfinal.html
- 23. Habits of Reflective Practice S Taking time out/stepping back S Asking questions S Looking for solutions S Self-evaluation S Journaling S Teaching S Networking S Engaging in communities of practice
- 25. Elements of Practice Forde, C., McMahon, M. & Reeves, J. (2009). Putting Together Professional Portfolios London: Sage
- 26. What is a Professional Portfolio? S “Collection of material put together in a meaningful way to demonstrate the practice and learning of a practitioner” S For reflection and learning S For yourself and others Ibid (p.13)
- 27. Elements of Portfolio S Planning- where are you going? S Description- what can you do, what do you know? S Evidence- tangible demonstrations S Reflection- on your practice and development Forde et al., (2009) Ibid
- 28. Why have a portfolio? Some Portfolio Outcomes Created a sense of achievement Built self-confidence Strengthened my understanding of my development as a practitioner Created sense of my own journey as a professional From: Forde et al., 2009, ibid
- 29. Portfolio Structure: Three Views of Practice 1. Three elements S Know why S Know what S Know how 2. Novice to expert continuum S Novice Advanced Beginner Competent Proficient Expert 3. Professional standards S Categories of knowledge, skills, outcomes, proficiencies Source: Forde et al., 2009, ibid
- 30. Portfolio is a space for… S understanding professional learning and recording it S using frameworks for professional learning to reflect critically on practice S developing a professional biography and career timeline S critical reflection and writing
- 31. What is an ePortfolio? S Professional portfolio, in an online medium S Specialized ePortfolio tools (e.g., Pebble Pad, Mahara) S Blog (e.g., Wordpress, Blogger, GoogleSites) S Key advantage: it’s public!
- 32. Habits of Reflective Practice S Taking time out/stepping back S Asking questions S Looking for solutions S Self-evaluation S Journaling S Teaching S Networking S Engaging in communities of practice
- 33. S Social Networking Creating Your Personal Learning Network (PLN)
- 34. Professional Development 2.0 Term used in education field wrt teacher learning and PD. S“Ground-up” learning SDeepening PD 1.0 engagement SCollaboration and communities of practice
- 35. Building a Personal Learning Network 1. Social networking 2. Social bookmarking 3. Reflection 4. Conferences Source: Jason Bedell, Professional Development 2.0: Take Control of Your Own Le
- 36. Social Media Supporting PD 2.0 S Social networking: Twitter, Facebook, LinkedIn, online communities- places to make connections S Social bookmarking: Diigo, delicious- places to share resources S Reflection (blogging): Blogger, WordPress
- 38. Social Learning in Action S Now, back to the item you wrote down at the beginning of the session S Turn to your neighbor and share one thing you learned today that you are going to use to approach this problem, issue, next step…
- 40. ePortfolio Books S Forde, C., McMahon, M. & Reeves, J. (2009). Putting Together Professional Portfolios. London: Sage S Watson, M. (2010). Building your portfolio : the CILIP guide (2nd ed.). London: Facet. S Grant, Simon (2009). Electronic portfolios: personal information, personal development and personal values. London: Chandos Publishing. S Buzzetto-More, N. (2010). The E-Portfolio Paradigm: Informing, Educating, Assessing, and Managing With E-Portfolios. Santa Rosa (CA): Informing Science Press.
- 41. Dr. Helen Barrett e Portfolio “Guru” S Educational researcher in ePortfolio area; notable for using common tools for ePortfolio development, lots of resources posted online S Using ePortfolio as “workspace” and “showcase”
- 42. ePortfolio Web Resources S Web Resources for ePortfolios Dr. Helen Barrett's comprehensive list of resources regarding the use of ePortfolios in Education. S ePortfolio Definitions and Examples from PebblePad: http://www.pebblelearning.co.uk/definitions.asp http://www.pebblelearning.co.uk/examples.asp From Helen Barrett: http://sites.google.com/site/eportfolioswp/examples
- 43. ePortfolio Examples S Examples of LIS Portfolios http://lis596jmwolf.blogspot.com/2010/07/reflection-of-lis-580- managment.html http://www.aerydynamics.com/sean/portfolio/index.php http://www.hung-truong.com/ http://www.citronadedesign.com/index.php http://emilymahood.com/ Examples of Standards-Based Portfolios https://efolio.educ.ubc.ca/lright/ http://oswook.wordpress.com/
- 44. S © Maria Souden, 2011 maria.souden@ucd.ie
Notas do Editor
- “library profession has changed beyond recognition” Technology is at the heart of this- libraries offering access, but also more services (value-added) But lean economic times also mean Libraries have to do more with less, demonstrate their value to community For librarians this means being proactive, agent of change,
- Intelligence skills are your qualification- trained info professional, people is what you would expect- teamwork, leadershiip, conflict resolution, and personal development, personal development = decision-making, initiative, enthusiasm, resilience Developing broad managerial skills and qualities that can port from one environment to the next, make you stand out
- Professional development and lifelong learning is more than just going to trainings, no longer a one-way transfer of information- it’s about involving your whole self, what you think and feel, becoming a learner, engagement, community, collaboration
- Learning most effective grounded in experience- relevant context Why “On the job training” is so popular, why what you learned in school is way more valuable at your first job
- Situated cognition Focuses on process and context Active, Social, Authentic
- Cultivate the habit of recognizing and recording questions related to our profession. Capture – recognize questions as they arise and, before they are forgotten, record them immediately, no matter how vague or in need of further refinement. Refine your question during a quiet moment – ask colleagues for assistance in helping you refine and clarify what you really want to know, recalling Oxman and Guyatt’s (1988) adage: “Fuzzy questions lead to fuzzy answers”. Reframe – is there really another question behind your initial question? Experience suggests that the question you initially ask rarely continues to be the question you eventually pursue. Prioritize – determine how important this question is to you, your institution, or the profession; further determine the immediacy of the need to know an answer: today, tomorrow, or just some day? Clearly, not all questions that we formulate can deserve our full attention. Yet, when making important decisions, our emphasizing the EBL process increases the probability of yielding a high-quality answer. Courage – “Great discoveries are made when someone asks a new question rather than provides a new answer” (Shopper’s Window, 1998).
- A form of reflective practice involving systematic enquiry, problem-solving and practice improvement, generate knwoledge that can be transferred to other situations- predictors Inquiry Problem-solving Collaborative Understanding Predictions
- Starts with a real-world problem. Approaches it from an EBP perspective- systematic, based on some sense of what might work or has worked Key that it is participatory or collaborative with the people it serves- they are part of the problem-solving versus object of study
- In daily work, might do any one of these, or some combination, but Action Research incorporates reflection and learning into the process
- Know why, know how, know what- sums up professional practice
- Not a random collection- structured by meaningful aspects of practice and learning Two faces- multiple purposes/views- your own sensemaking, or for others - professional profile, job-seeking, networking
- 3 different ways to think about portfolio structure
- Many ways to do it, many tools. Anything that allows you to easily talk/write about yourself and your practice What makes most of us cringe is it’s key advantage- it’s public, so it’s a place to start a conversation
- Harnessing the power of networks for learning New professional development + social networking tools
- Jason Bedell, in Education Reshaping of professional development model New PD meets social media
- Jason Bedell Talks about 4 aspects of a personal learning network Social networking (connecting with others who are doing what you’re doing, working in like environments, facing similar challenges) Social bookmarking (resource sharing) For him, the key to all of them is using social media
- SN- strength of week ties, somewhat superficial, but connections to new people, orgns, ideas SB- resource sharing