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Cassie Davenport

Networked professional learning: relating the formal and the informal | Vaessen | Front... - 3 views

journals.sfu.ca/...177

PLN network EdTech543

shared by Cassie Davenport on 01 Jul 15 - No Cached
  • These informal networks help teachers to deal with the increasing complexity of their work
  • most of what professionals learn is learnt informally
  • Professional learning has proven to drive organisational learning and innovation
  • ...21 more annotations...
  • In spite of the proven importance of informal networks, professional development of teachers is almost invariably approached in a largely formal manner
  • an be remedied by aligning formal and informal learning processes through networked learning.
  • both forma
  • hybrid form
  • informal learning activities are recognised and promoted 
  • We have argued the importance of informal networked learning
  •   What are the formal and informal mechanisms underlying networked professional learning, related to professional development, autonomy and management? ·         How can networked learning be positioned in the most optimal way?
  • non-linear ongoing process rather than as an outcome of linear, one-off training events
  • he way they learn
  • gate-keepers, facilitators or
  • there must be trust
  • When personal responsibility takes the form of accountability toward control from superiors or school inspection, spontaneous learning processes can be impeded
  • management gets involved
  • loss of motivation
  • School principals are important agents
  • interest t
  • as barriers
  • Learning mechanisms: what we have seen in the literature indicates that networked learning is a natural activity through which professionals develop their expertise, in addition to participating in formal learning procedures. This form of professional development is a continuous process. Networked learning is often directly related to work practices and promoting it has proven to be effective to enhance the learning process.
  • Issues of trust, freedom of choice, and willingness to share and connect are intrinsically motivated
  • how can networked learning be positioned in the most optimal way?
  • Keypoints
  • Cassie Davenport on 01 Jul 15
     
    This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 
  • Megan Poindexter on 01 Jul 15
     
    Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.
R Aubert

Google Apps - 0 views

www.pbs.org/...teachers

shared by R Aubert on 09 Oct 10 - No Cached
  • R Aubert on 09 Oct 10
     
    Video by PBS.org
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