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Professional Learning Framework

Professional Learning Framework



Presentation about the formation of Professional Learning. The implications of developing a program - Loss Learning, and the impact socially and professionally that embarking on such a path implies - ...

Presentation about the formation of Professional Learning. The implications of developing a program - Loss Learning, and the impact socially and professionally that embarking on such a path implies - A strategy to create a Facilitation Environment



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    Professional Learning Framework Professional Learning Framework Presentation Transcript

    • Professional Learning
      • PORTFOLIO 2009
      • Dean Groom, Head of Educational Development
      • Macquarie University, Australia
    • Facilitating Environment
      • The belief is that in this portfolio;
      • that learning can be achieved
      • and that the pay-offs will be sufficient to justify it
      • Borrowed from Winnicott (1965), who uses it to describe the conditions under which growth can potential take place.
    • About this presentation As a pre-amble to the professional learning activity, to outlines the ways in which the Learning and Teaching Centre will create a framework for incremental improvement. The major challenge : To establish a flexible, adaptive framework that unifies and supports the activities of the learning and teaching centre. To meet the challenge of increased ‘demand’ identified by the LTC strategic and operation plan.
    • Considerations
      • Alignment with MQ and LTC strategic plans
      • Resources & Social Capital in the LTC
      • Communication, Collaboration with faculties
      • Enhance reputation for excellence & innovation
      • Measurement & Research
      • Core business - incremental improvement of learning and teaching.
      • Virtual Learning vs Face to face learning
    • are complex, atomistic and fragile ... incremental change is disruptive Our Ecosystems.
    • Aligned Themes
      • Core LMS enrichment - massive increases in activity - low increases in maturation
      • Learning in a Web2.0 world - how is that important? Basic to Innovative.
      • Learning and Teaching - What are the core focus areas? Group vs Individual
      • LTC professional learning - learning about and modeling best practices in our own abilities; collaboration, process etc.,
    • The focal points
      • What are the ‘core’ imperatives? - What do people need to know? What do they need to engage with?
      • Curriculum renewal, graduate capabilities, accessibility, TEDS etc. Innovation to Integration, EMG, Tilt, Blueprint, FILT etc ... Open University ... more?
    • Storming, Norming, Performing
      • De-stabilisation - declaration that there is something ‘new’ to learn
      • Disorientation - emotional responses where moments of ‘elation’ are not as common as frustration in the process
      • Re-Orientation - integrating the new learning into her or his overall belief system or conduct, and has eventually to face the challenges posed
    • ‘the storm’
      • Keeping the learner in touch with reality
      • Assuring her or him of the naturalness of the feelings
      • Recognising the nature of the loss of confidence, feelings, control are normal
      • Holding out realistic (but not facile) hope for the future.
    • Learning at a loss Are we going to framework the improvements?
    • ‘the norms’
      • deliberate effort to de-stabilise the previous learning
      • not so different from the culture established in order to promote learning
      • non-threatening situation which is both business-like and friendly
      • clearly defined alignment with strategic and operational plans
    • Performing
      • Measurable increases in performance
      • Use of technologies, levels of attainment in staff, participation, published works, scholarly engagements, demonstrated use in curriculum by staff - resources (being used, not just developed) ...
      • Results, results, results!