Professional development 2


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  • Cognitive Diet (Piscitelli): How we design our own curriculum, how we organize and reflect on emerging learning experinces.
  • Problem solving and learning from experience become central processes
  • Mechanism
  • la definición de nativos/inmigrantes como clases cognitivas diferenciadas. La brecha tecnológica que es fundamentalmente cultural (Piscitelli)
  • Design spaces for learning to emerge / content to be built through meaningful interactions. Not downloading content to students.
  • API : Application Programming Interface An API allows computer programmers to access the functionality of pre-built software modules.
  • Various perspectives of how knowledge is propagated through networks have addressed the problem of information overload. Information is essentially raw data and is disconnected and of itself of little use beyond the scope of factoid. Communities and networks help us to aggregate, filter, and assimilate this information into some kind of knowledge structure and then disseminate it throughout the community or network. Nik Peachey (2009) addressed exactly this concept in his presentation recorded at the recent AVEALMEC/ARCALL online conference on Social Networking. Downes (2005) has written and presented much on the concept of diffusion of knowledge within distributed learning networks, as has Siemens (2006). Siemens has long espoused the notion of connectivism, famously summarized as “The pipe is more important than the content within the pipe.” (Siemens, 2004, n.p.). Here, Siemens means that it is more important to nurture a system of connections between knowledgeable people (the pipe) than to be concerned with what these knowledgeable people know (the content within the pipe) since this content can be directed as needed to anyone with appropriate connections within the pipe.
  • We enjoy learning – W share our work – We get together voluntarily. It’s not an obligation.
  • Professional development 2

    1. 1. APrIR – SBS 2011 Prof. Carla Raguseo
    2. 2. <ul><li>Agenda: </li></ul><ul><li>Open Professional Development </li></ul><ul><li>Building a PLN  (Personal Learning Network) </li></ul><ul><li>Social Networking </li></ul><ul><li>Unconferences : bottom-up learning </li></ul><ul><li>--------- Coffee Break ---------- </li></ul><ul><li>Research 2.0 </li></ul><ul><li>Digital Teaching Portfolios </li></ul>
    3. 3. <ul><li>by reflecting on your practice </li></ul><ul><li>by attending talks, workshops and seminars </li></ul><ul><li>by reading academic journals or professional literature </li></ul><ul><li>by attending in-service training sessions and staff meetings </li></ul><ul><li>by … </li></ul>
    4. 4. <ul><li>to keep abreast of the latest developments in ELT </li></ul><ul><li>to update our practice to reflect these changes </li></ul><ul><li>to learn, unlearn, relearn </li></ul><ul><li>to reflect, reflect, reflect! </li></ul><ul><li>to … </li></ul>
    5. 5. <ul><li>Time </li></ul><ul><li>Access </li></ul><ul><li>Cost </li></ul><ul><li>… </li></ul>
    6. 6. /
    7. 7. Reflection / Awareness / Motivation / Curiosity PLN Participation,engagement, networking, collaboration Professional Performance empowerment
    8. 9. <ul><li>Open participatory architecture </li></ul><ul><li>Two-way communication </li></ul><ul><li>User-generated content </li></ul>
    9. 10. +3,000 services
    10. 11. <ul><li>isolated vs. social </li></ul><ul><li>top-down vs. bottom-up / peer-to-peer </li></ul><ul><li>hierarchical vs. networked </li></ul><ul><li>authority-based vs. self-driven </li></ul><ul><li>push vs. pull </li></ul><ul><li>taxonomic vs. folksonomic </li></ul><ul><li>fragmented vs. ongoing </li></ul><ul><li>formal vs. informal </li></ul><ul><li>centralized vs. distributed </li></ul><ul><li>didactic vs. experiential </li></ul>
    11. 13. <ul><li>“ In this new interactive Web world, I have become a nomadic learner; I graze on knowledge. I find what I need when I need it.” </li></ul><ul><li>Will Richardson 2006 </li></ul>
    12. 14. “ We know we can publish information, now we need to focus on how we connect to each other, how we build learning contexts” P. Mancini 2007
    13. 15. “ Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).” “ The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.” G. Siemens 2004
    14. 18. <ul><li>Dallas McPheeters- My Personal Learning Network </li></ul><ul><li> </li></ul>
    15. 19. “ I store my knowledge in my friends”
    16. 20. , Stevens, 2009a, Slide 9
    17. 21. <ul><li>All work and no play ? </li></ul><ul><li>Work and play? </li></ul><ul><li>“ As people become more fulfilled and do work that they enjoy it becomes less work and more play. In some way, we are seeing in the web the evidence of the marriage between work and play, which is really what life should be about.” Kevin Kelly – Digitalismo 2007 </li></ul><ul><li> 5:04 </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    18. 23.!/pages/APrIR/127774673899632
    19. 24.!/group.php?gid=147947234026
    20. 25.!/event.php?eid=154083227981196
    21. 29.!/aprir
    22. 30.
    23. 31.
    24. 32. <ul><li>Individual Knowledge vs. Mutual Knowledge : </li></ul><ul><li>Collective power to bring about change </li></ul><ul><li>Explicit language is an excellent way of creating mutual knowledge </li></ul><ul><li>By putting it “out there” we are changing the state of knowledge. </li></ul><ul><li> Language as a Window into Social Relations by Steven Pinker </li></ul>
    25. 33.
    26. 35. <ul><li>Aims: </li></ul><ul><li>to increase our face-to-face network </li></ul><ul><li>to enhance our PD community </li></ul>
    27. 36. <ul><li>The beauty of Twitter is that its value is directly proportional to how and how much it is used. ( Jason Bedell ) </li></ul><ul><li>The beauty of PD 2.0 is that its value is directly proportional to how and how much we participate . </li></ul><ul><li>There’s no information without participation. </li></ul>
    28. 40. <ul><li>Participant-driven </li></ul><ul><li>Bottom-up design </li></ul><ul><li>Some styles of facilitation: </li></ul><ul><li>BarCamp </li></ul><ul><li>SpeedGeeking </li></ul><ul><li>PechaKucha </li></ul><ul><li>TeachMeet </li></ul><ul><li>Birds of a Feather </li></ul>
    29. 49. <ul><li>An interview with … </li></ul>
    30. 50. <ul><li>Divide yourselves into groups according to a special ELT interest. </li></ul><ul><li>Go over the Web 2.0 tools list (handout). </li></ul><ul><li>How would you use them in your particular field of interest? </li></ul>
    31. 51. Time to keep learning! <ul><li>Talk to a colleague you’ve never met before. </li></ul><ul><li>Leave a message on APrIR or SBS’s “wall”. </li></ul><ul><li>“ Like” somebody else’s message. </li></ul><ul><li>Explore the environment. </li></ul>
    32. 52.
    33. 54. Google Search Google Alerts
    34. 55. <ul><li>Search terms </li></ul><ul><li>Search Syntax </li></ul><ul><li>Advanced Search Options </li></ul><ul><li>Try searching for content through images! </li></ul>
    35. 56. <ul><li>Academic </li></ul><ul><li>Blogs </li></ul><ul><li>News </li></ul><ul><li>Videos </li></ul>
    36. 58.
    37. 59. <ul><li>If the resource is no longer available, use the Way Back Machine or the Caché Version of the website. </li></ul>
    38. 60. <ul><li>Spezify – Inspired search </li></ul><ul><li> </li></ul><ul><li>Qwiki - The information experience </li></ul>
    39. 61.
    40. 62. <ul><li>Blogs </li></ul><ul><li>Personal Website </li></ul><ul><li>Online CV </li></ul><ul><li>Reflective reading and writing </li></ul><ul><li>Sandbox </li></ul><ul><li>Silvia Tolisano </li></ul><ul><li>Claudia Ceraso </li></ul><ul><li>Gabriela Sellart: </li></ul><ul><li>Jennifer Verschoor: </li></ul><ul><li>Mariel Amez </li></ul><ul><li>Carla Raguseo </li></ul>
    41. 64. <ul><li>Wikis </li></ul><ul><li>Collection of resources, presentations, projects…. </li></ul><ul><li> </li></ul>
    42. 65. <ul><li>TEFLpedia </li></ul><ul><li>Wikis in EFL </li></ul><ul><li>Simple English Wikipedia </li></ul>
    43. 66.
    44. 67. <ul><li>You cannot give away what you do not own. (Sheryl Nussbaum-Beach ) </li></ul><ul><li>We can’t teach 2.0 if we don’t learn 2.0 </li></ul><ul><li>To teach is to learn twice.  ~Joseph Joubert, 1842 </li></ul>
    45. 68. <ul><li>“ They may forget what you said, but they will never forget how you made them feel.” Carl W. Buechner quote </li></ul>
    46. 69. Facebook Group: Professional Development 2.0
    47. 70. <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Images </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Special thanks to my PLN! </li></ul>