Evolution and elements - what’s there already for all to see ⅓. Alternative title = “procrastinactions”. Half in jest, wholly serious- the ‘dictionary’ drive The Periodic Table of Teachmeet Elements, done for both fun and for context - link to blog post where it will hang The Evolution of TeachMeet timeline - screen shot in case it won’t play live
Evolution and elements - data what’s there already for all to see 2/3 Data dat’s dere. The Joy of Google Fusion Tables. Again, this can by hung online and hyperlinked.
Evolution of CPD alphabet soup - mention the geographical thing noticed - these are the NOUNs being used 1/2
The language of the TeacMeet tribe.
Random Carrie Bradshaw moment
Evolution of CPD alphabet soup - mention the geographical thing noticed - these are the NOUNs being used 2/2
This is how our conversation has been shaping up
Self-organised CPD - the TeachMeet phenomenon
Ms Mags Amond - PhD year one research
This research seeks to outline the evolution of a recently developed form of self-organised teacher Continuing Professional
Development (CPD), known as TeachMeet. It will report work in progress on the consolidation of various informal sources of
information into a dataset in preparation for further analysis and evaluation.
Defined by Hallinan as “a model of CPD which involves those attending as participants in delivering the training as well as receiving
it”, TeachMeet came into existence in 2006 in Scotland. The first event was organised by three educators who were publishing
online and who wanted to continue discussion face-to- face. The subtitle given to the event by the founders was “teachers sharing
ideas with teachers”. TeachMeet combines the philosophy and practices of three unconference forms - Open Space Technology,
PechaKucha and BarCamp - and is empowered by the communication methods offered by contemporary social media. A major
factor has been the use of tools and practices of online collaboration that have enabled the TeachMeet community to develop and
grow organically, unincorporated, without formal constitution or management structure, in a way that seems at present to be
Although there is a wealth of informal and personal reflection on TeachMeet to be found online, a search in the academic literature
reveals very little direct examination of the phenomenon, although other similar unconference activity has been reported. A first
sweep of data recorded online suggests that in the UK alone there were between 40 and 50 TeachMeets per month in 2016.
Positive reactions from TeachMeet attendees at such meetings have been frequently noted. In ten years since its inception it has
become a worldwide educational movement and recently government agencies are beginning to experiment with the format for
CPD. Taken together these observations would suggest the phenomenon deserves further research to describe its essential
elements and evaluate its effectiveness.
Informal comments and reports by attendees, presenters and organisers constantly refer to TeachMeet as “the best CPD yet” or
more recently as “our COP” (Community of Practice). This paper outlines how TeachMeet characteristics may be mapped to
Kennedy’s models of CPD, and Teachmeet participants identified within the Wenger-Trayner COP Levels of Participation model.
The paper sets out a plan to use CPD / COP evaluation frameworks, such as Kirkpatrick, Kirkpatrick-Millwood, Guskey, Desimone,
Wenger, in order to frame the proposed research. This will help to fill a gap in knowledge concerning a phenomenon that Bennett
(2011), in the only formal academic paper directly related to this subject to date, has entitled “guerilla CPD”. .
‘unconference’ meets social media
Open Space Technology
Internet Relay Chat (IRC)
wiki blog 1990s
Pecha Kucha 2003