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Professional development 2
This document discusses using Web 2.0 tools and social networking to build a personal learning network (PLN) for ongoing professional development. It emphasizes the importance of participation, collaboration, and peer-to-peer learning over traditional top-down models. Examples provided include using blogs, wikis, and social media to reflect on teaching practice, stay up to date in the field, and form connections with other educators.
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Professional development 2
- 1. APrIR – SBS2011 Prof. Carla Raguseo
- 2. Agenda: OpenProfessional Development Building a PLN (Personal Learning Network) Social Networking Unconferences : bottom-up learning --------- Coffee Break ---------- Research 2.0 Digital Teaching Portfolios
- 3. by reflecting onyour practice by attending talks, workshops and seminars by reading academic journals or professional literature by attending in-service training sessions and staff meetings by …
- 4. to keep abreastof the latest developments in ELT to update our practice to reflect these changes to learn, unlearn, relearn to reflect, reflect, reflect! to …
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- 7. Reflection / Awareness/ Motivation / Curiosity PLN Participation,engagement, networking, collaboration Professional Performance empowerment
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- 9. Open participatory architectureTwo-way communication User-generated content
- 10. http://www.go2web20.net/ +3,000 services
- 11. isolated vs. social top-down vs. bottom-up / peer-to-peer hierarchical vs. networked authority-based vs. self-driven push vs. pull taxonomic vs. folksonomic fragmented vs. ongoing formal vs. informal centralized vs. distributed didactic vs. experiential
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- 13. “ In thisnew interactive Web world, I have become a nomadic learner; I graze on knowledge. I find what I need when I need it.” Will Richardson 2006 http://www.edutopia.org/new-face-learning/
- 14. “ We knowwe can publish information, now we need to focus on how we connect to each other, how we build learning contexts” P. Mancini 2007
- 15. “ Know-how andknow-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 http://www.elearnspace.org/Articles/connectivism.htm
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- 18. Dallas McPheeters- MyPersonal Learning Network http://web.me.com/dallasm/mcpheeters/Welcome.html http://edtechpost.wikispaces.com/PLE+Diagrams
- 19. “ I storemy knowledge in my friends” http://www.elearnspace.org/Articles/connectivism.htm
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- 21. All work andno play ? Work and play? “ 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 http://digitalistas.blogspot.com/2007/11/entrevista-kevin-kelly.html 5:04 http://mateyedublogs.pbworks.com/w/page/20514031/TercerLugar https://docs.google.com/Doc?docid=0AWybQ2ooynY5ZGNncTdkdzNfMThjNHB6Nzhmag&hl=en http://ticsylenguas.edublogs.org/2008/09/17/desde-el-tercer-lugar/
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- 32. Individual Knowledge vs.Mutual Knowledge : Collective power to bring about change Explicit language is an excellent way of creating mutual knowledge By putting it “out there” we are changing the state of knowledge. http://www.youtube.com/watch?v=3-son3EJTrU&feature=relmfu Language as a Window into Social Relations by Steven Pinker
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- 35. Aims: toincrease our face-to-face network to enhance our PD community
- 36. The beauty ofTwitter is that its value is directly proportional to how and how much it is used. ( Jason Bedell ) The beauty of PD 2.0 is that its value is directly proportional to how and how much we participate . There’s no information without participation.
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- 40. Participant-driven Bottom-up designSome styles of facilitation: BarCamp SpeedGeeking PechaKucha TeachMeet Birds of a Feather http://en.wikipedia.org/wiki/Unconference
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- 49. An interview with… http://wetoku.com/carlaraguseo/3Pv
- 50. Divide yourselves intogroups according to a special ELT interest. Go over the Web 2.0 tools list (handout). How would you use them in your particular field of interest?
- 51. Time to keeplearning! Talk to a colleague you’ve never met before. Leave a message on APrIR or SBS’s “wall”. “ Like” somebody else’s message. Explore the environment.
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- 54. Google Search GoogleAlerts
- 55. Search terms SearchSyntax Advanced Search Options Try searching for content through images!
- 56. Academic Blogs NewsVideos http://www.google.com.ar/alerts?hl=es
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- 59. If the resourceis no longer available, use the Way Back Machine or the Caché Version of the website.
- 60. Spezify – Inspiredsearch http://www.spezify.com/ Qwiki - The information experience http://www.qwiki.com/
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- 62. Blogs PersonalWebsite Online CV Reflective reading and writing Sandbox Silvia Tolisano http://www.langwitches.org/portfolio/ Claudia Ceraso http://eltnotes.blogspot.com/ Gabriela Sellart: http://revealties.wordpress.com/ Jennifer Verschoor: http://jenverschoor.wordpress.com/ Mariel Amez http://mamez.wordpress.com/ Carla Raguseo http://carlaraguseo.wordpress.com/
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- 64. Wikis Collection ofresources, presentations, projects…. http://claudiaceraso.pbworks.com/w/page/15996447/FrontPage
- 65. TEFLpedia http://teflpedia.com/Main_PageWikis in EFL http://wikisinefl.wikispaces.com/ Simple English Wikipedia http://simple.wikipedia.org/
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- 67. You cannot giveaway what you do not own. (Sheryl Nussbaum-Beach ) We can’t teach 2.0 if we don’t learn 2.0 To teach is to learn twice. ~Joseph Joubert, 1842
- 68. “ They mayforget what you said, but they will never forget how you made them feel.” Carl W. Buechner quote
- 69. Facebook Group: ProfessionalDevelopment 2.0
- 70. http://21stcenturylearning.typepad.com/blog/2007/07/when-preparing-.html http://www.tesl-ej.org/wordpress/issues/volume13/ej51/ej51int/ http://www.infed.org/biblio/learning-social.htmhttp://jasontbedell.com/professional-development-2-0-the-ebook Images http://www.flickr.com/photos/halans/2388757936 http://www.flickr.com/photos/halans/2388758982/ http://www.flickr.com/photos/uwa_studentservices/5176661175/ Special thanks to my PLN!
Editor's Notes
- #7 Cognitive Diet (Piscitelli): How we design our own curriculum, how we organize and reflect on emerging learning experinces.
- #8 Problem solving and learning from experience become central processes
- #9 Mechanism
- #12 la definición de nativos/inmigrantes como clases cognitivas diferenciadas. La brecha tecnológica que es fundamentalmente cultural (Piscitelli)
- #15 Design spaces for learning to emerge / content to be built through meaningful interactions. Not downloading content to students.
- #19 API : Application Programming Interface An API allows computer programmers to access the functionality of pre-built software modules. http://apiwiki.twitter.com/w/page/22554648/FrontPage
- #21 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.
- #22 We enjoy learning – W share our work – We get together voluntarily. It’s not an obligation.