Continuing Professional Development: Looking at Old Problems in New Ways
Stephen Downes, Oct 02, 2018, 10th National CPD Accreditation Conference, Mississauga, Ontario
Despite the widespread availability of learning technologies, many of the traditional problems of continuing professional development (CPD) remain with us today. These problems range from managing conflict of interest to identifying learner needs to improving and measuring learning and workplace outcomes. These problem persist because we do not accompany new technology with new ways of looking at these old problems. New technology allows us to define CPD in a way that is individually driven, ongoing and performance-centered. [Backchannel Transcript]
This article is the story of the development of a math PhD student - who had to decide between this and a career in football. "The world is on the lookout for football players. His coaches at Canisius, an all-boys Jesuit high school, continually encouraged him to think big, bigger, biggest. If he worked at it, he could play in college. He could play in the Big Ten. There was a chance he could play in the NFL. From his math teachers? Zero." Great article.
What's interesting about this year's list is that none of the top tools are actually e-learning tools. They include YouTube, Google, PowerPoint, LinkedIn, Twitter, Zoom and the like. General tools for information sharing. Indeed, it wasn't until the second page (OneNote at 16, Kahoot at 20) that anything resembling education tools could be found. On the third page we have Articulate (23) and on the fourth page we have Coursera (31). Something to think about. (Note: this list is located at a very generic URL, so if you're reading this in the future you may have to rely on Internet Archive to find the content from 2018).
These seven things reflect my experience as well, and apply equally to communities like the Continuing Professional Development community in healthcare, which I addressed today, as well as grade school classes, which is the audience for John Spencer's post. Indeed, one person asked me about how to develop empathy in only communities, and 'sharing' was exactly the answer I provided, just as stated in this post. And this feeds back into the process. "When students begin with empathy, they are able to design products, services, and art that actually reflect the needs and desires of an authentic audience."
Paul Thagard, the author of this extensively revised encyclopedia article, is an authority in this field in his own right (he's another one of the people I studied during my PhD studies). This article is especially useful for people new to the field because of its breakdown, in section four, of nine 'theoretical approaches' to cognitive science. I appreciate this because it's a much wider conception of cognitive science than is usually the case. Many of the issues discussed in the pages of OLDaily also show up in the applications section. This is a crisp, clear, short and quite useful introduction to the subject. Image: Wikipedia.
Graham Attwell pointed me to this article on autonomy (probably the least-discussed of the core principles of networking). " Systems do not work in teaching ( I'll give you a moment to digest that casual bombshell). They work for behaviour management, but even here I think idiosyncratic systems work in classes with individual teachers best. However, school wide systems for teaching and learning never work as intended. Why? Humanity."
This is a quick article about how to properly create and use accessibility statements. " Hassell Inclusion’s blog post on How to write an effective Accessibility Statement notes that many accessibility statements ignore who will be accessing the accessibility statement or why. Instead, they make statements about the organization’s commitment to accessibility," etc. What needs to happen is that the statements need to be clear, jargon-free, and practical.
I agree with the gist of the brief filed by Creative Commons which says a school should be able to hire a contractor to reproduce copies of an openly licensed non-commercial work. "Were Great Minds’ theory to prevail, it would require every re-user to own the means for reproducing NC-licensed works and avoid using any for-profit actor in doing so, a result that our licenses never intended."
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Copyright 2018 Stephen Downes Contact: email@example.comThis work is licensed under a Creative Commons License.