Alternative Professional Development
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Alternative Professional Development
Using personal learning networks for your own professional development
Curated by Sue Beckingham
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Why you need a professional online presence and how to do it #RSCON5

This presentation highlights the importance of a professional online presence, what this might look like, and how to achieve it. Future of Education - April ...
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Gosia Iwaniec's curator insight, May 20, 2014 5:02 AM

This presentation points out importance of engaging with our Digital Identity

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Presenters of ISTE 2016 Big Ideas - Jennie Magiera

ISTE 2016 presenter and educator Jennie Magiera shares her passion about teacher empowerment with Steve Hargadon in Denver at the 2016 ISTE conference & expo.
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Education is Changing

Education is Changing | Alternative Professional Development | Scoop.it
However, here's a visual thought I captured from a speaker at the ALTC conference, Catherine Cronin, care of a quote by Joi Ito.
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EdTechTeam: 413 Hours of Professional Development-- Just Another May at EdTechTeam!

EdTechTeam: 413 Hours of Professional Development-- Just Another May at EdTechTeam! | Alternative Professional Development | Scoop.it
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PLN 2 Go

Sue Beckingham's insight:
A blog to assist you in getting started if you are new to the concept of personal learning networks (PLNs). An opportunity to think through PLNs - with links to sites for taking the first steps in mindfully considering your personal learning network. Created with the assumption (suggestion) that you have someone you can connect to f2f (face-to-face) - a mentor to assist you.
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Learning with 'e's: The #blideo list

Learning with 'e's: The #blideo list | Alternative Professional Development | Scoop.it
Sue Beckingham's insight:

"Hot on the heels of the popular #blimage post challenge (See here for almost 200 posts), where people send each other images and write learning related blogs about them, we now have #blideo (I think Alex Bellars should be credited with coining the phrase). This is a new challenge where people send each other short video clips and challenge each other to write learning related blogs. The trick is to then choose another short video clip, and pass it on to others as a challenge. In this way, we can encourage each other to blog to share our ideas and thoughts. It's video. It's a blog. What's not to love? It's a moving experience. The entire learning community benefits, people discover new sites, think more deeply about their professional practice, and (hopefully) creativity is unleashed. Below are some of the first #blideo blog challenge responses." Steve Wheeler

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Learning with 'e's: The #blimage list

Learning with 'e's: The #blimage list | Alternative Professional Development | Scoop.it
Sue Beckingham's insight:

A curation of #blimage blog posts by Steve Wheeler

 

"The #blimage challenge was started as a bit of fun between Amy Burvall and I. We started it on July 18th and it has been growing steadily ever since with many of our friends and colleagues participating. The challenge is this: Send an image to friends in your personal learning network and ask them to write a learning related blog post about it. They then challenge their friends with an image of their choice. All the posts are labelled with the hashtag #blimage (blog-image) so they can be easily discovered and aggregated. Since the start of activities, the following posts and other artefacts related to #blimage have been posted. Several are destined to become classics of educational blogging." Steve Wheeler
http://steve-wheeler.blogspot.co.uk/2015/07/the-blimage-list.html ;

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#blimage - YouTube

What is #blimage? It started out as a simple challenge- compose a blog post about learning using an image as inspiration. It's about creativity in constraint...
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Introducing #LTHEchat

#LTHEchat was an idea initially conceived by Chrissi Nerantzi (MMU) and Sue Beckingham (SHU) as an opportunity for educators in higher education to discuss lea…
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Building your PLN

Building your PLN | Alternative Professional Development | Scoop.it
Know it or not, you already have some sort of Personal Learning Network or PLN! It could be your colleagues, family, students, friends - whoever! But with the power of the web and online collaborat...
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10 Great Guides for Better Professional Learning Network ~ Educational Technology and Mobile Learning

10 Great Guides for Better Professional Learning Network ~ Educational Technology and Mobile Learning | Alternative Professional Development | Scoop.it
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Technology supported Professional Development | DigiLit Leicester

Technology supported Professional Development | DigiLit Leicester | Alternative Professional Development | Scoop.it
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Challenge: Make Informal Learning Visible & Valuable

Challenge: Make Informal Learning Visible & Valuable | Alternative Professional Development | Scoop.it


Cal Wick, Founder
Fort Hill Company

A Research Report from the 2016 ATD ICE

At the 2016 Association for Talent Development (ATD) International Conference and Expo (ICE) in Denver, Kathy Granger and I presented a session titled, Learning Anytime, Anywhere: How to Activate Informal Learning at Work. The focus of the session was to build the case that:
1. Informal and social learning are valuable and the source of most innovation and performance improvement in organizations.
2. There is a long history of research on informal learning that is largely unknown but full of many striking examples of real impact and creativity.

3. There are recent advances in how informal and social learning can be activated and made visible and intentional.

Informal and social learning (the 70 and the 20 in the 70:20:10 reference model) have an inherent challenge. The challenge is that like gravity, this learning is always turned on but largely invisible. If the power of 70-20 learning is to be harnessed in support of organizational goals so L&D can extend its reach beyond the delivery of formal programs (the “10s”), a first step is to make informal and social learning visible and recognizable.

To make informal and social learning visible, we challenged those who attended our session to use Twitter to capture and share examples they experienced during ATD 2016 in Denver and as they returned to their work. We asked them to post examples of their 70-20 learning in action using #7020learningatd.

The results of our challenge are captured in the following summary report.

What We Discovered

In reviewing all the Twitter posts, we observed five things:

1. Informal and social learning were indeed happening Anytime, Anywhere and the participants in our session were able to recognize when it was happening.

Participants posted 56 examples of 70-20 learning in action on Twitter. They posted examples during our session, after our session while still at ATD 2016, and on their way home. Some of the shared examples were beyond what we ever expected we might find. One such surprise was a photo of a guide describing art during the Tuesday night Celebration which took place at the Denver Museum of Art.

2. Using a framework that makes it easier to see the learning that is happening around us every day, we observed a great deal of individual impromptu learning at ATD.

During our session we shared a 70-20 Learning Activation Matrix™ we designed to help people be more aware of the different types of informal and social learning they engage in at work. The matrix on the vertical axis has Impromptu learning at the bottom and Deliberate Effort at the top.  On the horizontal axis, Individual learning is on the left and Social learning is on the right. The 56 examples posted on Twitter can now be classified based on where they fall on the four-box matrix to illustrate patterns in informal and social learning.


Our hypothesis on the reason for the high percentage of impromptu informal learning taking place, is that conferences like ATD 2016 provide the opportunity for many quick impromptu experiences compared to more formal programs that trigger longer-term deliberate effort. Participants at conferences are presented with many rapid learning moments (in sessions and in conversations with others) that can sometimes feel like a sensory overload. Time to reflect and integrate new information is needed to set goals for learning transfer back on the job (which would require deliberate effort over time).

3. We found patterns in the informal and social learning that was shared on Twitter at #7020learningatd. One way we did this was to identify the many “sources of learning” that participants used. We took our cue from the seminal book, Lessons of Experience research from the Center for Creative Leadership in the 1980s when CCL sought to identify the sources of learning used by executives.

From the tweets using #7020learningatd, we were able to observe the following sources of learning at play:
Our guess is that there were many more types of learning that couldn’t be captured in the space constraints of a 140 character tweet.

4. The experiment of challenging participants in the session to post examples of informal learning (the 70) and social learning (the 20) on Twitter demonstrates the power of a formal learning session (the 10) to act as a catalyst to cause 70-20 learning.

To turn the “10” into a catalyst for post-program action, participants need two things: 1) to be cued with the expectation to apply what they learned in their formal session and 2) to be provided with guidelines, frameworks, and technology to make it easy to use and capture their applied learnings in action.

5. We were struck that a handful of individuals in this sample group were the most productive in documenting their informal and social learning. It appears that the self-awareness and openness of these individuals to share their learning made a real difference. While their challenge was to identify and share 70-20 learning examples they encountered, they took the process a step further and used it to turn their learning into performance enhancements and innovation in their work.

This is somewhat consistent with the 1% rule in Internet communities where the general rule of thumb is that about 1% of people on community sites (like wikis or forums) create content, 9% edit the content, and 90% view the content.  We suspect a similar version of this rule may have happened in our challenge since the community was largely a group of strangers.

Samples of Twitter Research Data

Below are some examples of what participants posted on Twitter about the informal and social learning they saw 1) During our ATD 2016 session, 2) After our session while still at ATD ICE in Denver, and 3) After leaving the conference. The full data set can be found on Twitter under:  #7020learningatd.

1. During the Learning Anytime, Anywhere Session
Some Tweeted about content:

Tweet: Thanks to @FortHillCompany for great ideas & real life #informal #learning -- love the 'pull' mindset! #7020learningatd #ATD2016

Tweet: #7020LearningATD 70% learning on the job; 20%social; 10%formal. Will take pictures through #ATD2016

Tweet: #ATD2016 Learning Speed is the ultimate competitive advantage love your work @FortHillCompany #7020learningatd

2. During the 2016 ATD ICE in Denver
Some recognized their personal informal and social learning in action:

Both 70 and 20 learning is taking place here as Emma Weber and Michelle Ockers, both from Australia, are preparing for their ATD presentation.
Tweet: Practicing for #ATD2016 presentation with Emma Weber - feedback & improvement #7020learningatd

Tweet: Had a gr8 occasion of Informal learning yest'day w/ @Mijjacko who shared ideas abt multithreading twitter.com/brunowinck/sta… #7020Learningatd
Following are 6 great examples of Impromptu informal learning in action:
Tweet: Paula from Canada attended our session. Conversation led to informal learning application at her company. #7020learningatd
Tweet: Waiting for a session to begin with two Internet feeds working. #7020learningatd

Tweet: Gathering at Global Village #7020learningatd

Tweet: Bridget Dunn head of conference education seeing ATD TV 70-20 session #7020learningatd #atd2016

Tweet: Learning over dinner.  Colombia, US and UK represented. #7020learningatd (L – R, Debra McKinney, Director, Ecopetrol University; Kathy Granger, President, Fort Hill Company; Charles Jennings, Founder, 70:20:10 Institute)

Tweet: Learning about samurai culture from guide at Denver Art Museum #7020learningatd

3. After leaving the 2016 ATD ICE

Tweet: Learn how long TSA line Lv DEN? 7 minutes in PreCheck #7020learningatd #ATD2016

Tweet: Standing in security queue at Denver airport DM exchange on growth mindset with @srjf Simon in UK #7020Learningatd

Tweet: #7020learningatd lots this evening - final conference debrief with @MichelleOckers and new twitter learning

Tweet: Listened to Dan Pink How to Sell audiobook on inflight system. Took notes on Evernote on iPad #7020Learningatd

Tweet: Join short campaign to gather examples of informal learning via - post a photo, write what's happening Use #7020Learningatd

Tweet: Sitting in LAX 5 hr stopover - consolidating, synthesizing notes, identifying actions from #ATD2016 #7020Learningatd

Important Implications

1. The ability of participants to recognize informal and social learning in action has a significant implication. It means that L&D can point individuals to discover particular 70-20 learning opportunities in their work. When such learning is activated, work can become the new classroom.

2. In our formal “10” session at ATD 2016, we taught participants how to look for informal and social learning and challenged them to take 70-20 learning actions after our session was over. Their Twitter posts show they were able to recognize, capture, and share the informal and social learning they saw. This means that formal “10” learning can be used to activate 70-20 learning that happens every day. It also means that L&D can extend its reach beyond just what can be delivered in classrooms and eLearning modules.

3. We found several participants in this study used informal and social learning to improve their capabilities. This was actually beyond the scope of what we expected as we thought they would focus primarily on recognition of 70-20 learning around them.

In closing, we'd like to thank all of those who participated in this exciting Challenge!

A PDF version of this report is available to download here.
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The corridor of uncertainty: Taking charge of your professional development

The corridor of uncertainty: Taking charge of your professional development | Alternative Professional Development | Scoop.it
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Five reasons to use Twitter for your virtual CPD

Five reasons to use Twitter for your virtual CPD | Alternative Professional Development | Scoop.it
As educators, our role is to facilitate a learning experience that is interesting, current, flexible, challenging, collaborative, adaptive - and fun! But that’s why we chose this profession isn’t it? To have a stimulating job in a subject we are passionate about? To never have two days alike? And to be rewarded with making positive differences to others’ lives?  
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How to work out loud

How to work out loud | Alternative Professional Development | Scoop.it
In school we were taught to shield our work and keep our thinking to ourselves. In the workplace we are encouraged to collaborate and communicate with peers.This mindset shift has been expanded on

Via Andrew Gerkens
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Andrew Gerkens's curator insight, June 8, 3:37 AM

An overview of WOL and useful links to a range of other resources. The image and overview for the five elements of WOL are really good. I also like how it reinforces the idea of sharing generously and framing shares as a contribution, without expectation.

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Enhancing your Academic online presence using LinkedIn

Tips on developing and enhancing your LinkedIn profile
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Questions about online ‘openness’

Questions about online ‘openness’ | Alternative Professional Development | Scoop.it
Source of image What motivates academics and teachers to get involved in areas of practice that are NOT supported by their institutions? Why invest even longer hours in supporting educational practice? My dentist doesn’t give me free root canal treatment outside of work? Why personally finance conference attendance and travel, and what are the implications…

Via Ana Cristina Pratas
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How to Connect With Other Teachers in the Social Age | Edudemic

How to Connect With Other Teachers in the Social Age | Edudemic | Alternative Professional Development | Scoop.it
With new media, shifting standards, and evolving pedagogies, teachers need a community to find and give support. They need to be able to exchange ideas.
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#Blimage

#Blimage | Alternative Professional Development | Scoop.it
Pinterest is a visual discovery tool that you can use to find ideas for all your projects and interests.
Sue Beckingham's insight:

A collection of the #blimage posts - blog in response to an image in relation to learning

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Content Discovery Tools

Content Discovery Tools | Alternative Professional Development | Scoop.it
Where do you find new valuable content for your area of interest? Here a few selected tools that can help you out.
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about

about | Alternative Professional Development | Scoop.it
We we must spend more time talking to each other about teaching (Palmer, 2007, 148) #LTHEchat (Learning and Teaching in Higher Education chat) was an idea initially conceived by Chrissi Nerantzi an...
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How to Maintain Your Digital Identity As An Academic

How to Maintain Your Digital Identity As An Academic | Alternative Professional Development | Scoop.it
If you don’t manage your online presence, then you are allowing search engines to create it for you.

Via Fiona Harvey
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Fiona Harvey's curator insight, January 20, 2015 11:35 AM

Sage advice from an actual academic who has been maintaining their academic presence since 1999.  Read and learn. 

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Why Educators Should Spend 15 Minutes a Day on Social Media

Why Educators Should Spend 15 Minutes a Day on Social Media | Alternative Professional Development | Scoop.it
Some simple advice for educators on how to maximize your time.
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Ten Tips for Becoming a Connected Educator

Ten Tips for Becoming a Connected Educator | Alternative Professional Development | Scoop.it
Elana Leoni, Edutopia's Social Media Marketing Manager, shares ten tips to become a connected educator -- including making the time to connect, following educators you respect, and being open to making mistakes.
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