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Creator |
b32b19fdd9ad9f61e852debb903277ce |
| 61616 |
Creator |
3132f59d82def348f505ba739dcca2cb |
| 61616 |
Creator |
506fbdae14208fa3a4d6d714161c9a1d |
| 61616 |
Creator |
ccda197a6f0ac651f186ff379fab4c9b |
| 61616 |
Creator |
541df028f128290863b025db6e6791b7 |
| 61616 |
Creator |
61505a5abdfc83d3c3ea7fdb749e7399 |
| 61616 |
Creator |
70d76423f58c9b665d1fcf437cc68208 |
| 61616 |
Date |
2019-06-18 |
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Is Part Of |
repository |
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abstract |
A large number of professional development studies have focused on the possible impact
of professional development activities to improve practice and learning; for example,
the impacts of the professional development on the learner (Buczynski & Hansen, 2010;
Desimone, 2009; Ingvarson, Meiers, & Beavis, 2005). Other studies have looked at developing
and implementing evaluation models to improve practice and learning (e.g. Guskey,
2000; Van Veen, Zwart, & Meirink, 2012). However, these approaches tend to focus on
the end outcome of a process rather than a continue cycle for improvement, change
and reflection. As Merchie et al. (2018) state, investigators and practitioners have
been working towards making more innovative, thoughtful and informed ways to develop
relevant, updated and personalised professional development initiatives that goes
beyond processes (Desimone, 2009; King, 2014).
Professional development can be viewed from both a top-down, organisational perspective
and also from a bottom-up, life-long learning view. This presentation will show how
these perspectives can be related through 3 key factors: Context, Philosophy and Delivery
(CPD), which through a connection of top-down and bottom-up, leads to what we describe
as the CPD2 cycle. A number of different delivery tools, methods and approaches have
been used in the CPD2 cycle through the work of colleagues at the OU, such as games-based
learning, evidence cafés, tricky topics, social media, video conferencing, personalisation
and multimodal delivery.
We focus on games-based learning, social media and multimodal delivery as examples
of technologies that have produced positive impacts on professional development and
professional digital learning. |
| 61616 |
authorList |
authors |
| 61616 |
presentedAt |
ext-2653caf3deeede36c4d48f907b11f574 |
| 61616 |
status |
peerReviewed |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/875741 |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/875742 |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/875743 |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/875744 |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/875745 |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/875746 |
| 61616 |
uri |
http://data.open.ac.uk/oro/document/881610 |
| 61616 |
type |
AcademicArticle |
| 61616 |
type |
Article |
| 61616 |
label |
FitzGerald, Elizabeth ; Adams, Anne ; Bektik, Duygu ; Bossu, Carina ; Clough, Gill
; Ismail, Nashwa and Sargent, Julia (2019). Tools and Technologies for Advancing
Professional Development. In: CALRG Annual Conference 2019, 17-18 Jun 2019, The
Open University, Milton Keynes. |
| 61616 |
label |
FitzGerald, Elizabeth ; Adams, Anne ; Bektik, Duygu ; Bossu, Carina ; Clough, Gill
; Ismail, Nashwa and Sargent, Julia (2019). Tools and Technologies for Advancing
Professional Development. In: CALRG Annual Conference 2019, 17-18 Jun 2019, The
Open University, Milton Keynes. |
| 61616 |
Title |
Tools and Technologies for Advancing Professional Development |
| 61616 |
in dataset |
oro |