As illustrated in the figure above (from the PD framework), four types of learning are associated with PD learning activities.
Reflecting, I feel the PACT PD course activities that I have engaged with are helping me develop across a combination of the Framework’s ‘types of learning’. For example, I am learning from everyone each week, but particularly from the ‘mentoring’ and support from facilitators and my fellow triad members. Course participants have such a diverse skillset, primary discipline and range of expertise, yet the course feels more and more like a team taking a shared approach to learning, with everyone encouraging and supporting each other in a constructive way. The forum debates, and break-out rooms, have provided me with some ‘new learning’ while our triad activities and discussions have brought up new ways of approaching things, which has been a benefit for me to learn from. I feel many of the activities have allowed me to engage with ‘consolidated learning’ too; working through the domain self-assessment exercise and sitting to compose a reflection post on a trial blog reengaged the ‘reflective practice’ concept. Also, generating the ePortfolio, and discussions around this, has brought a range of previous learnings back to the fore. To conclude, I think the final ‘leading’ aspect is evident in all of us, in our PACT commitment. I feel each of us are learning by ‘leading’ too, with everyone developing innovative ways to reflect and capture our unique PD journeys, experimenting with various platforms and sharing experiences, all while doing plenty soul-searching reflections along the way!
PD can take place in so many diverse forms, with contribution from an array of sources - including within! Many reported previously that capturing the elements of their PD was difficult. In recent years, the broadening of ePortfolio possibilities has provided numerous avenues to assist, to collate and display evidence and reflections.
Going back to the framework, consideration has been given to all forms of PD activities and how they can be 'classified' or categorised. Engaging with Table 1 of the framework document allows you to consider activities that are non-accredited (including collaborative, unstructured and structured) and those that are accredited, such as a masters etc. Very helpful to get you started with how you could categorise your PD in recent times - as well as realise the extent of PD we are often engaged with. Professional development has become a key element for one's career, and personal progress. In recent years, PD has been named as one of the National Forum's strategic priority areas. Like many, I have encountered PD quite often, albeit in many environments. I learn quite a lot from my colleagues in informal discussions, yet that is often not 'captured', while if I complete a formal accredited course, that is more visual. I was delighted to see the NF PD framework begin to provide a platform to document and capture all forms of PD ranging across the four typologies, and five domains. I enrolled for this course for several reasons. PD is a constant goal (it's almost personal as well as professional development!). This course provides a unique opportunity for me to build my network, meet new colleagues and explore new ways of thinking - and of course be part of a peer triad group. It will also allow me to be a participant in a fully online course, while providing me with an impetus to consolidate my PD work, and develop a structure to move forward with. Very excited to get going! |
Ronan BreeEducation Developer,Science Lecturer, Archives
March 2023
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Any opinions expressed here represent my own and not those of my employer.
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