Week 13 - "Learning Activities"

We have made it to the final week of class!  Hard to believe we are here - time sure does fly! 

Webinars

Last week we hosted our own webinars and attended several hosted by our fellow students.  I was pretty impressed by my classmates' efforts and I think everyone did a good job both preparing and presenting content, as well as dealing with the technology-related problems we all seemed to encounter in one way or another.  While planning our group's webinar, I noticed that attempting to learn the Elluminate system and anticipate or troubleshoot technology problems added a level of stress not typically present in traditional presentations.  While I am still not a big fan of webinars, either as a host or participant, I think they are definitely better than nothing for reaching an audience from a distance. 

Week 13 Reading - This week, as we wrap up the course, our reading focuses on the development and implementation of continuing professional development, particularly through motivated learning activities. 

• "The C's of Our Sea Change: Plans for Training Staff, from Core Competencies to Learning 2.0" - Helene Blowers and Lori Reed

This article is somewhat of a case study outlining the way one library developed a technology training program for its staff through a combination of "core competency" training sessions and a self-directed "Learning 2.0" program.  Through core competency training, you can focus resources on making sure staff at various levels have a basic level of technology skills they need in their daily jobs.  Using something like the "23 things" modules in the "Learning 2.0" program allows individual employees to build on those basic competencies by adding knowledge about discrete tools they may previously have been too busy or nervous to learn, or simply did not know existed.  Also it has the advantage of being online itself, allowing staff to participate at a distance from the training facilitator. A program like this also acknowledges that everyone will have some need for training, but individuals can each have different needs or interests.

• "Planning an Online Professional Development Module" - Kristin Fontichiaro

Following the lead from the first article, this selection discusses the way  library media specialists might adapt Blowers's "Learning 2.0" model to teaching Web 2.0 tools to K-12 instructors.  The emphasis here seems on the model's flexibility, allowing teachers to learn at their own pace through hands-on exploration of Web 2.0 tools, guided by modules developed by the library media specialist.  Professionals may not want or need an instructor holding their hand while learning Web 2.0 tools, but instead want to "play" on their own (as mentioned in this article and the Blowers & Reed article).  I can completely identify with this - when learning new software or a new online tool, I get bored watching someone else demonstrate but also get nervous if someone is standing over my shoulder watching all of the mistakes I make.  Rather, having time to "play" on my own, while also knowing there is support out there if I really need or want help, sounds much more useful.

• "When Teachers Drive Their Learning" - Joseph Semadeni

The focus of this article is on one school district's "Fusion" program for teacher development.  The program allows teachers to choose a few instructional practices which they would like to master and encourages them through individual study, group discussion, "mentor" observations, and peer evaluations to strengthen their skills in a few select areas of instruction.  I really appreciated the idea that of acknowledging that some teachers can be "experts" in a single area or instructional method without necessarily being overall master teachers.  This allows the school to capitalize on and leverage the strengths of its teachers as a whole, while improving upon individual weaknesses.

• Overall Comments/Reflection

There were several consistent themes present in each of the three readings, but I think those regarding flexibility and focusing on the individual are particularly important.  In its own way, each program ensures that staff across the board acquire some type of training and development.  This is particularly important with regards to technology because the environment is rapidly changing; even if someone learns just one new thing, they have adapted to that environment more than someone who has not learned anything.  Also, each program brakes skills into discrete "chunks" or modules.  I think this is really important because it allows participants to build and gain skills in a manageable and less over-whelming manner than perhaps a full, one-day "Introduction to Web 2.0" workshop might.  Additionally, each program allows individuals to have at least some choice in what they learn, and the programs promote self-directed, self-paced learning and risk-taking in safe environments.  I imagine this would take some stress and pressure off individuals while promoting more authentic engagement in the learning materials.  

As librarians, we can expect to be both facilitators and participants of professional training programs, and understanding additional methods to make them successful is extremely valuable.