Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

/pdf/reframing-professional-development-through-understanding-n4fws8j60n.pdf

Reframing Professional Development Through Understanding Authentic Professional Learning

There are claims of over 500,000 blogs published on the Internet. What is a blog and how could it be integrated into pedagogical practices to enhance learning? This paper will introduce the blogging phenomenon and present some options for educators. Some theoretical principles and guidelines for practice will be presented, along with some further resources for exploring the blog-o-sphere and creating a blog for either personal publishing or to be integrated into pedagogical strategies. Introduction There is no doubt that pedagogical practices are being swamped with new technology options. While accessibility to these new technologies and cautious uptake may be slowing integration into teaching strategies, educators in the current market would be wise to consider the following question before embracing the options presented to them: How will this new technology enhance learning in my context? This paper intends to provide a brief introduction and overview to the phenomenon called blogging – the act of using a web log, or blog – and then to present options for the integration of blogging into pedagogical practices for educators. It will attempt to provide some theoretical underpinning principles and guidelines for practice and will outline a pedagogical strategy I have developed to enhance reflective learning through the use of blogs. What is a blog? Conservative estimates indicate the presence of over 500,000 blogs published on the Internet. However, if the claims by software providers are totalled, the count could exceed 2 million. Accordingly, it is necessary to examine the blogging phenomenon to fully depict its expansive reach and opportunities to incorporate the blog into educational strategies. Paquet (2003) refers to the term, blog, being initiated by Barger in 1997, as a log of the web or weblog. In its simplest form it is a website with dated entries, presented in reverse chronological order and published on the Internet. Descriptions of blogs allude to them as an alternative to a personal web page; however, this connection over simplifies both the content and the process of communicating through blogging. The word blog is both a noun and a verb. People who maintain a blog are called bloggers. The act of posting to your blog is called blogging and the collective world of blogging is the Blog-o-sphere. Copyright © 2003 Bartlett-Bragg A. The author assigns to the Knowledge Tree e-journal and educational non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants to the Knowledge Tree e-journal a non-exclusive license to publish this document in electronic or print form within Knowledge Tree e-journal publications and/or the World Wide Web. Any other usage is prohibited without the express permission of the author.

Blogging to Learn

Reflection-in-action is often emphasized as a critical ingredient of professional practice, especially in complex and novel situations that call for high situational awareness. Relatively little is known, however, about how organizations can actively foster such a reflective attitude and about the challenges that may be encountered when trying to do so. This article investigates how an anaesthesiology department uses organizational practices to help novice nurses become reflective practitioners. Different practices foster reflection-in-action in different ways, addressing different dimensions of the reflective attitude. The study also provides evidence on factors that are likely to impede this learning process, most notably the mediation by goal conflicts and power relations. Overall, the paper contributes to a deeper understanding of how organizations can go about fostering reflection-in-action.

Learning to be surprised: How to foster reflective practice in a high-reliability context:

As industry demands increase for a new type of graduate, there is more pressure than ever before for higher education (HE) to respond by cultivating and developing students who are prepared for these workplace challenges. This paper explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders. Issues concerning assessing work-oriented learning are explored as well as what assessment methods might be most appropriate for enhancing and evaluating learning in this context. Feedback from stakeholders on the structure of the programme and its assessment are discussed as well as the question of how to maintain work-related programmes in HE. If such programmes continue to focus assessment and d...

/pdf/assessment-guiding-learning-developing-graduate-qualities-in-1nrgsij82u.pdf

Assessment guiding learning: developing graduate qualities in an experiential learning programme

Students are characterized according to their own distinct learning styles. Discovering students' learning style is significant in the educational system in order to provide adaptivity. Past researches have proposed various approaches to detect the students' learning styles. Among all, the Bayesian network has emerged as a widely used method to automatically detect students' learning styles. On the other hand, tree augmented naive Bayesian network has the ability to improve the naive Bayesian network in terms of better classification accuracy. In this paper, we evaluate the performance of the tree augmented naive Bayesian in automatically detecting students' learning style in the online learning environment. The experimental results are promising as the tree augmented naive Bayes network is shown to achieve higher detection accuracy when compared to the Bayesian network.

https://royalsocietypublishing.org/doi/pdf/10.1098/rsos.172108

Students' learning style detection using tree augmented naive Bayes.

Reflective learning in practice

Learning from the evidence of co-inquiry based practice: Explorations in primary care

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Reflective learning in practice

Learning from the evidence of co-inquiry based practice: Explorations in primary care