What better time than the week after Labor Day, the traditional back-to-school kick-off, for educators to embrace opportunities for professional and personal development (PD). Though for some just the thought of beginning a PD course of any kind is overwhelming, even stressful. The most frequently cited barrier to engaging in extracurricular learning activities is time; not having enough of it, not being able to find it, and wishing for more. Warranted too, given the frenetic pace of our current culture. This post explores why embracing an online PD experience, whether an un-course, a MOOC or other, is enriching, fulfilling and motivating. I also address the time factor, and suggest how to approach investing time for PD learning with a different perspective so it becomes stress relieving, not stress inducing.
My original plan for this post was to share two PD learning opportunities that begin next week, Open Education Experience 2013, and How to Teach Online with Leeward College [both cMOOCs], but I decided to share first a viewpoint on PD that may be helpful for readers. I’ll will conclude though, with details on the two learning opportunities.
For an overview of MOOCs, and the difference between cMOOCs and xMOOCs, read The Ultimate Student Guide to xMOOCs and cMOOCs from MOOC News & Reviews.
The beauty of engaging in learning online within a community, in a MOOC format for instance, is that it’s driven by individuals’ learning goals, their contributions, and provides learning opportunities beyond what could be experienced solely in a face-to-face space. There’s also the added bonus of the opportunity to create a network of people to learn from and with, often referred to as a personal learning network. Yet learning this way should not be viewed as an extra activity on a to-do list. What makes PD successful is when learners choose to engage in experiences that inspire, that spark interest and motivation. Learning is not a chore when integrated within—with what you do, what you are passionate about. I’ll provide an example here from my experience to illustrate the point.
This month I’m learning through Statistics in Education for Mere Mortals, from Canvas Network. I’m not taking this course because I love statistics, and I’ve already completed several statistics courses. But I chose to take the course because of a work project I’m involved with. I’m in the process of researching pedagogical methods and principles that are applicable to online learning environments, and at the same time studying participation patterns of MOOC learners. The course [which could be classified as a xMOOC], coincides time wise and content wise with what I’m working on now. The professor is not only teaching theoretical concepts associated with educational research, but is using the course participants for a research study about MOOCs. He’ll be sharing the results with the participants of the course. I benefit in two ways, 1) by experiencing the instructional methods used within the course which allows me to study pedagogy used in a given online course, and 2) by being able to review and analyze the MOOC research results. Thus, I find myself making time to invest in the course.
I’ve also completed a few cMOOCs, connectivist MOOCs, which is a different experience from an xMOOC altogether. To clarify though, one experience is not better than the other, they are merely different. My cMOOC experiences have been expansive, social, even organic in the sense that my learning was developed through a series of varied connections that fit together to produce sometimes unexpected [learning] results. Each of the learning experiences I’ve described here work for me at a certain time within a given year. Though I invest in personal and professional learning for the most part year-round, it’s the type and level of participation that varies, and is dependent upon numerous factors including current work projects, personal commitments, etc.
How to Make it Happen
Professional development is most successful, when time is devoted to learning that aligns with one’s work, personal projects, interests, and/or passions. The result is, that rather than having to find the time for PD, it happens because we make time. Though I’d be remiss if I didn’t acknowledge that even with the best laid plans for PD, it can’t always happen. ‘Stuff’ can get it in the way—life happens. Having a strategy for learning though does support success with PD in the long run.
Tips for Making Time for PD
There is a learning curve to learning effectively in an online environment — how to discern what to engage with, when and how. Even how to use technical tools associated with online learning, whether it be the course site, Twitter, a blog platform, etc requires time to learn. I could devote a whole post to this topic, and I will do so in the #OOE 2013 course, during a webinar I’m facilitating, “Success in OOE 2013: How to Make the Most of your Learning Experience” on September 18, 2013 (OOE 2013 calendar here).
In the meantime, below are three quick and dirty tips:
1) set aside a set amount of time each week for your own learning, block the time in your calendar
2) find a course or learning experience that interests you, and register. Check out mooc.ca to find a calendar of upcoming MOOCs in a breadth of topics
3) write about what you are learning: blog, write articles, or keep a personal journal (though usually you learn more when you share). That’s only the beginning. I’ve included some resources to move beyond the quick and dirty at the end of the post.
Two Learning Experiences
1) Open Online Experience 2013 is a 10-month long learning experience that aims to provide participants with a rich, immersive experience into the study and use of educational technology in teaching and learning. It is a professional development program with a difference: it is open to any teacher or faculty member who has internet access, and it has been designed on a “connectivist” model. To register, click here.
2) How To Teach Online” is a massive, open, online course (MOOC) that takes a broad view of teaching online. This five-week MOOC is for instructors of all experiences who teach online. Whether you are new to online teaching or want to improve your craft of teaching, “How To Teach Online” is a great place to share, connect, and learn from others around the world.
This is an open-access MOOC – no fees are required to join and participate. For this MOOC to be successful, we emphasize and are dependent upon, participant contributions and discussions as a means of exploring how to teach online. Your contributions are what makes the MOOC a success. Click here to register.
- Personal Learning in a Connected World: Learning and Performance Support Systems, Stephen Downes, 2014
- Success in a MOOC, by Davie Cormier, YouTube
- Open Online Experience 2013, Google+ Community
- How to Create a Robust and Meaningful Personal Learning Network, Online Learning Insights
- How to Get the Most out of a MOOC, by Debbie Morrison, MOOC News & Reviews