Continuing Professional Development

ABLE – assessment based learning

by Liz Farmer

Sturmberg J, Farmer EA OHalloran D Australian Family Physician. 2008 Oct; 37(10):860-2

Aristotle, validity, and action research

by Olav Eikeland

pp.29-44 in Boog, Ben; Preece, Julia; Slagter, Meindert; and Zeelen, Jacques (eds.): Towards Quality Improvement of Action Research, Rotterdam / Taipei, Sense Publishers

Sharing practices on collaborative learning: the case of a CPD Course

by Diogo Casanova

Huet, I., Casanova, D. & Ramos, F. (2011). Sharing practices on collaborative learning: the case of a CPD Course. In Moreira et al., Old Meets New: Media in Education – Proceedings of the 61st International Council for Educational Media and the XIII International Symposium on Computers in Education (ICEM&SIIE'2011) Joint Conference (pp 138-145). Aveiro, Portugal. (ISBN 978-972-789-347-8)

Teaching and learning in Higher Education is changing dramatically in the past few years. The role of teachers is no... more Teaching and learning in Higher Education is changing dramatically in the past few years. The role of teachers is no longer the one of transmitting knowledge but one of facilitating. Both students and teachers learn with each other in a learning environment that is becoming far away from the traditional classroom context. More than ever, students build virtual learning communities outside the school environment, managing and selecting information that in most cases is not used for academic purposes. Teachers need to pursue such skills and used them for their own benefit but for that it is essential to be familiar with concepts such as active learning, communities of practice and ICT enhanced learning. This paper has thus two main objectives. First it intends to highlight the importance of creating a community of practice to discuss collaborative/cooperative teaching and learning strategies and to discuss the role of ICT for maximising the interaction between students and teachers, during a continuous professional development Course on Collaborative Learning. Secondly it will present an evaluation study to monitor the impact that such an experience might have for teachers’ practice.

Library Instruction and Graduate Professional Development: Exploring the Effect of Learning Environments on Self-Efficacy and Learning Outcomes

by Penny Beile

Few teachers use scholarly literature to improve their professional practice because they do not perceive the... more Few teachers use scholarly literature to improve their professional practice because they do not perceive the connection between research and practice (Kennedy, 1997). Although Kennedy does not suggest why this is occurring, other studies have indicated that students lack the requisite skills to access and retrieve information effectively (Fox & Weston, 1993; Greer, Weston, & Alm, 1991; Maughan, 2001). As a minimum, graduate education should improve teachers' ability and self-efficacy in library research.

International Perspectives in the New Librarian Experience. Feliciter Canadian Library Association magazine, 53 (2): 77-79.

by Loida Garcia-Febo

Explosive Librarians: IFLA’s role in inspiring new professionals. inCite, News magazine of the Australian Library and Information Association, 29 (1/2): 28.

by Loida Garcia-Febo

Expanding horizons- developing the next generation of international professionals. The Australian Library Journal 61 (1): 16-21.

by Loida Garcia-Febo

Co-authored with Tania Barry. Australian Library Journal.

Turning the tables: When the student teaches the professional--A case description of an innovative teaching approach as told by the students

by Carl Savage

Savage C, Amanali S, Andersson A, Löhr SC, Eliasson Z, Eriksson H, Erlandsson A, Goobar S, Holm J, Johansson C, Langendahl E, Lindberg A, Lundin J, Uhrdin A, Schwarz UV.
Nurse Educ Today. 2010 Dec 15. [Epub ahead of print]
PMID: 21167626 [PubMed - as supplied by publisher]
http://www.ncbi.nlm.nih.gov/pubmed/21167626

Summary
Background
Is it possible to increase the value, meaningfulness, and relevance of a course... more Summary
Background
Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital.
Methods
Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators.
Results
Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities.
Conclusions
The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts.
Keywords: Adaptive reflection; Continuing professional education; e-learning; Roles of the teacher; Undergraduate nursing education

Does an outcome-based approach to continuing medical education improve physicians' competences in rational prescribing?

by Carl Savage

Esmaily HM, Savage C, Vahidi R, Amini A, Dastgiri S, Hult H, Dahlgren LO, Wahlstrom R.
Med Teach. 2009 Nov;31(11):e500-6.
PMID: 19909027 [PubMed - indexed for MEDLINE]
http://www.ncbi.nlm.nih.gov/pubmed/19909027

Abstract:
Continuing medical education (CME) is compulsory in Iran, and traditionally it is lecture-based, which... more Abstract:
Continuing medical education (CME) is compulsory in Iran, and traditionally it is lecture-based, which is mostly not successful. Outcome-based education has been proposed for CME programs.

AIM:
To evaluate the effectiveness of an outcome-based educational intervention with a new approach based on outcomes and aligned teaching methods, on knowledge and skills of general physicians (GPs) working in primary care compared with a concurrent CME program in the field of "Rational prescribing".

METHOD:
The method used was cluster randomized controlled design. All GPs working in six cities in one province in Iran were invited to participate. The cities were matched and randomly divided into an intervention arm for education on rational prescribing with an outcome-based approach, and a control arm for a traditional program on the same topic. Knowledge and skills were assessed using a pre- and post-test, including case scenarios.

RESULTS:
In total, 112 GPs participated. There were significant improvements in knowledge and prescribing skills after the training in the intervention arm as well as in comparison with the changes in the control arm. The overall intervention effect was 26 percentage units.

CONCLUSION:
The introduction of an outcome-based approach in CME appears to be effective when creating programs to improve GPs' knowledge and skills.

Suffering And The Work Of Emancipation Through Education

by John Schostak

A conference paper a revised version of which will be published later in 2012 in the Journal Power and Education http://www.wwwords.co.uk/power/

The paper begins:

Everyone goes through some form of schooling, not just in their youth but, in its widest... more The paper begins:

Everyone goes through some form of schooling, not just in their youth but, in its widest definition, all their working lives. Schooling, in the sense it is being employed here is intimately connected with organisational power and the politics of social and economic order. Some of the pressures and demands made by such forms of schooling at every stage of life may often be experienced as problematic at psychological, personal, and social levels that hinder development and cause health problems that in the extreme may involve medical, child psychiatric or psychological interventions. There have been many approaches to analysis. From a moralising point of view the child may be seen as lazy, undisciplined, naughty, even wicked. Medical and psychological perspectives may focus on learning difficulties, dyslexia, hyperactivity and so on. From an organisational and system point of view blame may be placed with a lack of resources, the quality of the teaching staff, the structuring of the school day, the teaching methods, the pressures and forms of assessment. What is not in question is the 'good' that schooling represents.

In this paper we question this 'good'.

Qualifying for the realistic and practical information management industry

by Amanda Cossham

Paper presented at and published in the proceedings of the 20th International Convention, Records Managers Association of Australasia, Melbourne, 14th-17th September 2003.

Mandatory CPD and professional revalidation schemes and their role in motivating and re-energising information professionals: The UK and New Zealand experiences

by Amanda Cossham

Broady-Preston, J., & Cossham, A. (2010, August). Mandatory CPD and professional revalidation schemes and their role in motivating and re-energising information professionals: the UK and New Zealand experiences.
In Retention and job satisfaction: can professional development make a difference?: Session 128, Continuing Professional Development and Workplace Learning Section, World Library and Information Congress, 76th IFLA General Conference and Assembly, 10-15 August, 2010, Gothenburg, Sweden. Retrieved from http://www.ifla.org/en/conferences-session-day/2010-08-14 or http://www.ifla.org/files/hq/papers/ifla76/128-preston-en.pdf

The quality challenge: Quick fix solutions or enduring cultural changes?

by Scott Symonds

O’Hara, D., et, al. (2009). The quality challenge: Quick fix solutions or enduring cultural changes. In Same places, different spaces. Proceedings ascilite Auckland 2009.

This symposium explores the quality debate in the context of a major investment in blended learning at Massey... more This symposium explores the quality debate in the context of a major investment in blended learning at Massey University. It outlines competing and coexisting assumptions about the
nature of quality and describes the principles underpinning a Quality Enhancement Framework developed to support the implementation of a new Learning Management System (LMS). Drawing on the Massey experience the symposium identifies a number of important tensions in response to two fundamental questions: what does quality blended learning look like and how do you promote it?

Passy, R. & Waite, S. (2008) Excellence and Enjoyment continuing professional development materials in England: both a bonus and onus for schools, Journal of In-Service Education, 34 (3), 311 - 325.

by Sue Waite

Teachers’ continuing professional development (CPD) in England is a controversial area, and there is arguably little... more Teachers’ continuing professional development (CPD) in England is a controversial area, and there is arguably little evidence of a ‘coherent’ framework around which consistently high‐quality CPD has been developed, provided and accessed despite the establishment of the General Teaching Council in 2000, the publication of the CPD Strategy in 2001 by the Department for Education and Employment, and the extension of the Training and Development Agency for Schools’ remit to include CPD in 2005. This paper presents the findings of research commissioned by the Primary National Strategy to evaluate the CPD materials arising from the document Excellence and Enjoyment: A Strategy for the Primary Years. It reports on teachers’ views of the materials and discusses their possible contribution to the development of a systematic and sustainable approach to primary CPD. The paper considers the extent to which the materials are interpreted as encouraging innovation in primary teaching—a bonus—and as requiring high levels of mediation and developmental work in order to access this potential—an onus.

The technology challenge and continuing education for Pakistani librarians

by Khalid Mahmood

The Relationship of IT Professionals and Facilitators Joining Together to Emphasize Pedagogy with Technology

by Debra Peterson

This paper focuses on the lack of technological skills that educators do not have to intertwine pedagogy with... more This paper focuses on the lack of technological skills that educators do not have to intertwine pedagogy with technology. Teachers are finding themselves lacking the skills necessary to keep up with their tech savvy students, therefore the electronic rift is growing bigger. Educators must be able to master software that allows them to become more productive online and in the classroom while teaching. Districts and higher education administrators must allow funding to implement professional training on a higher level so that instructors are better equipped when using technology with course work. Two appendixes present: (1) WBT [Web-Based Training) Project Development: Tasks & Roles for the Web-based Instructional Design; and (2) Instructional Designer Profile/Educational Technology Librarian Profile/Web-based Curriculum Developer Profile/Head of Media Services Profile/Tutor Profile.

Teather, L. "Museum Studies: Reflecting on Reflective Practice," International Journal of Museum Management and Curatorship. (December 1991).

by Lynne Teather

Teachers' professional growth during the development and class enactment of context-based chemistry student learning material

by Fer Coenders

VMG Case Study: Civil Service Provider

by Tim Stafford

The Challenge:
Local civil service provider needed a solution to address the recertification of employees.more The Challenge:
Local civil service provider needed a solution to address the recertification of employees.

The Solution:
VMG implemented a Mobile Learning solution for employees that delivered just in time training and review for various recertification subjects.

The Results:
Employees were empowered to take charge of their own professional development while trainers were able to more efficiently address the needs of the learners on staff.

Exploring new horizons: Teacher professional development through networked learning

by Nienke Moolenaar

Amersfoort, D.L. van, Korenhof, M., Moolenaar, N. M., & de Laat, M.F. (2011). Exploring new horizons: Teacher professional development through networked learning. Paper presented at the European Association for Research on Learning and Instruction, Exeter, UK.

Teachers’ professional development initiatives are increasingly focusing on social networks to support teacher... more Teachers’ professional development initiatives are increasingly focusing on social networks to support teacher learning. The aim of this study was to examine teachers’ experiences with networked learning in primary education. Using an Input-Process-Output model, this article reports on an exploratory case study among 16 Dutch elementary teachers. Interviews were transcribed and analyzed using constant comparative analysis. Findings indicated that teachers’ experiences with networked learning can be characterized by five input factors, four process factors, and five outcome factors. We found evidence of feedback loops connecting the input, process, and output of networked learning. Insights from this study increase our understanding of teachers’ professional development through networked learning and the factors that constrain and support teachers’ networked learning in daily practice.