Masie Learning 2014- Learning Portfolios: Creating a Culture of Learning

Editor's Notes

• #2: My thinking behind this image and quote is that, before LPs, learning opportunities were pretty exclusive if we think about it – easy for non-desk workers to attend workshops and conferences off site, not so easy for desk-workers to do so and still be able to earn CEUs in a variety of ways other than via online or in-house events. LPs provide a level playing field for all types of library employees regardless of their role and responsibilities.
• #3: This process presents some difficulties, the greatest of which is that if the staff are participating in training opportunities then they are not at their branches providing public services (staffing). The other main problem is that the focus turns from the educational aspect of the training (what am I learning?) to the COMPLIANCE (how many hours can I earn?).
• #4: Segue from problems/challenges with staff training to: Solution: Learning Portfolio. Why a Learning Portfolio? (We believe the LP empowers learners to learn how they learn best and when they learn best – and that micro learning is just as valuable as traditional workshop learning.) How it is designed. (Like an independent study – can go as broad and as deep into a topic as they need. Empowers the learner but fosters a relationship between learner and SDC). Limits: Can earn no more than 40 hours of continuing education hours via LP. One LP can earn max 20 hours. Minimum of 1 hour for a single LP.  draw this on flip chart paper/white board. What it looks like in practice. (Use Howard Co. example) Tell a story. After the pilot was completed, small revisions were made to formatting of the LP guidelines and wording. Process didn’t change. Still working out details of [any loose ends?] Segue – LP can be used as a stand-alone learning method and self-discovery tool but it can also be incorporated into more traditional trainining/learning modules such as the training John Jewitt and I are doing for Western MD in the spring. . . See next slide.
• #5: Why incorporate LP into a workshop? End with ‘community of practice’ bit – in order to segue into Jennifer’s part. Structure for continued learning. Almost a project management model. Transfer of learning. Stickiness of content. Applicability. Empowers the learner to take control of his/her own learning (can choose how he/she learns more). How many times have you left a workshop saying, that was great but I wish the presenters would have talked more about X. Well, here’s your chance to learn more about X and you have the presenters as a starting point. Can lead to more informed training choices (which conferences/workshops to attend). LP becomes a conversation piece between learner and supervisor and SDC. Low maintenance. Can keep going for up to X # of hours and fits within learner’s available time. Fill out online form and post it to the blog – which supports our community of practice?
• #6: Definitions of PLE & PLN Benefits: Learners Take Control of their own Learning Promotes Continuous Learning Collaborative and Interactive Collection of Resources Multiple Spaces and Contexts Formal and Informal Combined Connectivism Theory & the Six Degrees of Separation Connection Questions to consider: What Makes Up their PLE? How can this help with Informal Learning? Inter-personal Connections Shares Expertise Collaborative Social