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About: I work as a lecturer in the Department of Education at The Open University, based at Milton Keynes. Much of my current work is as a course and community developer and researcher for the Vital project - - for CPD in ICT for primary and secondary school staff.

Previous I taught on a range of undergraduate and postgraduate programmes at Nottingham Trent University including the uses of new technologies with initial education students and with colleagues taking PGCHE.

Job title or role title Lecturer

Professional role Teacher and researcher

Organisation The Open University

Interests e-learning, ITE, CPD, assessment, quality

9 September 2010

Sectoral differences (3 Short Papers 0262, 0146, 0277) - Updated version given room 1's layout (words at the top!)

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6 September 2010

Sectoral differences (3 Short Papers 0262, 0146, 0277) - Attached are my slides for 0262. The premise here is that the equation of "CPD"="Course" or indeed "CPD"="thing which you go to" is self-evidently deficient - yet when considering funding of CPD they are equations which still have some currency. Is this because of the ease of measuring participation? Is it because of the need for 'providers' to 'provide'?

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Sectoral differences (3 Short Papers 0262, 0146, 0277) - Coincidentally I was interviewed by a researcher last week about some of these issues. Here are the rough notes of what I said... • Professional development by its very nature requires people to come out of their comfort zone. Small groups work well for interactions which are more personal (15 is optimum). On the other hand, you need a critical mass if you are to have a vibrant discussion. • Therefore – a range of structured spaces needed for people to engage. • Facilitation is needed for the small, personal discussion spaces (in the form of stimulus, encouragement) and also for the large groups (knowledge management, knowledge harvesting) Paradoxes, Problems … and Opportunities Time and Accreditation Teachers feel that their time for CPD is limited, and are keen on short courses, but they want accreditation; however, validating short courses is difficult or impossible, which means that the accredited courses are the long ones (which the teachers are less keen on). Web 2.0 technologies versus institution-provided platforms Although there are advantages in allowing course participants free rein to set up and develop their own spaces for sharing resources and for discussions, there are issues relating to moderation, branding, and the capacity they allow a course provider to collect metrics of use. Even if the space is informal, structure is needed. A good and helpful example is that of the hosting of events which allow focussed engagement – time-based events allowing people to engage with practitioners, policymakers - web chats, keynote presentations, hotseat Q and A An interesting example of the use of Web 2.0 technologies #ukedchat (see is a regular discussion between uk educators using twitter, which takes place on Thursdays UK time between 8pm and 9pm. A poll for discussion topics is taken beforehand. For example “What is your favourite Web 2.0 tool and how do you use it?” was the discussion topic for the eleventh ukedchat, held on 2 September 2010. Summaries are found on and include eye-catching tweets and urls shared during the session. Other Web 2.0 technologies are associated with the hashtag #ukedchat (blogs, e.g., a facebook group, a delicious page, and a newspaper collates articles, blog posts, and tweets) Time, Imperative and Equivalence Teachers value the opportunity to take courses that are flexible in that they can fit in around everything else, but some feedback is that it is precisely that aspect that makes the course too demanding: it is demanding because they have to fit it around everything else. The culture of institutions is such that non-traditional courses are not given support in the same way that “going on a course” might be, which leads to non-traditional courses inhabiting the problematic “fitting in round everything else” domain. The problem has two aspects, the individual and the institutional, and is in a sense circular: teachers would need to give themselves space for involvement in non-traditional activities: institutions would have to find this kind of activity valuable and give support and time to allow teachers to do it. Inevitably, the problem goes back to accreditation, since accredited activities (formal, more lengthy courses) are valued over non-accredited (shorter, more informal) activities. The notion of equivalence is also a useful way of thinking about informal discussions through Web 2.0 technologies – for example, online comments on Teachers TV, are not equivalent to informal, face-to-face conversations between colleagues at conferences etc, which people often report as the best thing about courses, conferences etc. Despite being judged as non-equivalent and therefore lacking, there are features of technology-mediated informal interaction which people DO value – in particular the persistence of written contributions over those made during telephone conversations, which lend themselves to being referred to after the event and to being available to those who were not able to join in. On the other hand, as we know, people behave differently during conversations that they know are being recorded; the “fear of publishing” can inhibit people from contributing to written chat….

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Sectoral differences (3 Short Papers 0262, 0146, 0277) - I should also point out that I will be the sole presenter... sorry ;-)

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Added Tim Denning (friend), Chris Cramphorn (friend), and Angela Trikic (friend)


Signed up to attend New Bottles, Old Wine? (Symposium 0108)


3 September 2010

Added Jane McNeil (friend), Helen Boulton (friend), Ann Liggett (friend), Vicki McGarvey (friend), Sarah Horrigan (friend), and Helen Whitehead (friend)


Pete's Network

Angela Trikic
Angela Trikic friend
Chris Cramphorn
Chris Cramphorn (mutual) friend
Tim Denning
Tim Denning (mutual) friend
Helen Whitehead
Helen Whitehead (mutual) friend
Sarah Horrigan
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