Category Archives: Personal Learning Network

Networking for Success (#AusELT Twitter chat Sun 6th Aug 2017)

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Our August Twitter chat is happening on Sunday 6 August at 20:30 Sydney time. Click here to see the time where you are.

Our last twitter chat was about making the most of a conference. One key element of this is the ability to network effectively. Networking, however, isn’t just limited to conferences, but plays an important role in career success and satisfaction.

Join us on Sunday to share and discuss online or face-to-face networking tips that will make us all more effective.

The chat aims to cover:

  • General networking tips – online and face-to-face
  • Networking before, during and after an event

We look forward to seeing you on Sunday.

This post by @ heimuoshutaiwan (Gerhard Erasmus))

#AusELT Twitter chats in 2016

 

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NEWS ALERT! In 2016 #AusELT‘s monthly Twitter chats will be moving to Sundays instead of Thursdays, in an effort to work around everyone’s busy schedules, though the time (8.30pm Sydney-time) remains the same. And that means the first chat of the year is coming up on Sunday 7th February! (Click here to see the time where you are.)

If you are new to #AusELT, here are some facts about our Twitter chats:

  • they began in 2012
  • they happen on the 1st Sunday of every month between February and November
  • they focus on issues around ELT especially in our region/context
  • they take place at an accessible time for people in this hemisphere
  • they are a great way to personally connect with other ELT professionals
  • they might be 1-hour live chats (great for fast-paced discussion)
  • they might be 24-hour ‘slowburn’ format (great for sharing links and tips)
  • they are led (‘moderated’) by the #AusELT admin team, #AusELT members with a special interest in a particular ELT area, or even guests who are experts in the field
  • previous special guests have included: Mark Pegrum, Scott Thornbury and Jim Scrivener
  • topics are selected by the community or set by guest moderators
  • recent topics have included: effective group work, LGBT issues, and MALL
  • you can read summaries of most of our chats via our blog contents page

In the past we have had regular shout-outs for topics and then voted on these, which had definite benefits but was also quite time-consuming to manage. So this year we’d like to experiment with doing one big shout out for topics at the start of the year, and then using these to help us schedule and set up chats throughout the year. And we promise: there will still be plenty of room for changing the schedule if something new and interesting comes up, if an #AusELT member puts their hands up to run a special-interest chat, or if a guest moderator unexpectedly gets nabbed!

So let’s start by brainstorming some topics we could discuss in 2016! Leave your ideas in the comments, on the #AusELT Facebook page or on Twitter using the #AusELT hashtag.

If you would like some help getting started with Twitter, click here. You can also follow me (@sophiakhan4), Lesley Cioccarelli (@cioccas), Nicki Blake (@Penultimate_K) and a number of other #AusELT members – tweet to us for help and we’ll look after you!

And if you would like to volunteer to lead a special interest chat, please also let us know – we’d be happy to schedule you in, provide guidance and support you ‘on the night’ 🙂

Twitter can be a brilliant place for sharing and developing ideas, gaining perspectives, and connecting with others. Hope to see you out there in 2016!

This post by @sophiakhan4

#AusELT chat summary: Mixed feelings about Twitter? And other social media questions (5th March 2015)

This chat took place in March 2015 and started out as a very meta chat on Twitter about Twitter. You can read a complete transcript of the chat here@sophiakhan4 got the ball rolling before the chat with a post about why Twitter had been so significant for her. It contains an interesting list of things that would never have happened without Twitter (including #AusELT) as well as some reasons why you might want to bother with Twitter if haven’t gone there yet, or if Facebook is your drug of choice.

This chat sumary is divided into two parts. In Part 1, long-time #AusELTer Kylie Tyler (@thesmylers) writes about the Twitter-related part of the chat, reflecting on her own social media journey and sharing tips on how to make it work for you. In Part 2, @sophiakhan4 summarises the later stages of the chat which dealt with social media identity and curation strategies to manage the flow of information.


Part 1: Twitter journeys and how to make it work for you

 I first joined Twitter as @thesmylers in October 2010 but I wasn’t very active and only followed a couple of my friends who’d mentioned they had a Twitter account. I didn’t really know what it meant to “follow” someone and I think I might have “tweeted” maybe twice in the first 2 years. That all changed when I saw my friend @SophiaKhan4 present a talk called The Networked Teacher with @Eslkazzyb at a PD Fest in Sydney. They introduced me to #AusELT and, through the people they followed, the wider world of ELT on Twitter. I gradually built a list of people in the industry I followed and later that year I joined in on my very first #AusELT chat. I have to say it was both overwhelming and exhilarating. I barely had time to read the new tweets that kept popping up 7-at-a-time on my screen, let alone manage to respond to any questions or comments during the hour-long chat. However, afterwards I felt a real sense of achievement and connection with people who were interested in what I was interested in and that made me feel so good! Gradually, as I lurked at the next few chats, I tweeted a comment or two, and following the many conversations became easier and less frantic. Don’t get me wrong, it’s still fast and furious, and I still don’t understand how some people just seem to be part of all the conversations that go on during a chat. That’s why this month’s #AusELT chat was so helpful for me and hopefully in this summary you’ll find some helpful ideas too.

This month’s chat was a small one with some of the usual suspects, as well as newcomer @angelos_bollas, taking part, and some lurkers popping in every now and then. The topic was a good one: advice for those who are new to Twitter and other social media.

What can Twitter do for you and your professional development?

Just joining Twitter and following a couple of people really won’t give you a good idea of just how much benefit it can bring to your professional learning. I read somewhere that you need to follow at least 40 people for at least 6 months before making a decision for or against the usefulness of Twitter and I have to say that I agree, although when I started out I certainly didn’t. The couple of people I followed had nothing to do with ELT and I found myself wondering what all the fuss was. It wasn’t until I started following some #AusELTers, and followed who they were following, and followed who they were following, that, over time, I started seeing the (daily) potential in Twitter. Add to that the monthly #AusELT chats and I was finally sold.

The biggest thing Twitter can offer according to #AusELTers is being able to instantly connect with professionals who share the same beliefs and practices, regardless of whether they are interstate or international. @michaelegriffin referred to a post on his blog in which he exemplified the benefits of Twitter to some colleagues. He tweeted a question and within minutes had responses from around the world appear on his Twitter feed. As well as instant responses, connections like these can lead you to ELT blogs, the latest news and research in the field, lesson ideas and general support. Several #AusELTers even mentioned having formed new friendships through making professional connections on Twitter. This is something that sets Twitter apart from other social media like Facebook and LinkedIn and #AusELTers had a bit to say about this.

Most people agreed that Twitter has the advantage of being more anonymous. @aparnajacob noted that “unfollowing [on Twitter] is not as bad as unfriending [on Facebook]”, and this is true. Newcomers to Twitter can follow and unfollow people, and comment or not, without anyone being the wiser if that’s what they want. They can “just float on the Twitter tide” as @SophiaKhan4 wrote in this month’s #AusELT chat intro here. Other differences #AusELTers mentioned were @Penultimate_K: “Twitter great for chats & quick exchange. Linkedin/Facebook for more in depth discussion”, and @SophiaKhan4: “I follow ideas on Twitter & people on Facebook – Twitter offers a wider range.”

So who do you follow and how do you manage the volume of tweets?

As @Penultimate_K noted: “It takes time to adjust to the speed of the information flow. And the conventions of Twitter.” This is important to know when you first start out. If you’re used to using Facebook, Twitter can be like entering a different world; posts limited to 140 characters, using symbols like @ and #, “retweeting” and “favouriting”, can all seem a bit like a foreign language. But @michaelegriffin had some good advice for this: “one thing I think was helpful for me on Twitter was not to follow too many people at first. I added more as I got accustomed to the feed.”

Start by following some #AusELTers like @SophiaKhan4, @michaelegriffin, @cioccas, @Penultimate_K, and @forstersensei. Then, see who they’re following and from there follow who you’re interested in. Some recommendations from #AusELTers of people to follow were: @AnneHendler, @nathanghall, @TheSecretDoS, @Ashowski, @teflerinha, @HadaLitim, @michaelegriffin, @Larryfelazzo, ‪@oyajimbo, and institutions/associations like @MacmillanELT@TheConsultantsE @Edudemic @TeachingEnglish‪@English_Aus‪, @acereduau, @VocEdAustralia, @NCVER, @RITCWA and ‪@HeutagogyCoP‪ .

Once you’re following more than a few people, the volume of tweets coming through to your Twitter feed can be overwhelming. Apart from being selective about who you follow or going for periodic culling (my technique until now!), here are a few less drastic suggestions from #AusELTers – and remember, as @SophiaKhan4 said, “Twitter is a garden – you need to cultivate it to the shape you want.”

  • Favourite – @Penultimate_K recommends “using the ‘favourite’ function as a kind of bookmark.” “Favouriting” a tweet saves it in your favourites list which you can access at any time. This is a great way to save your reading for a time that suits you.
  • Mute – Muting people can unclutter your Twitter feed by stopping their tweets from showing on your feed. Muting a user doesn’t unfollow them and you can unmute them at any time. Details on how to mute can be found here.
  • Lists – These help you to filter your tweets into categories. You can create private lists of your own or join other people’s public lists. @aparnajacob said: “I enjoy sorting through a list of only lesson ideas for class or PD. You can customise your twitter feed.” @SophiaKhan4 agrees: “I follow a LOT of people – but some quite different pies (to have a finger in). Lists can help with that.” Twitter explains how to make and use lists here.

For practical info on how to use Twitter for PD and participating in #AusELT chats visit the #AusELT Twitter page. You can also access the #AusELT 1-page guide on how to get started with Twitter which includes a “starter” list of people to follow.


Part 2: Social media identity and managing the flow of information

Do you need to have different social media personas (personal and professional)?

 @sophiakhan said she felt stuck with two identities – one for family and friends and one for work purposes. “I would bore all the teachers with mummy and kids stuff and vice versa if I mixed…” @aparnajacob also felt conflicted and cited this as a reason for considering having two Facebook accounts. After all, she said, “Who wants to hear about your work life?”

Of course we all know, ahem, that having two Facebook accounts is not allowed and no one does it. But is there anther way? Echoing the earlier conversation on using lists on Twitter, @michaelegriffin said “I know some folks that use lists/groups well on FB so their non-teaching friends don’t get swamped with ELT”. A few of us were a bit in awe of that and wanted tutorials – though both @michaelegriffin and @sophiakhan4 – arguably big FB users – still hadn’t got to grips with it and @sophiakhan4 thought this might be because this feature is “not obvious or user friendly.”

Having said that, many other chat participants felt it wasn’t an issue and just having one Facebook account or one Twitter account was fine. @thesmylers felt that having multiple log ins on a single account was too difficult. @Penultimate_K also added, “I connect with people [on Facebook] who may not be actual friends through groups/pages.” @angelos_bollas also said he was happy with one Facebook account – but he later admitted “my real friends & family have unfollowed me on Facebook! They can IM me so we keep in touch … plus I post in English – they are Greek and when they post something on my wall in Greek, I tell them off so … they did what they had to!”  So it could be that using different channels for different audiences is a natural evolution that suits some people. It is true that that different platforms lend themselves to certain types of posts and so tend to appeal to different sorts of people – each has a very distinct character and audience.

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cc http://www.flickr.com/photos/davidberkowitz/14897753798

 So what about LinkedIn?

While many #AusELTers thought it was worthwhile to have a LinkedIn profile, @thesmylers will find sympathy with many when she says: “I think I’m on LinkedIn but never used it”. @aparnajacob finds it “clunky”, @sophiakhan4 said she couldn’t “weed out rubbish well” and @penultimate_K wondered if “Linkedin makes it harder to be selective in order to tempt you to a paid account.”

And Google+?

Again people often seemed to have profiles that they did not use much. @Penultimate_K said “I could never get into Google+ – not sure why. It just didn’t appeal to me as a channel” and @Angelos_bollas commented: “Google+ looks so… old, doesn’t it?”

However, several participants were intrigued by the idea of G+ hangouts, with the end result that a week later @sophiakhan4 and @angelos_bollas actually did hang out on G+, a few weeks after their initial random meeting via an #ELChat on Twitter. And it was pretty great! Easy to use, with a lot of potential for small group meetings and…hanging out.

How do you curate useful links?

@Penultimate_K said: “choose the channel where the audience would be most appreciative of the info. Cross-post with care!” @sophiakhan4 said she felt “split over several platforms” for exactly this reason. However, other chat participants kept it simple: @thesmylers said “I only use FB and Twitter – copying links to posts across those works for me” and @Penultimate_K said: “I share on Twitter/LinkedIn. I discuss on the Facebook group” She also added that “FB (whether we love it or hate it) is really great! And searchable!” – however, I would add that while a group page, such as #AusELT, is searchable, if you are curating links on your personal profile page or your business page, you cannot search, you just need to keep scrolling back, and this is a drawback for me.

Some other curation favourites within the group were:

  • Pinterest: looks great – user-friendly – but better for visual things (it save images as a link to other sites, so a post without an image cannot be “pinned”)
  • ScoopIt: useful for curating more information-based teaching-related links but not much social interaction
  • PearlTrees: used to allow for “mind-mappy” curation of links, where links in different categories could still be linked to each other. Now it has been revamped it looks and behaves more like a less user-friendly version of Pinterest.
  • Pocket: A favourite app for @angelos_bollas who says it is similar to Diigo but much simpler to use
  • Wikis: @angelos_bollas suggested curating via a wiki, and even sharing it for public use. He mentioned the ‘almost endless’ storage capacities of a wiki and the flexibility in the kind of content you can store (links, PDFs, pictures etc.) Many of us agreed as we actually do have an #AusELT wiki that we use to curate things of interest to our community. However, we have recently decided to transition the content over to our blog primarily due to the more attractive interface and to curate all content in one place.

And that was about all we had time for. We covered a lot of ground, and as usual I would say – find what works for you!


For a complete workshop on social media for teachers, including presenter’s notes, PowerPoint and other materials, please click here. It’s under a Creative Commons license so it is adaptable and free to use in your institution.

#AusELT chat summary: Conference Swapshop (9/10/14)

October’s Twitter chat got off to a bit of a shaky start as several people (who shall remain nameless) managed to forget that the clocks had gone back in Sydney . . . Anyway, sausages were burnt, direct messages were flying, but disaster was averted and we ended up with a small but productive discussion of everyone’s conference experiences. There was a particular focus on the recent English Australia (#EAConf14) and ACTA (#ACTA2014) conferences (click to see details and programs), but also – inevitably – some reflections of the nature and future of teaching conferences in general. The chat was moderated by Lesley Cioccarelli (@cioccas) – surely one of the most highly experienced conference goers & presenters in our community – and turned up MANY useful links and directions to pursue. You can read the full transcript here but this post aims to capture the most useful areas in more coherent form, with links, for your delight and delectation. So – enjoy!

There were three main areas that seemed to come up again and again:

  • Learning technologies
  • Pronunciation
  • Connecting teachers

And of course, there were also some other stand-out sessions that chatters had seen or participated in. So let’s take a look at these first.

Learning technologies

Learning technologies lecturer, author and go-to guy, Mark Pegrum (@OzMark17), recently wrote a blog post about the tech-related sessions he saw and participated in (as a plenary speaker and panellist) at the 2014 English Australia Conference 2014. It’s a detailed and thought-provoking overview, and his perspective is particularly interesting as he looks at the different layers at work, from practical sessions for the individual teacher, to observing how teachers are engaging in and using technology themselves, to how the drive for technology is having an impact at a global level. As he says at the end of his blog post:

Of course, not every presentation was about technology, but technology has become an increasingly present theme, mixed in – as it should be – with broader pedagogical, cultural and sociopolitical themes.

Mark’s plenary was entitled Walking and talking around the world: A snapshot of international mobile English learning, and you can see his conference slides here. Also look out for an interview with Mark in the April 2015 issue of the English Australia Journal.

Paul Forster (@forstersensei)’s #EAConf14 session on Engaging digital language learners had ‘rave reviews’ according to various sources, among them Nicki Blake (@Penultimate_K) who found it: “User-friendly and hands-on. Easy for those getting started in edtech to understand.” When @forstersensei was asked why he thought it had been so popular and he simply said: “I think there is still a lot of interest in technology and teachers are looking for ideas and training.” You can see the companion website Paul made here – if you couldn’t see his session yourself, this extremely clear, practical website will allow you to benefit just the same.

Michael Griffiths (@trylingual) is another #AusELT stalwart who presented on tech, this time on his research regarding Online PD: Current attitudes and behaviours of ELICOS teachers. Unfortunately he had to miss this chat, but his session was live-tweeted and there were definitely some interesting findings – not to mention some very nice feedback on #AusELT’s usefulness as a professional community of practice. You can see Michael’s presentation slides here.

Another #AusELTer, Lindsay Rattray (@ClassWired), also spoke at #EAConf14, along with colleagues Lachlan McKinnon, & Thom Roker on the topic of Digital literacies for teachers and students: A toolbox of practical ideas (click their names to see their pecha kucha slides).

Pronunciation

At #ACTA14, Arizio Sweeting (@ariziosweeting) addressed The paradoxical predicament of pronunciation: What is being done about it? and Shem MacDonald spoke on Exploring EAL pronunciation through who we are, and what we say. @cioccas was able to attend these, and spoke very highly of them: “standing room only at the 2 I want to . . . I’m guessing it shows teachers want more on how to teach pron.”

As further evidence of teachers’ increasing interest in pron, Lesley highlighted the popularity of the AALL Pron symposiums in Canberra (the next one will be on Friday 5th Dec 2014 – see details here) and mentioned that at the the pre-conference workshops at the 2013 ACTA Conference had been exclusively dedicated to pronunciation.

@ariziosweeting was particularly interested in this changing attitude to pronunciation amongst language teachers: “Aus is making good steps to promote it [pron] more . . . my forthcoming article on SpeakOut calls it the Sleeping Beauty to acknowledge the perceived change.” Arizio will be at the Dec 2014 AALL Pron symposium along with fellow #AusELTer and pron researcher Mike Burri (@michaelburri). Keynote speakers will be Graeme Couper and Michael Carey. As it happens, Arizio also has a popular blog on pron (Pron Central) and he will also be co-running an EVO session with Piers Messum and Rosalyn Young on Teaching pronunciation differently in early 2015.

Connecting teachers

@cioccas and @andrea_rivett presented a workshop together on PLNs at #ACTA2014 – as they met on Twitter this is surely a testament in itself to the power of the online PLN! By all accounts their session was very popular, so well attended that chairs had to be brought in from other rooms. Feedback was also very positive, with @cioccas noting that some participants “even said they finally ‘got Twitter’”

@sophiakhan4 asked “What did the audience respond to most?” and @cioccas said: “Probably our passion! And the tweeting with Post-it notes on the wall ☺ ”. This pen-and-paper version of Twitter was a great idea and can also be used as an excellent classroom activity!

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Thanks also to Lesley and Andrea also for spreading the word on #AusELT ☺

Other stand-out sessions

  • BzfzMqRCUAAWsmMNicki Blake (@Penultimate_K) took part in the GrEAt Debate at #EAConf14 along with Adrian Underhill and Chris Evason, opposing Pamela Humphreys, Mauricio Pucci and Phiona Stanley. Nicki described it as “a tongue-in-cheek look at the proposition that ‘quality is better than quantity’ . . . it was like your classic debate mixed up with some good old-fashioned lampooning.” When asked, “How do you prepare for that?”, she said: “‘You trawl the opposition’s websites looking for ‘dirt’ ;)”
  • Speaking of Phiona Stanley, @cioccas strongly recommended her session on Native speakers, intelligibility, and culture crossing: How native English speakers learn language grading on Cambridge CELTA at ACTA2014. Phiona also presented at #EAConf14 on Beyond ‘food and festivals’: How to teach critical interculturality in language teaching, which was also the keynote at the UECA PDfest 2014 in Sydney, so several chatters had seen it and all agreed it was excellent. Phiona also had a very interesting article in a recent issue of the English Australia Journal on Lessons from China: Understanding what Chinese students want.
  • Adrian Underhill’s pre-/post-conf English Australia workshops on Developing a ‘learning organisation’ approach to PD also had a big impact on many attendees – so much so that we will be dedicating a few blog posts to it in the coming weeks. In the meantime you can check out his slides here.

In the latter half of the chat, we got into some more general ponderings on the state of conferences today and what we might be looking for in the future. Below you’ll find some of the issues we touched on and what was said.

Research or practical ‘take aways’?

@forstersensei said: “For me #EAConf14 was lacking that practical focus that teachers want. Research is great, but teachers (in particular) want something to ‘take away’”. @Penultimate_K agreed: “There has to be some “take home” value – that’s why your companion wix was so much appreciated” @cioccas agreed: “Same for #ACTA2014. Need a balance. CAMTesol is the best I’ve been to in that regard, but CLESOL too” (in fact several chaters seconded CLESOL as a conference that strikes a good balance between professional, academic and other strands). Chatters generally agreed that balance was the key – we need both research-based and practical sessions, but may conferences seem to weigh overly heavily on the academic side.

@sophiakhan4 thought this was interesting and suggested it may even be “an effect of reaching a ‘conf presenter’ level – forgetting about the nitty gritty.” She also asked if the seeming lack of practical sessions for teachers might be because “some confs are beyond the reach of ‘ordinary’ teachers? . . . so in that case doesn’t it make sense that the content caters to [those that attend]?”

@Penultimate_K thought this might be true, adding “ordinary teachers aren’t likely to be delegates – mostly management and researchers . . . Melb/Vic teachers [were attending #EAConf14] on group tix but mostly management/sales from interstate.” However, this surprised @cioccas, who said there were “lots of ordinary teachers at ACTA, ands most wanted more practical sessions”

Many chatters mentioned UECA PDFest and similar “teacher-centred” events as being important in bridging this gap.

Why are Aus/NZ confereces so expensive?

One of the key reasons “ordinary” teachers may not be attending conferences is because they can’t afford to go, as suggested by several chatters. @forstersensei commented on “the increasing cost” of attending conferences and @sophiakhan pointed out that IATEFL for instance is much more realistic financially. @cioccas had actually done the research: “I did a survey of the costs for ELT confs and EA & ACTA topped the list.”

@Penultimate_K added that therefore “if a company is going to budget for a conference, they are more likely to send s/one senior” @sophiakhan4: “Right. But they could send a HEAP of teachers to PDFest for the same $. Worth thinking about.”

@sophiakhan4 also suggested that “some of the $ of Oz confs is due to shipping in big name speakers – a needless expense?” @cioccas thought that “maybe just one big name would suffice each year” and chatters agreed, but both @sophiakhan4 and @ariziosweeting were in favour of seeing more “grassroots” presenters.

Are organisers/attendees making good use of social media yet? 

@Penultimate_K noted that at #EAConf14 social media was used “but mostly in the marketing stream not in the teaching stream”. @sophiakhan4 who had been following on Twitter said it was “a dramatic improvement from 2012! But tweeters were generally (not always) the usual suspects.” At #ACTA2014 @cioccas observed that “organisers used it for announcements but most people didn’t notice ☹ ”

@Penultimate_K commented that “use of ‪#socmed‬‬ channels to provide parallel info streams would go a long way to increase access” although @cioccas wondered “if Australian ELTs are up there with the ‪#socmed‬‬ yet though?” and @sophiakhan thought that that “tipping point” hadn’t arrived yet.

@Penultimate_K acknowledged this: “still being told to turn off mobiles & given hard stares when live-tweeting . . . Waiting for Aus conferences to embrace casting/video, extensive hashtag use, etc . . . conferences need to acknowledge that social sharing is a thing now. Not just acknowledge but cater for . . . “ @sophiakhan4 agreed, predicting that “ it will all be taken for granted 10 years on”, but also suggesting that right NOW, “if only 1-10% of the audience ALSO appreciates [social sharing] – [efforts to promote it] will fall fairly flat.”

@Penultimate_K agreed, and suggested that perhaps a social media approach “may be better for events like pD fests/UECA” because “people more likely to share practical ideas over ‪#SOCMED‬‬ than theory.” @sophiakhan4 wasn’t convinced of this, arguing that whether a session was practical or theory-based, “maybe both are too hard to get into a twitter soundbite” @Penultimate_K countered this by suggesting that ideas “could be shared in PLNs using other channels” to which @sophiakhan4 said “Yes but who writes a blog post? Who takes their own time to write a Facebook post about a PD session? Few people.” @Penultimate_K said “Few, yes. But we are here, sharing away. Now need modern-minded conf organisers to tap into this.”

Are conferences a dying paradigm?

Let’s give @cioccas the last word: “I hope not. I love the dynamics, the informal networking, serendipitous discoveries.”

This post by @sophiakhan4

Disclaimer: The views expressed here are those of the individuals, and not those of #AusELT in general or of English Australia.

#AusELT chat summary: “Professional development – that’s what I want!” (3rd July 2014)

What do we want imageWhat a lively chat about professional development! @cioccas posted some questions for us to think about before the chat and then structured the chat around these. This was a great idea because we could formulate some answers before the chat and this made it easier to post (copy and paste our pre-written ideas) and took the stress off us to constantly type (well, at least that’s what I did!) The questions and issues we discussed are below, and the main comments are summarised.

 

What do teachers want and expect from PD?

@andrea_rivett posted: “It should be relevant, interesting and get me to think about my own practice.” @Penultimate_K commented that newer teachers wanted direction and skills development and more experienced teachers wanted refinement and innovation. @KateRoss0901 reminded us that some teachers wanted traditional forms of PD such as post-graduate study, seminars and workshops. @sujava and @sophiakhan4 wondered whether all teachers wanted PD. @sujava mentioned that any PD should include a takeaway for use in the classroom as teachers are time poor.

What is PD?

@Penultimate_K reminded us that self-directed PD is often forgotten as a form of informal PD. @KateRoss0901 made the insightful comment that we encourage our students to be self-directed learners but don’t seem to follow this approach in our own PD. @andrea_rivett raised the question of a definition of PD. Is it formal, informal, online, F2F, written, spoken, individual, collaborative, paid, unpaid, teacher-directed, institution-directed? Does it result in a certificate / assessment / observation / some form of classroom practice? Is it private reflection? Who defines it and how do we motivate teachers to participate in it?

@cioccas said that teachers should choose what PD they wanted and that it should be differentiated. @sophiakhan4 recommended we all read Karen Benson and Phil Chappell’s contribution on PD in the English Australia Journal as it deals with a program for differentiated PD.

Expectations around PD

@sujava said that some teachers felt pressed for time and felt that PD was an imposition. @MeredithMacaul1 reminded us of teacher workload as obstacles to attending PD. @cherrymp asked if these things were excuses. @sujava mentioned that some people want to teach / do their job and then go home and @SophiaKhan4 asked if we had unrealistic expectations of teachers. Are people in other professions required / expected to do PD?

A few people mentioned that PD should be provided as part of the job and @aparnajacob said that people expected to be paid as part of PD. Personally, I would expect mandated PD to be paid but anything I was interested in I could pursue myself. It’s always worth putting in a proposal to management to have PD subsidized (e.g. travel and accommodation expenses). Online PD would save costs here but @cioccas has observed that online PD is not always accepted by managers.

What do managers want and expect from teacher PD?

@andrea_rivett said PD was everyone’s responsibility but teachers and managers could suggest, deliver and organise it. @michaelgriffin asked how we can encourage and support teachers to manage their own PD, seek opportunities for PD on their own and become independent learners. This is a question those in management and teacher development constantly grapple with.

 A PD budget

The conversation turned to how to allocate a PD budget. Some recommendations included:

  • any budget for group and individual PD should be aligned to organizational goals
  • teachers who were sponsored by their organisation to attend an event could come back to their campus / college and share what they learned
  • learning institutions could take turns in hosting PD to keep costs down
  • teachers can share delivery (reduced prep time) so a guest speaker is not needed (and therefore no payment required)
  • teachers can put in proposals for external PD conferences and if accepted their college could pay for them to go
  • get staff to deliver PD, everyone votes and the best presenter gets a PD allowance (to attend a conference etc.) with the aim always being to bring back and share the ‘learning’

 Sharing PD opportunities

The conversation then turned to how to share PD opportunities / advertise PD. Some ideas were:

  • Bulletin board, newsletter, group / email list
  • Scoop.It (online magazine), English Australia newsletter

@cioccas asked how information about PD opportunities was disseminated to teachers who weren’t connected and @KateRoss0901 commented that this could be approached from various angles (formal, informal, electronic, spoken, written), which would catch a wider audience. She also commented that employees had a responsibility to develop themselves.

Who participates in PD? Why / why not?

@hairychef asked the pertinent question: “Has the issue of low engagement in highly qualified staffrooms been addressed?” @sujava mentioned PLNs: Facebook, Pearltrees and Twitter and showing people how to sign up. @cioccas mentioned that she has seen little take up of this from teachers even after several attempts.

This prompted the question from @cioccas: “How to encourage and support teachers to manage their own PD, seek opportunities for PD on their own and become independent learners?” @cioccas suggested a series of teacher-led PD sessions, which are starting to take off where she works. @sophiakhan4 mentioned the benefit of having models to inspire and show others what is achievable. She met her models through social media. A few people commented that managers should model best practice.

NB: If interested, you can

What is the role of teachers in their own PD?

 Some suggestions included:

  • to think about what they are interested in vs what they “need” to improve in
  • to run a PD session each – nothing too fancy (30 mins)
  • to do PD in pairs
  • to have active roles in Professional Organisations

Explore here for more ideas on:

What is the role of managers in teacher PD?

 Some suggestions included that managers should:

  • give PD presenting opportunities and responsibilities to teachers
  • have active roles in Professional Organisations
  • model good learning and development (mentoring)
  • use / allocate mentors to promote enthusiasm and commitment

Engagement and feeling valued

The conversation turned to teachers not feeling engaged because they didn’t feel valued and two points were raised. Firstly, do teachers not feel valued because of low self-esteem? Secondly, is the issue here industry baseline standards? Should entry to TEFL be like entry to medicine with the same standards? Would this make teachers more engaged in PD? @hairychef suggested ongoing demand-high teacher training. @KateRoss0901 mentioned that teachers may feel that remuneration didn’t warrant further investment in their careers. @cherrymp suggested we keep working on it that change will come.

On that hopeful note the chat was wrapped up at 9.30pm and we were all left with ideas for moving forward with PD in our centres. I suggest we try some of these ideas and report back from time to time on the AusELT Facebook page.

This post by @sujava

 

#AusELT chat summary: Management issues, with Andy Hockley (5 June, 2014)

© Aparna Jacob

© Aparna Jacob

Our one-hour chat on ‘management issues’ was certainly fast and furious. Many interesting issues were touched on, some that we surely need to come back to in more detail another time! Aparna Jacob has done a wonderful job with the summary on Storify – click here to see what we talked about, and feel free to keep the conversation going by commenting below or on the #AusELT Facebook page. Many thanks to Aparna and to everyone who attended the chat. And special thanks, of course, to Andy Hockley as our expert moderator.

PS: If you’d like to know more about Andy, check out his blog, From Teacher to Manager, or follow him on Twitter.

This post by @sophiakhan4

Workshop: Making PLNs work for you

MC900439356-1‘Personal Learning Network’ (PLN) is a term that’s every where at the moment, but really it only captures half the story – the half that’s about the individual and what they want from their network. The other side is what the individual can contribute to their network, and how that whole network grows stronger as a result. That’s why I probably prefer the wider term ‘community of practice’:

“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger, 2006).

Sounds like a perfect description of #AusELT to me 🙂 So, anyway, when Karen Benson (@eslkazzyb) and I heard that the theme of the UECA PD Fest 2013 was communities of practice, we obviously had to put our hands up to present.

In our presentation, ‘The networked teacher: Making PLNs work for you’, we wanted to explore the notion of a PLN as a personalised community of practice. We wanted to help attendees clearly visualise their current PLN, and not only to identify ways in which it could be developed, but to get a sense of why it’s worth developing, both personally and professionally. On a more practical note, we wanted participants to be able to explore what a PLN (this one!) looks like in practice via a range of online platforms and talk over some of the issues involved. And we wanted them to leave with a) some concrete ideas for how a PLN could help them in their individual situations (you can read some of their ideas here), and b) a plan for how to get started.

We humbly offer up our workshop Powerpoint, teacher’s notes, and summary handout here in the hope that it might help people running similar sessions in future. Feel free to use it and adapt it as you wish, but please credit/link to us where appropriate and remember to retain the original copyrights on other images used. And let us know how you go!

Acknowledgements & further reading

Several #AusELTers have already presented on this topic, or something along these lines, and their advice was invaluable in putting together our session. In fact, ours looks pretty shoddy by comparison 🙂 Please take a look at these presentations if you get a chance, there’s plenty more to explore:

If you would like to learn more about communities of practice, Etienne Wenger’s website is a great place to start (the definition of communities of practice in this post is taken from there).

Jacqui McDonald at the University of Southern Queensland has done a great deal of practical exploratory work with communities of practice, and actually used #AusELT as an example in her plenary at UECA PD Fest (#pride!) It was great to see her ‘view from above’ of many of the stages we have experienced in our evolving group, and to learn what we might expect in our future. A version of her presentation is available online here and is recommended for those who want to learn more about the inner workings of communities of practice.

This post by @sophiakhan4