Task 1b: Professional Communication Technologies - Developing Thoughts

Using Web 2.0 for learning?

The idea of using Web 2.0 as a form of online learning is still a very contentious debate. Many believe it offers a wealth of opportunities to develop skills that are required in our work environment as it becomes more technology-dependent. However, some believe that it can never replace the traditional university learning and education (Coleman, 2014). I then began thinking about the potential of using Web 2.0 in compulsory education classrooms and not just for Higher Education.

‘It may not be the tool itself that defines Web 2.0, but how it is used to support teaching’ (Light & Keisch Polin, 2010, p. 30)

Light & Keisch Polin (2010) suggest that, in America, using Web 2.0 in schools would be beneficial for both staff and students in the classroom. I was familiar with the concept that social networking sites enhance a school’s culture, as we already use them at my school for various sporting clubs in order to keep both parents and students up-to-date with club achievements and fixtures. Yet I had never previously considered using a blog for educational purposes in classrooms and not purely for extra-curricular commitments.

Blogs could be created for individual subjects or classes, providing a space where teachers can build discussions for learning as part of homework tasks or introductions to new subject topic areas. They could also be used for individual project work, where a student creates a blog and documents their findings and thoughts through posts. Furthermore, piers can comment and discuss the work they have produced, engaging in proactive ‘prosumer’ conversations, resulting in blogs adding to their reflective learning skills.

Since the online module discussion, this further research has led me to a break through moment: professionals can use blogs for a professional purpose. Believing this, why should the potential benefits of learning with Web 2.0 tools be ignored in compulsory education? If monitored properly with precautions in place, these technologies can be used by students to enhance their learning, whilst at the same time giving them the opportunity to become highly skilled in Web 2.0 tools, equipping them with the necessary skills needed for their possible future studies and career prospects. Studying with blogs and other Web 2.0 sites, which I am embarking on myself, is something I would like to investigate in a classroom situation when I am a qualified teacher in a fully controlled and monitored environment.

Both the references I have included are very intriguing; I would recommend the read.

Reference List:

Coleman, N. (2014) thegaurdian Higher Education Network Blog: Online Learning: the UK’s scepticism is holding back [Internet] Available from: http://www.theguardian.com/higher-education-network/blog/2014/sep/07/online-learning-uk-scepticism-holding-it-back [Accessed on 26 February 2015]

Light, D. & Keisch Polin, D. (2010) EDC Centre for Children and Technology. Integrating Web 2.0 tools into the classroom: Changing the culture of learning. New York: dlight@edc.org. Available from:http://cct.edc.org/sites/cct.edc.org/files/publications/Integrating%20Web2.0.PDF 

Online Module 1 Session - Professional/Professionalism?

Through the online session I grasped the concept that the BAPP blog should be a professional blog. Yet, the online Skype session for Module 1 provided some different avenues of thought in terms of, ‘What is a professional or professionalism?’ Defining a professional was something that we all found very problematic. Yet in the discussion, the group posed the following ideas about what makes a professional: courtesy, professional etiquette, people perceive that you are good at what you do and discipline.

What is a Professional?

Lester (2010) states that a professional, ‘makes proficient use of expert or specialist knowledge, exercises autonomous thought and judgement, and makes a voluntary commitment to a set of principles. Such a person need not be a member of an easily-defined profession or of a professional association’ (p.2).

I found the Lester (2010) paradigms of professions and professionality in Model A the traditional professional and Model B the new professional very thought provoking. In particular, the differences shown in the two models in profession, professionalism, professional standards and professional development. I firmly believe that in my current role, Model A is best fitting for my job. For example, the profession is an externally defined role; the professionalism has codes of practice; the employer defines professional standards; and professional development is centred on sustaining competence and renewing knowledge (Lester, 2010). This ‘traditional’ professional is used in the teaching profession because a governing body controls it and these are standards that I believe in and abide by every working day.

Yet, interestingly, Model B (the ‘new’ professional) sees attributes such as: professionals creating a portfolio of meaningful activities individual to each practitioner; professionalism created on shared expectations; professional standards are negotiated in accordance to values or beliefs; and professional development is an on going learning process built on reflective practice and continuous questioning and improvement. These principles, in my opinion, apply more to the BAPP course. This course will develop me professionally though the reflective aspect of the course that asks for continuous questioning and thought to improve ideas and posts. Furthermore, as students, we have shared expectations of the course that we will comply with when commenting and discussing our work by following ‘netiquette’. I was concerned about how to use a Web 2.0 and blogging professionally (and, as I mentioned in my previous post, how to present myself as a professional) however, professional Model B, suggests being a professional is not just defined by one traditional set of expectations and rules.

http://online.education.ed.ac.uk/2012/02/carl-simmons-exploring-the-affordances-of-blogging-in-the-formation-of-beginning-teachers-professional-identities/

I hope to combine the aspects of Model A (through my work place) and Model B (through my blog and study). I want to make sure I am professional in my workplace by following what is expected of me from Model A. However, I am excited about this new professionalism I will encounter in the BAPP blog because it will let me use all categorised types of Model A and B to become a better learner and developing professional.

Reference List:

Lester, S. (2010) On professions and being professional. [Internet] Available from: http://www.sld.demon.co.uk/profnal.pdf. [Accessed on 26 February 2015]

Task 1b: Professional Communication Technologies (Ethical Considerations)

‘Teacher unions report an ongoing increase in the number of teachers facing discipline based on what they have posted online’ (Kuehn, 2012, p.84).

My research into ethical considerations really resonated with me personally as I work in education. I knew from personal experience that teachers were at high risk from the staff training I have received, but for the profession to be highlighted out of thousands of jobs demonstrates the enormity of the problem for teachers across the globe.

When I began working in education, I deleted my Facebook account. This may seem extreme to some people, but as the Kuehn (2012) suggests teachers are, ‘warned about the professional perils of their online personas’ (p.85). I know this limits the opportunities I have to use Facebook as a platform for professional development, but I prefer to not take any unnecessary risks. In a way, this challenges me to find alternative spaces to express my professional skills and views.

As a result, I will limit and edit certain information I post on my BAPP blog to ensure that I am not at risk of breaking and professional codes of conduct protecting both myself and, most importantly, the students that I work with, whilst still using it as a professional platform. This ‘netiquette’ will allow me to create a professional persona in my blog that I am comfortable for the public and future employers to see, acting as a type of portfolio. I am glad that this task was early on in the course, as now I will make more informed decisions about what I post and comment on both my own and other colleagues’ blogs.

Reference List:

Kuehn, Larry (2012) ‘Getting into Trouble on Facebook’, online Our Schools / Our Selves is the property of CCPA, 83-88.

Task 1b: Professional Communication Technologies

Using the web and social media has increased dramatically within society over the recent years and has become part of our everyday lives both socially and professional, yet the term ‘Web 2.0’ was completely new to me.

‘The Web has changed our habits, expectations, and norms… The Web – and how we interact with it – has become part of our culture’ Lorenzo, G., Oblinger, D. & Dziuban, C. (2007) p. 10.11

Although the specific definition is still debatable, Web 2.0 is Web communication that enables user interaction over Internet sites such as Facebook, Twitter and blogs. I turned to the Reader and found that I had been using Web 2.0 every day for years through Facebook, but I had never considered the implications of these tools.

I found O’Reilly (2009) What is Web 2.0? interesting, as I had never heard of the term ‘meme’. This visual diagram enabled me to understanding that Web 2.0 provides a platform where you can control your own information.

O’Reilly, T. (2006) What is Web 2.0: Design patterns and business models for the next generation of software. Available from: http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html

Although we never consider this at the time, sites such as Facebook provide a space where we can express our views and engage in discussion with other users. I had never though of myself as a ‘prosumer’ (Valtysson, 2010) to a sight such as Facebook but upon reflection, it seems that the strengths of Web 2.0 sites like Facebook are only successful owing to the contributions of its members. In turn, this enhances the sites’ community. However, in the 21^st century we now use Web 2.0 in a professional and educational context as well as a personal one.

Before undertaking this course, I had never used or looked at blogs; I always believed that they were used by only the most technologically savvy amongst us! I found Ullrich et al. (2008) an eye opener because it made me realise Web 2.0 in the form of a blog is so easily accessible. They provide a place where people can view, comment, post and discuss anything (within the restrictions of the site) and I had never realised what a useful tool a blog is for a professional to promote and discuss their work or even how enjoyable blogging can be in a professional context!

This then led me to think about professional blogging and self-promotion because they give the opportunity and freedom to present yourself as a professional. Before blogging, I had never heard of sights such as LinkedIn and it seems to me that this provides an excellent platform for professionals. This is something I would like to look into further with the possibility of creating a profile to utilize Web 2.0 tools to develop my professional CV.

The power of Web 2.0 surprised me through my research, predominantly in the theory of Collective Intelligence which enables users to build communities (Gruber, 2008): For me, this related closely to Using Web 2.0 For Learning because, as BAPP Arts students, we will use this process to improve our learning and thinking through interaction and discussion in our blogs – depending on each other to create success. This discussion between creator and consumer also enhances dialogue, enabling us to improve on our learning and reflection further, as a result equipping us with skills that are needed in our ever-changing world.

' The processes of engaging with Web 2.o technologies develop a skill set that matches both to views on 21st-century learning skills and to those on 21st-century employability skills - communication, collaboration, creativity, leadership and technology proficiency.'

Joint Information Systems Committee (JISC), (2013)

This knowledge allows me to explore and consider the implication and impact of Web 2.0 with our professional lives, education and society. I also realise during this task, that I do not harness Web 2.0 technologies enough for professional purposes. I would like to explore what is 'out there; further, expanding my knowledge and professional opportunities. Blogging was an aspect of the course I initially found daunting because I was unsure how to use this to enhance my learning as a professional. However through my research, I am now understand the advantages that Web 2.0 provides for a professional and a scholar and I am looking forward to utilising the benefits of these sites throughout the course.

Reference List:
Gruber, T. (2008) 'Collective knowledge systems: Where the social web meets the semantic web', Web Semantics: Science, Services and Agents on the World Wide Web, vol. 6, no. 1, pp. 4-13.

Lorenzo, G., Oblinger, D. & Dziuban, C. (2007) 'How choice, co-creation, and culture are changing what it means to be net savvy', Educause Quarterly, vol. 30, no. 1, p. 6.

O’Reilly, T. (2006) What is Web 2.0: Design patterns and business models for the next generation of software. Available from: http://www.oreilly.com/pub/a/web2/archive/what-is-web-20.html

Joint Information Systems Committee (JISC), (2013) Higher Education in a Web 2.0 World, online. Available from: http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx

Valtysson, B. (2010) 'Access culture: Web 2.0 and cultural participation', International Journal of Cultural Policy, vol. 16, no. 2, pp. 200 - 214.

Task 1A - Professional Profile

When at first trying to tackle this task, I found it very challenging! As many of my fellow BAPP students have stated, it is difficult to create just one CV because the CV you use depends on the job it is intended for. For me personally, it is not just the issue of adapting a CV for different professional performing auditions, but the fact that a professional CV would not be at all appropriate for my current role working within education. Therefore, if I didn’t even have an appropriate CV to work with, how could I create an online professional profile?

As I got injured during my second year of training, I missed out on many vital training opportunities and I can no longer work as a professional dancer due to my hip injuries. My professional performing CV is embarrassingly sparse compared to so many others undertaking this course. This was another problem I faced, much like fellow student Michelle. How could I create a professional profile when I have had so little experience?

However, I realised that the opportunity to create a professional profile gave me the freedom to present myself in a way that really incorporated all aspects of my training and career. I feel it is a constant struggle in my existing line of work to combine my background in the arts and my current and future intended career in education.

Professional Profile:

My name is Jessica Plant and I am 22 years of age. After gaining 11 excellent GCSEs all A*-C grade, I decided to continue my education but undertake a course that would improve my skills in performing. I attended Kidderminster College where I achieved a Triple Distinction BTEC National Diploma in Musical Theatre.

I then attended London Studio Centre, studying a BA(hons) in Theatre dance between 2011 and 2013. During that time, I undertook training in Ballet, Jazz, Contemporary, Tap, Lyrical jazz, Singing, Acting, Partnering and Lindy Hop. I also performed in the Dance Overture show in two pieces where I was an ensemble dancer/singer. I gained a Certificate of Higher Education from my studies.

In my second year, I was forced to differ my studies due to on-going hip injuries. I planned to differ for a year and return to my studies to complete my training and degree. However, I then underwent two operations on my hips and intensive physiotherapy. After much perseverance and deliberation, the decision was made that it would not be possible to return to my studies or work as a professional dancer in the industry.

I began working in an Academy as an Academic Coach from 2013 to present, specialising in English GCSE. I have worked in this role for nearly two academic years. I have also taught Drama to a Year 7 group of 26 students during the Winter Term of 2014.

I am currently undertaking a BA(hons) in Professional Practice (Arts) with Middlesex University. Following this, I wish to complete my teacher training and pursue a career in teaching the arts within a secondary school.

My personal attributes include many sporting and arts related skills/interests that allow me to utilise my theatre training to contribute to many extra curricular activities that engage a variety of students. My diverse education and specialised training show that I am committed, hard working, persevering and have good time management, all skills that I use in my current work place and academic study.