Putting the PLE into PLD: Virtual Professional Learning and Development
The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and De...
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Journal of Educators Online
2014-05-01
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Online Access: | https://www.thejeo.com/archive/archive/2014_112/owenpdf |
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doaj-8cb009beb4434833a6426608578e59ee2020-11-24T23:28:58ZengJournal of Educators OnlineJournal of Educators Online1547-500X1547-500X2014-05-0111210.9743/jeo.2014.2.6Putting the PLE into PLD: Virtual Professional Learning and DevelopmentHazel Owen0Ethos ConsultancyThe range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in October 2009 by the NZ Ministry of Education, who also funded the project. The findings from the pilot of the VPLD program in 2010 indicated that when professional learning was situated within the practitioner's context, and with complementary, easily-accessible opportunities for sharing of practice within an online Community of Practice, participants demonstrated high levels of engagement as well as changes in their own teaching practice. The VPLD Programme was facilitated and researched again during 2011, building on findings from 2010. Findings to date suggest that the educators developed a sense of self-efficacy that motivated them to trial alternative approaches, and to initiate iterative cycles of trial, error, and improvement.https://www.thejeo.com/archive/archive/2014_112/owenpdfpersonal learning environmentsPLEcommunities of practicementoringlifelong learningcontextualised learningeLearningvirtual mentor |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Hazel Owen |
spellingShingle |
Hazel Owen Putting the PLE into PLD: Virtual Professional Learning and Development Journal of Educators Online personal learning environments PLE communities of practice mentoring lifelong learning contextualised learning eLearning virtual mentor |
author_facet |
Hazel Owen |
author_sort |
Hazel Owen |
title |
Putting the PLE into PLD: Virtual Professional Learning and Development |
title_short |
Putting the PLE into PLD: Virtual Professional Learning and Development |
title_full |
Putting the PLE into PLD: Virtual Professional Learning and Development |
title_fullStr |
Putting the PLE into PLD: Virtual Professional Learning and Development |
title_full_unstemmed |
Putting the PLE into PLD: Virtual Professional Learning and Development |
title_sort |
putting the ple into pld: virtual professional learning and development |
publisher |
Journal of Educators Online |
series |
Journal of Educators Online |
issn |
1547-500X 1547-500X |
publishDate |
2014-05-01 |
description |
The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in October 2009 by the NZ Ministry of Education, who also funded the project. The findings from the pilot of the VPLD program in 2010 indicated that when professional learning was situated within the practitioner's context, and with complementary, easily-accessible opportunities for sharing of practice within an online Community of Practice, participants demonstrated high levels of engagement as well as changes in their own teaching practice. The VPLD Programme was facilitated and researched again during 2011, building on findings from 2010. Findings to date suggest that the educators developed a sense of self-efficacy that motivated them to trial alternative approaches, and to initiate iterative cycles of trial, error, and improvement. |
topic |
personal learning environments PLE communities of practice mentoring lifelong learning contextualised learning eLearning virtual mentor |
url |
https://www.thejeo.com/archive/archive/2014_112/owenpdf |
work_keys_str_mv |
AT hazelowen puttingthepleintopldvirtualprofessionallearninganddevelopment |
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