CPD #cmalt as a springboard into openness and ownership

Recently there have been a lot of interesting posts on Twitter #cmalt about how compiling a portfolio of your professional practice can be an open process (if you have not come across the #cmalt accreditation scheme, have a look at the ALT website or watch this).

My own portfolio was accredited through CMALT in early 2016 and since then I’ve shared both posts about the process and the portfolio itself. But reading the recent posts made me think afresh about how undertaking CPD like compiling a CMALT portflio can be a springboard into openness and ownership – and some of the considerations I had when deciding on these issues.

Considering others: in the context of a portfolio that describes and reflects on professional practice taking colleagues into consideration is key. Even though the CMALT process requires you to focus on writing in the first person, to reflect on your individual practice, anyone with management responsibilities or who works as part of a team, needs to consider how others are portrayed in what they share. In my case, I asked colleagues for permission if it was necessary to refer to them directly and I chose examples of practice specifically because they were suitable for sharing.

Continuous reflection doesn’t have to be open: one of the key benefits of gaining CMALT for me is that it prompts me to continue my reflections on an ongoing basis as I collect evidence of practice for the update to my portfolio every 3 years. Some of this is work in progress or hastily written, so I don’t share it. I choose what I share, when and with whom and it’s valuable to have safe, closed spaces within my CMALT folders and documents that encourage critical reflection as well as recording achievements. The process of deciding what is open and what is less open in itself is a valuable experience.

Contributing to our understanding of professional practice: as well as sharing my portfolio I have also added it to the sharing initiative run by ALT. It’s not openly accessible to everyone, but only to members or individuals registered for the cmalt scheme. I think this offers the advantage of being able to contribute to a wider picture of what professional practice in Learning Technology looks like as well as helping others find useful examples in their sector, job role or specialist area. It also provides an alternative way of sharing practice instead of putting your portfolio out on the public web.

Taking ownership of what you share: I compiled my portfolio using Google Apps for Education (more info) and I use the same tools now to track my CPD and collect evidence as I go along. Loosing access to portfolios or evidence on institutional systems is a real risk for many and I wanted to keep my content for the long term. Recently, I have decided to take that a step further and started transferring my portfolio onto this site, my own domain (thanks to Reclaim Hosting!).

Some of it is already available now at http://marendeepwell.com/cmalt/  and in the fullness of time it should enable me to take even more ownership of my professional practice and the recognition I gain.

#edtechReflection: getting started, reflecting on failure & other ideas

In the previous post I talked about how the aspect of professional practice I have most conversations about is reflection. Whether it’s discussing how useful it can be, questioning how you can safely reflect openly with others or how to get started, it seems to be a key topic for many. For me it’s become clear how important a part of my professional development it really is and so I want to share my approach in the hope that it might prove useful or indeed prompt others to do likewise.

I have included tips for getting started, reflecting on failure and reflecting in the first person as well as developing reflection as a professional habit:

Have a look at the slide deck below and do send me your thoughts or feedback:

You can also access the slide deck together with my CMALT portfolio at https://goo.gl/44I4Bd .

#OER16: Empowered openness

Sea from the trainOn the train on the way to Edinburgh to the OER16: Open Culture conference I was past York and heading North when the sun came out. A while later the train tracks approached the coast and I looked out at the sea for the first time in months. A wide blue sea under an open sky. In the distance LEGO-brick like shapes of container ships appeared as we neared the shipping lanes and in the brilliant sunshine we approached our destination. It felt like this conference certainly had good meteorological karma.

Running conferences is hard work, so as you might expect I didn’t get to go to half as many sessions as I would have liked – but what I did have was an experience worth sharing. If you participated in any part of the conference whether online #oer16 or in person, you will likely have your own take home moments. Here are a few of mine:

MHighton_OER16Melissa Highton’s closing keynote gave me a glimpse into what it takes (and whom!) to make OER and openness work at scale across a whole institution, for hundreds of staff, tens of thousands of students and the wider community. Armed with a strong vision and persuasive arguments for senior decision makers it was awe-inspiring to hear at what scale and with what commitment Melissa leads colleagues working to achieve the university’s vision for openness. For someone in my position who has to make arguments for openness all the time, there was a lot to take away and adapt in this presentation.
IMG_2569Making ‘open happen’ by doing it was also something that John Scally,  from the National Library of Scotland, inspired me with. Again, this is openness at scale with literally millions of openly licenced resources being ‘born digital’ in a major national undertaking. Like last year’s keynote speaker Cable Green from Creative Commons, John’s commitment to widening access and sharing with us an understanding of what it takes to open up the national collection of Scotland to all was eye-opening.
IMG_2564Meanwhile throughout my two days #oer16 I saw participants all around getting involved in conversations, making new connections, getting stuck into workshops with everything from musical instruments to colourful creations. Poster-side discussions took place with a back drop of Arthur’s seat and outside in the welcome (and persistent) sunshine the conversations continued.
IMG_2571The Wikimedians also had a lot of activities taking place on both days organising editathons including one on Women in Art, Science and Espionage, walk in “ask a Wikimedian” sessions and presentations . Their support for and involvement with the conference is only one example of how many connections this community has. Long-haul conference attendees staying in Edinburgh for the LAK conference the following week were an equally welcome addition.
@BryanMMathers_OER16Looking back at the two days there is one theme that is particularly relevant to me and which Catherine Cronin explored in her opening keynote: participatory culture (and I am including a visual thought from the wonderful Bryan Mathers here). Catherine was speaking about openness, equity and social justice and her opening set the tone for what felt to me the key factor that made this conference work: participation. Participation as in having a voice, a stake in what is happening, a share in the common future, the future of the commons.
Whenever I hear Catherine speak I reflect that despite the awesome challenges we face in terms of content, infrastructure, technology and policy it is ultimately a very personal thing to be in the open, whether through open practice, creating open content or shaping open policy.
Emma Smith, whose articulate story-telling was spell-binding and thought provoking at the same time, made a comment that most academic ‘work in progress’ being shared is so close to the finished product that it is ready to publish. It is harder, more exposed, to share the actual rough drafts, the work in progress that isn’t something we feel proud of, our processes.
Processes of practice, of production and ultimately of our own learning are personal. It’s about who I am, how I think, what I learn – and that is a scary thing to put in the open. And yet, as a magical glimpse into the world and work of Jim Groom proved, there is so much to gain, such potential, when we do.

IMG_2566That is why we are working to take control over our own domains, our data – being empowered by how we use technology and how we contribute in open spaces. That’s what I am taking away from #OER16 and supporting that process to thrive will be my aim for the next year until OER17.

Recordings of these keynote sessions and lots more available via the OER16 website.