It is pure coincidence that the topic of networking and connectivism occurs within the time-frame as an organization called ADAPT’s bi-monthly meeting will be held. ADAPT, a local New England training professional non-profit association has been in existence since the 1970’s. Over the past few years, not only I have become an active member, but I am even currently on the Board of Directors. The value as a professional networking organization is incalculable. I’ve met so many wonderful professional trainers, instructional designers, facilitators and consultants all of whom share their expertise and experience. I would like to share what it means, where it’s going, and invite anyone to join and participate.
ADAPT is a non-profit organization providing training professionals with a forum to exchange ideas, network with each other, and share industry best practices while bridging the gap between learning and technology.
There are so many benefits to belonging to a professional non-profit organization. The website highlights them:
It wouldn’t surprise anyone to say the Boston Marathon bombings and all the events subsequent have overwhelmed the entire metropolitan Boston area. We were engulfed in the events, glued to the radio or TV or web.
Not only was the event a distraction, but I can make a smooth transition between Communities of Practice in the healthcare world – specifically emergency preparedness because that happened to be my topic of the “intervention paper.”
Emergency Preparedness culls together the planning, identification of disaster (natural or man-made), severity (catastrophic or routine), risk assessment (low to high risk) and command center responsiveness. The impact on the hospital, staff – and community in general – looms large. Being prepared in the event of a disaster forces the hospital to be prepared and respond to disasters and to help existing and potential patients should a disaster occur.
“To differentiate between traditional adult learning which bases itself on the assumption that learning is something adult individuals do, Lave and Wenger’s theory heralds learning which takes place in a social group setting. As well, learning, in the traditional sense, has a finite duration. Classes or courses start at the beginning, include activities and assessments, and in the end, the learner will be taught the new skill. However, both Jean Lave and Etienne Wenger overturned the focus to learning as a social experience which germinates from daily living. (Wengner, E. (1998). Communities of Practice. Retrieved from Communities of Practice: http://www.ewenger.com/theory/
Even with the utmost careful planning, integration among various government agencies and hospital staff, no one can predict the devastation a bomb hurled during the Boston Marathon.
My example of self-directed learning is about my husband. He is the Director of Medical Records at a Family Clinic. His profession requires a strict set of Continuing Education Credits in order to maintain his credentials. He’s been in the profession for over twenty years. The credential RHIA (Registered Health Information Administration) follows his name. Headquartered in Chicago, the governing body AHIMA (American Health Information Management Association) mandates 30 credits within 2 years.
All that said, CEUs are self-propelled and it’s incumbent on the person to maintain the current knowledge to stay abreast of the latest software, coding, trends and governmental policies.
Keeping on top of the Continuing Education Credits is a form of Self-Directed Learning because there are no specific rules. The person must be responsible for his/her own CEUs. They can take the appropriate courses via online, conferences, written material, courses or workshops. I can see the benefits of keeping on top of the current trends. Many professions require CEUs….but not Instructional Design?
I wish I had a jovial example of a transformative event, but my example is a sad one, but one that has enlighted me and my family. The sudden death of my mother, at age 74, brought my immediate family into turmoil. My father, a traditional man, did not cook nor clean, nor shop, so he was fraught with the task of providing for himself. His health was frail, so it was incumbant upon my sisters and me to find appropriate care.
All this leads to learning about the labyrinth of elder care services: assisted living facilities, home care, nursing care, government entitlements etc. It is a maze of paperwork. While it was quite a saga for over five years, my sisters and I gained insight on how to deal with this. (We are fortunate to all live within 40 minutes of each other). Having siblings will share in the tasks equally is always benefical.
Step 1: Have a meeting with the parent about the next steps. Do they want to live alone? Can they live alone? Can they still drive? What ailments do they have. Start the hunt for alternative housing or in-house aids.
Step 2: Divide the tasks:
Financial – gain access to accounts; be a co-signatory for various accounts
Health care – learn about the doctors who specialize in the care of the elderly
Legal Documents – get the legal documents in order (Living Will, Power of Attorney, Health Care Proxy, etc.
Housing – assess whether to sell the house. Find alternative housing if need be.
Step 3: Hire a geriatric care manager: (optional) (I wish we did this. These are experts in elder care issues.
Before I write a thesis on this, suffice it to say, the event was transformative, but the outcome was a learning experience. We sadly lost our Dad after five years in an Assisted Living facility, but by-and-large, he was well cared for and happy to see us.
Bottom line: Prepare. Transformative events are usually unexpected.
There’s no shortage of theories to explain personality types and models. Common among them, of course, is the Briggs Meyers (or is Meyers Briggs?). It seems to be the theory of choice in many corporate-wide organizations. Rooted in Carl Jung’s theory, it’s a straight-forward theory allowing for classification for working in teams, understanding strengths and weaknesses, as well as developing an understanding of other’s motivations and behavior. I would imagine many people could recite their own classification: Me=ESFJ, my husband= ISFJ.
With David Kolb’s Learning Style Model, I see myself : CE/AE What I like about this model is its two layered approach. The outer circle Concrete, Reflective, Abstract and Active while the inner circle is Diverging, Assimilating, Converging and Accommodating. So, while it’s easy to classify oneself into a category, it’s interesting to see that it can be fluid. Sometimes I am active; other times accommodating. Sometimes assimilating. I’m sure others weave between the categories.
I’ve watched my share of TV crime shows from Mission Impossible to Prime Suspect to L&O (which I haven’t watched for at least five years). There’s one thing good detectives have in common: the ability to solve a crime by following the evidence. Good detectives have experience, share the knowledge, analyze the situation, generalize, process and apply the evidence. Good detectives look for motive, access and opportunity. Isn’t there a parallel between solving crimes and experiential learning?