A dynamic community of discovery: Planning, learning, and change

Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the author...

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Autores principales:	Michelle Gordon, Martha Ireland, Mina Wong
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	online learning internationally educated professionals adult education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/211d7946ae514657b88282f37bb24a42
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spelling	oai:doaj.org-article:211d7946ae514657b88282f37bb24a422021-12-02T19:20:40ZA dynamic community of discovery: Planning, learning, and change10.19173/irrodl.v12i1.8871492-3831https://doaj.org/article/211d7946ae514657b88282f37bb24a422011-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/887https://doaj.org/toc/1492-3831Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual’s knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a) why the self-assessment tool was developed; (b) how we fostered participants’ self-efficacy; c) how we used Blackboard; (d) what the participants gained from the workshop; and (e) how the workshop has evolved based on facilitators’ observations, participants’ feedback, and an external organization’s request for customizing the workshop. In working together to design the online workshop, IEPs’ Self-Assessment and Planning, we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.Michelle GordonMartha IrelandMina WongAthabasca University Pressarticleonline learninginternationally educated professionalsadult educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 1 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	online learning internationally educated professionals adult education Special aspects of education LC8-6691
spellingShingle	online learning internationally educated professionals adult education Special aspects of education LC8-6691 Michelle Gordon Martha Ireland Mina Wong A dynamic community of discovery: Planning, learning, and change
description	Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual’s knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a) why the self-assessment tool was developed; (b) how we fostered participants’ self-efficacy; c) how we used Blackboard; (d) what the participants gained from the workshop; and (e) how the workshop has evolved based on facilitators’ observations, participants’ feedback, and an external organization’s request for customizing the workshop. In working together to design the online workshop, IEPs’ Self-Assessment and Planning, we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.
format	article
author	Michelle Gordon Martha Ireland Mina Wong
author_facet	Michelle Gordon Martha Ireland Mina Wong
author_sort	Michelle Gordon
title	A dynamic community of discovery: Planning, learning, and change
title_short	A dynamic community of discovery: Planning, learning, and change
title_full	A dynamic community of discovery: Planning, learning, and change
title_fullStr	A dynamic community of discovery: Planning, learning, and change
title_full_unstemmed	A dynamic community of discovery: Planning, learning, and change
title_sort	dynamic community of discovery: planning, learning, and change
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/211d7946ae514657b88282f37bb24a42
work_keys_str_mv	AT michellegordon adynamiccommunityofdiscoveryplanninglearningandchange AT marthaireland adynamiccommunityofdiscoveryplanninglearningandchange AT minawong adynamiccommunityofdiscoveryplanninglearningandchange AT michellegordon dynamiccommunityofdiscoveryplanninglearningandchange AT marthaireland dynamiccommunityofdiscoveryplanninglearningandchange AT minawong dynamiccommunityofdiscoveryplanninglearningandchange
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A dynamic community of discovery: Planning, learning, and change

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