Future Plans
Learning about Learning
Developing this portfolio has helped me to recognise my own areas of interest and the value my work has in teaching and learning. It has also helped me to reflect on the many lessons I have learned, think about my areas for development, and consider what else I still have to do to ensure my skills and knowledge are at a good enough level to work as flexibly as I would like (e.g. with different technologies and with various audiences). It has also strengthened my academic and practical interest in the relationships between technology, psychology and learning. I find topics such as motivation, well-being and organisational learning quite interesting. As such, I would like to pursue learning in these areas in the future.
Broadening my Horizons
Regarding my future plans, this portfolio has also confirmed my decision to learn more about learning design. I find this work incredibly interesting and highly rewarding. As mentioned in my contextual statement, I am already preparing to add flexibility to my work by undertaking a CIPD course to help me more into organisational learning and development. I understand that this may be difficult, but my current work with a small business is helping me to gain key experience and skills. I hope to gain more professional experience alongside more experienced colleagues and aim to continue developing my technical skills, including finishing the coding course I am doing and learning to use other common industry tools. I am keen to continue my learning and look forward to actively using my learning in future roles.
Confirmation
I declare that, to the best of my knowledge, the statements and evidence included in this submission accurately describe my practice and are drawn from my own work, with the input and support of others duly and clearly recognised.
Signed: Teri Crawford
References
Belcher, A.R., Hall, B.M., Kelley, K. and Pressey, K.L. (2015) ‘An analysis of faculty promotion of critical thinking and peer interaction within threaded discussions’, Online Learning, 19(4). Available at: https://olj.onlinelearningconsortium.org/
Bower, M. (2008) ‘Affordance analysis – matching learning tasks with learning technologies’, Educational Media International, 45, pp. 3–15. https://doi.org/10.1080/09523980701847115
Bower, M. (2017) Design of Technology-Enhanced Learning. Bingley: Emerald Publishing Limited. https://doi.org/10.1108/978-1-78714-182-720171006
Black, P. and William, D. (2018) ‘Classroom assessment and pedagogy’, Assessment in Education: Principles, Policy and Practice, 25(6), pp. 551–575. Available at: https://www.tandfonline.com/toc/caie20/current
Clark, R.C. and Mayer, R.E. (2016) e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. 4th edn. Hoboken, NJ: John Wiley & Sons Inc. Available at: https://www.wiley.com/
Costin, S. and Gerry, L.J. (2022) An evidence-based approach to soft-skills training. [Webinar]. Learning Performance Institute. Available at: https://learning-live.com/digital/recordings/ (Accessed: 7 June 2022).