Modelling a constructivist approach to continuing professional development through e-Buddies

Abstract

When changing roles, responsibilities and even careers, the need to get oneself ‘up to speed’, particularly in the context of a constantly evolving technological environment, is paramount. Accessing information and new knowledge however, is only part of the process – it is the making sense of that knowledge and being able to develop the skills to practise what has been learned that makes continuing professional development (CPD) effective and worthwhile.

The need to provide support for professional learning within an online environment is as important as face to face ‘training’, and the role of mentor and/or coach is important in helping to ‘scaffold’ learning until the learner develops sufficient self-confidence and self-efficacy to become a self-organised learner.

This case study provides an opportunity to reflect upon a constructivist approach to professional learning in an online environment through the support of an e-buddy. Taking the step of joining the initial e-Treat, engaging in the event and finding a first e-buddy was the initial ‘hook’. Being drawn in to explore the use of Concept Maps with my own students and to then take part in an in an ‘Ask the experts’ event – a title that still makes me smile as it sat so incongruously with me at the time – was what helped the e-buddy relationship to grow. With that support and a scaffolded approach to professional learning (Walmsley, 2011), I was drawn in.