Thoughts on valuing informal learning

Thank you Jane Hart for tweeting a link to this infographic on Informal Learning and to Stefania Scott the creator and Lead Research Editor at GoodPractice who has given me permission to include it in this blog post. 

The infographic begins by sharing some examples of informal learning in the workplace:

• asking a colleague to show you how to do something
• watching a how to video online
• googling a solution to a problem you have

With the growth of easy to use social media tools and mobile devices that allow users to generate their own multimedia content, individuals are constantly contributing to resources that provide informal learning opportunities. Anyone can now create a how to video using a simple tool like screencast-o-matic, a few slides and a voice over. In corridor conversations may lead to a quick demo using the devices we carry in our pockets. Wifi and smart phones enable us to access information whenever and wherever we are. 

The infographic (see below) refers to three examples of informal learning models that describe how people learn at work - the work of Jay Cross, Dan Pontefract and the 70:20:10 model. Jay Cross author of Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance. Cross refers to the shift from push to pull where learning is 'just in time' rather than 'just in case'. 

The 70:20:10 model is a model created in the 80s by Morgan McCall, Michael Lombardo and Robert Eichinger which suggests that the optimum formula for work based learning is 70% experiential, 20% social and 10% formal.  

• 70% of learning happens on the job through real life assignments
• 20% of learning comes from feedback, our networks, and relationships with others
• 10% of learning comes from formal training such as courses and workshops

Dan Pontefract's author of The Flat Army introducing something he calls ‘Pervasive Learning’ and the ‘3-33 Model’. Here formal, informal and social learning are evenly split. In chapter 9 he talks about learning at the speed of need and defines informal learning as "an opportunity without conventionalism that provides guidance, inspiration, expertise or acumen typically in a non-formal environment." (Pontefract 2013:200).

• 33% of learning is formal physical or virtual classrooms, conferences, roadshows or e-learning
• 33% of learning is informal mentoring, coaching, webinars, reading books, listening to podcasts and role shadowing.
• 33% is social via user generated content, wikis, blogs, videos, discussion and instant messaging tools.

The conclusion at this point is that a learning event is not the whole story about learning. We can consider how informal learning might connect with or encourage formal learning. What is the context of the learning? Is the learning related to our job, everyday life or is it for pleasure? All are valuable and can complement each other; adding richness to our lifewide learning experiences (Jackson 2014). 

What resonated me immediately when I came upon the infographic (an informal learning experience in itself) was the recommendations to boost informal learning. I had been talking about some of these with colleagues that very same day.

Stefania captures how we might boost informal learning experiences by doing the following:

• Make coaching and mentoring part of everyone's job, not just managers. Buddy up experiences hands with new employees. set up an informal in your department or team.
• Make it easy for your team to find people wit tacit knowledge. Set up a shareable database of team members and their specific skills everyone can access.
• Encourage everyone to document and share their work. Use wikis and other collaborative tools like Google docs, Trello, Yammer and Mindmeister.
• Ban information hording. Don't let people work in silos, and end up re-inventing the wheel.
• Encourage people to generate their own content, such as blogs and videos to show people how things are done.

My conversation had been around the value of a personal learning network and how through this it was possible to openly learn both independently but also as co-learners. Sharing the process of our learning, reflections on what we have learned and engaging in digital open learning forums to discuss, question, challenge - were examples of how the informal learning process can be enhanced. In the workplace it is often difficult to find out what others have done in relation to developing innovative practice in the classroom for example. What worked well and what didn't are questions we might want to ask. Often it is not until such work is published that we get to hear about it. However where colleagues are engaging in social media, for example blogging and Twitter, there is the potential to share ongoing practice and pedagogic research to a wider audience. These forums open up opportunities for dialogues to take place, but also provide individuals to informally learn from others by simply reading the reflections of others. 

So it is clear that those engaging in informal and social learning value this activity, however what is not evident is the value organisations place on these activities - how readily are theses CPD activities recognised and acknowledged in the same way as formal learning? 

Source: http://www.goodpractice.com/blog/informal-learning-decoding-the-myths-and-mysteries-infographic-2/


References

Cross, J. (2007) Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance. 

Jackson, N. J. (2014) Lifewide Learning and Education in Universities and Colleges: Concepts and Conceptual Aids, Chapter A1  in N. J. Jackson and J. Willis (eds) Lifewide Learning and Education in Universities and Colleges. 

Pontefract, D. (2013) The Flat Army. 

Pathways: An Industry Neworking Event

Pathways is an exciting networking event, bringing like-minded individuals and businesses together to discuss current trends & employment opportunities. On the 18th March Sheffield Hallam University hosted the Pathways Creative Media Industry Day. 

Guest keynote speakers included BAFTA winning, Mark Herbert who is an ex Sheffield Hallam Film Studies Student, who has had huge successful in the British TV and Film industry. His impressive work includes producing: Four Lions, This is England, Phoenix Night etc. Alongside the keynote presentations were a selection of workshops. 

The full programme can be found here: http://www.shupathways.co.uk/

I was invited to facilitate a workshop on using social media for industry networking with Dani Millward. Dani is a an ex Hallam Journalism student and one of the first cohorts I taught social media to and has a wealth of experience already under her belt. Writing her own blog, and engaging with Twitter and LinkedIn have made a significant impact on the opportunities she has had in relation to her career. It was both a pleasure and a privilege to work together at this event.

The objectives of our workshop were to share our personal experiences and how we use social media for professional networking, and to provide the participants with key tips on how they too can utilise social media to build networks.

A key message we shared is that today it is not just who you know, but who knows you. Having a professional online presence and being findable online is vital for successful networking. We talked about the value of developing connections beyond those you immediately know. This might include other professionals and experts in your field. Participants were asked to consider the following questions:

• WHO should you connect with?
• WHAT could you gain from making new connections?
• WHERE could you make new connections?
• WHEN could you make new connections?
• WHY should you make new connections?
• HOW could you network benefit your career?

TeachMeet: Sheffield Hallam University Learning and Teaching Event

8 January 2015 – Learning and Teaching Exchange.

Theme: Using Learning Spaces to Actively Engage Students

This one day event had a very practical focus, looking at different ways of engaging students, using our physical and virtual spaces. The day incorporated sessions that shared some of the most innovative and inspirational academic practices from across the University – keynotes, workshops, debates, teachmeets and lots more.
Learning and Teaching Exchange Programme.pdf

Presenting

I presented a poster and a TeachMeet session on Bite sized CPD, the #LTHEchat

Learning & Teaching in Higher Education weekly Tweet Chat. Both attendees and presenters were eligible to claim delegate and/or presenter badges.

Presentation and Poster

Recordings of the TeachMeet

International Women's Day 2015 #IWD2015

Sunday 8 March marks International Women's Day (IWD). Observed since 1909 it is a global celebration of respect, appreciation and recognition of women, while continuing to call for greater equality.

Thousands of events are taking place to mark the economic, political and social achievements of women. These are being shared via social media and tagged as #IWD2015 #InternationalWomendsDay #MakeItHappen

Make It Happen is the 2015 theme for the international womens' day.com global hub, encouraging effective action for advancing and recognising women.

http://www.internationalwomensday.com/

Sheffield Hallam University is an active participant. In support of this year's theme of 'make it happen' staff and students who have been nominated by colleagues share their inspirational stories. 

I was humbled to be nominated by my colleague Yve Appleton as an inspirational woman. Abbreviated case studies can be found at: http://www.shu.ac.uk/ad/international-womens-day/staff.html  

There are so many inspirational women and it is important that their stories are told, captured and shared. 

Jisc Digital Student

Investigating students' expectations of the digital environment

Following a call in November 2014, JISC identified almost 50 exemplars of effective practice in support of students’ digital experiences. The exemplars have been written up with the support of the staff (and in some cases students) involved. They are organised as 7 key challenges:

1. Prepare and support students to study successfully with digital technologies
2. Deliver a relevant digital curriculum
3. Ensure an inclusive student experience, using technology to overcome disadvantage
4. Provide a robust, flexible digital environment
5. Develop coherent policies for ‘Bring Your Own’
6. Engage students in dialogue about their digital experience and empower them to make changes
7. Take a strategic, whole-institution approach to the digital student experience

The case studies for each of the challenges can be found here:

http://digitalstudent.jiscinvolve.org/wp/exemplars/

My colleague Chrissi Nerantzi and myself submitted a case study on our 'Cross-institutional open course: BYOD4L'. (short for Bring Your Own Device for Learning). This was accepted under the key challenge Develop coherent policies for ‘Bring Your Own’.

Challenge 5: coherent policies on ‘bring your own’In support of several aspects of the student digital experience we have identified that institutions need a coherent, whole-institution approach to ‘Bring your own’ (BYO): the use of personal devices, software, services, data and content in university settings. While it seems simple to advocate that staff and students use their own technologies wherever this works for them – and to make this as easy as possible – still there are several aspects to getting this right.

You can read the full case study here: 

Cross-institutional open course: BYOD4L

We were delighted that JISC had also included the BYOD4L website as a key resource:

Further resources

• BYOD Guidance from Jisc Legal
• Advice on data protection from the Information Commissioner’s Office (ICO)
• BYOD4L open online course from Chrissi Nerantzi and Sue Beckingham

JISC key findings

Students who are using their own devices still feel that institutions should provide all the services and systems they need to complete their course work to a high standard. So they may have an ongoing expectation of – and attachment to – institutional computing facilities, particularly as sites for collaborative working, even while they use their own devices in the same places. They may want to find their own content but only if they have an ‘authorised’ bookmark stack as a place to start. They may share ideas online but prefer a ‘safe’ institutional space in which to practice expressing them in professionally or academically credible ways.

BYO introduces a tension for institutions between the benefits of gathering and managing learner data in closed digital systems and the desire to support students using systems that are under third party control. There are also tensions around ensuring the safety and ethical behaviour of students who are simultaneously in university space and in public/open digital space (via university networks). These tensions cannot be resolved in the long term by technical and legal constraints but by working with students to develop their awareness and repertoire of online behaviours.

(There are also of course legal and security issues which must be addressed in a BYO policy. They are not dealt with by this project which focuses on the student experience, but Jisc provides extensive guidance on these issues.)

BYO immediately creates a space for learning in which attention is divided between the face-to-face setting and the world online, as accessed through personal devices. This can be  distracting to students (and staff) unless the interface between the two is managed, for example by giving students specific tasks and cues. BYO does not mean that teaching staff must allow the use of digital devices at all times, though care must be given that students who rely on assistive technology are not disadvantaged by an instruction to ‘put devices away’.

BYO policies should, we feel, focus on academic practice. Consider what students need to be able to do with their devices and services in order to be successful in their studies. Then consider the preferences of different student groups, in particular some of the hidden needs that a BYO approach may exacerbate e.g. for students who lack experience of digital systems, or who have particular access needs or learning preferences. Finally construct a policy that puts personal technologies in the service of those requirements. Of course the needs and preferences of staff must also be taken into account, especially as students will take their cues from them.

BYO assumes that alongside personal devices students also bring their own services, data, apps/software, and their own skills in using them. Policies on BYO need to be considered from the standpoint of how students will develop their digital capabilities: their capacity to use a wide range of tools and applications, to adopt new ones and to recover from failures, rather than simply making sure they can use mandated systems.

‘Bring your own’ may be a threat to inclusivity and parity of experience. Consider how students without good digital access, experience or skills and be identified and supported.

Solutions

1. Gather requirements, benchmark, assess institutional and personal needs including the needs of different student groups before formalising a BYO policy and guidance.
2. When implementing BYO, start from the academic practices learners need, then look at the data/services they need to support them, and finally ensure they can use the devices/apps etc they prefer.
3. Provide for the long tail: consider how those without basic access and skills will be supported e.g. with loan schemes, continued fixed provision, drop-in surgeries. Similarly, ensure BYO evolves to meet the changing demands of digital pioneers.
4. Ensure students have ubiquitous access to networks and power.
5. Enable students to access personal services via institutional networks and to network their own devices easily in campus locations
6. Assume networks and systems will become more hybrid (local/cloud-based) but continue to brand institutional services so students know what they are getting and feel supported.
7. Ensure that students are aware of relevant policies and have opportunities to understand their responsibilities, as well as what they can expect to be provided for them.
8. Layer IT support. At the ‘core’, ensure all have functional access and any necessary induction. For use of non-institutional software and services, provide on-demand guidance, well signposted (e.g. Lynda.com). For more advanced users, support expert/interest groups. Drop-in workshops, buddies, IT champions to knit it all together.
9. Make it safe for students to identify their needs at any point in their learning journey.
10. Design/adapt learning and social spaces to support the use of personal devices and associated informal, collaborative, networked modes of learning.
11. Invest in staff development and communicate the expectation that digital expertise will be embedded into academic practices and professional roles.

Creative Self Expression for Digital Scholars

One of the profound changes that is taking place at the start of the 21st century is the creation of many new affordances for creative self-expression brought about by the technological revolution that is carrying us into a new Social Age of learning and a new culture of participation, creation and co-creation. Aided by the internet and its associated technologies we are changing our habits of communicating and interacting through the on-line environments we increasingly inhabit.

Fundamentally, as a society we are changing the way we find, share and co-create information to develop new knowledge and meaning. The world is full of content creators and people offering their unique perspectives on anything and everything and full of opportunity to collaborate to co-create new knowledge, objects and relationships. The very act of communicating in the Social Age offers new affordances for creative self expression and examples are given below of some of the ways in which social media can encourage and enable creative self-expression for all digital scholars working in higher education.

Traditional channels to share achievements

The CV or resume has been used for many years as a means of sharing work experience, skills and qualifications. Typically the 2-sides of A4 paper CV is used as a means of selecting applicants for job interviews. In the last two decades we have seen a growth in the Company website which may offer a Who’s Who gallery. The purpose of these is to showcase the skills of those who work for that organisation. The digital CV for many is now having a LinkedIn profile and using the affordances for professional networking and publication that LinkedIn provides. This professional networking site has provided the space to host these since 2003.

Traditional channels to express scholarly activity

In the main these have been peer reviewed journal articles and books. The Research Excellence Framework (REF) is the system for assessing the quality of research in UK higher education institutions. Whilst providing valued benchmarking information and reputational yardsticks, for use within the higher education (HE) sector and for public information, we must also consider how to highlight the excellent work that doesn’t make the dizzy heights of the REF. A further consideration is the time it takes for research to actually be published.

Professor Patrick Dunleavy argues that “a new paradigm of research communications has grown up -  one that de-emphasizes the traditional journals route, and re-prioritizes faster, real-time academic communication”. He goes on to introduce the blog as a useful mechanism to share a synopsis of your article, book or chapter. The likes of Wordpress and Blogger offer free blog sites and are supported with excellent online help guides to get you started. Web 2.0 drag and drop technology also enables us to very easily create our own websites to curate the products of our research (See for example Weebly).

Using social media to become and sustain yourself as a digital scholar

Social media is what it says on the tin. It is digital media that enables you to share information socially. By social this means enabling opportunities for interaction and dialogue. It goes beyond text as multimedia can be shared in the form of images, video and audio.

In a recent open lecture on Social Media and the Digital Scholar I suggested that providing bite sized links to your scholarly work can be helpful to others, highlighting topics of mutual interest. Examples might include:

• writing a LinkedIn post and updates which include links to useful content
• adding presentations to SlideShare and sharing also on your LinkedIn profile
• adding your publications to your LinkedIn profile: articles, press releases, papers, books and chapters
• adding projects you are involved in along with the names of those you are collaborating with
• writing guest posts for other peoples’ blogs, websites and digital magazines
• writing your own blog and sharing a link via Twitter

Taking this a step further and considering the technology so many of us have at our fingertips and contained within the mobile devices we carry with us, there are now so many more opportunities to become more creative in the way we share our scholarly work. Beyond text we can now easily capture images, video and audio using our mobile devices and share these on a variety of social media channels. Thinking about utilising a variety of rich media to express ourselves is the first step and will provide the means of adding your own creative mark to the work you are sharing.

Ten creative ways social media can be used:

1. Twitter

Having only a maximum of 140 characters per message (tweet) brevity is the word!. Adding hyperlinks to websites can provide the reader with more information. These links could also be to videos, audio or images. In addition you can upload an image of your choice and this will appear below the tweet. This is where you can become creative as you can design your own images. There is now an option to pin a tweet to the top of your profile page. Selecting one you wish to promote along with an image can be very useful. Opportunities for creativity abound in the messages and images you create, and the way you engage with others using this medium.

2. Slideshare

You can upload PowerPoint presentations, documents and infographics to Slideshare. If you are on LinkedIn you can choose to auto-add these to your profile. This adds a visual aspect that stands out amongst the text. You can also capture the embed code and display your slideshares in your blog or website.

3. Screencast-o-matic

Create guides in the form of a screencast video. Tools such as screencast-o-matic capture anything on your screen from a PowerPoint set of slides, a word doc, a photo, diagram or drawing along with a recording of your voice over. The recording can be uploaded to YouTube or saved as a file. It can then be shared via your chosen social networks.

4. Pinterest

Pin your visual assets - photos, drawings, sketches, diagrams of your work, book covers, presentations - on to a virtual pinboard. The image maintains the link to the site it was pinned from. You can create as many boards as you wish on Pinterest.

5 QR Codes

Add a QR code to your business card that links to your blog, website or LinkedIn profile. These can be made easily by using the https://goo.gl/ URL shortener. Paste the URL you want to link to - click shorten and then click on details to reveal your QR code. Save this as an image. There are a number of free QR code reader apps that can be downloaded on to your smartphone.

6. Video

Capture short video clips about your work. These could be demonstrations of practical activities, talking head interviews or exemplars of student work. You could create a video biography or CV and then share on your blog, website or LinkedIn profile. If uploaded to YouTube or Vimeo you can capture the embed code and simply paste this into a blog post or on your website.

You may also want to experiment with Vine to create mini 6 seconds video clip. This is long enough to capture the cover or title of your book or any other artifact you wish to share. Vines can be shared via social media or embedded into a blog or website.

7. Podcasts

Tools like Soundcloud and AudioBoom are easy to use to capture audio narrations. Consider recording a synopsis of something you are working on. Share the recording via Twitter.

8. Images

An image can add context to an update shared via any social network. This could be a photograph or a digitised drawing, sketchnote, mindmap, diagram, CAD drawing and more.

Curate scholarly related images you create by adding to Flickr or Instagram. Go a step further and use them to create a collage using PicMonkey or an animated slideshow using Animoto or Adobe Voice.

Consider giving your images a Creative Commons licence so that others may use too. Also make use of the Creative Commons search facility for your own work to find images and music.

9. Host a Google+ Hangout

A Google Hangout is very similar to Skype enabling you to have a live video conversation with one person or a group of up to ten people. Google Hangouts on Air give you the opportunity to publicly share the hangout conversation that takes place and will auto record and publish this on YouTube.

Sharing a discussion is an excellent way to introduce others to research, teaching innovations, student work or anything else you think would be of interest to others.

10. Infographics

These are a great way to visually portray information including stats and data in the form of a digital poster. You can use PowerPoint or Publisher to create or tools like Piktochart or Infogram which give you a lovely choice of templates. Infographics can also be used to create visual CVs using VisualizeMe.

Useful background reading

1) Using Social Media in the Social Age of Learning Lifewide Magazine September 2014 Available on line at: http://www.lifewidemagazine.co.uk/

2) Exploring the Social Age and the New Culture of Learning Lifewide Magazine September 2014 Available on line at: http://www.lifewidemagazine.co.uk/

Re-blogged from a post published on the Creative Academic

There's more to C in CPD

CPD is an acronym for continuing professional (or personal) development. CIPD (which is the professional body for HR and people development), offer competence and competency frameworks which look at the skills requirements of a job, however whilst each employee may have met a skills set to get the job, these need to be reviewed. This can be done through ongoing or continuing personal and professional development, which could include the development of both both hard and soft skills. CIPD define CPD as a means of building confidence and credibility.

The benefits of CPD aren't felt just when you’re going for promotion; you can see your progression by tracking your learning. CIPD

For many CPD is a way of maintaining the knowledge and skills that relate to our professional life. The learning we need to undertake can be formal and structured or informal and self-directed.

Jobs.ac.uk say that CPD

refers to the process of tracking and documenting the skills, knowledge and experience that you gain both formally and informally as you work, beyond any initial training. It's a record of what you experience, learn and then apply.

CPD therefore is not just what we learn, but how we apply this to develop our approaches to work, learning or research. Every individual's needs are different and the confidence each has in the various aspects of their working lives is unique. Only you can decide what additional CPD would be of benefit to you.

The Power of Positivity offers the 3 Cs of Life (as represented in the graphic at the head of this post):

• Choices
• Chances
• Changes

As a starting point for CPD we have the choice to take ownership of our own CPD. There are many opportunities or chances to engage in informal learning online, in addition to those offered formally by your place of work or study. Many are free and offer a wide choice of development areas that extend beyond your immediate development needs for undertaking the job you do. CPD can help you look at making changes to the way you approach daily tasks, the way you communicate or provide development of new skills opening opportunities to perhaps change your job or career.

Professor Norman Jackson looks at the ecology of development and the components of an individuals' learning ecologies. He suggests the components include our capability (everything I know and can do or I am capable of doing) and contexts (the spaces, places and situations we inhabit). Learning happens everywhere both within the workplace and throughout our daily lives. Jackson's book Learning for a Complex World: A Lifewide Concept of Learning, Education and Personal Development helps us to understand the value of lifewide learning integrating formal learning, informal learning, and life (which is often complex) beyond the campus. The concept of lifewide learning includes using social media in the social age of learning we now live in.

Douglas Thomas and John Seeley Brown have written a book titled 'A New Culture of Learning: Cultivating the Imagination for a World of Constant Change'. They argue that learning (and this can apply to CPD) is changing as we move from the industrialised model of formal education to new and innovative ways of social and informal education. Technology is a driver for this kind of learning and therefore our approach to CPD is constantly changing and evolving.

My colleague Chrissi Nerantzi and myself have developed a social and informal short 5 day open learning course called Bring Your Own Device for Learning which offers an inquiry based learning approach to discovering how we can use our smart devices for learning, teaching and research as a CPD activity. Within this we use our 5 Cs Framework which provides a focus for the daily activities. The 5 Cs focus on how we can make more of the mobile devices many of us carry in our pockets to connect and communicate with others; how we can collaborate and curate when learning, and the value of being creative in this process.

• Connecting
• Communicating
• Curating
• Collaborating
• Curating

MindTools offer 'The 7 Cs of Communication' which through open discussion has been extended to the 9 Cs of Communication. Both professionally and socially communication is part of all aspects of our daily lives. As individuals we need to develop the skills of communicating with others and the nine examples below are aspects to consider. Communication now extends beyond face to face and takes place in a wide range of digital forums including email and social media. We should seek to ensure our communication is:

• Clear
• Concise
• Concrete
• Correct
• Coherent
• Complete
• Courteous
• and these are further additions (thank you David Eddy)
• Credible
• Contextualised

An essential part of our CPD is developing our digital literacy capabilities.

Digital literacy defines those capabilities which fit an individual for living, learning and working in a digital society. 
(Helen Beetham)

Beetham says that defining a particular set of capabilities as a 'literacy' means that:

• they are a pre-requisite or foundation for other capabilities;
• they are critical to an individual's life chances;
• they are essential to the making and sharing of culturally significant meanings;
• as a result, there is or should be a society-wide entitlement to these capabilities at some level.

To add to this critical thinking, cultural awareness and cultural capital are also essential aspects to consider. We should not take everything at face value and critique what we find throughout our learning journey. It is important to respect that others we work or learn with and from may have different cultures, values and attitudes.

Cultural capital (Bourdieu) is simply defined by About Education:

Cultural capital is the ideas and knowledge that people draw upon as they participate in social life. Everything from rules of etiquette to being able to speak and write effectively can be considered cultural capital.

Routledge offer that: "According to Bourdieu, cultural capital comes in three forms - embodied, objectified, and institutionalized. One’s accent or dialect is an example of embodied cultural capital, while a luxury car or record collection are examples of cultural capital in its objectified state. In its institutionalized form, cultural capital refers to credentials and qualifications such as degrees or titles that symbolize cultural competence and authority."

We can therefore increase our cultural capital for example by undertaking and recording CPD activity which may lead to formal qualifications.

Doug Belshaw wrote his PhD thesis on digital literacies and argues that

We need to always talk about literacies in their plurality and that there are broadly eight essential elements to digital literacies.

Belshaw has written a book on the essential elements of digital literacies. He states that the definitions of these need to be co-created to have power. The 8 essential elements are:

• Cultural
• Cognitive
• Constructive
• Communicative
• Confident
• Creative
• Critical
• Civic

From my own perspective I have used social media channels such as LinkedIn and Twitter to develop a personal and professional learning network. Through engaging in discussions and conversations I have found a wealth of CPD and informal learning activities. You can find me on Twitter as @suebecks.

I hope this post offers sources of further reading for you to explore. I'd welcome any additional examples of other Cs that expand our understanding of CPD in the comments below.

This was blog post also posted on LinkedIn profile