CPLP, HRD, Learning and Performance, Training & Development, Workplace

Getting Certified in Learning & Performance with the CPLP

For my time “between gigs” (and within contracts), I’ve decided to get certified for my work in Learning and Performance. The Association for Talent Development (ATD) provides the ATD Competency Model to outline what professionals in the industry of talent development needs to know and the relevant skills for industry.

In choosing to certify my knowledge and skills, it will require me to review and prepare for the Certified Professional in Learning and Performance (CPLP) exams. ATD certifies this and the Associate Professional in Talent Development (APTD). The CPLP is a globally recognized certification for those in the learning and performance, focused on the 10 areas of expertise (AOE):

  1. Training Delivery
  2. Instructional Design
  3. Learning Technologies
  4. Evaluating Learning Impact
  5. Managing Learning Programs
  6. Integrated Talent Management
  7. Coaching
  8. Knowledge Management
  9. Change Management
  10. Performance Improvement

These AOE’s have been part of my doctoral studies and what I’ve been teaching and researching this past decade. Since ATD confirmed my eligibility and I have a bit of time on my hands, I figured it would be an optimal time to review and prepare for the two CPLP exams that test Knowledge and Skills Application. Here are a few examples of the many (150) knowledge questions, to study for the Knowledge test:

  • Which theory of learning focuses on matching individual needs to appropriate instructional experiences and is particularly useful for helping employees adapt to changes in their work lives?
  • What are the five principles of andragogy?
  • What is an informal philosophy of teaching that focuses on what the instructor does rather than what the participants learn and usually refers to the teaching of children?
  • What is the difference between teaching and facilitating learning?

If you are interested (and maybe considering the CPLP), I will use my blog to post open “study notes” to let you know what I am reviewing. If you are interested, eligible, and have the time/resources to prepare — join me and we’ll form a digital study group. Here are 10 tips for taking the CPLP, from an ATD certified member. My goal is to work towards either the January/February 2020 exams for the CPLP Knowledge Exam and February/April 2020 for the CPLP Skills Application Exam. If you have completed the CPLP exams in the last couple of years — let me know! There has been a few updates to the I would love to gain you perspective and advice as I prepare.

Higher Education, Learning, Learning and Performance, Library, Library Science, Open Education, OpenAccess, Professional Development

Introducing: Open Higher Ed Learning & Development (HELD) Digital Library

There are a growing number of learning networks, online communities, educational resources, and openly shared learning & development (L&D) created for and by higher education professionals. Over the years I have personally discovered a wealth of thoughtful and creative resources that have helped me improve, learn, and grow in the work I do. These open artifacts and digital items are openly shared by a brilliant group of colleagues who work in and around in higher education. This past summer, a course I as enrolled in as a learner prompted me to start this side passion-project to think about how I can best gather these professional L&D resources that best inform my own teaching, research, and practice. This led me to create the Open Higher Ed Learning & Development (HELD) digital library.

OER is sharing is a Flickr image/drawing shared in the Public Domain by Giulia Forsythe

The Open HELD digital is designed to showcase and display open educational resources (OER), specifically resources that provide professional L&D for peers and colleges working in the postsecondary education (staff, faculty, and graduate students). This space is a digital library is always a work “in-progress” as I will continue to edit, update, and add to the collections — you know, all the metadata fun.

Open Higher Ed Learning & Development (HELD) Library

https://openheld.omeka.net/

This digital library shares open L&D materials with an open license as an OER object via Creative Commons, the Public Domain, and/or via permission of the creators/authors/editors for each item. As you browse this digital collection, you will find open L&D items to enhance your instruction, help with student support/advising, and improve your scholarly work with teaching, research, and service. I hope this digital library is helpful for you to find and learning with these resources. I encourage you to share this digital library with other postsecondary peers and colleagues.

If you have an open L&D teaching, learning, research, or service resource to share with higher education professionals please let me know. It would be great to share and showcase your resources/items. The Open HELD library collections currently include: books, journals, reports, podcasts, Twitter chats, drawings, pictures, videos, webcasts, team/personal blogs, and websites. I welcome links to URLs, uploads of files/documents, images, and more. Also, I welcome expanding this to share relevant whitepapers, course syllabi, presentation slide decks, program/teaching handouts, and more. These collections can be augmented, expanded, or added to.

Do you have an OER L&D item to add to a collection? Please feel free to submit your contribution to the Open HELD library here: https://forms.gle/SF8LCPVJ3ehS6XnQA

Also, as the Open HELD collections are a living and evolving library, I welcome your questions, comments, feedback, and suggestions for how to improve current collections and or corrections for an items already housed in this library — please feel free to send me an email at: techknowtoolsllc@gmail.com Thanks!

Higher Education, Learning, Learning and Performance, Library, Online Learning, Professional Development

Why Can’t Learning in the Analog and Digital Just Get Along?

It’s the end of the academic term (well, almost, I’m still wrapping up my grading), but I have been thinking a great deal about learning, how we learn, and the modes of learning for both my students and professionals this semester. Back in March, Joshua Kim posed a series of questions related to the higher education conference learning that goes on, and questioning how we might need to rethink our own professional development for learning:

  • What if the way we think about professional development for learning professionals is actually holding back the learning profession?
  • What if what we really need is to create new knowledge?
  • What if what the learning profession really needs is original scholarship?
  • What if the resources, time and energy we devote to attending large professional conferences would be better spent in small-scale convenings, where the goals of scholarly productivity are foregrounded above all others?

These questions resonated with me, my friends/colleagues often ask if I will be attending an upcoming conference or event so we can meet up. As a professional with minimal funds for travel and also little interest in attending conferences during the academic term (I teach A LOT of learners during the two long semesters – Fall and Spring), many are surprised to hear I am not going to be at these events as I value professional learning. In the last few years, I have notices that I am not learning very much at conferences on site at these events. To clarify — I DO participate in valuable discussions, debates, and banter with peers at these events, but I’m not sure the format of a typical 2-3 day conference with keynotes, workshops, lecture presentations, academic papers/posters, etc. in a 2-3 day format is not how I WANT to learn.

Sure. I miss the connections and socialization within the profession at these conference events, but really, my learning and development is on-going and more tailored to what I need and want to learn about. These days, I think there are SO many ways to engage with professionals and gain the knowledge I am looking about — that I have not been interested in figuring out how to build a budget for one event. Sometimes I follow and read through a conference backchannel if I can’t physically attend; however, lately, I’m not sure I’m really missing out on anything. I think the biggest loss of not attending might not actually be the learning, but the networking and professional socialization that comes with the analog format of most conferences.  Also what is often lost in these large learning events, is the knowledge creation and sharing beyond a time, location, and date to a broader audience — that comes with “the common is a faith in the power of convening. And, in particular, a faith in the power of convening at scale” (Kim, 2019).

I think there are SO many ways professional to learn, develop, and gain knowledge in higher education. I typically find ways to learn from my peers and gain insights into my field through:

  • Books I borrow from the public & university library – I read A LOT!
  • Hashtags I search/follow/chat with on Twitter based on topics I’m interested in
  • Peers and colleagues work I follow — especially those who tweet, podcast, blog, and share in open access ways online
  • Journal articles and conference proceedings (ones that are publish)
  • PODCASTS! Like books, I listen to and learn from a wide variety of episodes, including the growing number of higher ed-focused podcasts, available on-demand, for download, and/or streaming. I guess I also create a couple to learn from as well e.g. @BreakDrink & @InVinoFab
  • LIVE/ARCHIVED web stuff: Webinars, web-events, broadcasts, YouTube live, Virtually Connecting sessions, etc.
  • Local events and happenings around DFW — at my campus, at other campuses, and general MeetUps or events. This even includes things posted on my local neighborhood network, NextDoor.
  • Subscriptions to learning, like this yearly membership I have to MasterClass.com
  • Open educational resources (OER) — e.g. MOOCs offered by FutureLearn, Coursera or edX and other OER repositories
  • Listservs and Google Groups — yeah, I still learn news, information, and find opportunities on these emailed spaces.
  • Library or research workshops at UNT Library like Software Carpentry for R and Python to tool up on a skills, platform, or research method.
  • Formal university courses. I take advantage of that staff/faculty discount at my own institution to take a non-degree course (I’m working on this certificate now).
  • Friends, colleague, and peer suggestions for learning and training — they just know I like learning, and what might peak my interest, in general. So I welcome referrals and suggestions for any of the above — and I get these often.

Beyond professional learning conferences, this sentiment also present with the work I do in the online teaching/learning domain. At our colleges and universities (at least in the US), there seems to be more value placed on the analog vs. the digital work we do on campus. If I am not physically “present” somewhere, how can the work I be doing the same as my colleague? What does a lecturer do who does not actually lecture? Good question, let me tease this out a bit as a couple of recent reads around digital minimalism and revenge of the analog has peaked these thoughts.

Over the past five years, as a full-time non-tenure track faculty member, I have been involved in a great deal of teaching/learning as a lecturer (who might not actually lecture). My work involves instructing face-to-face (F2F), online, and blended learning university courses and also designing learning/training on digital platforms AND within new physical teaching spaces. This has been fun, as I try to apply what I’m learning and discovering in my own research/learning (see list above) to re-tool how to best design these educational experiences digitally (like others who move to online teaching). That being said, when talking to some colleagues, I do notice the embedded bias for the “traditional” teaching methods (e.g. sage on the stage, chalk n’ talk, talking-head expert, etc.) for what it means to be present on a campus as a faculty or staff employee.

Looking back, I suppose most of my own experience as a learner involved F2F means of instruction, student support, and interactions. Before finishing my PhD, I had a number of F2F and blended courses I taught or had been enrolled in myself. Part of the assumption of online teaching comes with the culture on campus and the expectations of what an online course will entail for the learner. For F2F courses, I think there is less pressure to have your entire curriculum prepared, available, and online at the start of each semester. A professor or instructor can just show up and talk (on or off topic) based on what might be loosely included in the course syllabus or schedule that day, often without any concern for lecture capturing, archiving, and transcribing media (audio or video) of their presentation. As a F2F instructor who teaches on campus, there is no need to be explicit in detail for assignments, or itemization of instruction on projects, tasks, or activities for learning. Students attending these courses on site can ask immediate follow up questions before, during or after scheduled class time. Additionally, students feel a rapport or social presence with the in-class instructor that is different those educators they might have online (not always, but it often it is so). These interactions to learn with peers or through impromptu discussions in class, does not require a script, plan, or set outline of pedagogy when comparing it to the defined structures of an online course.  Then there are other F2F learning experiences when faculty stick to the scripted presentation/lecture with minimal interaction or engagement.

Since my faculty role has primarily involved designing and delivering online learning, I have been a fortunate to lecture and capture lessons on video/audio, augment how I offer student support in office hours, create useful learning materials beyond a textbook, create social presence for myself and learners in these courses, and be mindful of making my educational resources accessible in a variety of different formats considerations for multiple formats. This reflection of my teaching online is constant and helps me to improve how to make concepts and learning relevant for my students.

For learning, it does not have to be a THIS or THAT debate. When it comes to the digital or analog practices, I think there is value in both. Like making a mix tape of music or playing a vinyl record, I take the skills of searching, listening, finding, and curating my music on Spotify playlists digitally. I don’t think I could do one well without the other. The skills for learning design offline apply to how I think about my online curriculum. Both should exist — it’s not an either or when it comes to the analog and digital experience for learning. Our college/university campuses and our professional associations could use a healthy smattering of both. We need educators, administrators, instructional designers, and student support services that are versatile in both digital and analog practices. I think teaching online, over the past few years, better informs my pedagogical preparation and considerations for how I design and deliver learning. Whether it is an in-person conference workshop or an online week webinar, I think the pedagogical experiences help to merge my digital and analog practices. It’s marriage of both skills sets to reach a variety of ways to gain knowledge and learn.

We will never change how we create and share knowledge, or learn new ways to do things, unless we change our professional practices. The model of conference learning is fine to socialize and network with the select few who can afford to attend the conference; however, I would challenge the number of professional associations I am/have been a member of to think about how to BETTER share and TRULY scale knowledge in a manageable way, specifically:

  • How are these learning artifacts archived beyond the dates and locations of these events?
  • Are there ways to share knowledge and learning that we need to start modeling for professional learning, training, and development of our own?
  • How are professionals who do not attend engaged and encouraged to understand the value-add of these learning experience or resources shared from the in-person meetings?
  • What was can data be managed and learning objects be curated to organize what was shared, learned, and presented at these events?

I don’t have the answers to these, but I think this is worthy of further discussion and consideration. I know I would be willing to support and work with professional associations/organizations who would like to consider how to effectively organize their own digital libraries for learning, knowledge sharing, and advancement of the field. Let’s chat.

#AcDigID, #EdDigID, Learning and Performance, Networked Community, networkedscholar, OLC, Training & Development

Join the #EdDigID Twitter Chat on Friday (9/29) @ 2 pm CT!

Being an open professional or academic might mean showcasing your own work, research, teaching, and practice online. Social networks and digital tools are increasingly offering higher ed professionals an online place for collaboration, learning, and sharing. In the information age, being able to display research and practical work in higher education is the norm and it is critical we are contributing to public knowledge.

There are a great number of benefits for being open and online; however, professional digital identity development does not come without questions or challenges. My last post not only introduced a few issues, challenges, and affordances (+ the #EdDigID workshop); however, we are going to share MORE in a LIVE Twitter Chat this Friday, September 29, 2017 from 2-3 pm CDT (time zone converter, I’m in Dallas, TX, USA). What does it mean to be a connected practitioner? How has being a networked scholar impacted your work? Come chat, in 140 characters or less (or more) with us! All #highered colleagues & peers are welcome for some FREE Twitter PD!

HOW TO: Participate in the #EdDigID Chat on Friday (9/29)

Here’s a quick overview of how to participate in #EdDigID Twitter Chat:

  1. Set up your Twitter Account (HOW TO: Set Up The Twitters).
  2. Follow the #EdDigID hashtag on Twitter for the latest tweets.
  3. Follow @LauraPasquini who will moderate the Q & A for the Twitter Chat, a.k.a. “MOD”
  4. Get ready and excited for Friday’s (9/29) chat by checking out what’s being shared and discussed on the#EdDigID hashtag NOW! BONUS: You might learn what’s happening & being in my workshop. 🙂
  5. JOIN US Friday, September 29th from 12-1 pm PT/1-2 pm MT/2-3 pm CT/3-4 pm ET for the following TOPIC: Being Online as a #HigherEd Professional in 2017

Contribute to the #EdDigID Twitter Chat by:

  • Logging into your Twitter account as the #EdDigID chat will happen ON TWITTER.
  • Follow along in real time during the #EdDigID Twitter chat by following along on the  Twitter hashtag: #EdDigID  or this Tweet Chat Room: http://tweetchat.com/room/EdDigID
  • The MOD (moderator) @LauraPasquini will ask 3-4 questions during the 60-minute chat; please respond with the Q# in your update, e.g. “Q1: Your Answer” or “A1: Your response”
  • Invite your higher education faculty/staff peers to join the conversation – all are welcome to join!
  • Include the #EdDigID hashtag in your tweets and responses (“@”) to others.

To help you prepare, here are a few of the #EdDigID chat questions to ponder IN ADVANCE of our conversation:

  1. What questions should we discuss, with regards to #highered professional presence/identity online + social media?
  2. What are you preferred spaces & places to learn online? This could be social media, digital platforms, etc. Please list!
  3. What are your spaces and places to “be” online as a #highered professional (besides Twitter)? Please share!
  4. What advice do you have for #highered peers who are just starting to develop their digital ID?
  5. What are some of the benefits for developing a digital identity?
  6. What are the possible challenges/issues for being online, on social media or having a professional a digital presence?

UPDATED POST 9/29/17: Here is our #EdDigID conversation archived in @Storify:

#EdDigID Twitter Chat: Being Online as a #HigherEd Pro in 2017 [Transcript]

Learning and Performance, Networked Community, Professional Development, Virtual Communities, Workplace

VOTE for our PanelPicker: #NSFWatSXSW

Employees in today’s workforce have either grown-up balancing their “screen time” or have embraced the power of digital tools to enhance communication, collaboration, and workflow. Social and digital technologies have been at our fingertips for just over a decade in our occupational lives. Exposure to social media or mobile applications does not mean new professionals or veteran employees are digitally savvy at simultaneously negotiating their online and offline self. Our social networks have expanded beyond a collection of family/friends and now branch into industry groups, professional networks, and online communities connected to our career.  The expression “in real life” or “IRL” no longer applies, and what we do inside the screen does impact our working lives. What happens when these digital networks witness behaviors or interactions that are unwanted, inappropriate, hateful, and not suitable for work (NSFW)?

#NSFWatSXSW: Your “Professional” netWORKed Community:

http://panelpicker.sxsw.com/vote/77084 

Our digital communities and online networks are witnessing unwanted behaviors and reactions.

“Online communities form for personal enrichment, professional networking, and social learning. How do they help or hurt individuals, organizations, and industry? What challenges and barriers arise for community organizers? When it comes to the workplace, what happens when our online and offline life converge? Implications for both individuals and employers will be discussed.”

Being exposed to these virtual spaces and places does not mean employees or employers know how to simultaneously negotiate what happens when these online interactions impact the offline work environment and potentially impact their career advancement. The WEF Future of Jobs report (Leopold, Ratcheva, & Zahidi, 2016) listed complex problem-solving, critical thinking, and creativity at the top of the essential skills list for work in 2020; however, digital literacy training and preparation in post-secondary has not fully prepared learners to contribute (Alexander et al., 2017) and meet the technology needs of industry.  As we think about the future of jobs and job training needs (Rainie & Anderson, 2017), it is critical we address these networked behaviors and consider the skills required to cultivate a productive digital ecosystem that is able to go to work with our employees.

In our PanelPicker session, we want to share implications and strategies for supporting professionals in a networked space for the INTERACTIVE: Workplace track. We want to discuss how these networked spaces and, perhaps not NSFW online interactions, impact the future of work, by discussing:

  1. Why do networked communities matter for professional practice and industry?
  2. What are the benefits and challenges in these professional networked communities?
  3. How do we (employer’s, employees, or industry) deal with these digital communities or networked professionals in the workplace?

Please join the online community opportunity to VOTE and COMMENT on our idea, and others! The opportunity to source the most creative, innovative and appropriate for the South by Southwest (SXSW) 2018 event is yours for deciding. The community voting will close on Friday, August 25 (11:59 PM CT). Please take a minute to VOTE for OUR PanelPicker!!

#NSFWatSXSW

Your “Professional” netWORKed Community

 http://panelpicker.sxsw.com/vote/77084 

References:

Alexander, B., Adams Becker, S., Cummins, M., & Hall Giesinger, C. (2017). Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief. Volume 3.4, August 2017. Austin, Texas: The New Media Consortium.

Leopold, T. A., Ratcheva, V., & Zahidi, S. (2016, January). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. World Economic Forum.

Rainie, L., & Anderson, J. (2017, May 3). The future of jobs and jobs training. Pew Research Center.

Learning and Performance, Learning Community, PLE, PLN, Professional Development, Virtual Communities

Learning and Development on a Backchannel

Lately,  I have been thinking a lot more about backchannels for learning and development (L&D) as I chat with folks involved with networked communitiesIn education, there is no doubt you have heard about a backchannel for learning, whether it was during a conference or at a professional meeting. You’ve most likely even participated in some sort of backchannel — even BEFORE technology crept into your educational practice. Let’s return to the original meaning of the word, shall we:

Backchannel learning is a “covert” way we are sharing our educational experiences online. It’s like we’re in the back of the classroom passing notes — except now it is digital and openly shared, and (probably) more productive than it was when we were younger. Maybe.

Our digital and connected backchannels allow this note-passing to augment what is happening at a specific moment in time. Today’s backchannels offer a way to showcase professional development opportunities, disseminate scholarly research, distribute resources for practice, curate knowledge from an event, and archive the learning so that it “lives” beyond a geographic location, calendar date, etc.

Et Voila: Pull To Open image c/o Flickr user kpwerker

One popular way to participate in a backchannel during a conference is by using the designated Twitter hashtag when posting tweets [Hashtag: A symbol used in Twitter messages, the # symbol, used to identify keywords or topics in a tweet. The hashtag was an organic creation by Twitter users as a way to categorize Twitter messages and link keywords posted on Twitter.] Here is an example of a study comparing #AERA15 & #AERA16 hashtag usage (Kimmons & Veletsianos, 2016).

Increasingly, I see peers tweet quotes from keynotes, articles from scholars, ideas for practice, and I am often entertained by interactions between colleagues I know — all from the comforts of my home office. With a small travel budget and too much data to collect this summer, I appreciate the ability to jump into this type of backchannel to learn about the conversation as these are rich threads that dig into issues and upcoming trends we see in the field. Additionally, if you’re keen you dip into other types of meetings from other organizations to learn more about how their discipline/functional area could influence your own professional work.

Beyond the typical conference or professional meetings, we also see similar traces of L&D happening on a backchannel to be paired with a webinar, business meeting, streaming keynote, and campus program/initiative.

With new technological affordances, there are many other ways we can create backchannels for learning and ways to develop talent. For example, here is how I use Twitter and WordPress as a backchannel with  first-year seminar class, #ugstSTORY [ARCHIVED CLASS]:

I am impressed to see a number of my colleagues use a number of OTHER technologies that are social and connected to create backchannels for L&D online — here are just a few examples– but there are LOADS to search and discover:

  • #phdchat wiki: This is a PBworks archive is from the initiative of the all the Twitter sharing and discussions hosted with the #phdchat hashtag. This community supported me during much of my doctoral research. There is a wealth of information shared and curated on this wiki site. Although this space has not been edited in over 3-years the #phdchat community lives on. Thanks for moderating and cultivating this community, @NSRiazat.
  • Digital Storytelling 106 (#ds106): is an open, online community/course from the University of Mary Washington by instigator(s) of the domain web (ahem… @jimgroom & @cogdog). Course Requirements: a real computer, a hardy internet connection, preferably a domain of your own and some commodity web hosting, and creativity. TUNE into #ds106 radio streaming: http://ds106.us/ds106-radio/
  • Teaching In Higher Ed PodcastSlack Channel: The wealth of information shared in this podcast since June 2014 is amazing and I’m thankful for how Bonni (@bonni208) brings in various guests to support my own professional development for pedagogical planning and to support my own teaching in higher ed. Beyond this regular audio podcast, she also has a community of listeners who she connects to and with via her Slack backchannel and via Twitter.
  • Virtually Connecting (@VConnecting): The virtual buddies bring a small group of on-site and virtual folks together at professional and academic meetings via YouTube Live (formerly Google+ Hangouts) to have a “hallway conversation” about the relevant issues, conference experiences, and to host a conversation at different conference events. They welcome new virtual friends and typically have a Google form for you to complete in advance to sign-up OR you can watch the wealth of archives from previous V-Connecting sessions on their YouTube Channel. Kudos to, and for starting this initiative.

Thinking About Finding a Backchannel for L&D? Here are a few suggestions for hashtag backchannel communities on Twitter:

OR maybe you want to START your own L&D backchannel? Think about your PURPOSE/GOAL first, and then browse these digital spaces and places for initiating a learning backchannel for your professional interests and development:

What digital spaces do you use for your own learning backchannels? How do you engage in professional development via online backchannels? Let me know!

References

Kimmons, R. & Veletsianos, G. (2016). Education Scholars’ Evolving uses of Twitter as a conference backchannel and social commentary platform. British Journal of Educational Technology, 47(3), 445—464.

Muñoz, C. L., & Towner, T. (2011). Back to the “wall”: How to use Facebook in the college classroom. First Monday, 16(12).

Learning and Performance, PLN, Professional Development

Q: What is #SAcdn Chat? A: A conversation across Canada with #HigherEd colleagues.

The #SAcdn hashtag has been embraced by student affairs (SA), student services, and professionals who support students in Canadian higher education. The goal (and tagline) for the #SAcdn community is “connecting our country,” specifically to share what the world of SA and higher ed is like in my home and native land.

The#SAcdn Chat is a type of “digital water cooler” conversation that I am personally a fan of for my own personal and professional learning network on Twitter. As an ex-pat Canadian working in US higher ed, the #SAcdn hashtag helps keep me in the loop and I have enjoyed listening/learning from the #SAcdn twitter chat archives as the conversation offers insights into issues into Canadian post-secondary education, offers support for staff/professionals, and expands my point of view to how I’m thinking about learning and campus life.  As of August 2016, the #SAcdn community began hosting a monthly 60-minute chat (now the 2nd Tuesday of each month from 12-1 pm CT) on Twitter with higher ed professionals to gather to discuss Canadian issues, ideas, and experiences in context to the Canadian higher ed.  Are you a professional, practitioner, and/or academic in Canada higher education who wants to engage with peers and the conversation on Twitter? Join in! p.s. Friends & colleagues outside Canada are also welcome to join in as well!

HOW TO: Participate in the #SAcdn Chat

Here’s a quick overview of how to participate in #SAcdn Twitter Chat:

  1. Set up your Twitter Account (HOW TO: Set Up The Twitters).
  2. Follow the in #SAcdn hashtag on Twitter for the latest tweets.
  3. Follow @LauraPasquini who will moderate the Q & A for the Twitter Chat THIS MONTH ONLY. You should also follow @CACUSStweets, who will typically host the#SAcdn. chat each month.
  4. Get ready and excited for Tuesday’s (6/13) chat by checking out what’s being shared and discussed on the #SAcdn hashtag NOW! BONUS: You might learn what’s happening & being shared on the backchannel at the #CACUSS17 conference. 🙂
  5. JOIN US Tuesday, June 13th from 10-11 am PT/12-1 pm CT/2 pm AT as I am fortunate enough to be hosting the LIVE, synchronous #SAcdn  Twitter conversation on Twitter during the CACUSS 2017 Conference (Learn more about the professional association, here: About CACUSS). We will “talk” about TOPIC: Show & Tell: What Does #SAcdn Mean to You? [Meta chat: Talking about this Twitter Chat & being part of the #SAcdn Community]

Be sure to contribute to the LIVE #SAcdn Twitter Chat by:

  • Logging into your Twitter account as the#SAcdn  chat will happen ON THE TWITTER platform.
  • Follow along in real time during the #SAcdn Twitter chat by following along on the  Twitter hashtag: #SAcdn or this Tweet Chat Room: http://tweetchat.com/room/SAcdn
  • The MOD (moderator) @LauraPasquini will ask 4-6 questions during the 60-minute chat; please respond with the Q# in your update, e.g. “Q1: Your Answer”
  • Invite your higher education faculty/staff peers to join the conversation – all our welcome to join!
  • Include the#SAcdn hashtag in your tweets and responses (“@”) to others.

To help you prepare, here are a few of the #SAcdn chat questions to ponder IN ADVANCE of our conversation:

  1. What brought you to Twitter and/or to the #SAcdn Twitter chat? Why do you TWEET?
  2. MOD: Q2: What tips or suggestions do you have for newbies to Twitter or a Twitter Chat to help them follow/contribute to the conversation?
  3. What have you learned from either participating in a #SAcdn Chat, reading the #SAcdn hashtag, or following #highered folks on Twitter?
  4. What TOPICS would YOU like to see added to the #SAcdn conversations? What is relevant for your work in Canadian #highered? #cdnpse
  5. What barriers or challenges might there be for you or others to participate in the monthly #SAcdn chat?
  6. What impact has the #SAcdn Chat community had on your professional development and practice in higher ed?

UPDATE June 13, 2017: Tweets archived from the Twitter Chat via Storify