PART 1 – How do I stay current?

Learning About New Developments

I am interested in the intersection of business and sustainability and the idea of businesses as institutions of hope for supporting the achievement of the Sustainable Development Goals and an overall livable world for future generations. To learn about and stay informed of new developments, ideas, and opportunities, I look to:

• Online Research and News – I regularly read reputable websites, journals, and blogs on education and sustainability. This helps me keep up with the latest research, trends, and innovations.
• Social Media and Communities – I follow relevant experts, organizations, and communities on platforms. Engaging in discussions and participating in online forums allows me to learn from diverse.
• Webinars and Conferences -I attend webinars and virtual conferences that provide direct access to experts, thought leaders, and practitioners. These events offer valuable insights and networking opportunities.
• Collaboration with Peers – I participate in discussions with colleagues to exchange ideas and stay informed, such as the discussion posts in this course.

Sharing Ideas and Discoveries

Effective communication is crucial for sharing insights, whether through individual reflection and interactions with various communities by:

• Writing – I use social networks such as LinkedIn to write and post articles about business and sustainability topics. Sharing my thoughts, analyses, and discoveries allows me to contribute to the broader community.
• Presentations and Workshops – I occasionally present at workshops conferences such as our Conestoga College Employees for Excellence in Education (E3) virtual conference or our Community of Practice Faculty group. These platforms allow me to share in-depth knowledge and engage with an audience directly.
• Collaborative Projects – I collaborate with others on projects or initiatives related to education and sustainability. For example, I recently collaborated on the College’s first Sustainable Procurement Guidelines, which were recently published. I regularly work with a colleague on a Sustainability Speaker Series for the college community. Collective efforts lead to more impactful outcomes.
• Networking – I continue to network with industry colleagues to help me stay connected to professionals active in the industry with whom I can discuss current industry changes and challenges.
• Teaching – I use teaching to pass on my knowledge from years of business and academic experiences. This is a two-way exchange with students. As one professor challenged me, you only know what you know if you must teach it to someone else.

In summary, my learning process involves a blend of active research, community engagement, and sharing through various channels. By staying curious and open-minded, I continue to learn and contribute in a small way to the communities I interact and participate with.

Part 2 – Ten Resources and Connections Top five resources/connections with a brief summary

1. Queen’s Professional Master of Education

The Professional Master of Education (PME) program at Queen’s University is a program that excites me as part of a continuous learning journey to explore educational theories about their practice and the broader field of education, with a focus on global education. The PME program allows me to apply new learning to evolve my practice and grow my understanding of contemporary and emerging educational theories, approaches, and mindsets. Interactions between course materials facilitate an opportunity to combine further theories, pedagogies, definitions and discussions to enhance learning outcomes (Queen’s University, nd).

     1a. PME811 International Teaching and Learning

This course provides me with a foundational grounding of definitions and a glossary of terms for innovation in teaching and learning, which builds upon past practices and ideas that are situated within my personal narrative.  The course touches on indigenous connections and concepts of gender, race and other elements that may intersect with contemporary teaching pedagogy. The modules in this course seek to share ideas with peers through discussion and blog posts, (Queen’s University, nd).

      1b. PME852 Global Education

This course explores international schools to understand the evolution of schooling in the 20th and early 21st centuries. These schools have developed, been influenced by, and interwoven with globalization throughout their histories.  globalization. This course helps build an understanding of the impact of globalization (Queen’s University, and).

 2. Dr. Bob Willard

Through the Sustainability Speaker Series, which I coordinated, I had the opportunity to connect with Dr. Bob Willard. Previously, I used his materials in course teachings and personal readings. Bob is a leading expert on sustainability justifications, reporting frameworks, and sustainable procurement. Through other discussions and chats, I have stayed connected with Bob to leverage his business and leadership experience to proactively capture opportunities using intelligent environmental, social, and governance (ESG) practices (Sustainability Advantage, About Bob, nd).

      2a. Sustainability Advantages Resources

Sustainability Advantage (SA) Resources aims to provide open-source resources to sustainability leaders to help accelerate our sustainability journey before it is too late.SA resources enable organizations to assess their sustainability performance and justify improvements in priority areas. Several assessment spreadsheet tools, slide decks and books on the topic exist (Sustainability Advantage, About Sustainability Advantage, nd).

Additional resources/connections

3. Conestoga College of Technology and Applied Learning.

3a. Faculty Teaching and Learning

3b. Community of Practice

4. Dr. Geoff Chase.

4a. Piedmont Ponderosa Model for Sustainability Curriculum Development

5. Principles for Responsible Management Education (PRME).

5a. Impactful 5 (i5).

6. Building Community through Connections.

Part 3 – Personal Learning Network Map

Innovation in Teaching and Learning aims to provide a foundational understanding of innovation within educational contexts. Analyzing the Personal Learning Network (PLN) web highlights strengths and areas needing future development.

 Strengths

• Build a Personal Narrative – the PLN supported building a personal narrative that allowed for a foundation of innovative practices to take root. This narrative helped connect experiences, beliefs, and professional context to the concept of innovation with my web of connections.
• Reflection – the PLN allowed for reflection on the importance of my philosophy and articulated vision for innovative action.
• Public Forum Engagement – posting the PLN publicly allows me to build on my connections within a broader context, fostering critical thinking.

 Weakness and the need for future development

• Explore Historical Thinking- the need to engage with historical thinking to understand past educational practices and make more connections in this study area. Potential links to course readings:
  • o Herbst, J. (1999). The History of Education: State of the Art at the Turn of the Century in Europe and North America. Paedagogica Historica, 35(3), 737–747. https://doi.org/10.1080/0030923990350308
  • o Cuban, L. (2001). Can Historians Help School Reformers? [Review of Can Historians Help School Reformers?]. Curriculum Inquiry, 31(4), 453–467. Blackwell Publishers, Inc. https://doi.org/10.1111/1467-873X.00207
  • o Tomkins, G. (1981). Foreign influences on curriculum and curriculum policy-making in Canada: Some impressions in historical and contemporary perspective. Curriculum Inquiry, 11(2), 157–166. https://doi.org/10.1080/03626784.1981.11075245
• Indigenous Knowledge Integration and Understanding – the need to better understand the principles of Indigenous knowledge and their relevance to innovation in teaching and learning. Potential links to course readings:
  • o Ball, J. (2004). As If Indigenous Knowledge and Communities Mattered: Transformative Education in First Nations Communities in Canada. American Indian Quarterly, 28(3/4), 454–479. https://doi.org/10.1353/aiq.2004.0090
  • o Louie, D. W. (2017). Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms. Canadian Journal of Higher Education, 47(3), 16–33. https://doi.org/10.7202/1043236ar
  • o Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education, 51, 1–15. https://doi.org/10.1016/j.tate.2015.05.005
• Intersectionality and Exploration of Demographics – the need to examine how concepts of gender, ethnicity, race, and other elements of difference intersect with innovative educational practices beyond the idea of a domestic student compared to an international student. Potential links to course readings:
  • o Martin, J. R. (1991). The Contradiction and the Challenge of the Educated Woman. Women’s Studies Quarterly, 19(1/2), 6–27.
  • o Martin, J. R. (1987). Transforming Moral Education. Journal of Moral Education, 16(3), 204–213.
  • o Peters, M. A., & Heraud, Richard. (Eds.). (2020). Encyclopedia of Educational Innovation [electronic resource]. Springer Singapore; Imprint Springer. https://doi.org/10.1007/978-981-13-2262-4

As I complete the course, analyzing my learning journey through the visual of a PLN has helped me identify strengths and areas for future development. This process opened my view to consider missing elements in my PLN and demonstrate how the PLN can support the development of my professional practice.

Part 4 – End of Assignment Reflection

Reflecting on the experience and benefits of creating a personal learning network (PLN), there are several ways to achieve personal and professional growth. Some of these advantages:

• Control – with the PLN, I realized or reconfirmed that I am in the driver’s seat for what I choose to learn, when, and how by tailoring my network to specific interests, needs, and goals, which I realize have changed over time.
• Diverse Perspectives – the PLN ensures that I connect with a wide range of individuals, not just like-minded peers. Exposure to diverse viewpoints challenges my thinking and fosters creativity.
• Collaboration and Professional Development – the PLN helps me realize the vast community that allows me to collaborate, share ideas, and collectively solve challenges. It’s like having a team of mentors and collaborators at your fingertips that makes me better as a professional.
• Support System – the PLN helps me recognize that I have a support system where I can find encouragement and advice.

A PLN isn’t just about consuming information; it’s about learning together, sharing, and growing as part of a dynamic network that evolves with stages of personal and professional lives.

References

Queen’s University, (nd). Faculty of Education: Professional Master of Education (PME).

Retrieved from https://educ.queensu.ca/graduate/online/pme

Sustainability Advantage, (nd). About Bob. Retrieved from

         https://sustainabilityadvantage.com/about/bobs-bio/

Sustainability Advantage, (nd). About Sustainability Advantage. Retrieved from

         https://sustainabilityadvantage.com/about/integrated-report/