Content and Engagement Overview
1. Framing the Challenge: The Knowing-Doing Gap
-Introduce the concept of the knowing-doing gaps in professional learning.
Share brief data and visuals showing why traditional PD often stops at "knowing" rather than changing practice.
- Highlight the connection to the ISTE/ASCD Transformational Learning Principles - Elevate Reflection, Ignite Agency, and Develop Expertise
- Emphasize how personalized professional learning addresses this gap by honoring adult learners' needs for relevance, reflection, and choice
- Connect personalized professional learning to adult learning theory
- Explain how we use micro-credentials to serve as a structure for personalized, job-embedded professional growth.
After this session, participants will be able to:
Evaluate the elements of personalized professional learning that strengthen adult learning through reflection, relevance, and authentic application.
Demonstrate how micro-credentials can be leveraged to document and assess evidence of learning in practice.
Identify actionable strategies to integrate reflection and educator agency into their own professional learning systems or initiatives.
Berry, B. and Byrd, P. (2019). Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation’s Teachers. Retrieved from https://digitalpromise.org/wp-content/uploads/2019/06/mcs-educationpolicy.pdf
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311.
Digital Promise and Grunwald Associates (2015). Making professional learning count: recognizing educators’ skills with micro-credentials. Retrieved from https://digitalpromise. org/wp-content/uploads/2014/05/making_professional_learning_count.pdf
Greener, S. (2018). The knowing-doing gap in learning with technology. Interactive Learning Environments, 26(7), 856–857. https://doi.org/10.1080/10494820.2018.1510155
Kang, H. S., Cha, J., & Ha, B.-W. (2013). What should we consider in teachers’ professional development impact studies? Based on the conceptual framework of Desimone. Creative Education, 4(4A), 11–18. https://doi.org/10.4236/ce.2013.44A003
Kelly, J. (2017). Professional learning and adult learning theory: A connection. Northwest Journal of Teacher Education, 12(2), Article 5. https://doi.org/10.15760/nwjte.2017.12.2.5
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.
Pickard, L. (2018). Analysis of 450 MOOC-Based Microcredentials Reveals Many Options But Little Consistency. https://www.classcentral.com/report/moocs-microcredentials-analysis-2018/
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