I consider myself to be a passionate and enthusiastic leader of learning and have worked exclusively in education all of my adult life. I am committed to the concept of life-long learning and view learning itself as an activity to be co-produced and co-explored with others.
I am lucky to lead a team of 15 professionals who provide education opportunities for our students.
I feel extremely privileged to work in education. We have an opportunity to facilitate learning and growth to those who can return to, and improve, their communities and the lives of their families.
I also feel fortunate to be part of an organisation that facilitates education opportunities for a demographic of students who otherwise may not be able to access a quality, third-level education.
It excites me to work in this industry.
It is unique.
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I have spent a considerable amount of time researching the very meaning
of learning and knowing. This has led me
to investigate various touchpoints that frame the processes of learning and
knowing. I have a deep understanding of pedagogy, and how pedagogical
perspectives have come to pass and continue to evolve which is a valuable asset
as I progress in a career dedicated to learners. I can adopt various theoretical lenses for
the purpose of revealing items for discussion and evaluation, which have
contributed to my deeper understanding of how knowledge and learning can be evaluated.
The core aspects of learning at my disposal are: design, innovation,
evaluation, learning technologies and policy. These meta-themes have been examined
and re-examined in order to construct a broad and deep understanding of what it
means to lead learning. I have highly
developed concepts of leading and leadership and I’ve become empowered to “lead
learning” in my own professional context.
Acquired
skill sets can be evidenced in a variety of theory-based projects that I have
led in my professional practice. Major learnings
of the MEDLL course have been explored by analysing content and then implementing projects
that place the learning and knowledge in a practical setting. On reflection this has been an extremely
valuable process: learning about something and then demonstrating how this
learning can be of practical use in a professional setting.
The course has been, for me, a lengthy exercise in self-exploration,
self-reflection and self-directed learning.
The subject learning outcomes that frame each unit are designed so that
the learner is required to review their own course learning objectives and how
the content of the unit being embarked upon will contribute to those
objectives. This provides a rare
opportunity to consider how the intended learning outcomes of the unit can be
linked to overall course objectives and more immediately, how the intended
learnings of the unit can be applied to my professional context.
In engaging with the content and design structure of the course, a key
set of skills have been developed.
Analysing, critiquing, designing and leading are now areas of
professional strength. I feel privileged
to have participated in such personally fulfilling journey of exploration of
knowledge, and due to the course architecture, I am confident of utlising the
course learnings in the professional workspace.
I am also confident that the learnings of the course can help me further
my career in a range of industries.
