Accommodating Blind Learners Helps All Learners

Wojton, Mary Ann; Heimlich, Joe E.; Shaheen, Natalie L.

doi:10.1080/10598650.2015.1126150

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…An initial ISL Competency Framework was field–tested: interviews were conducted in which professionals in various settings reviewed the draft framework and provided structured feedback on design, terminology, clarity, and potential usefulness of the Framework, as well as resources that may be needed to operationalize the Framework within their sphere of work. Results of iterative feedback and revisions revealed that the framework was not only helpful to individuals and organizations who consider professional learning opportunities, but also helped professionals reframe the ways they created job descriptions and staffing models (Hunter et al, 2018; Wojton & Heimlich, 2016). In another application, graduate students in museology shared that the framework helped them identify gaps in their training; we also heard that the Framework for Professional Learning by ISL Professionals identified important skills that are often implicit but critical for job performance (particularly regarding generalizable skills).…”

Section: Introductionmentioning

confidence: 99%

Building an Informal STEM Learning Professional Competency Framework

Heimlich¹,

Morrissey

Glass

et al. 2021

New Horizons in Adult Education and Human Resource Development

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This article describes the process for creating an evidence‐based professional learning (PL) competency framework for people working in the informal science learning field. The project reviewed PL literature, models, and frameworks. Applying what we found to a field which lacks any unified career pathways, we determined a career stage approach would be appropriate. Content–competencies, tasks, skills, and attribute— was obtained through a DACUM workshop held in three cities; each panel represented either early, mid, or mature career stages of employees from across job categories. Thirty‐four panelists from 18 museums participated with 1,006 professionals in informal science education institutions participating in the verification study. Looking across these findings and the reviews done previously, we identified trajectories of competencies that changed over time. We named four domains of work and labeled the competencies across career stages for duties within each of the domains. Field testing and research revealed the framework to be valuable and applicable. This work has led to questions related to career pathways, career progression, and professionalization of the field.

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Section: Introductionmentioning

confidence: 99%