Chapter 2: Developing a Connected Learning Model

Chapter two, “Developing a Connected Learning Model,” makes a case for connected learning in communities through the following categories: connected learning communities, a common language, professional learning communities, personal learning networks, and communities of practice. The connected learning community model advances a three-pronged approach to professional development. There is the local community, which requires face-to-face connections. There is a global network, which requires online connections with a diverse collection of people and resources. Lastly, there is the bounded community, which requires a global group of individuals who have overlapping interests and recognize a need for connections that go deeper than the personal learning community can provide. “Professional learning communities (face-to-face) take a team focus, personal learning networks (online) take an individual focus, and communities of practice (face-to-face or online) take a systemic focus” (Nussbaum-Beach, 28).

Diversity is essential. Connected learning communities allow connected learners to encounter people with diverse backgrounds, knowledge, location, language, religion, experience, and cultural values. “Successful learning communities evolve and mature, embracing diverse members who differ in what they bring to the community in terms of background, experience, and knowledge of practice” (Nussbaum-Beach, 41).  Diversity is so important because individuals and organizations need to re-culture, transform, or totally reinvent themselves in order to remain relevant in today’s world.

As a future occupational therapist, the information provided to me in this chapter is very beneficial. “Socioculturally diverse therapists are better equipped to approach clients and treatment sessions with a global perspective, incorporating a client’s unique background and life experiences into culturally appropriate treatments that will be better-received and more effective” (Increasing Diversity in Occupational Therapy). Increased diversity within the profession could also help the professional community. A wider variety of perspectives, experiences and areas of interest would probably make a wider range of research topics, educational experiences and professional resources. Ultimately, greater diversity in occupational therapy would definitely not only lead to improved treatment for clients, but also a professional body that is well-prepared to work with the increasingly diverse consumers of occupational therapy.

The following image shows the percentage of workers in occupational therapy based on their race/ethnicity.

https://gottabeot.wordpress.com/2015/06/01/increasing-diversity-in-occupational-therapy-the-coalition-of-occupational-therapy-advocates-for-diversity-cotad/

Works Cited

Nussbaum-Beach, Sheryl, and Lani Ritter. Hall. The Connected Educator: Learning and Leading in a 

Digital Age. Solution Tree Press, 2012.

“Increasing Diversity in Occupational Therapy: The Coalition of Occupational Therapy Advocates for Diversity (COTAD).” Gotta Be OT, 1 June 2015, gottabeot.wordpress.com/2015/06/01/increasing-diversity-in-occupational-therapy-the-coalition-of-occupational-therapy-advocates-for-diversity-cotad/.