Post on 05-Jan-2016
Ed 298 3-14-02Slide 1
Professor Roy Pea
T.A. Heidy Maldonado
Presentation by: Yunn-Chyi Chao,Jim Vanides, & Nina Weber
in Singapore?
An Analysis for the Singapore Ministry of Education
Ed 298 3-14-02Slide 2
The ProblemAbout Ministry of EducationAbout Teachscape
Analysis Q1: Motivation Q2: On/Offline Q3: Building Community
ConclusionRecommendations
Ed 298 3-14-02Slide 3
The Problem
The Singapore Ministry of Education (MOE) has commissioned this analysis of Teachscape since they are considering using it with Singaporean teachers. They have asked three specific questions:
1. Does Teachscape motivate the teachers to participate? 2. How does Teachscape accommodate the tradeoffs between
online and offline (face-to-face) professional development?
3. Will Teachscape assist in the development of an effective and sustainable online professional community of practice?
Ed 298 3-14-02Slide 4
• On-site and on-line components• Teacher Professional Development System• Customized for its clients• Web-based platform • Discussions about video case studies• http://www.teachscape.com
Overview of Teachscape
Ed 298 3-14-02Slide 5
• Ministry of Education• Oversees 22,000 teachers• Requires 100 hours per year per teacher for
PD• Developed a nationalized teaching curriculum• http://www1.moe.edu.sg
Overview of MOE
Ed 298 3-14-02Slide 6
The ProblemAbout Ministry of EducationAbout Teachscape
Analysis Q1: Motivation Q2: On/Offline Q3: Building Community
ConclusionRecommendations
Ed 298 3-14-02Slide 7
Is Teachscape effective at motivating teachers to participate in this learning
community?
Question 1: Motivation
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What motivates teacher’s to learn? – Guiding learning principles
•Extrinsic motivation – rewards, punishments
•Intrinsic motivation – ways to foster learner’s natural tendencies to learn and understand.
– challenge, attention and curiosity, control, relevance, satisfaction (Malone & Lepper 1987; Keller 1998)
•Engaged participation – learner’s can become engaged in learning by participating in communities where learning is valued.
Question 1: Research
Ed 298 3-14-02Slide 9
Question 1: Summary
Strengths ● Concerns ●Extrinsic motivation
Administrative outcomes e.g. CEU -
Intrinsic motivation
Rich and relevant content; thoughtful learning activities; experts’ comments; flexible learning structure
Appropriateness of contents and activities in terms of level of difficulty and relevance to Singapore Context
Engaged participation
Based on Teachscape’s description -- Support transformative communication
-No evidence from the site that members had formed a learning community of shared goals and there are interactive conversational exchanges
Time and workload
Learning at each teacher’s convenience; Online resources
The rich content and challenging activities might take up more time than expected.
Ed 298 3-14-02Slide 10
How does Teachscape accommodate the tradeoffs between online and offline (face-
to-face) professional development?
Question 2: On/Offline
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Question 2: Research
Pros Cons
Online Transcend time & place
Group of interest
Consistency (control)
Make knowledge accessible
Anonymity
Trust
Access & support of technology
Lack of participation
Anonymity
Consistency (changing of documents)
Lack of context
Offline Face-to-face
Know the context
Time & place
Limited Access
Sources: Barab, MaKinster, & Scheckler; Brown & Duguid; Kim
Ed 298 3-14-02Slide 12
Question 2: Summary
Strengths ● Concerns ●Teachscape Online
•Anonymity
•Group of interest
•Consistency (same materials/presentations)
•Make knowledge accessible
•Transcend time & place
•How to earn credits
•Access & support of technology
•Lack of participation
•Lack of trust in conversation
•Anonymity
Teachscape Offline
•Face-to-face, facilitated discussions; can be personalized
Ed 298 3-14-02Slide 13
Teachscape Video-Based Case Studies
Question 2: Summary
Strengths ● Concerns ●•Edited
•Narration
•Consistency
•Analysis
•Replay function
•Eyes of the Camera
•Parts left out
•Best behavior
•Lack of context
Ed 298 3-14-02Slide 14
Will the use of Teachscape services and resources result in a more effective and
sustainable community of practice among teachers in Singapore?
Question 3: Building Community
Ed 298 3-14-02Slide 15
Question 3: ResearchActivity Centered Design Collaboration and social interaction (Gifford &
Enyedy)
Transformative Communication
Learners… with mature communities of practitioners (Pea)
Roles, Artifacts, Metrics & Process (RAMP)
Introducing new technologies… affects all four elements (Bringelson & Carey)
Facilitating Online Communities
Community Building, Needs of Members, Events… (Cothrell & Williams)
Legitimate Peripheral Participation
Becoming a full participant (Lave & Wenger)
Social Scaffolding A systems oriented approach to community building (Kim)
Ed 298 3-14-02Slide 16
Question 3: SummaryActivity Centered Design ● ● Collaboration, but limited to threaded
discussion
Transformative Communication ● Engages the entire teaching
community
Roles, Artifacts, Metrics & Process (RAMP) ● Participants’ profiles, names and roles
are not visible
Facilitating Online Communities ● Highly depends on implementation
team and possible customizations
Legitimate Peripheral Participation ● Provides ongoing participation in-
between live workshop events
Social Scaffolding ● ● Limited; no sub-groups, “meeting places”, member visibility
Ed 298 3-14-02Slide 17
The ProblemAbout Ministry of EducationAbout Teachscape
Analysis Q1: Motivation Q2: On/Offline Q3: Building Community
ConclusionRecommendations
Ed 298 3-14-02Slide 18
Conclusion
1. Motivation
2. On/Offline
3. Building Community● ● ●
● ●● ●
Ed 298 3-14-02Slide 19
The ProblemAbout Ministry of EducationAbout Teachscape
Analysis Q1: Motivation Q2: On/Offline Q3: Building Community
ConclusionRecommendations
Ed 298 3-14-02Slide 20
• Teachscape satisfies most of the initial needs; pilot recommended
• Work with Teachscape to enhance the services over time– support sub-groups, credit for participation– make the roles of members more visible– make explicit the settings of the videos– support synchronous and asynchronous online events
Recommendations