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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

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The ProblemAbout Ministry of EducationAbout Teachscape

Analysis Q1: Motivation Q2: On/Offline Q3: Building Community

ConclusionRecommendations

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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?

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• 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

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• 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

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The ProblemAbout Ministry of EducationAbout Teachscape

Analysis Q1: Motivation Q2: On/Offline Q3: Building Community

ConclusionRecommendations

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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

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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.

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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

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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

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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

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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

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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)

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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

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The ProblemAbout Ministry of EducationAbout Teachscape

Analysis Q1: Motivation Q2: On/Offline Q3: Building Community

ConclusionRecommendations

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Conclusion

1. Motivation

2. On/Offline

3. Building Community● ● ●

● ●● ●

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The ProblemAbout Ministry of EducationAbout Teachscape

Analysis Q1: Motivation Q2: On/Offline Q3: Building Community

ConclusionRecommendations

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• 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