Ed Slide 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 Slide 2 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

Ed Slide 3 The Problem

Ed Slide 4 On-site and on-line components Teacher Professional Development System Customized for its clients Web-based platform Discussions about video case studies Overview of Teachscape

Ed Slide 5 Ministry of Education Oversees 22,000 teachers Requires 100 hours per year per teacher for PD Developed a nationalized teaching curriculum Overview of MOE

Ed Slide 6 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

Ed Slide 7 Is Teachscape effective at motivating teachers to participate in this learning community? Question 1: Motivation

Ed Slide 8 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 Slide 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 Slide 10 How does Teachscape accommodate the tradeoffs between online and offline (face- to-face) professional development? Question 2: On/Offline

Ed Slide 11 Question 2: Research ProsCons 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 Slide 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 Slide 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 Slide 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 Slide 15 Question 3: Research Activity 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 Slide 16 Question 3: Summary Activity 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 Slide 17 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

Ed Slide 18 Conclusion 1.Motivation 2.On/Offline 3.Building Community ● ● ● ●

Ed Slide 19 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

Ed Slide 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