1. O NLINE SOCIAL - CONSTRUCTIVISM FOR PROFESSIONAL DEVELOPMENT OF PRINCIPALS IN I NDONESIA : DEVELOPING PROFESSIONAL LEARNING COMMUNITIES Greg Shaw, PhD Charles Darwin University Eka Dewi Nuraeni: National Advisor Wisnu Wibawa Surya Nugraha: National Advisor Yoki Ariyana: National Advisor

2. INDONESIA 17,000 islands; 260,000,000 people The most populous Muslim country Per capita GDP $3,492 11% under poverty line ($23/month) = 28.6 million people 33 provinces : 395 cities and regencies (districts) Districts implement education School principals in Indonesia appointment now regulated Recent significant policy paradigm shift from transmission and content dominated processes centred on the teacher to, constructivist and understanding processes centred on the learner In practice not yet achieved

3. PRINCIPALS’ PROFESSIONAL DEVELOPMENT 2006 - 2014 Australian Aid BEP (Stage 1 $A387 million: Stage 2 $A110 Million (2012-2016) The initial Basic Education Program (BEP: 2006 - 2011) The BEP addressed quality of schools, of teachers and learning materials through better training and resourcing. A focus on the development of school principals was necessary.

4. THE PROJECT 200- 2014 Principals Professional Development Programmes cover: A process for the selection of potential principals A Principals Preparation Program (PPP) Principals Continuing Professional Development at 3 levels - Level I, Level II, and Level III – covering core, advanced and leadership skills

5. TRAINING PHILOSOPHY Competency based training Located in the workplace Learner centred and activity based (materials) Evidence based assessment Action learning This is quite different to the traditional approach used Content delivery and academic assessment

6. METHODOLOGY: ACTION LEARNING Contextual understanding and planning (learning ) Work place competency development and assessment (Learning) Reflection and reporting (Learning) Applies to whole Course but also to components such as topics and activities

7. 2014- 2016 ONLINE MODALITY To increase coverage and access an online modality was developed (260,000 principals) 9 of the 30 Course for principals were developed in 2015-2014 The development of and online pedagogical model The development of an instructional design model

8. COMPETENCY STANDARDS ASSESSMENT AND TRAINING competency standard competency assessment [teachers (knowledge) competency exam Professional development course

9. INSTRUCTIONAL DESIGN MODEL target competencies learning outcomes assessment statements Sequenced activities

10. ONLINE PEDAGOGICAL DESIGN FOUNDATIONS Incorporated the training philosophy of the original modality; plus Social constructivism and learning Communities about the learners being active agents of their learning and constructing their own understanding about sharing knowledge and experience and generating content helping other learners to learn in a learning community about the “TRAINER” being an active facilitator of learning and not an instructor Though online course the learning happens in a blended mode

11. LEARNING MANAGEMENT SYSTEM Moodle was chosen as the LMS Moodle is free and open source Sophisticated core features and extensive third party ad-ons Extensive worldwide user base and some Indonesian expertise Stable (Version 3.1) Scalable (up to 260,000 principals)

12. ONLINE INSTRUCTIONAL DESIGN Restructure the existing learning materials and activities into a 12 week program based on ‘Sessions’ Redesign activities for online presentation – remembering learning is in a blended mode Sessions consist of: Introduction Activities – some have formative assessment and some summative assessment Chat space: self help etc Formal forum: to facilitate discussion of issues Conclusion Portfolio systems linked to assessment - GiPortfolio Each course group (class) has a facilitator + the principals’ supervisors (mentors)

13. MOODLE TOOLS Moodle tools we use are: Pages Lessons Books Wiki Blogs Video Audio Live video conferencing (Big Blue Button) Plus various third party add-ons (crossword, mind-map,

14. LEARNING COMMUNITIES On-line learning community establish through Blogs, Chats and Forum activities Online learning communities primarily involve the learners (Principals): the Facilitator and Mentor encourage and support Off-line Learning Communities of principals facilitated by the supervisor (district principals group) Learning Communities focus on sharing experiences, problem solving, supporting learning

15. ISSUES New learning design approach Takes time for instructional designers to learn how to design New learning approach for learners – a new learning culture Push back from learners – less travel, hotels, and travel allowance Creating online course takes time and resources Learner ICT skills vary (Nil, Poor, OK) ICT skills testing and ICT basic skills courses Internet access, cost and reliability – getting better Assessment culture: academic knowledge through examination vs Competency based assessment

16. CONCLUSION The Ministry has now adopted the instructional design model and the online-pedagogic approach to be used for PD for all Education workers – 3.7 Million people Currently working on redevelopment of up to 2000 existing teacher PD courses with over 400 staff involved Aiming for 1 Million teachers to undertake online PD by the end of 2016 Teachers (and Principals) will undertake annual competency assessment); results linked to incentives and salary

17. THANK YOU