1. Using WebCT to Support a Community of Practice Geoffrey Roulet & Krista Taylor with the assistance of Karen Burkett & Elaine Van Melle Queen's University, Faculty of Education funded by e-Learning Incentive Grant Program

2. Graduates are expected to integrate theoretical, practical, and experiential knowledge in the understanding and resolution of professional issues. Mission Statement Queen's University, Faculty of Education

3. Program Pattern: On-Campus & Practicum Sessions

4. “reflects teaching as both an intellectual and practical activity” But   Practicum is the dominant influence for Teacher Candidates.   Practicum focus is on performing well; on "the practical".   Teacher Candidates are school successes and are generally comfortable with schools as they exist.   Reluctance to raise deep questions about teaching and learning.

5. Sharing & Reflection need to tell stories - make meaning of experience  journaling - delayed sharing  electronic communication - timely sharing

6. Assignment #2: Participation in Online Practicum Discussions OR Practicum Journal CURR343B: Intermediate-Senior Mathematics Curriculum: 2004-05 Assignment #2: Participation in Online Practicum Discussions OR Practicum Journal Teaching practice by itself does not automatically lead to becoming and improving as a professional. One needs to reflect on practice; addressing questions such as: What did the class accomplish?, What worked well?, What did not work well?, What reasons might there be for the outcomes?, What changes might you make in the lesson?, and What general teaching/learning principles might be drawn for the experience?. Working alone, a teacher can ask and answer these questions, but there is great value in discussing such issues with fellow professionals. Assignment 2 asks you to reflect on your practicum experience in one of two ways. Option A: Participation in Online Practicum Discussions Candidates selecting this option will log into the course WebCT site at least twice each week during the Fall Practicum. On each visit you will: i) post a note that describes a teaching event that you wish to explore, pose some questions, and give your initial answers or reactions, and ii) read and respond to the messages posted by other candidates. You may not relate to all the experiences and issues being raised, so a response to all messages is not required. But, you should select and join the discussions concerning a range of experiences and concerns. In addition to providing a forum for professional growth you should find that these Practicum conversations give class members mutual emotional support and also allow the sharing of practical teaching suggestions. Option B: Practicum Journal Candidates selecting this option will keep a journal during their Practicum weeks. In the journal you will briefly describe events; highlighting those that you wish to explore. For these experiences you will record your reactions and interpretations, the issues and questions raised, and what you learned. Journals will be submitted electronically or by mail in the week after the Practicum is completed (Dec 18 -24). Prior to submission you will have the option of removing any journal sections that you do not wish to have read. Due to the lack of professional interaction, Option B is likely to be of less value to candidates than Option A. All class members are encouraged to locate some means of accessing the Web and joining the Practicum Discussions.

7. Assignment #2: Participation in Online Practicum Discussions OR Practicum Journal CURR343B: Intermediate-Senior Mathematics Curriculum: 2004-05 Assignment #2: Participation in Online Practicum Discussions OR Practicum Journal Teaching practice by itself does not automatically lead to becoming and improving as a professional. One needs to reflect on practice; addressing questions such as: What did the class accomplish?, What worked well?, What did not work well?, What reasons might there be for the outcomes?, What changes might you make in the lesson?, and What general teaching/learning principles might be drawn for the experience?. Working alone, a teacher can ask and answer these questions, but there is great value in discussing such issues with fellow professionals. Assignment 2 asks you to reflect on your practicum experience in one of two ways. Option A: Participation in Online Practicum Discussions23 Candidates selecting this option will log into the course WebCT site at least twice each week during the Fall Practicum. On each visit you will: i) post a note that describes a teaching event that you wish to explore, pose some questions, and give your initial answers or reactions, and ii) read and respond to the messages posted by other candidates. You may not relate to all the experiences and issues being raised, so a response to all messages is not required. But, you should select and join the discussions concerning a range of experiences and concerns. In addition to providing a forum for professional growth you should find that these Practicum conversations give class members mutual emotional support and also allow the sharing of practical teaching suggestions. Option B: Practicum Journal5 Candidates selecting this option will keep a journal during their Practicum weeks. In the journal you will briefly describe events; highlighting those that you wish to explore. For these experiences you will record your reactions and interpretations, the issues and questions raised, and what you learned. Journals will be submitted electronically or by mail in the week after the Practicum is completed (Dec 18 -24). Prior to submission you will have the option of removing any journal sections that you do not wish to have read. Due to the lack of professional interaction, Option B is likely to be of less value to candidates than Option A. All class members are encouraged to locate some means of accessing the Web and joining the Practicum Discussions.

8. WebCT extensive experience:  B.A./B.Sc. at Queen's  B.Ed. courses  CURR343:  CURR343: Intermediate-Senior Mathematics Curriculum

9. Experience Data frequency of participation frequency of participation Questionnaire - 26/28 Questionnaire - 26/28 why conference or journalwhy conference or journal positives & negatives of the conference experiencepositives & negatives of the conference experience links to on-campus experiencelinks to on-campus experience Interviews - 5 - range of participation Interviews - 5 - range of participation comfort levels with sharingcomfort levels with sharing community buildingcommunity building

10. Frequency of Participation: Visits with Posting

11. Frequency of Participation: Visits & Messages Posted

12. Frequency of Participation: Highly Activity

13. Frequency of Participation: High & Low Activity

14. Frequency of Participation: High, Low & Typical Activity

15. Participation  70% visited conference 2 or more times per week (the requested frequency)  50% posted messages 2 or more times per week (the requested frequency)  60% desired to access the conference with greater frequency  Lack of time the main deterrent

16. Ease of WebCT Conferencing  95% found WebCT conferencing easy  95% used the reply option to respond to messages  85% found following discussion threads easy  75% employed the 'following threads' feature when reading  90% used the WebCT editor rather than a word processor for composing messages

17. Conference Value  85% reported value  classroom based practical topics: classroom management, resources, success/failure of lessons  65% received valuable advice  70% reported increased reflection  40% found conference useful for linking on-campus activity to the practicum  75% would participate even if not a course assignment

18. Comfort & Community  85% comfortable sharing teaching dilemmas  85% comfortable with receiving critiques  100% comfortable with instructor/TA participation  75% appreciated the anonymous posting option  80% experienced positive support  70% increased sense of community

19. Journal (Non-conference) Option - Why?  Not due to lack of computer expertise or Internet access  Not due to lack of interest in others' experiences  Previous negative computer conferencing experiences  Value of journaling  Shy/prefer to work alone

20. Interviews: Mixed Messages too many postings, too much chatter too many postings, too much chatter long unfocused messages long unfocused messages do not have mandatory posting do not have mandatory posting in-class preparation - rules for conferencing in-class preparation - rules for conferencing use pre-established topics & discussion areas use pre-established topics & discussion areas greater moderator rule by instructor greater moderator rule by instructor no anonymous posting no anonymous posting "great, and useful, and wonderful" "great, and useful, and wonderful" make conference mandatory make conference mandatory no problems with number and length of messages - selective reading no problems with number and length of messages - selective reading got to know people in the class got to know people in the class no need for in-class preparation - professional standards were fine no need for in-class preparation - professional standards were fine do not use pre-established topics - "We crafted it as we went along" do not use pre-established topics - "We crafted it as we went along" permit anonymous posting permit anonymous posting

21. ?Next Year? o continue with online conference for all o mandatory visits/voluntary posting o pre-conference discussion re best practices for conferencing o establish separate discussion areas when distinct continuing themes emerge o increased instructor participation - probing questions to deepen discussion