1. Ed 298 3-14-02 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

2. Ed 298 3-14-02 Slide 2 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

3. Ed 298 3-14-02 Slide 3 The Problem

4. Ed 298 3-14-02 Slide 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

5. Ed 298 3-14-02 Slide 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

6. Ed 298 3-14-02 Slide 6 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

7. Ed 298 3-14-02 Slide 7 Is Teachscape effective at motivating teachers to participate in this learning community? Question 1: Motivation

8. Ed 298 3-14-02 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

9. Ed 298 3-14-02 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.

10. Ed 298 3-14-02 Slide 10 How does Teachscape accommodate the tradeoffs between online and offline (face- to-face) professional development? Question 2: On/Offline

11. Ed 298 3-14-02 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

12. Ed 298 3-14-02 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

13. Ed 298 3-14-02 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

14. Ed 298 3-14-02 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

15. Ed 298 3-14-02 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)

16. Ed 298 3-14-02 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

17. Ed 298 3-14-02 Slide 17 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

18. Ed 298 3-14-02 Slide 18 Conclusion 1.Motivation 2.On/Offline 3.Building Community ● ● ● ●

19. Ed 298 3-14-02 Slide 19 The Problem About Ministry of Education About Teachscape Analysis Q1: Motivation Q2: On/Offline Q3: Building Community Conclusion Recommendations

20. Ed 298 3-14-02 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