Teacher epistemic learning in the innovation diffusion
In this paper, a teacher epistemic learning model for implementation is proposed with the aim to prepare seeded teachers in reflection-for-action and to build their capacities in designing and enacting the curriculum on their own virtue. Fundamentally, epistemic learning is proposed because changing classroom practices is more than a surface or shallow change phenomena, but requires teachers to fundamentally shift in perspective or way of seeing how learning is to be practiced. We describe this epistemic learning model and explore its effectiveness. Various types of data were collected, including surveys, interviews, field notes, and teachers’ lesson design artifacts. It is found that the seeded teachers from the five schools, regardless of their own teaching profiles and school contexts, have obtained high degrees of buy-in of the innovation and developed their readiness towards implementation for the future enactments. It is envisioned that such an epistemic learning model will inform the design for teacher professional development, in the pursuit of innovation diffusion, serving a wider community of the teaching practice.
Cultivating laterality in learning communities – Scaling of innovation through a networked learning community
E-pedagogies in the making: Case studies from the National Institute of Education
The purpose of this paper is to describe the more recent conceptions of learning in the light of more traditional conceptions which we are familiar with. These recent conceptions differ from traditional conceptions of individualistic thinking to a more collaborative and social nature towards learning. From these recent notions of learning and cognition, we discuss how the National Institute of Education is currently formulating e-pedagogies along the vein of these conceptions.
Projecting ICT developments in teaching and learning for the near future: restructuring the landscape of teaching and learning interactions
In the current milieu of technological advancements, we are increasingly witnessing how technologies such as wireless and telecommunications can be integrated and taken advantage of in the daily interactions of the classroom and beyond. In this paper, we illustrate in simple yet novel ways how these technologies, which would in our opinion be prevalent in the near future, can be possibly adopted for teaching and learning. A case example of a teaching and learning environment as designed and developed will be illustrated. This case example illustrates the applications of wireless and mobile handheld devices, video-based learning management systems, and a flexible environment which facilitates group work.
Linking the learning sciences to teacher education: Teachers' beliefs, professional development, and scalability issues
Engaged learning: making learning an authentic experience
This paper attempts to make sense of engaged learning. Approaches such as problem-based learning should be advocated because it is an authentic form of learning encouraging students to be self-regulated and thus metacognitive towards their own thinking and behaviours. In contrast to passive forms of instruction, where learners are not perceived to be active and engaged or reflective, we are highlighting alternative pedagogies that promote this sense of self-regulatoy actions. We describe the engaged learning framework - focusing on both problem and process - which would be necessary for authenticity in learning experiences.
Investigating problem solving with computer-supported collaborative learning
In this study, we investigated group problem solving behaviour of twelve graduate students using Computer Supported Collaborative Learning (CSCL). The problems were ill-structured design problems about the critique on the design of multimedia educational software. The students were asked to participate in an asynchronous online discussion which involved the following tasks: identifying design problems, discussing the design problems, developing solutions, and discussing the suggested solutions. The software program Knowledge Community, a CSCL that allows scaffolded online discussions, was used. Results indicated that the graduate students participated significantly more in identifying design problems than in discussing the design problem. They also participated more in identifying solutions more than discussing the suggested solutions. Implications about scaffolding ill-structured design problems can be drawn from the results of this study.
Can a community of practice exist online?
The notion of community is at the heart of many epistemological theories of learning, both in organizations and in academia. CoPs or Communities of Practice facilitate not only the processes of learning about knowledge within a particular practice, but through enculturation practitioners learn to be identified with that profession. With the rise of the Internet, and its ability to reach out and connect people, it is unsurprisingly the focus of many community initiatives. The success of some commercial online communities is compelling other organizations and academics to follow suit. The aim of this article is to act like a speed breaker for those rushing to create online learning/knowledge communities, urging them to stop and heed the numerous, and often neglected, social aspects associated with such developments. By drawing on research done by John Seely Brown, Paul Duguid, Larry Prusak, Peter Cohen, and Malcolm Gladwell, and by companies like British Petroleum, we hope to implant the notion that "virtuality" is only effective when it is used as an add-on to already existing social structures and not as a stand-alone initiative. Similarly, learning is facilitated through complementing and extending existing social networks with technologies that can enhance the learning processes.