Knowledge construction in networked learning communities in One Portal All Learners (OPAL)

Abstract

A Professional Development Review conducted by the Ministry of Education (MOE) in 2009 led to the articulation of a vision for transforming the teaching profession to bring about greater teacher ownership and leadership in Singapore. A key strategy that was proposed as a result of the review is the development of a network of Singapore teachers to foster collaborative professionalism where teachers conduct critical inquiry on their work (Cochran-Smith & Lytle, 1993), and engage in networked learning (Jackson & Temperley, 2007). To support a culture of continual learning and improvement within NLCs, the One Portal All Learners (OPAL), a learning and content management system for all MOE staff, was launched in 2012. Teachers can set up collaboration groups in OPAL to connect with other teachers across clusters, zones and divisions. There has also been a proliferation of networked learning communities (NLCs) in the Singapore education landscape, with NLCs being highlighted as an important means of teacher professional development at the cluster, zonal, and national levels (MOE, 2014).