WiA - The curriculum with a Community of Practice
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The document discusses a case study of the Webheads in Action (WiA) online community of practice. It aims to understand the learning models of the WiA, observe its impact on teacher performance, and identify examples of good teaching practices. The study examines if WiA facilitates constructivist learning and provides teacher training. Key questions look at WiA's characteristics as a community of practice, its curricular model, and its role in shared teacher training. The research uses participant observation, document analysis, and questionnaires to understand WiA and triangulate data on its reality as a problem case study using a qualitative approach.
WiA - The curriculum with a Community of Practice
- 1. The Curriculum within a Community of Practice - A Case Study – MPhill in Education Sciences – Educational Technologies Dissertation Supervised by Dr. Maria Helena Peralta 2007
- 2. Justification of the Theme The WiA are: an online CoP and an innovative model of long life learning and professional development based of the use of (educational) technologies Online CoPs are an emergent reality in the educational world.
- 3. Initial Aims of the Study Understand the learning models upon which the practice of the WiA are based; Observe the impact and effectiveness of the WiA in the teacher-participant’s performances; Reveal an example of good practices within the context of EFL teacher training / professional development and Contribute with some new perspectivers to the scientific knowledge in this area
- 4. Problem Are Communities of Practice – and the WiA in particular - instances that aim to facilitate the construction of a constructivist curriculum and provide teacher training opportunities?
- 5. Research Questions Which characteristics do the WiA display to effectively be considered a CoP, according to the literature? How is the curricular model that supports the practices carried out by the group characterized? Which role does this CoP displays as a model of shared training for EFL teachers?
- 6. The Information and Communication Technologies: represent an emergent phenomenon in our (network) society (Castells, 2002); have impact in different areas, in Education too; offer innovative forms of communicating and learning (with technologies) (Costa, 2005); enable new educational practices alternatives (Palloff e Pratt, 2001).
- 7. Ongoing Teacher Training As a way of: updating and adapting to the emergent reality; answering the challenge set forward by the digital society (Costa and Peralta, 2001); improving and acquiring new practices (Palloff and Pratt, 2001); augmenting innovation and change (Pardal and Martins, 2005); developing professional competences (Perrenoud, 1998).
- 8. The Curriculum (in CoPs) The “curriculum is the Community of Practice itself” Wenger (1998, pp.100) Learning Curriculum (Lave e Wenger, 1991) Process (Stenhouse, 1975) Practice (Grundy, 1987) Context (Figueiredo, 1999 Declarative Knowledge Procedural Knowledge Attitudinal knowledge (Coll e Valls, 1998; Coll, 1998; Rodrigues e Peralta, 2006; )
- 9. Communities of Practice (online) Collective Learning Practices Etienne Wenger (1998) Acquisition/ development of knowledge and practices Interaction and socialization
- 10. (online) CoPs Etienne Wenger (1998) “ A learning curriculum is a field of learning resources in everyday resources in everyday practice viewed from the perspective of learners” (Lave and Wenger, 1991, p. 97). The CoP is the curriculum itself Shared Repertoire Mutual Engagement Joint Enterprise Routines, resources; sensibilities; artefacts; vocabulary; styles ; stories; tools; events ; etc Engagement Interaction Interrelationships Socialization Humanware (Re)Negotiation of meaning Interpretations Feedback Collaboration
- 11. Qualitative Research – Case Study Participant Observation – perspective of the Insider (Merriam, 1998). Document Analysis – relevant, especially case studies (Yin, 1994) eQuestionnaire – an approach that best represents individual perspectives (Blanchet and Gotman, 1992) Research Methodology
- 12. Triangulation of the collected data Conclusions PARTICIPANT OBSERVATION DOCUMENT ANALYSIS e-QUESTIONNAIRE Observation of the reality from an insider perspective Analysis of the documented reality Reflect ion about the Reality in analysis Emergency of the analysis categories Analysis Model – Webheads in Action Problem Case Study A Qualitative Approach
- 13. *Adapted from Schwier, R. (2002), diagram ** based on Oliver, R. e Herrington, J. (2000 ) *** “ A learning curriculum is a field of learning resources in everyday resources in everyday practice viewed from the perspective of learners ” (Lave and Wenger, 1991, p. 97). Conclusions Structuring Learning Elements** Authentic Activities Articulation between Tacit and Explicit knowledge Authentic Contexts Integrated assessment Coaching e Scaffolding Reflection Multiple roles and Perspectives Collaborative Construction of knowledge Acess to expert performances (diff. levels) In an Online CoP Stimulated by: History Identity Plurality Autonomy Participation Integration Learning Technology Future Socialization Communication Interaction Discussion Feedback Sharing Collaboration Professional Development and acquisition of GOOD PRACTICES Thru a Learning Curriculum*** Results Mutuality CoP Elements*
- 14. Reflection WiA: are a Community of Practice; develop their practices through a flexible, open, responsible, shared, responsible, progressively constructed curriculum; represent a model of shared professional training for EFL teachers.
- 16. May the discussion begin! @