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Professional Sharing :

Professional Sharing :. Dr. Barley Mak Director Centre of Enhancing English Learning and Teaching The Chinese University of Hong Kong. Some thoughts on building an online professional development community.

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Professional Sharing :

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  1. Professional Sharing : Dr. Barley Mak Director Centre of Enhancing English Learning and Teaching The Chinese University of Hong Kong

  2. Some thoughts on building an online professional development community • The Knowledge Sharing Community (KSC) Project –online professional development (Mak 2005) • Impact of online teacher professional development community---Fusco, J., Gehlbach, H., and Schlager, M. (2000) • Stephen et al. 2008 ---Presence pedagogy (based on social constructivist theory)

  3. The Knowledge Sharing Community (KSC) Project –online professional development (Mak 2005) • A study on the ESL teachers’ experiences of and needs for professional development (PD) • A total of 56 questionnaires were distributed to the respondents (primary and secondary English as a second language teachers in Hong Kong) by mail

  4. The Knowledge Sharing Community (KSC) Project –online professional development (Mak 2005)

  5. The Knowledge Sharing Community (KSC) Project –online professional development (Mak 2005) PD activities needed in the next two years:

  6. The Knowledge Sharing Community (KSC) Project –online professional development (Mak 2005) PD activities not urgently required in the next two years: It appears that the concept of using ICT in teaching is not embraced by over half of the respondents.

  7. Impact of online teacher professional development community---by Fusco, J., Gehlbach, H., and Schlager, M. (2000) • 851 educational professionals as respondents • Correlation between how often a member logs in and impact of TAPPED IN Source: Fusco, J., Gehlbach, H., and Schlager, M. 2000. Assessing the impact of a large-scale online teacher professional development community. Proceedings of the 11th International Conference for the Society for Information Technology and Teacher Education, pp. 2178–2183.

  8. Impact of online teacher professional development community---by Fusco, J., Gehlbach, H., and Schlager, M. (2000) • Notes: • TAPPED IN™ is an online community that supports teachers’ professional growth through both formal education and professional development programs provided by a coalition of partner organizations and informal activities that occur year-round. • The scale for the independent variable of how often have you logged into TAPPED IN was: 1=Never, 2=Once or Twice, 3= Less than one a month, 4=At least once a month, 5=At least once a week, 6=More than once per week. • The scale for the dependent variables of impact of TAPPED INwas: 1=Very negative, 2=Somewhat negative, 3=No impact, 4=Somewhat positive, 5=Very positive. • R denotes Spearman’s Rho correlation. • Higher values of R indicate a stronger relationship between the time spent online and the positive impact that members report from TAPPED IN.

  9. Stephen et al. 2008 ---Presence pedagogy, based on social constructivist theory • participants engaged in a presence pedagogy learning environment become members of a broader community of practice • everyone in the community is a potential instructor, peer, expert, and novice—all of whom learn with and from one another

  10. My observation about this initiative • Paradigm shift in teaching and learning in the 21st century • E-learning • Online community

  11. Paradigm shift in learning and teaching in the 21st century • This platform provides curriculum-based materials with concise pedagogical advice • Not another old HKEdCity project • EDB does not do all the lesson plans • It is a chance for teachers to practise their professional judgment to choose materials that suit the learning needs of their students • Teachers have to design their school-based curriculum from the generic curriculum provided

  12. E-learning • This platform is only a milestone of e-learning. • The resources are not content-based. Teachers can create their own materials in their own context to suit their needs. • Teachers can judge when and how to use technology to enhance language learning.

  13. Online community • Exchange views and provide comments on the resources after trials • A good avenue to share your experiences and materials among a group of professionals and ultimately form an online community

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