Overview

1. Stage I and IIResearch into Innovative Pedagogical Practices Online IPPO TeamIPPO Stage I team members were:James Henri, Albert Chieng, Alvin Kwan, Sandra Lee, Felix Siu, Teddy So and Sue Trinidad with RA Lai MingIPPO Stage II team members are: James Henri, Bob Fox, Alvin Kwan, Sandra Lee, Felix Siu, Teddy So and Sue Trinidad with RA Lau Fai KimDivision of Information & Technology Studies, Faculty of Education University of Hong Kong, Hong Kongippo@cite.hku.hk

2. Overview • To give an overview of the Innovative Pedagogical Practice Online (IPPO) research project Stage I and Stage II • To present research data • To share our experiences of using ILN to support various pedagogical practices

3. The IPPO project Stage I The objectives of this study were to: • Identify the characteristics and motivation factors of full-time teachers undertaking part-time tertiary study. • Trial a range of innovative and flexible pedagogies in selected modules to determine their effect on academic performance and participation. • Compare the efficacy of flexible learning with traditional face-to-face instructional approaches • Determine other factors that influence learning progress • Design and pilot an instrument that will enable instructors to gain information on motivation and lifestyle factors

4. The IPPO project Stage II The objectives of this study were to: • To gather data from new 1st year cohort of the characteristics and motivation factors of full-time teachers. • Gather second set of data and compare the data of 2nd and 3rd cohorts undertaking part-time tertiary study to see if anything has changed. • To involve other staff members of the Division of I&TS • Continue trialing a range of innovative and flexible pedagogies in selected modules to determine their effect on academic performance and participation. • Compare the efficacy of flexible learning with traditional face-to-face instructional approaches and factors that influence learning progress

5. Four research questions have directed the study What are the characteristics of full time students enrolling in the part-time B.Ed. programmes? What adjustments do students make to their lifestyle on entering and progressing through the programme? What are these student perceptions towards using various modes of flexible delivery compared to a traditional face-to-face approach? How do the introduction of variations in content delivery and pedagogy impact on performance and motivation?

6. Methodology • An online questionnaire comprising closed and open questions benchmarking • learning style, • motivation, • work and lifestyle habits • Investigating factors affecting studying such as time for travelling to and from lectures. • In order to study whether students’ learning styles and time usage was related to factors such as age, teaching position and teaching experience, a one-way Anova was applied to analyse the collected data. • Telephone and focus group interviews to validate results from questionnaire.

7. Methodology • Interventions into practice, addressing the benchmarking, were conducted within an action research paradigm. The Action Research Cycle

8. Student Data from Stage I 163 students (110 from the B.Ed. [ITE] group and 53 from the B.Ed. [LIS] group) completed an online questionnaire • 77% return rate • Males (35%) and females (65%) • 79% of them ordinary teachers • 17% panel heads. • 76% of the respondents were in the age of 26-40 • 40% of the age group of 26-30 • 39% of the respondents had 6-10 years teaching experience • 28% of respondents had 2-5 years teaching • 27% had 11-20 years of teaching experience

9. Student Data from Stage II 121students (71 from the B.Ed. [ITE] group and 50 from the B.Ed. [LIS] group) completed an online questionnaire • 75.6% return rate • Males (32.2%) and females (67.8%) • 85.1% of them ordinary teachers • 12.4% panel heads. • 76.9% of the respondents were in the age of 26-40 • 43.8% of the age group of 26-30 • 32.2% of the respondents had 6-10 years teaching experience • 30.6% of respondents had 2-5 years teaching • 27.3% had 11-20 years of teaching experience

10. The Most Common Characteristics From Stage I Works 46-50 hours per week 31-35 yearsof age Travels 45-60 minutes to get to HKU and 61-75 to get home 6-10 years of teaching experience Spends 5-10 hours per week managing home and family Spends 2-4 hours preparing for university class each week Spends 5-8 hours per week on leisure Has zero children

11. The Most Common Characteristics From Stage II Works 46-50 hours per week (24.8%) 26-30 yearsof age (37.2%) Travels 46-60 minutes (31.4%)to get to HKU and 61-75 to get home (28.9%) 6-10 years of teaching experience (32.2%) Spends <5 hours per week managing home and family(33.9%); 5-10 hours (32.2%) Spends 2-4 hours preparing for university class each week (32.2%); 5-8 hours (32.2%) Spends 5-8 hours per week on leisure (27.3%) Has zero children (77.7%)

12. Student Data from Stage I Internet Access at Home (95%) 31% had sole access 36% needed to share the access with another family member 21% share with two other persons. The data showed that most of the students did not have any access problems to the Internet.

13. Student Data from Stage II Internet Access at Home (95%) 31.4% had sole access 38.8% needed to share the access with another family member 16.5% share with two other persons. The data showed that most of the students did not have any access problems to the Internet.

14. IT Level Frequency Percent Valid Percent Cumulative Percent Advanced IT 9 5.5 5.6 5.6 Upper-intermediate IT 68 41.7 42.0 47.6 Intermediate IT 70 42.9 43.2 90.7 Beginning IT 10 6.1 6.2 97.0 None 5 3.1 3.1 100.0 Not replied 1 0.6 Student Data Stage I Type of Internet Access • 85% broadband Internet at home Level of IT Competency • 90% IIT

15. IT Level Frequency Percent Valid Percent Cumulative Percent Advanced IT 11 6.9 9.1 9.1 Upper-intermediate IT 65 40.6 53.7 62.8 Intermediate IT 33 20.6 27.3 90.1 Beginning IT 8 5.0 6.6 96.7 None 4 2.5 3.3 100.0 Not replied 1 0.6 Student Data Stage II Type of Internet Access • 86% broadband Internet at home Level of IT Competency • 53.7% UIT

16. Using ILN to support various pedagogical practices within the BEd [ITE] and BEd [LIS].

17. Innovative practices SNAPSHOT Staff Development and School Change Research & Development in IT in Education Educational Enquiry and Assessment Used a social-constructivist approach to teaching and learning to encourage lifelong learning skills Provided appropriate models, scaffolding and support assisting students to become more self-directed and self-reflective learners. Used Task-based learning - “assessment tasks to drive the learning”. ILN used to build a community of learners with two online sessions using synchronous (Chat) and asynchronous (Forum) communications, access to structured online materials and resources, the use of group-collaborative classroom tasks, An e-journal was used to reflect on learning

18. Innovative practices SNAPSHOT Concepts and Values in Education Module taught in a computer lab One week break from class for reflection, after five weeks. All materials online in ILN. Length of assessment reduced to provide more time to focus on learning A journal was used to track learning

19. Innovative practices SNAPSHOT Locating Information Library Advisory Services Students were given a set of exercises and one hour at the end of sessions to complete the questions and independent learning tasks A flexible and independent approach to teaching reference skills using asynchronous peer/teacher feedback The innovative practice also reduced time in sessions by one hour for at least six weeks to test the efficacy of flexible learning and if students preferred flexible learning

20. Innovative practices SNAPSHOT Introduction to Teacher Librarianship Teacher Librarianship Incorporated a six-week out-of-class period within the curriculum—for online and flexible learning Time in which they had to complete set tasks and record learning on the ILN course room forum. To establish whether the out of class tasks affected the time spent on studying the module as compared to the traditional ten weeks of 3-hour sessions.

21. Results from Stage I • B.Ed. students are sufficiently equipped in terms of facilities and have the skill set needed for them to use Internet effectively but the question is whether they really practice what they learn? • Dealing with the Hong Kong education culture • Passive involvement • Spoon-feeding • Teacher knows best • Exams are the way to measure learning • Individualism • Fear of authority

22. Results from Stage I • A surprising lack of technical skills. • Difficulty in solving problems, using higher order thinking skills. • Classes were cancelled due to SARS but students did not think to plan their own learning meetings through the technology • Depend on using university or other facilities when they could not work at home

23. Results from Stage I • Students choose group mates to economize time • there is a reliance on face-to-face meetings for group project completion • Students are ‘carrying’ weaker students • Students are using break time, and likely class time to work on group projects.

24. Results from Stage I Self-directed learning Feedback for the module delivered entirely online, revealed some enthusiasm for this mode of delivery and a student said, • I think it's a new way of learning in this information explosion age. It's so funny and save a lot of traveling time. There were also many hesitations regarding the entirely online delivery mode. • …some participants like learning on campus, while others like [learning] through Internet. However, I have a feeling, especially for "this module", that we need more interaction and sharing [of ideas] immediately.

25. Results from Stage I Students were asked if all class materials were online and face-to-face classes were optional, would they attend? Evidence of lack of experience in flexible learning and reliance on class attendance to ‘enforce’ meeting attendance to complete group work. One student said: Yes, because it’s more direct. And it will be more efficient for doing…group work…members have some common time to meet. For the online case, it’d take a long time to come up with a time to go to the chat room. So I think for this kind of learning, it should either be that all people are required to go to the platform at the same time, or to go back to the lectures.

26. Results from Stage I Students expressed needs. • Some were genuine. • Some were superficial, or “decoy” issues. Real needs: Scaffolding to learnFace-to-face induction to technology and assessment models

27. Results from Stage I Self-directed learning • The literature indicates that self-directed learning requires opportunities for sharing amongst students but needs to be structured carefully and provide sufficient support to achieve outcomes (Li et al, 2000; Smith et al, 2000; Vogel et. al, 2002). • Self-directed and collaborative learning is also central to this project and analysis of the use of the ILN to support learners.

28. Conclusion Results from Stage I Results from the IPPO research project have enabled instructors to make informed decisions about student workload, assessment and course delivery options. Using ILN has helped build environments in which students are able to construct knowledge to become lifelong learners.

29. Results from Stage II

30. Innovative practices SNAPSHOT Staff Development and School Change Used a social-constructivist approach to teaching and learning to encourage lifelong learning skills Provided appropriate models, scaffolding and support assisting students to become more self-directed and self-reflective learners. Used Task-based learning - “assessment tasks to drive the learning”. ILN used to build a community of learners with two online sessions using synchronous (Chat) and asynchronous (Forum) communications, access to structured online materials and resources, the use of group-collaborative classroom tasks. An e-journal was used to reflect on learning

31. BITE 1111 Sessions • Schools as learning organizations • Staff development and change • Teacher evaluation and instructional improvement in Hong Kong • Teacher evaluation and instructional improvement PD Models • What is your school like? ONLINE SESSION • What is your school like? – Group Presentations • Technology Planning in Schools • Staff Development and School Change Issues • Staff Development DirectionsONLINE SESSION • Conclusion and sharing of journals/learnings/findings

33. Assessment drives the learning Assessment Task 1: Group & Individual Task (groups of 4) 40% • Part 1: What strategies does your school have in place to encourage staff development and school change? • Each individual within the group of four is to gather data from your own school to present the current situation of the school. Each individual’s school data will be combined into a group table to compare and contrast four Hong Kong schools current situation. • You are to gather data on school staff computer competency levels and give an account of what professional development has been conducted at your school. Have the Hong Kong Education Department surveys been completed? The school data will be compiled into the group table showing the picture of four Hong Kong schools. The composition of the table is negotiable but possible formats will be discussed in class. Then the group must compare and contrast this data to answer the questions “What strategies does your school have in place to encourage staff development and school change?” Each group’s effort will be judged on participation in the group and the team’s ability to gather, synthesise, analyse and evaluate information to form an accurate picture of the current situation. This will assist you in developing part 2 of the assessment task. Due Session 6 for class presentation and discussion with peers • Assessment Task 1: Individual Task 60% • Part 2: What professional development plan will you develop for your school to encourage staff development and school change? • Each individual is to devise a plan the school that they might follow to assist in professional development and school change. This plan will be based on the data gathered in part 1. Format is negotiable but must build on part 1 of the assessment task 1 and show evidence of readings and research in the area of staff development and school change. • Journal of Learning

34. Results from Stage II Self-directed learning Biggest problems (ranking in descending order) • Time and time management • Workload • Assignment including quantity • Family • School fees • Schedule of lecture or persistence

35. Results from Stage II Self-directed learning Feedback for the learning used in this module: • Social constructivist model is effective. Group learning gives us a chance to share, discuss and develop ideas. • this kind of learning model can help me reflect the things I learnt. • I prefer learning alone but i know that learning in groups help me sharing experiences with others. I learn to learn collaboratively in the future • Group work and group sharing. It is because I can learn somethings which I don't know. I also like the clear, objectives and guidelines, scaffolding and support that I feel every session is meaningful.

36. Results from Stage II Self-directed learning Feedback about type of learning: • I like group work since we can share much of the workload • I like to learn in groups.Group work make us learn from one another. It also reduce our workload. • I prefer to self learning. • I fully understand and agree the benefits of collaborative learning. However, if it is put into practice, I came across many problems and faced with some inequality. For example, some classmates devoted little (because of lacking of ability or unwillingness) but they got a good mark! This happened again and again, making me tired to join group with some persons. However, finally, this person told others we are not friendly to her! In fact, it made some conflict between us. After all, I think if the tasks can be designed both in group and individual, it would be acceptable.

37. Results from Stage II Self-directed learning There are many hesitations regarding the online delivery mode: • If teacher can explain to me individually when I don't understand. I need face to [face] teachers' lessons. It is because I can raise up my hand at once when I have problems. • Language issue:- Group work and individual also have advantages. In group work, my classmates can give me more and share the work loads. By individual, I am no need to contact others that I can save a lot of time. The language problem. I need my classmates translated into Chinese language.

38. Results from Stage II • Students choose group mates to economize time • there is a reliance on face-to-face meetings for group project completion • Students are ‘carrying’ weaker students • Students are using break time, and likely class time to work on group projects.

39. ILN—Learner Management System There is no doubt the technology can be used to: Support and scaffold learning for learners as demonstrated in the above social-constructivist approaches in lectures, computer labs and flexible online environments.

40. ILN supports students Critical components of the part-time student’s flexible learning repertoire supported by ILN: • self-direction • student autonomy • motivation • applying learning to real world situations • sense of belonging and community

41. Further studies Conclusions • B.Ed. programme allows for ample opportunities to share in both the flexible and traditional environments. • Staff have been able to work together as a team to better develop the learning environment for students based on their needs and to help mentor each other in IPPO (innovative pedagogical practices online). • This research project has helped us better understand the needs of part-time students and how the ILN can support teaching and learning. See website http://www.cite.hku.hk/ippo

42. ILN—Learner Management System There is no doubt the technology can be used to: Support and scaffold learning for learners as demonstrated in the above social-constructivist approaches in lectures, computer labs and flexible online environments.

43. ILN supports students Critical components of the part-time student’s flexible learning repertoire supported by ILN: • self-direction • student autonomy • motivation • applying learning to real world situations • sense of belonging and community

44. Further studies Conclusions • B.Ed. programme allows for ample opportunities to share in both the flexible and traditional environments. • Staff have been able to work together as a team to better develop the learning environment for students based on their needs and to help mentor each other in IPPO (innovative pedagogical practices online). • This research project has helped us better understand the needs of part-time students and how the ILN can support teaching and learning. See website http://www.cite.hku.hk/ippo

45. Thank You -Q&A-

46. References Li, N. Lee, K. & Kember, D. (2000) Towards self direction in study methods: The ways in which new students learn to study part-time. Distance Education, 21(1), 6-28. Smith, I. Choi, S.H. & Cairncross, S. (2000) Does online flexible learning fulfill students’ need and expectations? Paper presented at ALT-C 2000 Programme. 11th-13th September IMIST, Manchester. Vogel, D., Shroff, R., Lee, F., Kwok, S. & Combes, J. (2002). Student e-learning intrinsic motivation: A qualitative analysis. Paper presented at PACIS2002 The Next e-What? for Business and Communities, September 2-4, Tokyo, Japan.