title: A virtual community of practice approach to teacher professional development and learning

authors: Keown, Paul Ashley

subjects: community of practice

abstract: Research over a long period has suggested that professional development and learning for teachers often produces disappointing results. Recent theory suggests that teacher professional learning presented within a situated learning and community of practice framework is likely to be more effective than the more traditional forms of in-service professional development and learning. Further, recent technological developments since the mid 1990s have created increasingly sophisticated means of bringing widely distributed learners together, within flexible timeframe, online (virtual) discussion communities. This study set out to develop a workable approach to teacher professional development and learning (TPDL), using situated learning and community of practice learning theory and the opportunities afforded by Web 2 virtual learning environments. The literatures of learning theory, teacher professional development and communities of practice were reviewed and best practice principles identified. These principles were then used to design a virtual community of practice (VCoP) approach to teacher professional development and learning.  The approach was then implemented as the underpinning framework for three virtual professional development modules for secondary school Geography and Social Studies teachers. 

     The study used a grounded theory and action learning action research methodology, which enabled the researcher and the research participants to evaluate and fine tune the approach throughout the study.  A mixed method research design resulted in the collection of rich quantitative and qualitative data during each module. Naturalistic data were drawn from the online module record and from semi-structured focus group discussions. More structured and reflective data were collected through a final post-module evaluative questionnaire. The data collected were analysed using a range of techniques, including narrative analysis, structural analysis, semantic analysis, and domain analysis. The results of these analyses are presented from three contrasting perspectives: a structural analysis narrative of each module (Chapter 5), a content and personal case study narrative of selected participants (Chapter 6), and a qualitative and quantitative analysis of a final post module reflective survey (Chapter 7).    

     The main findings of the study were that an ongoing virtual community of practice approach appears to be a viable and effective form of TPDL, under certain conditions.  Grounded action learning action research experiences indicated that a meso-scale VCoP experience of between 12 to 15 weeks was an optimal timeframe. Reading and discussion requirements also needed to be carefully judged in order to ensure VCoP modules did enough to be challenging, yet remain manageable for busy classroom teachers. Features of the approach found to be very effective included the mix of activities used including, reading key literature, discussing ideas, sharing activities and experiences, flexible use of time, quality facilitation, and the situated nature of the approach. Features of the approach identified as requiring further refinement included improvements to the module website and maintaining a satisfactory level of contribution across all participants. 

     The concluding discussion found that while 'classic' VCoPs have proven to be effective in business there are very few examples of similar success in the field of TPDL. This study found that VCoPs can be effective for teachers but only when the classic model of VCoP is adapted to ensure VCoPs are manageable for, and tailored to, the nature of teachers' working lives.  The study concludes by considering the research in a wider context and considering the implications of the findings for further research and development.

text: A virtual community of practice approach to teacher professional development and learning Research over a long period has suggested that professional development and learning for teachers often produces disappointing results. Recent theory suggests that teacher professional learning presented within a situated learning and community of practice framework is likely to be more effective than the more traditional forms of in-service professional development and learning. Further, recent technological developments since the mid 1990s have created increasingly sophisticated means of bringing widely distributed learners together, within flexible timeframe, online (virtual) discussion communities. This study set out to develop a workable approach to teacher professional development and learning (TPDL), using situated learning and community of practice learning theory and the opportunities afforded by Web 2 virtual learning environments. The literatures of learning theory, teacher professional development and communities of practice were reviewed and best practice principles identified. These principles were then used to design a virtual community of practice (VCoP) approach to teacher professional development and learning.  The approach was then implemented as the underpinning framework for three virtual professional development modules for secondary school Geography and Social Studies teachers. 

     The study used a grounded theory and action learning action research methodology, which enabled the researcher and the research participants to evaluate and fine tune the approach throughout the study.  A mixed method research design resulted in the collection of rich quantitative and qualitative data during each module. Naturalistic data were drawn from the online module record and from semi-structured focus group discussions. More structured and reflective data were collected through a final post-module evaluative questionnaire. The data collected were analysed using a range of techniques, including narrative analysis, structural analysis, semantic analysis, and domain analysis. The results of these analyses are presented from three contrasting perspectives: a structural analysis narrative of each module (Chapter 5), a content and personal case study narrative of selected participants (Chapter 6), and a qualitative and quantitative analysis of a final post module reflective survey (Chapter 7).    

     The main findings of the study were that an ongoing virtual community of practice approach appears to be a viable and effective form of TPDL, under certain conditions.  Grounded action learning action research experiences indicated that a meso-scale VCoP experience of between 12 to 15 weeks was an optimal timeframe. Reading and discussion requirements also needed to be carefully judged in order to ensure VCoP modules did enough to be challenging, yet remain manageable for busy classroom teachers. Features of the approach found to be very effective included the mix of activities used including, reading key literature, discussing ideas, sharing activities and experiences, flexible use of time, quality facilitation, and the situated nature of the approach. Features of the approach identified as requiring further refinement included improvements to the module website and maintaining a satisfactory level of contribution across all participants. 

     The concluding discussion found that while 'classic' VCoPs have proven to be effective in business there are very few examples of similar success in the field of TPDL. This study found that VCoPs can be effective for teachers but only when the classic model of VCoP is adapted to ensure VCoPs are manageable for, and tailored to, the nature of teachers' working lives.  The study concludes by considering the research in a wider context and considering the implications of the findings for further research and development.

year: 2009

title: The LIDS Research Project: usability study report (1/2002)

authors: Thomson, Kirsten

subjects: computer science

abstract: This report represents the University of Waikato Usability Laboratory’s (Usability Laboratory) analysis of the Large Interactive Display Screen (LIDS) technologies as developed by the LIDS Research Group. 
The Usability Laboratory conducted three exploratory-type studies of the LIDS technology over January and February 2002.  The studies each focused on individual elements of the LIDS technology, while at the same time contributing to the general understanding and knowledge of the technology.

text: The LIDS Research Project: usability study report (1/2002) This report represents the University of Waikato Usability Laboratory’s (Usability Laboratory) analysis of the Large Interactive Display Screen (LIDS) technologies as developed by the LIDS Research Group. 
The Usability Laboratory conducted three exploratory-type studies of the LIDS technology over January and February 2002.  The studies each focused on individual elements of the LIDS technology, while at the same time contributing to the general understanding and knowledge of the technology.

year: 2002-07

title: Demystifying a relationship between voluntary work and Māori

authors: Te Momo, Oliver Helena Fiona

abstract: The purpose of this thesis is to provide evidence that critically reviews the relationship between Māori and voluntary work in social service organisations. Since colonisation very little research has been initiated that investigated the involvement of Māori in voluntary activity yet recent statistics show that Māori are the highest participants in this type of work. This thesis provides an analysis of the relationship of Māori to voluntary work and its evolution in a Colonial State, Liberal State, Welfare State, and Neo-Liberal State in New Zealand. Three perspectives of Māori voluntary work provide the foundation for the analysis of this relationship. The first perspective describes voluntary work from a personal experience as an insider. The second perspective explores literature that records Māori involvement in voluntary activity. The third perspective documents life experiences from Māori voluntary workers in New Zealand communities. The three perspectives provide an empirical foundation for the type of relationship that has developed between Māori and voluntary work; Māori and the State; Māori and their place in New Zealand society. My interest in Te Ao Māori (the Māori world) as a valid and thriving ontological position and my academic interest in critical theory provide the theoretical lens for my analysis. 

Personal experience as a Māori volunteer opened doors to the communities I entered and added strength to the research, the first perspective. Western research in Māori communities often by non-Māori researchers, was conducted to gather knowledge for Western policy makers. Māori knowledge was not recognised as valid and the people were treated as objects. Knowing this, I searched for an approach that valued Māori participants, valued Māori people, and contained cultural aspects that separated the procedure from Western research. A review of literature, the second perspective, introduced a cultural approach to research termed kaupapa Māori research, generated out of and for Te Ao Māori detailed further in Chapter Three.

Participants’ life experiences coupled with literature provide a wealth of knowledge and a testimony to the type of relationship that exists between Māori and voluntary work. Criticism from Māori communities as to the exploitation of Māori volunteers has swelled in recent years so that the environment volunteers work in is no longer attractive to Māori people. Therefore, documenting the life experiences of Māori who participate in voluntary work as the primary source of information was imperative and produced evidence to describe the relationship between Māori and voluntary work in the thesis. A triangular study: case study, community study, and cross-section study (Chapters Six, Seven, and Eight), provide the ‘grass roots voices’ and represent the third perspective. 

My observation of Māori organisations’ involvement in voluntary work generated in me a deep concern in what appeared to be an involvement in activity that improved neither the lives of the volunteers nor the wider problems to which they attributed their aroha. This involvement activity is a product of historical developments whereby the Western ideology of voluntary work became confused with a Māori ideology of collective participation. This confusion has created an environment where Māori voluntary organisations are working unpaid with insufficient resources in oppressive conditions in the attempt to provide social solutions. I argue that the Māori ideology of collective participation has been co-opted in the emerging conflict of neo-liberalism to provide social services in communities which government agencies exploit. In conclusion, the thesis is a journey through the world of voluntary work for Māori in communal organisations.

text: Demystifying a relationship between voluntary work and Māori The purpose of this thesis is to provide evidence that critically reviews the relationship between Māori and voluntary work in social service organisations. Since colonisation very little research has been initiated that investigated the involvement of Māori in voluntary activity yet recent statistics show that Māori are the highest participants in this type of work. This thesis provides an analysis of the relationship of Māori to voluntary work and its evolution in a Colonial State, Liberal State, Welfare State, and Neo-Liberal State in New Zealand. Three perspectives of Māori voluntary work provide the foundation for the analysis of this relationship. The first perspective describes voluntary work from a personal experience as an insider. The second perspective explores literature that records Māori involvement in voluntary activity. The third perspective documents life experiences from Māori voluntary workers in New Zealand communities. The three perspectives provide an empirical foundation for the type of relationship that has developed between Māori and voluntary work; Māori and the State; Māori and their place in New Zealand society. My interest in Te Ao Māori (the Māori world) as a valid and thriving ontological position and my academic interest in critical theory provide the theoretical lens for my analysis. 

Personal experience as a Māori volunteer opened doors to the communities I entered and added strength to the research, the first perspective. Western research in Māori communities often by non-Māori researchers, was conducted to gather knowledge for Western policy makers. Māori knowledge was not recognised as valid and the people were treated as objects. Knowing this, I searched for an approach that valued Māori participants, valued Māori people, and contained cultural aspects that separated the procedure from Western research. A review of literature, the second perspective, introduced a cultural approach to research termed kaupapa Māori research, generated out of and for Te Ao Māori detailed further in Chapter Three.

Participants’ life experiences coupled with literature provide a wealth of knowledge and a testimony to the type of relationship that exists between Māori and voluntary work. Criticism from Māori communities as to the exploitation of Māori volunteers has swelled in recent years so that the environment volunteers work in is no longer attractive to Māori people. Therefore, documenting the life experiences of Māori who participate in voluntary work as the primary source of information was imperative and produced evidence to describe the relationship between Māori and voluntary work in the thesis. A triangular study: case study, community study, and cross-section study (Chapters Six, Seven, and Eight), provide the ‘grass roots voices’ and represent the third perspective. 

My observation of Māori organisations’ involvement in voluntary work generated in me a deep concern in what appeared to be an involvement in activity that improved neither the lives of the volunteers nor the wider problems to which they attributed their aroha. This involvement activity is a product of historical developments whereby the Western ideology of voluntary work became confused with a Māori ideology of collective participation. This confusion has created an environment where Māori voluntary organisations are working unpaid with insufficient resources in oppressive conditions in the attempt to provide social solutions. I argue that the Māori ideology of collective participation has been co-opted in the emerging conflict of neo-liberalism to provide social services in communities which government agencies exploit. In conclusion, the thesis is a journey through the world of voluntary work for Māori in communal organisations.

year: 2003