materials to inform the revision of the materials prior to dissemination on the web. I was also contractually obligated to report on the take-up of the materials, since this was of interest to SAIDE in relation to their planning of other similar projects. While discussing these tasks with the project leader I decided to register for the degree and use the data from the project research for the parallel purpose of research for an M Ed dissertation. The report on the process, quality, review and take-up of the materials would be written for the purposes of reporting to the funder of the project. The dissertation, an in-depth analysis of one of the aspects of the report (take-up) would serve a dual purpose – it would allow further insight into the project for SAIDE and other interested parties as well as personal professional development for myself. The two excerpts are from the SAIDE ACEMaths project report (2008a). The first one explains the requirement for all participants to be involved fully in the pilot process. The requirement for involvement in the pilot was to ensure maximum possible spread of the pilot implementation and to allow for meaningful research into this take-up. An understanding was established from the outset that if an institution sent representatives to the workshops and received the adapted materials, there would be a requirement to engage with, adapt, and use the materials in some way in courses during 2007. (Welch & Sapire, 2008a, p. 6) The second excerpt explains the way in which the team, which I will argue in this dissertation developed into a community of practice, operated and maintained contact. Communication was through simple electronic and software alternatives (email and Microsoft Word) since this was accessible to all team members. Technological challenges related to the use of more advanced software were avoided. This choice was made by consensus at the first workshop. The mechanism for sustaining the community of practice was workshops and email contact as well as access to the drafts of the modules on a webpage associated with the SAIDE website. (Welch & Sapire, 2008a, p. 6) Figure 1.1 below maps out the activities in the first six months of the project. As is evident in the diagram, there was a flurry of initial activity, and the materials were assembled for use in pilot form within the first six months.
assessing the value of the community help the “members as well as potential members and other stakeholders understand the real impact of the community” (Wenger et al., 2002, p. 61). The sixth principle, “Combine familiarity and excitement” emphasises the need for the community space to offer members a safe familiar space but also a space for conferences and workshops where the latest ideas are discussed. “Create a rhythm for the community”, the seventh, and final principle highlights the idea that “the rhythm of a community is the strongest indicator of its aliveness” (Wenger et al., 2002, p. 63). The rhythm of the community needs to be regular and at a pace that gives the community … a of movement and liveliness. If the beat is too fast, the community feels breathless; people stop participating because they are overwhelmed. When the beat is too slow, the community feels sluggish. (Wenger et al., 2002, p. 63) Communities of practice can develop naturally, but “an appropriate amount of design can be a powerful tool for their evolution … [and] growth” (Wenger et al., 2002, p. 63). Evidence of design according to these principles in the SAIDE ACEMaths community will show the extent to which it was designed, functioned and can continue to function as a community of practice. 2.4.3 Enabling peripheral participation in communities of practice Lave and Wenger (1991) argue that learning takes place through “legitimate peripheral participation”. This requires that “newcomers” to a community become involved in the activities of the community and ultimately change their status from “newcomers” to “old-timers” through participation in the community. The key to legitimate peripheral participation is access by newcomers to the community of practice and all that membership entails. But though this is essential to the reproduction of the community, it is also problematic at the same time. (Lave & Wenger, 1991, p. 100) The problem to which Lave and Wenger refer is the potential for access to the community to be manipulated in a way that prevents legitimate peripheral participation. They say that “access can be denied by not giving productive access to activity in communities of practice” (Lave & Wenger, 1991, p. 103). One finding from Mary Lea’s investigation of university students’ first engagement with academic
production, collaboration and sharing of existing materials has the potential to contain cost and lead to optimal use of existing materials (Geser, 2007; Hylén, 2007; Joyce, 2006). This is demonstrated by the take-up at all sites. Another three of the seven sites used some of materials selected in one out of the two programmes which they had earmarked for the pilot implementation. In most cases, the reasons given for lecturers not using the materials as they originally intended related to time constraints. The time between the materials being completed and courses being run at the sites was short, and in some cases too short to allow for implementation. At some sites lecturers indicated that they had experienced difficulty getting others in their departments to use the materials, especially with the given time constraints. Only at Site G were lecturers not able to pilot the materials and they withdrew from the pilot implementation study because the programmes in which they intended using the materials, PGCE Maths GET and FET and B Ed (Sc Ed), were not yet operational. The two lecturers from Site G, who attended all of the development workshops, also attended the final revision workshop, and again expressed an interest in using the materials, should the opportunity for them to do so arise. Table 5.2 below gives a comparison of sites according to programme and whether or not the programme for proposed and actual use was established or not at the sites. Table 5.2: SAIDE ACEMaths use (2007) Site Programme Established/Not established Proposed/Implemented A ACE FET (Maths literacy) Course 1 Course 2 Established (both) – first time implementation Proposed and implemented B ACE GET (Maths) Established – ongoing implementation Proposed and implemented C 3rd year B Ed for GET 4th year B Ed for GET Established (both) – ongoing implementation Proposed and implemented D ACE LSEN (Learners with Special Educational Needs) Established – ongoing implementation Proposed and implemented E ACE GET ACE FET (Maths) Established (both) – ongoing implementation Proposed and implemented F ACE SNE (Special Needs Education) Established – ongoing implementation Proposed and implemented G PGCE GET and FET B Ed (Sc Ed) Not established Proposed but not implemented Implementation of selected materials was only possible in established programmes. Only at one site were the materials used in courses were being implemented for
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Appendix A: Lecturer Questionnaire 1 Note that spaces (larger boxes than in this form of the document) were left between questions in which the lecturers could write their comments. Questionnaire on use of from pilot module, Teaching and Learning Mathematics in Diverse Classrooms Name: Institution: PROGRAMME INFORMATION Please provide the following information the programme in which you intend to use the pilot units/module. Programme name and credits Name of programme Total credits specialization/s Subject/learning area specialization Target audience for programme Geographical location of teachers List of modules in programme – in sequence in which offered Name of module Credits Semester
First INTRODUCTION TO TECHNOLOGY COMPUTER LITERACY I A choice of a 1st, 2nd or 3rd language introductory course Second EDUCATION II Second PROFESSIONAL STUDIES II Second SPECIFIC SUBJECT DIDACTICS: LEARNING AREAS II (Languages, Natural Sciences, Mathematics, Social Sciences, Economic and Management Sciences, Technology, Life Orientation, Arts and Culture) Second COMPUTER LITERACY II Second A choice of a 1st, 2nd or 3rd language course Second A choice of a mathematics or Mathematics Education course Second A choice of four elective content courses from a given list Third EDUCATION III PROFESSIONAL STUDIES III Third SPECIFIC SUBJECT DIDACTICS: LEARNING AREAS III (Languages, Natural Sciences, Mathematics, Social Sciences, Economic and Management Sciences, Technology, Life Orientation, Arts and Culture) Third A choice of a 2nd or 3rd language introductory course *Third *A choice of four elective content courses from a given list (including a 1st language course). Also including a choice between a Mathematics or *Mathematics Education course Fourth EDUCATION IV Fourth PROFESSIONAL STUDIES IV *Fourth *SUBJECT DIDACTICS (1st Major) including a compulsory *mathematics course where mathematics is a major subject *Fourth *SUBJECT DIDACTICS (2nd Major) including a compulsory *mathematics course where mathematics is a major subject Fourth A choice of two elective content courses from a given list *Modules with an asterisk (*) are those into which the SAIDE ACEMaths materials were incorporated. L.4: Table situating the use of ACEMaths materials at Site D within the full ACE LSEN programme Year of study Module name Special Need and Development First An Introduction to Inclusive Education First Understanding Cognitive, Emotional and Motivational Differences Amongst Learners Curriculum in Context First Curriculum Development