Forging new pathways of research and innovation in open and distance learning

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Contributions to Teaching Practice of an Online Community of Practice of Teachers and Researchers Margarida Marques et al. self-report, as it allowed identifying empirical evidence pointing to the development of innovative and effective teaching strategies, which are also coherent with CD principles from the literature. Simultaneously, the same reflective processes lead to changes in the external domain (represented by arrow 4) as the CoP’s dynamics started including interactions with teachers from G2 teachers’ schools, i.e., each G2 teacher was a disseminator of the curricular module, an innovation, in their own school community. Thus, the action-research process they undertaken acquired an emancipatory feature (Mamlok-Naaman & Eilks, 2011). Furthermore, the acknowledgment of the consequences valued by G2 members lead to the second action-research cycle, with contributes from their local group of teachers, involving more experimentation in the practice domain (represented by arrow 5). Finally, the personal domain appears greyed in Figure 2, due to the fact that this case study focused in the identification of contributions of an online CoP of teachers and researchers to their professional growth at the teaching practice level. Further research should include the analysis of changes in the personal domain, as well as consider other theoretical frameworks, such as activity theory (Engeström, 1999; Vygotsky, 1978). At last, each one of the papers related to this synthesis effort present a set of lessons learned. Here, we highlight the following recommendations to enhance the contributions of online CoP of teachers and researchers in SE to the teaching practices: • expect participations peaks in the community activities and act accordingly, e.g., by promoting member’s interactions in critical periods; • value teachers’ contributions, increasing their confidence in their ability to participate; • avoid deadlines close to the end of the terms, when Portuguese teachers seem to be submitted to higher workload – similar limitations have been reported before (Pereira, 2007), but not at this level of detail; • propose the development of cycles of action-research of the emancipatory type (Mamlok- Naaman & Eilks, 2011). • support teachers in the theoretical clarification of teaching strategy (Leite, 2010); • support teachers in the broadening of their teaching strategies repertoire; • support teachers in the development of innovative challenging teaching practices (Towndrow et al., 2010), instead of innovations imposed by, e.g., the government (Aubusson, 2002). 228 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Contributions to Teaching Practice of an Online Community of Practice of Teachers and Researchers Margarida Marques et al. References 1. Adams, R. (2003). Perceptions of innovations: exploring and developing innovation classification. Unpublished PhD. Cranfield: Cranfield University. 2. Altrichter, H., Posch, P., & Somekh, B. (1993). Teachers investigate their work: an introduction to the methods of action research. London: Routledge. 3. Anderson, T. R., & Rogan, J. M. (2011). Bridging the educational research-teaching practice gap: Curriculum development, Part 1: Components of the curriculum and influences on the process of curriculum design. Biochemistry and Molecular Biology Education, 39(1), 68–76. 4. Aubusson, P. (2002). An ecology of science education. International Journal of Science Education, 24(1), 27-46. 5. Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10-20. 6. Berg, B. L. (2001). Qualitative research methods for the social sciences (4 th ed.). Needham Heights, MA: Allyn and Bacon. 7. Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33, 3–15. 8. Cachapuz, A., Praia, J., & Jorge, M. (2002). Ciência, Educação em Ciência e Ensino das Ciências. Lisboa: Ministério da Educação. 9. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967. 10. Cruz, M. G. (2010). Interacções em comunidades de prática online e reflexividade docente: um estudo de caso envolvendo professores de ciências. Unpublished MA dissertation. Aveiro: Universidade de Aveiro. 11. Cuddapah, J. L., & Clayton, C. D. (2011). Using Wenger’s Communities of Practice to Explore a New Teacher Cohort. Journal of Teacher Education, 62(1), 62-75. 12. Dede, C. (Ed). (2006). Online professional development for teachers: Emerging models and methods. Cambridge, MA: Harvard Education Press. 13. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19-38). New York: Cambridge University Press. 14. Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and Quasi- Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review of Educational Research, 82(3), 300–329. 15. Gaspar, I., & Roldão, M. C. (2007). Elementos de desenvolvimento curricular. Lisboa: Universidade Aberta. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 229 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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Connecting in the Online Environmen
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Contextualising Learner Experience:
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Investigating the Effectiveness of
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WhatsApp: “Going where the Conver
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A Study of the Use of Ubiquitous Mo
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Differentiated Technology-Based Int
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Using Digital Technologies for Incl
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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