Der-Thanq Chen

Leveraging Online Communities in Fostering Adaptive Schools.

There has long been a call for schools to prepare students for the twenty-first century where skills and dispositions differ significantly from much of what has historically characterized formal education. The knowledge based economy calls for policy and pedagogical efforts that would transform schools. Schools are to foster communities of learners. This paper suggests that para-communities may be points of leverage in the fostering of adaptive schools. A critical analysis is done on the differences between para-communities (such as online communities) and schools; and an argument is made that they each serve differing goals and should be left distinct because they achieve different societal and economic demands.

A Proposed Framework for the Design of a CMC Learning Environment: Facilitating the Emergence of Authenticity

This paper is an attempt to situate CSCL and CMS tools in the context of recent developments in constructivist learning environments (CLEs). The computer-mediated tools for collaboration are an integral part of the design of CLEs. In view of the situated nature of learning, a further distinction in the design of dynamic learning environments (DLEs) is considered and a formulation of learner involvement in the problem authenticity is proposed. The paper attempts to formulate design principles based on CLE and DLE conceptualizations. A prototype has not been developed at this stage of the conceptualizations. CMC tools can be an integrated part of the design of such learning environments and throughout the social construction of knowledge process. Proposition d’un plan pour élaborer un environnement d’apprentissage CMC (computer mediated communication) favorisant l’émergence de l’authenticité. Cet article cherche À situer les outils CSCL et CMS dans le contexte des développements récents dans les environnements d’apprentissage constructivistes (CLEs). Les outils fournis par l’ordinateur pour la collaboration sont une partie intégrale de l’élaboration des CLEs. Au vu de la nature de l’apprentissage, il faut considérer en plus une distinction dans l’élaboration des environnements d’enseignement dynamiques (DLEs) et on propose une formulation de l’implication de l’étudiant dans le problème de l’authenticité. L’article essaie de formuler des principes d’élaboration basés sur les conceptualisations CLE et DLE. Un prototype n’a pas encore été développpé À ce stade des conceptualisations. Les outils CMC peuvent être une partie intégrante de l’élaboration de tels environments pendant la construction sociale du processus de la connaissance. Ein vorgeschlagenes Richtlinienprogramm zur Gestaltung eines CMC Lernumfeldes: Wie lässt sich die Authentizität besser erkennen. Dieser Beitrag ist ein Versuch CSCL und CMS Werkzeuge im Rahmen der neuesten Entwicklung von Constructivist Learning Environments (CLEs) einzuordnen. Die Computer gestützten Programme, die der Zusammenarbeit dienen sind ein wichtiger Bestandteil bei der Programmierung von CLEs. Angesichts der vorgegebenen Lernweise ist eine weitere Unterscheidung bei der Gestaltung der Dynamic Learning Environments (DLEs) notwendig und deshalb wird eine Mitwirkung des Lernenden bei dem Problem der Authentizität vorgeschlagen. Der Beitrag versucht Richtlinien zu erarbeiten, die auf den Konzepten von CLE und DLE beruhen. Ein Prototyp ist in diesem Entwicklungsstadium noch nicht hergestellt. CMC tools kann eine wichtige Rolle bei der Entwicklung solcher learning environments beim gemeinsamen Aufbau des Wissenstandes spielen.

Instructors as Architects-Designing Learning Spaces for Discussion-Based Online Courses

Online learning space design becomes a significant issue with the proliferation of online learning in higher education. Never before has the instructor been given such a privilege in building and molding the learning space to fulfill his/her instructional aspirations. However, enormous challenges are present to the instructor in taking advantage of this newly gained freedom. Most instructors have limited awareness of their new roles as learning space designers. Although learning space plays an important role in mediating student learning, it is a topic that is least understood. Therefore, it is important for online course instructors to start a dialogue in learning space design. This article reports our experiences of designing learning spaces in a discussion-based online course to facilitate and organize student learning.

School-Based Curriculum Development Towards a Culture of Learning: Nonlinearity in Practice

ABSTRACT This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to traditional conceptualisation of SBCD by highlighting the nonlinear relationships among the three components. Two recommendations to researchers, policy makers and practitioners regarding SBCD towards sustained commitment for innovation and potential scalability are suggested.

Assessing Online Discussions: A Holistic Approach.

This article reports a holistic approach to assessing online discussions. This holistic approach integrates three assessment methods: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning directly examines students’ learning products to decide whether they have achieved the expected learning through online discussions. Assessment for learning evaluates student learning process through online discussion. Assessment as learning engages students in the assessment process and develops the students’ capabilities to be critical assessors of their own learning. This article discusses designs, practices, and reflections in utilizing this holistic approach to assessing online discussions.

Transition outcomes through the lens of quality of life: Proposing a consolidated framework†

ABSTRACT Conventionally, transition outcomes for youth with disability have focused rather narrowly on employment and employment-related outcomes. In this paper we propose a more holistic and comprehensive evaluation of transition outcomes through the lens of quality of life. First, 3 quality of life frameworks that have been applied empirically in transition studies are reviewed. Building upon this analysis, a framework, the Consolidated Quality of Life – Transition (CQOL-T) framework, is conceptualised specifically for transition outcomes. The CQOL-T is designed to fit closely with the challenges and successes experienced by transitioning youth in contemporary contexts and environments. This initial framework is presented as part of the ongoing research and discussion towards achieving successful postschool outcomes for young people with disability.

Towards a community incubator: the ICAP design framework for social constructivist educational designers

This paper highlights the often-mentioned mismatch between the more social constructivistic oriented pedagogy and the traditional instructional design model. Such a framework is important as a design process relevant to the work of CSCL. Any attempt trying to apply the traditional Instructional Design approaches (e.g., ADDIE) to social constructivist learning in CSCL contexts such as the community of learners approach is fundamentally flawed because the two stem from different assumptions of knowledge and philosophies of pedagogy. Based on a modified Activity Theory, we propose the ICAP (Identity, Community, Activity and Personal) design framework for social constructivist oriented approaches to educational design as an alternative to this mismatch. A case example of how ICAP is applied to designing a postgraduate degree program is reported.