Precarious School-Level Scalability Amid Network-Level Resilience

• In Event: 73.059 - Toward an Operationalizable Model of Scaling Information and Communications Technology–Enabled Learning Innovations

Abstract

Objectives or purposes

This paper presents the scalability analyses of two teacher networks in Hong Kong supported by university researchers. The Learning Community Projects (LCP, 2001-2012) promoted knowledge building pedagogy (Scardamalia 2002) using Knowledge Forum® for online discussions and networked with the Knowledge Building International Project (KBIP). Learning 2.0 (L2.0, 2008-2014) was a local network that provided a Moodle-based online learning platform and pedagogical design support to teachers for implementation of Liberal Studies, a new school subject stipulated as compulsory in the education reform process for nurturing critical thinking and lifelong learning skills. Funding for both projects ended in 2012. All network activities in LCP ended, but a number of the L2.0 schools still sought to maintain the pedagogical practices and the online platform using their own resources. The study examines how different raison d’être for the projects, network configurations and school level conditions interact, and how these contribute to the differences in scalability observed.

Theoretical framework

An ecological perspective (Law, Yuen and Fox, 2011) is adopted for analyzing the scalability of ICT-enabled learning innovations: (1) classrooms and pedagogical practices are nested within multiple levels of the education system and the wider societal milieu, and scalability issues exist at each of these levels; and (2) scalability as changes on any of the five dimensions (Clarke & Dede, 2009) may result from the interactions of agents within and across different sites at each level, as well as across levels.

Methods and data sources

The two teacher networks were design-based research projects. Logfiles of online activities and interactions, field notes and audio recordings of meetings and interviews, teacher-generated curriculum materials and teaching plans, students’ artifacts, videos of lesson observations, etc. have been collected throughout the duration of these projects. A comparative case study of the developmental trajectories of three teachers, two in LCP from different schools and one from L2.0, was conducted to address the research objectives.

Results

In both projects, the teacher network contributed significantly to all five scalability dimensions by scaffolding peer professional learning and providing technological-pedagogical support. Differences were also observed, including:
• Teachers in LCP were primarily motivated by their own pedagogical beliefs. Participation in L2.0 was a school-level commitment to serve a pragmatic need of launching a new compulsory school subject. The latter showed much stronger sustainability at the school level.
• Interactions scaffolded by LCP primarily served like-minded teachers through cross-school collaboration locally and internationally. L2.0 interactions were problem-oriented, with school-based scaffolding being a major feature of the project. The LCP teachers demonstrated greater advancement in depth at the individual level, while L2.0 showed more spread and shift in pedagogical practices and evolution in school-based implementation strategies.
• Of the two teachers in LCP, the one who received support and recognition from the principal was able to spread and evolve more effectively.
• Continued use of the respective online platforms beyond the project-funding period was more sustainable for the open-source product used in L2.0.

Significance

A multilevel interactional model of scalability will be valuable for informing the design and implementation of ICT-enabled learning innovations.

Authors

• Nancy Law, The University of Hong Kong

• Johnny Yuen, University of Hong Kong

• Yeung Lee, The University of Hong Kong