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7/29/2019 Special Project 2 June Ong2
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EDPZ 6731A Consultation Report
on Teacher Professional
Development For MUVEsJune Ong Li Woon
SID: 311064760
20 Nov 2011
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Contents1. Introduction........................................................................................................................................... 2
2. MUVE- A Type II E-Learning System..................................................................................................... 4
2.1 Characteristics and Affordances ............................................................................................................. 4
2.2 An Example of an Education MUVE- Quest Atlantis ............................................................................... 5
2.2.1 Design Approach.......................................................................................................................... 5
2.2.2 Student Activities and Learning Goals ........................................................................................ 7
2.2.3 Teacher Resources and Support ................................................................................................. 11
2.2.4 Interesting research findings of Quest Atlantis ......................................................................... 14
3. Changing Roles of Teachers in Digital Age ....................................................................................... 16
4. Singapore ICT Masterplan3 and Strategies for Teacher Professional Training.................................. 17
5. Effective Teacher Professional Development ......................................................................................... 18
5.1 Singapore Teachers Pedagogical Practices and Technology Use......................................................... 19
5.2 Critical Considerations in MUVE Professional Development ................................................................ 20
5.2.1 Availability and degree of Peer, Community and MUVE (Trainer)-team support.................... 20
5.2.2 Format and purposes of the MUVE professional development ................................................. 20
5.2.3 Sufficient Time for learning....................................................................................................... 20
5.2.4 Technical Support ...................................................................................................................... 21
5.2.5 Teachers Perception ofMUVEs and Conviction of their Usefulness for Teaching and Learning
............................................................................................................................................................ 21
5.2.6 Explicit purpose and knowledge of functions of the MUVE ..................................................... 21
5.2.7 Reflection on the educational applicability of the MUVE and its Impact on students learning 21
5.2.8 Concerns on Management within the MUVE environment....................................................... 22
6. Description of Quest-Atlantis Teacher Professional Development ........................................................ 23
7. Discussion and Recommendation ........................................................................................................... 25
7.1 Overview of Suggested MUVE Professional Development Framework ............................................... 25
7.1.1 Readiness ................................................................................................................................... 26
7.1.2 Modality ..................................................................................................................................... 26
7.1.3 Immersion .................................................................................................................................. 27
7.1.4 Support and Sharing ................................................................................................................... 27
Reference .................................................................................................................................................... 28
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1.Introduction
Complementing the Singapore Ministry of Educations vision of 'Thinking Schools and Learning Nations'
(TSLN) to the schools and its initiative for 'Teach Less Learn More' (TLLM), is the ICT Masterplan 3
which was rolled out in year 2008, in order to prepare schools and teachers to equip our students with
skills that are vital to compete in the 21st
century global workforce.
It is an exciting period now, with more schools in Singapore taking up the challenge to try out and
integrate new innovations into the curriculum.
In line with this, one of the aims of the report is to share with the leadership and teachers in Singapore
schools about an educational innovation- Multi User Virtual Environment (MUVE)- which is fast gaining
acceptance and respectability in the educational community (Aldrich, 2005; Beck & Wade, 2004; Gee,2003; Herz, 1997; Schaffer, 2006 as cited in Sardone & Devlin-Scherer, 2008).
In introducing this educational innovation, its characteristics and affordances in the context of teaching
and learning are discussed in this report. In addition, a description of a popular educational MUVE (Quest
Atlantis) which has more than 25 thousand users world-wide would be given in the report to provide
teachers with a clearer understanding of the applications of MUVEs in schools. Research findings on
learning outcomes would also be discussed.
Closely related to the implementation of innovations in school is professional development for teachers.
Indeed, the 21st century is fast-paced and a knowledge rich economy, in teachers would need to develop
collaborative, organisation and technology in our students to ensure they are relevant in the economy andhave a global competitive edge.
Knowing how to leverage on a wide range of technology to provide a student-centered and holistic
education to the students would require teachers to reflect on their current level and skills in their
technology-based pedagogies as well as their beliefs in teaching and learning and to take steps to further
develop new skills, form new perspectives towards learning as well as discard outdated ones.
Effective professional development for teachers would be those which provide opportunities to reflect
critically and form new understanding about the content, pedagogy (Darling-Hammond & McLaughlin,
1995). One-shot workshops with no follow up support and irreverent activities in teacher training often
contribute to teachers lack of adequacy and confidence even after spending time and effort in technologyprofessional development (Mouza, 2002, as cited in Singer& Maher, 2007). In order to counter that,
customised course preparation should be provided to teachers with a focused opportunity to practice with
selected digital game content and explore options fort their use rather than being narrowly focused and
standardised (Gibson, 2002 as cited in Zhu, 2010).
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A discussion on the findings of a study on Singapore teachers beliefs in learning and their technologypractices serves to reflect that Singapore teachers have yet reached the level of targeted competencies
despite of a strong ICT infrastructure support and framework for teacher professional development.
Thus another aim of this report is to encourage current teachers in schools to reflect on their own teaching
beliefs and to take steps to incorporating more student-centered teaching practices with technology or
even to look out for new innovations (such as MUVEs) to incorporate into their teaching.
The main aim of this report is to share a recommended framework for MUVE professional development
for teachers, together with accompany guidelines. In order to appreciate and understand the framework
and guidelines, a discussion on the characteristics of effective professional development for teachers and
critical factors for planning and implementation of MUVE professional training will first be discussed.
To date, some Singapore secondary schools have already taken up the MOEs challenge to try outtechnological innovations in the form of MUVEs (e.g. Quest Atlantis and Virtual Singapura). The
ministry has also invested in an innovative immersive lab, in one of its primary schools, which makes use
of 3D spaces, avatars and objects to present detailed information through rich media, signaling a potentialprogression to implementing MUVEs in primary schools. It is hoped that the discussion and
recommended guidelines and framework for MUVEs teacher professional training in this report will
come to benefit schools that are considering implementing MUVEs and/or preparing their teachers for the
use of this educational innovation.
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2. MUVE- A Type II E-Learning System
A type I E-learning system is teacher-centered and its main role is on the delivery of the content andassociated learning outcome of the retention of factual information, and in which students play a passive
role in learning (Jacobson, Kim, Y., Lee, Kim, H. & Kwon, 2005). In contrast, a type II E-learning system
engages the students through active problem solving and collaboration. The technology plays a pivotal
role as a cogitative tool and provides scaffold to learning, feedback as well as support during
collaboration.
2.1 Characteristics and Affordances
Educational Multi User Virtual Environments (MUVEs) are examples of type II E learning systems. They
encompass the representational, collaborative and motivational aspects of computer games (Jacobson et
al., 2005) and incorporate 2D and 3D virtual worlds in which learners control their virtual personas(avatars) to explore the virtual environment, interact with other avatars and digital objects and learningtools within the MUVE and engage in collaborative learning activities (Nelson & Ketelhut, 2007).
However, the affordances of these MUVEs go beyond the immersive, rich visual and auditory
experiences they bring to the learners. Socio-constructivist perspective and situated learning concepts of
collaborative knowledge building (Ketlehut, Clarke & Nelson, 2010; Nelson & Erlandson, 2008 ) areincorporated into the designs and functions of the educational MUVEs such that students are learning in
realistic contexts that require them to be engaged in real-world or expert-like processes and practices (e.g.
Barab, Zuiker et al., 2007; Jacobson, Kim, Miao, Shen & Chavez, 2010; Ketelhut, Nelson, Clarke &
Dede, 2010) and to gain different perspectives through collaboration with others (Jacobson et al., 2010).
In addition, such situated and contextualised environment is important in motivating students when theycan see the relevance between what they are studying to how they can be applied (by experts) in real life
(Bransford, Brown, Cocking, & Donovan, 2000), leading to greater potential of successful knowledge
transfer to real life applications.
Each virtual world comes with its own set of visual theme, curriculum and in world activities (Nelson &
Ketelhut, 2007). Some examples of better known educational MUVEs for science inquiry learning are
Quest Atlantis, Virtual Singapura, River City and Whyville. Most of these MUVEs have their curriculum
aligned to the states (countrys) standards, thus removing a significant hindrance to adoption (Rice,2007) and increase the ease of use. Also, on top of acquiring scientific inquiry skills, the MUVEs also
leverage on the themes or contexts in which they are based on to raise greater awareness of environment,
historical and cultural issues or to promote socially responsible behavior.
In addition, scaffolding structures in the forms of hints, guide avatar and in the design of scaffolding of
the activities support students in their guided inquiry learning are embedded within these educational
MUVEs (Jacobson et al, 2005). Some of these hints or prompts, such as in River City and Virtual
Singapura, are customized for individual students, basing on their cumulative historical scientificexploration within the MUVE (Jacobson et al., 2010; Ketelhut, 2007).
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Yet another affordance of MUVEs is that students are provided a non-linear approach to learning.
Examples such as in River City, teams of students can successfully solve a single problem using multiple
alternate paths using different virtual tools and digital objects to help them develop their understanding(Ketelhut, 2007).
Significant positive outcome in terms of students' perception of their academic efficacy as well as senseof ownership in their learning in the use of Virtual Singapura and River City (Jacobson et al., 2010;
Ketlehut, Clarke & Nelson, 2010).
Significant learning gains in science have also been documented in students use of Quest Atlantis (e.g.Barab et al., 2007).
2.2 An Example of an Education MUVE- Quest Atlantis
The Quest Atlantis MUVE is designed for students from age 9 to 15. It has been used to teach several
subject contents and skills such as English writing, Mathematics, Science inquiry and Social Studies. It
has a large international group of users (more than 25 thousand) from countries such as Australia,
America, China, Italy, Singapore and Malaysia.
2.2.1 Design Approach
Quest Atlantis (or Atlantis Remixed- the latest version), is designed to be used for formal in class learning
and in informal after- school activities. Quest Atlantiss design approach is based on the Transformationplay theory (See Box 1) which highlights the relation amongst the learner (player), content and context.
Within such educational game design as in Quest Atlantis, learners take on the roles of change agents in a
game who need to understand and acquire particular disciplinary knowledge and skills in order toeffective bring about a desired change within the game scenario. Such a design creates a need for learning
and a motivation to learn in order to be successful in their playing of the game [Transformational Play.
(n.d). Transformational Play. Atlantis Remixed & Quest Atlantis. Retrieved 14 Nov 2011, from
http://atlantisremixed.org/site/view/Researchers#53].
http://atlantisremixed.org/site/view/Researchers#53http://atlantisremixed.org/site/view/Researchers#53http://atlantisremixed.org/site/view/Researchers#537/29/2019 Special Project 2 June Ong2
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Box 1
Source: Barab, John. D., & Catherine. T. (n.d.). The Quest Atlantist Project: a 21st
Century Curriculum [Power Point Slide]Retrieved 14 Nov 2011, from:
http://www7.nationalacademies.org/bose/Barab_Gaming_Presentation.pdf
http://www7.nationalacademies.org/bose/Barab_Gaming_Presentation.pdfhttp://www7.nationalacademies.org/bose/Barab_Gaming_Presentation.pdfhttp://www7.nationalacademies.org/bose/Barab_Gaming_Presentation.pdf7/29/2019 Special Project 2 June Ong2
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It also incorporates a socially responsive design into the game such that students are engaged inactivities that not only are aligned to the U.S. state educational s standards but to also make socially
responsible use of the knowledge acquired in the game. Activities related to the 7 critical dimensions
as listed below are integrated within the students learning to inculcate associating values in them.[Educational Standards. (n.d). Educational Standards. Atlantis Remixed & Quest Atlantis. Retrieved
14 Nov 2011, from http://atlantisremixed.org/site/view/Parents#16].
.
Compassionate Wisdom - "Be Kind" Creative Expression - "I Create" Environmental Awareness - "Think Globally, Act Locally" Personal Agency - "I Have Voice" Healthy Communities - "Live, Love, Grow" Social Responsibility - "We Can Make a Difference" Diversity Affirmation - "Everyone Matters"Source: Educational Standards. (n.d). Educational Standards. Atlantis Remixed & Quest Atlantis. Retrieved 14 Nov2011, fromhttp://atlantisremixed.org/site/view/Parents#16
2.2.2 Student Activities and Learning Goals
Students travel within the MUVE and engage in collaborative inquiry tasks (missions or quests) with the
overall aim to save the inhabitants of the virtual Atlantis from being destroyed through environmental,
moral and social decay by communication with other players or virtual characters as well as using
embedded tools within the MUVE (see Box 2). Upon completion of the missions or quests (based on one
of the7 critical social dimensions mentioned earlier), the students avatar will gained greater functionality.
A sense of community beyond the virtual world is promoted since learning takes place beyond the QuestAtlantis virtual world in the form of face to face conversations with teachers and fellow classmates in the
classrooms.
http://atlantisremixed.org/site/view/Parents#16http://atlantisremixed.org/site/view/Parents#16http://atlantisremixed.org/site/view/Parents#16http://atlantisremixed.org/site/view/Parents#167/29/2019 Special Project 2 June Ong2
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Box 2: Examples of interactions with virtual characters and tools
Source: Ang & Zuiker. (2009). Creating New Classrooms Dynamics with New Media Tool. Learning With Quest Atlantis
in Singapore [PowerPoint slides]. Retrieved fromhttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-
singapore
http://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singapore7/29/2019 Special Project 2 June Ong2
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Box 3 is an example of the Taiga curriculum found within the Quest Atlantis MUVE which was alignedto multiple standards found in the Indiana 5th grade science standards, such as 5.1.6: Explain how the
solution to one problem, such as the use of pesticides in agriculture or the use of dumps for waste
disposal, may create other problems.
The activity encourages students to engage in deep learning through a guided socio-scientific inquiry
activity design [Barab, Gresalfi, Ingram-Noble,, Jameson, Hickey, Akram, & Kizer. (2009).
Transformational Play And Virtual Worlds: Worked Examples From The Quest Atlantis Project.
International Journal of Learning and Media, 1(2). From
http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023]
Box 3
Source: Barab, Gresalfi, Ingram-Noble,, Jameson, Hickey, Akram, & Kizer. (2009). Transformational Play And VirtualWorlds: Worked Examples From The Quest Atlantis Project.International Journal of Learning and Media, 1(2). From
http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023
http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.00237/29/2019 Special Project 2 June Ong2
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Students also make use of a range of communication tools within the virtual environment in order to builda sense of support within the learning environment. These include chat (see Box 4), email, blogs, polls
and bulletin boards.
Box 4: Chat Features integrated within the activity environment
Source: Ang & Zuiker. (2009). Creating New Classrooms Dynamics with New Media Tool. Learning With Quest Atlantis inSingapore [PowerPoint slides]. Retrieved fromhttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singapore
http://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singaporehttp://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singapore7/29/2019 Special Project 2 June Ong2
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2.2.3 Teacher Resources and Support
Within the Quest Atlantis MUVE, the teachers are part of a Council of teachers who review submittedwork of the students (see Box 5) and hold the final decision on whether a student should earn his
rewards or privileges based on the particular demands of the mission or quests and the quality of his
work. This in turn provides an incentive for the students to turn in quality work.
Box 5: A snapshot of a Report Summary ofStudents Submission of their Learning Activities
(Quests)
Source: Stucky.(2008). Quest Atlantis Professional Development Workshop. Retrieved from
www.bronwyn.ws/QA/TeacherPD_plan.pdf
http://www.bronwyn.ws/QA/TeacherPD_plan.pdfhttp://www.bronwyn.ws/QA/TeacherPD_plan.pdfhttp://www.bronwyn.ws/QA/TeacherPD_plan.pdf7/29/2019 Special Project 2 June Ong2
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Within the MUVE, the teachers are provided a range of teacher support in the form of a fellow colleague
who has signed up together for the online professional development (see section 6), a contact person from
the Quest Atlantis team (called the Buoy), a teacher toolkit (see Box 6), a How-to-Guide & Resources
(see Box 7), a Teacher listserv (an email list for updates and newsletter), as well as an Atlantiancommunity of teachers in Facebook.
Box 6: A snapshot of the main page of a customized teacher toolkit to keep track of activities within
the Quest Atlantis MUVE
Source: Stucky.(2008). Quest Atlantis Professional Development Workshop. Retrieved fromwww.bronwyn.ws/QA/TeacherPD_plan.pdf
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Box 7: A snapshot of the How-To- Guide for teachers
Source: Stucky.(2008). Quest Atlantis Professional Development Workshop. Retrieved fromwww.bronwyn.ws/QA/TeacherPD_plan.pdf
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2.2.4 Interesting research findings of Quest Atlantis
A study done with the Quest Atlantis MUVE (Barab, Dodge et al,. 2005) to find out the relationship
between engagement in inquiry and gender, the finding showed there was no significant differences interms of overall participation rates between the male and female students. In terms of learning and
achievement, the MUVE was equally effective for both genders. These findings contradict the contention
that girls tend to be alienated in their learning within a videogame context.
In comparing their forms of communication, the female students chatted more than the male students and
sent out more e-mail messages. In fact, the female students were found to have written more in the online
notebooks when completing quests. This translates to them being engaged longer in metacognitive
reflections about their work in the MUVE (see Table 1).
The findings also showed that the boys wrote more within the MUVE environment than in a worksheetconditions (see Table 1), this suggests that QA can promote student achievement in a gender equitable
manner.
Table 1: Condition by number of words written for boys and girls
Source Barab, Dodge et al. (2005). The Quest Atlantis Project: A socially-responsive play space for learning. Manuscript
submitted for publication.Pg. 10. Retreieved 14 Nov 2011 Fromhttp://inkido.indiana.edu/research/onlinemanu/papers/QAgender29.pdf
http://inkido.indiana.edu/research/onlinemanu/papers/QAgender29.pdfhttp://inkido.indiana.edu/research/onlinemanu/papers/QAgender29.pdfhttp://inkido.indiana.edu/research/onlinemanu/papers/QAgender29.pdf7/29/2019 Special Project 2 June Ong2
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In a Science study involving 4th grade students collaborating in an aquatic habitat simulation, (Barab,
Sadler, Heiselt, Hickey& Zuiker, 2007) , a socio- scientific narrative and an interactive rule were
integrated into the MUVE gaming engine to stimulate an environment for the students to learn about
science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic
factors.
Findings from the results showed that students were engaged in the science inquiry process and had rich
scientific discourses. In addition, they also submitted quality work and showed gains in classroom and
standardised assessments of science inquiry processes and content knowledge. Table 2 shows the Pre and
Posttests responses of a student in response to the impact of cutting trees near a river, on and around the
river. These collective findings support the claim that MUVEs can be used to promote effective academic
content learning.
Table 2: Pre and Posttests responses of a student in response to the impact of cutting trees near a
river, on and around the river
Source: Barab, Sadler, Heiselt, Hickey& Zuiker. (2007). Pg 17. Retreieved 14 Nov 2011 Fromhttp://atlantisremixed.org/qacore/uploads/public_site_uploads/attached_uploads/2458/original.pdf
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3.Changing Roles of Teachers in Digital Age
The new digital and knowledge society in which we currently live in, demands for teachers to constantlyupgrade their skills in order to transit from the tradition roles of the teachers to the 21st Century roles of
the teacher (see Table 3) and also from traditional ways of getting our students to learn to innovative
ways of engaging our students in their learning (Zhu, 2010), leveraging on the affordances of
technology.
In this age where information is easily available through various digital sources, teachers need to expand
their competencies from being the supplier of information to becoming effective facilitators in guiding
students to make informed judgment about the quality and validity of the sources of these information
(Weinberger, Fischer, & Mandl, 2002, as cited in Zhu, 2010). In addition, they also need to help students
develop collaborative and organisational skills to function effectively in the 21st
century workforce. Also,
teachers must also be skilled in leveraging on a wide range of digital-age learning tools to improve
student engagement and achievement (Carroll & Resta, 2010).
These new demands on the teachers competencies require teachers to update and upgrade their
knowledge and skills through continuous professional development in order to offer students
meaningful and motivating learning opportunities (Gibson, 2002 as cited in Sardone, & Devlin-Scherer,
2010). This aptly brings as to the next section in which we would discuss about Singapores Masterplan 3
and the education ministrys strategies for teacher professional development.
Table 3: Comparison of Traditional roles of Teachers with 21st
Century Roles of Teachers
Source: Cohen, Manion & Morrison. (2004).A guide to teaching practice .Retrieved on 12 September 2011, fromhttp://cw.routledge.com/textbooks/0415306752/resources/pdf/05TraditionalAndNewer.pdf
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4.Singapore ICT Masterplan3 and Strategies for Teacher
Professional Training
The vision of Singapore ICT Masterplan3 is Harnessing ICT, Transforming Learners. One of its enablergoals to achieving this vision involves building on the teachers capacities in planning and deliveringICT-enabled learning experiences to cultivate the skills ofself-directed and collaborative learning amongstudents as well as in inculcating in them responsible habits on the safe use of ICT (Masterplan 3, 2008).
The Ministry of Education (MOE) has spelt out 2 broad strands of implementation that are relevant to
teacher professional development. These include the provision of teacher professional development that is
based on practice and models how ICT can be effectively used to achieve better learning outcomes. In
addition, the model of teacher professional development also involves sharing of best practices andsuccessful innovation amongst the MOEs communities of teachers.
At the school level, school leaders are encouraged to create a reflective teaching culture in which teachers
share and learn from one another about effective ICT-based teaching practices, in order to achieve desired
learning outcomes.
In addition, ICT mentors- chosen from among teachers in each school- have been identified as mentors to
provide essential knowledge on planning and delivery of ICT-enriched learning. They also facilitate the
sharing of ICT resources produced by teachers to propagate good ideas and practices, cumulating to best
practices within the schools.
In the following section, we would discuss about the characteristics of effective teacher professional
development and compare the Singapore ministrys professional development plans for teachers againstthese characteristics.
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5. Effective Teacher Professional Development
With increasing demands from students and parents on the use of advanced technology as innovations to
enhance the learning experience and to achieve learning outcomes, pre-service and in-service teachers
benefit from having technology professional development that have the rigor and relevance to help them
advance their instructional competencies make informed instructional decisions and achieve targeted
learning outcomes (Darling-Hammond et al., 1995).
According to (Darling-Hammond et al., 1995; Corcoran, 1995; Lieberman, 1995; and Ketelhut, &
Schifter, 2011) teachers need to take on both perspectives of teachers and learners, and opportunities to
struggle with these roles in professional development.
In addition, effective professional development should involve teachers being engaged in actual tasks of
teaching, assessment, observation and reflection such that the learning and development process is made
explicit.
Another important aspect is that effective professional development should be sustained, ongoing,
intensive and supported by modeling, coaching and joint problem solving, to promote a strong sense of
efficacy as well as confidence within the teachers for them to implement the new strategies.
Ensuring that there is sufficient time to learn the new skills is also a vital factor. The content and context
should also be specific about the skills, underlying principles and approach associated, as well as the
attitudes of teachers towards the technology and new pedagogical skills.
Also, it should be grounded in inquiry and provide platforms for participant-driven experimentation with
the new skills and reflection and debate of new visions and perspectives in order to reach a comfort levelto implement the new strategies in the classrooms.
Finally, it should be a collaborative affair, in particular with sharing of knowledge in communities of
practices, in order to create a strong local support system. These communities of practices are critical in
boosting the level of teachers motivation, knowledge of pedagogy and subject-matter, willingness to take
risks, and commitment to improvement.
Comparing the above mentioned characteristics of effective teacher professional development
against MOEs implementation strategies to increase the capacities of the Singapore teachingforce, it seemingly appeared that these strategies do match with most of the vital characteristics.
However, having a well-developed framework of teacher professional development and puttingin place structures and champions of ICT within the schools does not necessary translate to
change in teachers beliefs in learning which is a significant factor in impacting teacherspedagogical practices and technology use. Evidences for this claim are found in a report by
Jacobson, So, Teo, Lee, Pathak, & Lossman (2010) on Singapore teachers beliefs in knowledgeand learning as well as their impact on pedagogical practices and technology use. Briefly, the
findings reflected a transmissive use of technology by the teachers and technology was perceived
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as being less useful in helping lower- ability students. These will be elaborated in the following
section 5.1.
According to Schifters (2008 as cited in Ketelhut, & Schifter, 2011) proposed principles forsuccessful technology professional development, ensuring time for practice, effective, ongoingpost-training technical support in the classroom and a supportive local social support system are
important factors to set in place. The last factor requires teachers to have paradigm shift in termsof the way they perceive classroom structures and their roles in the new era of digital age as
educators, as well as their knowledge, understanding, and values of technology in the classroom.
Based on the findings of Jacobson et als (2010) report, a closer analysis on critical factors toachieving the stated outcomes in the last factor of Schifters principles (section 5.2), would helpincrease efficacy of student-centered innovation and pedagogical adoption in the Singapore
classrooms.
This will be discussed subsequently in this report through two main studies on professionaltraining for MUVEs. The specificity in the use of technology in the discussion is in line with
what Darling-Hammond et al (1995) and other aforementioned authors contended to be characteristic
of effective professional training- that is specificity in the context, skills, underlying principles andapproach associated with training of the specific innovation. In addition, the attitudes of teachers towards
the specific technology should also be taken into account.
5.1 Singapore Teachers Pedagogical Practices and Technology Use
In two studies conducted to find out the relationships between teachers beliefs on knowledge andlearning, pedagogical practices and technology use in Singapore schools (Jacobson et al., 2010), it was
observed that many Singaporean teachers held the belief that students with lower academic ability would
benefit greater with teacher-directed didactic teaching approaches, despite research findings(Chan&Lee,2007; White&Frederiksen,1998; Zohar & Dori, 2003 cited in Jacobson et al, 2010) pointing
to students being more motivated and benefitting from learner-centered use of technology.
Another finding of the study was that teachers tend to make use of technology in a transmissive manner
rather than with a student-centered approach. As mentioned earlier, findings have shown that a learner-centered use of technology can better motivate and produce learning outcomes which calls for a greater
integration of learner-centered use of technology into the schools current teaching practices.
Besides their beliefs in learning, findings of the report could also be explained by the teachers having
limited knowledge or experience of using technology as a meaningful tool for teaching and learning,
(Darling-Hammond, et al, 1995) and thus returning to familiar ways of teaching in which they weretaught (Erbas, Cakiroglu, Aydin & Beser, 2006), that is using technology at a basic, transmissive level
such as presentation.
Negative views of technology such as fear of losing control of students, taking on a 'passive' role in
teaching and issues of keeping track of students' progress (Erbas et al., 2006) have been offered as
explanations for the distrust and lack of use of technology as tools to support students' learning, despite
acknowledgment from teachers of learning potentials that technology bring along to the classrooms.
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In the next section, we make observations of critical factors that are useful in MUVEs teacher
professional training and of which when given considerations in the implementation of the training, could
help the teachers to learn skills and take on perspectives and visions of new practices and in some cases to
unlearn skills and discharge beliefs that have been dominating their professional lives (Darling-
Hammond, et al, 1995).
5.2 Critical Considerations in MUVE Professional Development
In a 3 year cross-study of the development of teacher professional development for the River
City project, a games-based MUVE science curriculum project for middle school children done
by Ketelhut et al., (2011), the following factors were observed to be critical in planning for and
implementing a MUVE professional development:
5.2.1 Availability and degree of Peer, Community and MUVE (Trainer)-team supportThe teachers in the study, who had undergone the strictly online individualised training, felt isolated and
consequently were reluctant to try the MUVE in their classrooms. In addition, it was noted that the
implantation by these teachers were erratic, further reinforcing the teachers fear and frustration of having
left alone to figure things out themselves.
Having a network of peer, community and MUVE-team support group would be beneficial in countering
the sense of isolation and provide much motivation and help from the expertise of other fellow teachers
and the MUVE-team.
5.2.2 Format and purposes of the MUVE professional development
A mixed mode of face to face workshops and online training were better received than strictlyonline training only.
In addition, the teachers in the study felt the benefits of the MUVE professional development
when frequent hands-on experience were integrated to help them learn how to move within the
game and develop or get to know of solutions so help resolve issues that students would face
when using the MUVE. In addition, having a platform, such as an online forum within the
MUVE environment, for sustained, joint discussions with a community of teachers on successful
means of integrating the MUVE into classroom teaching and discussion on management
problems and solutions were also helpful in supporting and enhancing the capacities of the
teachers in using the MUVE.
5.2.3 Sufficient Time for learning
It was noted that high amount of time for learning corresponded with high fidelity of
implementation by teachers in the classroom. Conversely, low time for learning recorded low
fidelity in the teachers implementation.
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5.2.4 Technical Support
In order for teachers to feel assured and be able to successfully use the new technology in the
classroom, strong technical support such as through email and phone should be made available.
5.2.5 Teachers Perception of MUVEs and Conviction of their Usefulness for Teaching and
Learning
In discussions by Rice (2007) and Sardone et al (2008) on the barriers to implementation of MUVEs in
the classroom, negative views of MUVEs by teachers were identified as one of the barriers. This
highlighted the need to address teachers perception of MUVEs and conviction of their usefulness on
teaching and learning in planning for a MUVE professional development.
It appeared that there are teachers who have a lack of understanding in the difference between arcade
style games that have simplistic properties and cognitively viable MUVEs that encourage higher order
thinking. In addition to that, there was a general perception that video games (MUVEs) foster violence.
Finally, some teachers may also feel uncomfortable or be unwilling to adopt MUVEs in the classrooms
because instructions through MUVEs requires a certain amount of relinquishing of control of the
classroom compared to the more common teaching methods.
In a study done with pre-service teachers, on their view of MUVEs (Sardone et al., 2008), it was noted
that while they generally have extensive experiences in and positive disposition toward technology for
personal use, they, like the in-service teachers, needed much explicit support and guidance in facilitating
MUVEs in the classrooms during the training. This is also despite them having completed a fundamentals
computer course in which they had learnt about software applications and computer basics. In addition,
they had also learnt to integrate technology using a variety of technology tools into the curriculum, lesson
plans and learning activities.
The following 3 areas surfaced as important considerations for facilitating the pre-service teachers in their
learning of using the MUVE in the study.
5.2.6 Explicit purpose and knowledge of functions of the MUVE
Having knowledge of the educational purpose and the specific context in which it could be achieved
within the MUVE environment increased the pre-service teachers acceptance level of the MUVE andincreased awareness of its affordances. In addition, knowing how to move around and getting familiar
with the other functions within the MUVE environment also reduced frustrations of the pre-service
teacher.
5.2.7 Reflection on the educational applicability of the MUVE and its Impact on students learning
Critical questions on the MUVEs use in educational settings, the types of learning outcomes and types of
skills that could be achieved and learnt as well as cross-curricular possibilities were raised by the pre-
service teachers. In addition, they also reflected on what was an appropriate age group to be using the
MUVE.
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Having to critically reflect on the MUVE helped the pre-service teachers gained greater insight and that in
turn, as mentioned previously, would help them in the process of reaching a comfort level to implement
the strategies involving the new innovation in their classrooms in future.
5.2.8 Concerns on Management within the MUVE environment
Different areas of concerns on management were raised by the pre-service teachers. These included
dealing with off-task behaviour, teacher guidance and monitoring during game play, allocation of
sufficient time for the game assignments to be completed and assessment of student performance.
Based on the above mentioned studies done with the in-service teachers and the pre-service teachers, it
can be concluded that neither groups seem to have an advantage over the other when it comes to using
MUVEs as a instructional tool in the classroom. Despite the formers years of teaching experience andthe latters familiarity and confidence in technology for personal use, they both face similar concerns andchallenges in the use of MUVEs for teaching and learning. This can be explained by Sardone et als.,
(2008) view that the facilitation of MUVEs requires a different set of skills and preparation than
traditional teaching.
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6. Description of Quest-Atlantis Teacher Professional Development
Quest Atlantiss professional development course which this section will describe and discuss is meantfor teachers who have signed up with the project and would be implementing it in their classrooms. Thefeatures within its professional development course include many of the critical considerations and
characteristics of effective professional development, which we had discussed in the earlier section. As
such, we felt that it would be beneficial to provide a description of it to illustrate how these considerations
and characteristics can be actualize in a practical example of a MUVE professional development.
The Quest Atlantis Teacher Professional Development (see Box 8) consists of 2 parts in which involve
getting the teacher to be immersed in the MUVE and to be engaged in both student and teacher activities
through their virtual persona (avatar).
The first part- New Teacher Induction- is a self-directed and self-paced online module in which a teacher
works out 3 professional game missions within the MUVE environment to get herself familiarized with
the Quest Atlantis game environment. This is a pre-requisite to the second part and upon completion,
there will be an invitation sent to participate in the subsequent workshops (2nd part) which are available in
face to face and online modes.
The workshops comprise of 4 weekly 90 minutes synchronous meetings In addition, teachers are expected
to commit to 3 hours of preparation or asynchronous learning activities during the week before the next
meeting. Such activities include reading of research articles related to the approach of Quest Atlantis and
its impact on teaching and learning. In addition, teachers have to keep an online reflection journal (within
the MUVE) which will have to submitted at the completion of the entire workshop, Other activities
include participating in the class bulletin board within the MUVE to discuss about classroommanagement issues related to the use of the MVUE as well as partnering with another workshop
participant to complete game missions (e.g. reviewing of a Teacher lesson plan).
For the online mode, besides the game application, the Skype application is also used for communication
during the synchronous meetings. During the synchronous meetings include hands on experience on
moving around the different environments within the MUVE and learning about solutions to difficulties
students will encounter. They will also learn how to make use of the teaching, planning, monitoring,
reflection and collaboration features within the MUVE during these sessions.
Each weekly workshop covers a different aspect of getting to know how to use the MUVE as well as
implementing it and collaborating with teachers to form a community of support.
These 4 weekly modules include induction and technical orientation, engaging in the student experience,
engaging in the teacher experience and lastly engaging in the curriculum and community experience.
During the training, teachers join in community networks of support from which they can seek on going
help even after post training. Other teacher and technical support such as through the Teacher toolkit (see
Box 6), the How-to-Guide & Resources (see Box 7), online community of teachers and a personal contact
person from Quest Atlantis are introduced to the teachers during the workshop.
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There is a minimum requirement of attendance and completion of the learning activities to be fulfilled in
order to complete this series of workshop. Teachers have to complete this 2nd part of the professional
development before they are allowed to implement Quest Atlantis in their classrooms. Teachers are
highly encouraged to sign up as a pair with a fellow teacher from the same school to form a local support
system.
Box 8: Flow ofQuest Atlantiss professional development course
Part 1
New TeacherInducation
Part 2:
Week 1
Introduction andTechnical Orientation
Week 2
Student Experience
Week 3
Teacher Experience
Week 4
Curriculum andCommunity Exprience
Completion of WorkshopImplementation of
Quest Atlantis in theclassroom
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7. Discussion and Recommendation
In this section, we discuss a recommended framework and guidelines for implementing MUVE teacherprofessional training. Literature review on the characteristics of effective professional development as
well as critical considerations in MUVE professional development which were previously discussed in
this report was taken into account in the development of this framework and its accompanying guidelines.
In addition, insights and ideas gained from the analysis of Quest Atlantis professional development online
course were also incorporated into them.
7.1 Overview of Suggested MUVE Professional Development Framework
The framework and guidelines are meant to be used for in-school planning & implementation of MUVE
Teacher Professional Development by the in house training teams such as the ICT mentors, head of
department and members of the ICT department.
The framework consists of 4 parts (see Box 4) namely addressing the level of readiness of the teachers,
the modes of delivery of the training, the aspects of immersive participation and the need to construct
support networks and provide technical support.
Box 4: Suggested MUVE Professional Development Framework
Planning &Implementation
of MUVETeacher
ProfessionalDevelopment
Readiness
Immersion
Support &Share
Modality
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The accompanying guidelines for each of the 4 parts are elaborated below.
7.1.1 ReadinessIt is important to assess if the teachers are mentally prepared to embrace the MUVE as part of their
teaching tools. Gaining insights of their perception of MUVEs through informal conversations or survey
would help address any misgivings or negative views. In addition, these should be addressed as early as
possible. The use of quantitative and qualitative evidences from research literature or testimonials from
teachers who had positive experiences using MUVEs in their classrooms are some means that should be
provided in order to assure and convince them of the usefulness of MUVEs and their affordances. This
would also promote greater buy in from the teachers.
Stating explicitly the educational purposes of the MUVE in terms of the learning outcomes that are
aligned to the curriculum and the specific means in which they could be achieved through the MUVE
would also increase the teachers acceptance level ofit and increased awareness of its affordances.
Ensuring that the training team is ready to commit to the required period in order for teachers to have
sufficient time to develop a thorough understanding of the key concepts (such as the approach, familiarity
with the virtual environment and its functions as well as knowledge of its educational purposes and ways
of implementation, monitoring and assessing) is also vital. Conversely, teachers must also be ready to
commit to the required hours and demands of the training in order to achieve the outcomes of the
professional development.
7.1.2 Modality
Options for face to face and/or online modes of learning should be made available to the teachers in order
to meet their learning needs and match their learning preference and style. In addition, the training should
allow for interaction through joint collaborative problem-solving activities as well as discussion with
fellow teachers to promote a strong sense of efficacy, support and confidence amongst the teachers.
Strictly individual online learning is to be avoided to prevent the sense of isolation and lack of support. In
addition, both synchronous and asynchronous learning activities should be incorporated to ensure that
teachers are fully engaged throughout the week (and not just during the synchronous meetings or face to
face workshop) and given time and space for gaining familiarity with the MUVE as well as for reflection
of the new practices.
Examples of asynchronous activities include reflection on prescribed reading articles related to issues ofMUVEs, engaging in forums discussions on their concerns or providing solutions to fellow teachers,
blogging and tweeting.
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7.1.3 Immersion
Teachers should be immersed in the virtual environments in which their student and they wouldencounter (e.g. for planning and administrative purposes) within the MUVE, during the training
sessions. This would allow them to take on the perspectives of teachers and learners and gaininsights through the struggle of both roles. They should take on actual teacher tasks in order to
have a full understanding of the functions and affordances of the MUVEs for teaching,
assessment, reflective and administrative purposes. Learning how to move within the virtualenvironment in which their students would be using as well as getting to know of solutions to
resolve issues that the students would potentially face, would also make the training more
meaning and useful.
7.1.4 Support and Sharing
Creating a local support network for teachers for them to share their concerns, reflections on theeducational applicability of the MUVE and its impact on students learning is helpful in countering the
sense of isolation and provide much motivation and help from the expertise of other fellow teachers and
the in-house trainers.
These networks of support could be formed throughBlogs, forums, Facebook and Twitter during the
actual training sessions and to be sustained even after post training.
Strong technical support such as through email and phone should be made available to resolve difficulties
during asynchronous learning times as well post training to reduce frustrations and path a smoother wayfor learning and successful implementation in the classroom.
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