DSpace Collection:http://hdl.handle.net/10722/905242024-03-19T12:09:28Z2024-03-19T12:09:28ZDesign for multilevel connected learning in pedagogical innovation networksLaw, NWYKo, PORhttp://hdl.handle.net/10722/3180982022-10-07T10:32:39Z2022-01-01T00:00:00ZTitle: Design for multilevel connected learning in pedagogical innovation networks
Authors: Law, NWY; Ko, POR2022-01-01T00:00:00ZStaying on track in curriculum and pedagogical innovations despite pandemic disruptions through multilevel connected learning in networksKo, PORLaw, NWYLiu, HMhttp://hdl.handle.net/10722/3180972022-10-07T10:32:38Z2022-01-01T00:00:00ZTitle: Staying on track in curriculum and pedagogical innovations despite pandemic disruptions through multilevel connected learning in networks
Authors: Ko, POR; Law, NWY; Liu, HM
Abstract: The disruptions caused by the COVID-19 pandemic has challenged us to rethink the design and implementation of professional development (PD) activities for in-service teachers. In Ko et al. (2020), we reported on the redesign of the PD activities in a STEM Innovation Network organized in the form of a School-University Partnership (SUP) project. The redesign retained adherence to the original MultiLevel MultiScale approach to PD but adjusted to support schools and teachers in surviving the transition to remote teaching and learning. For the schools to succeed in re-engaging in the original project goals of school-based innovations in self-directed learning in STEM education, it was hypothesized that schools would need to go through three stages—re-initiation, re-coalescing, and re-activation (Ko et al., 2020)—in the recovery process. In this paper, we further investigated the extent to which different schools were able to advance through the three stages across three half-yearly periods, as well as whether and how such advances were connected to the engagement of their teachers and school leaders in the PD activities at the network level. Our findings reveal the importance of engaging both teacher and school leader level staff within a school in the project PD activities for successful recovery. Further, the tempo of recovery differs across schools. Schools that were slower at the start might be able to catch up. School leaders need to be able to motivate and create conditions for their teachers to re-engage in the innovation.2022-01-01T00:00:00ZA Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector ContextsWoo, DJLaw, NWYhttp://hdl.handle.net/10722/2877662021-10-22T02:28:05Z2021-01-01T00:00:00ZTitle: A Methodology for Deploying a Digital Literacy Framework for Diverse Socioeconomic and Sector Contexts
Authors: Woo, DJ; Law, NWY
Abstract: Digital literacy (DL) skills are widely recognized as important for education, employment, and entrepreneurship around the world. They have been organized into frameworks to guide the design of digital literacy education, training, and assessment for a macro-level population. However, local contexts that vary in terms of digital technology practices, infrastructure, and socioeconomic and other developmental factors may challenge the deployment of a digital literacy framework. This chapter introduces the Digital Literacy Pathway Mapping Methodology to guide policy makers, local/international organizations, NGOs, educational institutions, etc., to identify high-priority digital literacy skills and to design context-appropriate digital literacy education, training, and assessment. The methodology entails identifying and comparing current and prospective case examples of digital technology usage for a target context. Three possible progressions of digital literacy skills have been identified to correspond to different demands in changing contexts. Furthermore, the methodology takes account of different essential aspects of the broader social context in order that the resulting development is compatible with the local needs: Diverse socioeconomic and sector contexts, essential and supporting roles and people groups, and existing popular digital technology practices. The methodology also facilitates stakeholder collaboration to customize a digital literacy development plan. The chapter presents a comparison of case examples of technology usage illustrative of the methodology.
Description: Chapter: 42021-01-01T00:00:00ZMultilevel Approach to Professional Development for Teaching During School ClosureKo, PORWang, YLaw, NWYhttp://hdl.handle.net/10722/2865572020-10-15T02:32:26Z2020-01-01T00:00:00ZTitle: Multilevel Approach to Professional Development for Teaching During School Closure
Authors: Ko, POR; Wang, Y; Law, NWY
Abstract: This paper describes how an in-service school-university partnership (SUP) innovation Network in Hong Kong modified its teacher professional development program in order to address the challenges of school closure during COVID-19. The SUP network is a joint-school network with a mission to support scalable STEM pedagogical innovations in schools with self-directed learning as the pedagogy of choice. The school closure disrupted the network’s original schedule of monthly workshops, which provides professional learning and networking opportunities. This also threatens the achievement of the targeted network goals. The University support team adopted a layered, multilevel approach that addressed in sequence: challenges faced by teachers in implementing pedagogical sound online teaching and learning (T&L) practices, school-level strategies for building sustainable online T&L capacity, and the design and implementation of interactive online STEM learning activities. Some initial success in re-establishing the learning community through the application of this layered multilevel approach is reported.2020-01-01T00:00:00Z