EDPZ 6731 A Consultation Report on Teacher Professional Development For MUVEs

June Ong Li Woon

SID: 311064760 20 Nov 2011

Contents
1. 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. 4. Changing Roles of Teachers in Digital Age ....................................................................................... 16 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 of MUVEs 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

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 and have 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 technology professional 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).

A discussion on the findings of a study on Singapore teachers beliefs in learning and their technology practices 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 out technological 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 potential progression 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.

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 and associated 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 learning tools 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 ) are incorporated 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 they can 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 scientific exploration within the MUVE (Jacobson et al., 2010; Ketelhut, 2007).

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 sense of 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 Transformation play 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 to effective 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].

Box 1

Source: Barab, John. D., & Catherine. T. (n.d.). The Quest Atlantist Project: a 21 st Century Curriculum [Power Point Slide] Retrieved 14 Nov 2011, from: http://www7.nationalacademies.org/bose/Barab_Gaming_Presentation.pdf

It also incorporates a socially responsive design into the game such that students are engaged in activities 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 Nov
2011, from http://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 Quest Atlantis virtual world in the form of face to face conversations with teachers and fellow classmates in the classrooms.

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 from http://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-insingapore

Box 3 is an example of the Taiga curriculum found within the Quest Atlantis MUVE which was aligned to 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 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

Students also make use of a range of communication tools within the virtual environment in order to build a 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 in Singapore [PowerPoint slides]. Retrieved from http://www.slideshare.net/mediaplaylab/learning-with-quest-atlantis-in-singapore

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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 submitted work 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 of Students Submission of their Learning Activities (Quests)

Source: Stucky.(2008). Quest Atlantis Professional Development Workshop. Retrieved from www.bronwyn.ws/QA/TeacherPD_plan.pdf

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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 Atlantian community 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 from www.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 from www.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 in terms 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 worksheet conditions (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 From http://inkido.indiana.edu/research/onlinemanu/papers/QAgender29.pdf

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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 From
http://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 constantly upgrade 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, from http://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 enabler goals to achieving this vision involves building on the teachers capacities in planning and delivering ICT-enabled learning experiences to cultivate the skills of self-directed and collaborative learning among students 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 and successful 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 against these 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 level to 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 teaching force, 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 putting in 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 teachers pedagogical 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 knowledge and 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 for successful technology professional development, ensuring time for practice, effective, ongoing post-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 terms of 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 to achieving the stated outcomes in the last factor of Schifters principles (section 5.2), would help increase 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 professional training 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 and
approach 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 and learning, 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 learnercentered 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 were taught (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 (DarlingHammond, 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 support The 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 strictly online 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 and increased 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 preservice 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 and the latters familiarity and confidence in technology for personal use, they both face similar concerns and challenges 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 meant for teachers who have signed up with the project and would be implementing it in their classrooms. The features 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 classroom management 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. 23

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 of Quest Atlantiss professional development course

Part 1

Completion of Workshop

New Teacher Inducation

Implementation of Quest Atlantis in the classroom

Part 2: Week 1 Introduction and Technical Orientation

Week 4 Curriculum and Community Exprience

Week 2 Student Experience

Week 3 Teacher Experience

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7. Discussion and Recommendation

In this section, we discuss a recommended framework and guidelines for implementing MUVE teacher professional 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

Readiness

Modality

Planning & Implementation of MUVE Teacher Professional Development

Immersion

Support & Share

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The accompanying guidelines for each of the 4 parts are elaborated below.

7.1.1 Readiness It 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 of it 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 of MUVEs, 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 would encounter (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 gain insights 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 virtual environment 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 the educational 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 through Blogs, 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 way for learning and successful implementation in the classroom.

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