Brownc Design Projectfinal

Running head: ONLINE SOCIAL STUDIES LEARNING COMMUNITY 1
An Online Social Studies Learning Community for Educators
Candice E. Brown (04008579)
University of the West Indies
Open Campus
EDID6512 – Design Project (Part II)
Semester II 2018/2019
Course Coordinator: Dr. Camille Dickson Deane
Project Advisor: Ms. Camille Bremnor
Due Date: May 17, 2020

AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 2
Abstract
In 2016 a new curriculum – the NSC was implemented in all primary and secondary schools in
Jamaica. Training teachers during the period of 2016 and 2020 has been limited. There has also
been a gradual decline in the performance of students at the grade 7 – 9 level in the field of
Social Studies. A needs assessment was conducted and a gap in Social Studies teacher
performance and teacher support facilities was identified. Stakeholders agree that there is need
for a teacher intervention. An online Social Studies Learning Community platform for Educators
was implemented. The results show that there has been improved in teacher performance and this
has had a positive effect on student performance. Further modifications of the design will be
implemented to improve teacher accessibility to platform and assure quality of content.
Keywords: Online Professional Learning Community, Learning Management Systems, Teacher
performance, Social Studies
The Table of Contents
Introduction......................................................................................................................................5
Need for Design Project...................................................................................................................7

The Target Group..........................................................................................................................10
Literature Review..........................................................................................................................12
Proposed designs and Explanations of Designs.............................................................................23
Evaluation of Design.....................................................................................................................43
Modifications for the Design.........................................................................................................48
Discussions and Conclusions.........................................................................................................51
References......................................................................................................................................54
Appendix A....................................................................................................................................60
Appendix B....................................................................................................................................62
Appendix C....................................................................................................................................82
Appendix D....................................................................................................................................86
Appendix E....................................................................................................................................88
Appendix F....................................................................................................................................89
List of Figures
Figure 1 The Performance of Class X in Social Studies during the period of 2016 – 2019_____60
Figure 2 Registered users of the SSLC during the period of January 2020 and March 2020___60
Figure 3_____________________________________________________________________61
Figure 5_____________________________________________________________________61
Figure 6_____________________________________________________________________62
List of Tables
Table 1 Teacher Deployment at the MHS Teachers in the Humanities Department 2019 - 2020_62
Table 2 Performance Analysis____________________________________________________64
Table 3______________________________________________________________________66
Table 4 The Behaviour Engineering Model (BEM) applied to the Cause Analysis____________67
Table 5 Application of the ADDIE Model to the Social Studies Learning Community_________69
Table 6 The Intervention Plan for the implementation of the SSLC platform________________70
Table 7 The Intervention Plan for the implementation of the training programme via the SSLC
platform_____________________________________________________________________72
Table 8 The Intervention Plan for the implementation of the Performance support Manuals via
the SSLC platform_____________________________________________________________74
Table 9 Results, Objectives, Evaluation Criteria/ Metrics______________________________76
Table 10 Implementation of the Intervention based on Kotlers Eight Step Model of Change and
Dublins 13 Change focused model applied to the SSLC________________________________77
Table 11 The Brinkerhoff Six stage model applied to the SSLC intervention________________79
Introduction
The National Standards Curriculum (NSC) was introduced in 2016 for grades 1-9
students by the Jamaican Ministry of Education (MOE) (Ministry of Education Youth and
Information 2018). The curriculum encompasses all subjects; including the core areas of
Mathematics, English Language, Science and Social Studies. In addition to a detailed curricula
the Ministry has also introduced the Alternative Pathways for Secondary Education (APSE)
paradigm (NEI National Education Inspectorate 2016).
APSE is an educational support program for teachers of students with exceptional needs.
The program provides ICT resources, a Special Educator and teachers are contractually
employed to teach core subjects. Their function is to support the development of individualized
intervention/learning plans for students in need of specialized instruction. Each school should
also have a Data Entry Clerk who provides clerical support and an APSE Coordinator who
supervises the programme. At the Mandeville High School (MHS) the APSE Coordinator is a
trained Instructional Designer.
Accordingly the Instructional designer has studied the performance of Social Studies
learners over the past four years and is seeking to address academic underperformance of
students at the grade 7-9 level in Social Studies.
Background to the Problem
Each year approximately 200 students are enrolled at the MHS. A majority of these
students are grade 7 entrants (150 students), who have successfully completed the Primary Exit
Profile (PEP) formally known as the Grade Six Achievement Test (1999- 2018). The MHS
awardees must achieve an average score of 75% or higher in order to be placed at MHS.
Subsequently each MHS student is required to maintain an average of 60% or higher in order to
maintain academic approval at the institution.
Since 2016 three new Social Studies teachers have been employed to the MHS. Two of
them are certified educators. These teachers also teach other subjects such as Geography, History
and Law to students in grades 7 to 13 (Table1). Significantly none of these teachers benefitted
from NSC training in 2016, and none were employed as a part of the APSE programme.
Additionally MHS employed their first APSE coach (special educator) and Data Entry clerk in
October 2019 and as a result the APSE department operated with limited human resources for 3
years since installation.
With the support of the newly employed APSE Coach and a Data Entry Clerk the Grade
7-9 MHS students’ performance in each core area has been assessed. It has been noted that, from
2016 to 2019 the academic reports for students in the 2016 cohort show a poor trend. There has
been a gradual decline in student academic performance in Social Studies during the period 2016
- 2019. (Figure 1)
A needs assessment was conducted by the APSE Coordinator in order to determine the
issues contributing to the declining academic performance of the 2016 cohort in Social Studies.
The issues identified included; teacher’s performance, parent involvement, and student access to
resources for learning. After further discussion and research the school’s administration decided
to address this problem by conducting a teacher intervention. This will require an understanding
of a strategy to aid teachers to become compliant with the school and MOE standards. It is
perceived that solving these internal issues would have a positive impact on the performance of
students in Social Studies and ultimately contribute to the resolution of other issues identified.
Problem Statement
The MOE implemented the NSC in 2016. Prior to its introduction all teachers in the region
were required to attend training for the implementation of the NSC. To date no subsequent
training of its kind has been provided and many schools including the MHS have not received all
the resources associated with the APSE. These issues are among the factors believed to have
contributed to a gradual decline in the performance of Social Studies learners in grades 7 to 9 at
the MHS from 2016 to present.
Need for Design Project
The ADDIE Model was applied to this problem in order to determine the need for a
design project. This model can be divided into five phases: Analysis, Design, Development,
Implementation and Evaluation. In this section we will begin with Phase 1: The Analysis. There
are different types of performance analysis. A gap analysis was conducted, this method shows a
comparison of the desired and actual performance. Data used in the gap analysis was collected
during a needs assessment. The methodology included; a teacher survey, review of extant data,
Vice Principal Interview and observation of lessons (Table 2).
The gap analysis highlighted the performances of key stakeholders in Social Studies
Education at the MHS. Individuals recognized were the Students, Teachers, School
administration and their parents. Each group was found to have significant gaps in their
performance. They are as follows;

1. 50% of students (Grade 7-9) fail to maintain an average of 75% or higher in Social
Studies
2. 80% of teachers are not compliant with the schools’ assessment policy. Each teacher is
failing to document a minimum of 4 assessment scores for each class at the end of each
month.
3. 75% of teacher’s lessons are not assessed every month.
4. 30% of classrooms lack Wi-Fi connectivity
5. 30% of parents participate in grade 7-9 termly parents conferences
All of the above mentioned facts are related to student to academic performance. Further
evaluation of these issues is required to determine the feasibility of an intervention for this issue.
A priority matrix was created to determine the critical needs of the MHS (Table 3).
The Priority matrix suggests that the teacher’s failure to meet assessment guidelines is the
most significant gap. This was followed by the supervising teachers’ (HOD) failure to provide
adequate supervision of classroom teachers in regards to Social Studies Education. It is
important to understand the issues that may have led to the teacher’s underperformance. This can
be achieved by conducting a Cause analysis. The cause analysis was executed using the
Behaviour Engineering Model (BEM).
The BEM is an analytical tool used to further interpret the performance of the priority
group in a performance analysis. In this case both the teacher and supervising teachers have
major gaps (See Table 3).
According to the BEM analysis Performance deficiencies concerning data, information
and feedback suggests that teacher assessments are not occurring as needed and the school
support systems have not provided the requisite guidance for optimal performance. It was also
observed that the school lacks an incentive programme and the skills and knowledge of teachers
concerning to the NSC is not standard. However all teachers have the minimum requirements for
teaching at the Secondary level. In regards to motivation and expectations; teachers intrinsic
motivation is low and as a result support and extrinsic based activities for students are
underwhelming.
Explanation of Performance Needs
Training can be defined as the process by which an individual or group can develop
competencies following the standards of an institution (Milhem, Abushamiesh & Arostegui
2014). Training is integral to staff welfare, persons who express low job satisfaction often
demonstrate a deficit in knowledge or ability to complete a task, while persons who are helped to
develop competence in their role have a better attitude and perform better. (Milhem, et al., 2014).
According to the Organization for Economic Co-operation and Development (2009) the
role and function of teaching staff in schools have changed and there is a need for ongoing
teacher training and development to cater to students' diverse learning needs. In order to improve
competencies using the NSC, teachers and HODs can pursue courses/workshops on subject
matter, or attend educational conferences, pursue higher educational programmes, participate in
teacher associations for the subject area or discipline, and conduct action research or engage in
mentorship programmes. These practices are not uncommon in the education industry today and
have benefited teachers resulting in an overall improvement of their performance (Organization
for Economic Co-operation and Development [OECD] 2009).

It is also important to note that failure to address training needs for teachers is
problematic, because this problem will result in students continued underperformance. As a
result the public may begin to attach negative labels to the school, ultimately leading to school
underperformance and closure (Mizell 2010).
According to Mendonça & Lacontora (2010), performance support also involves
information being provided in a clearly and systematically. This technique makes job functions
easier to understand and is usually tailored to the environment. Pandey (2016) described multiple
reference tools that can be used to provide teachers with on the spot information for example
expert videos, eBooks, and interactive pdfs. Among the advantages of these resources are the
fact that they empower the user to become more effective at his/her tasks, by providing guidance
and freedom to work independently (Pandey 2016).
Baker et. al (2010) noted that there are a plethora of institutions now implementing
teacher incentives. He said that schools are wrongly attributing student achievement to teacher
performance and as a result these incentives have become disincentives for educators (Shavelson
et al., 2010). Among the major concerns for educators in the humanities field of study is a lack of
in service training and proper guidance from subject matter experts (Kaya 2018).
The Target Group
The MHS currently employees 63 members of staff. This includes a Principal, Vice
Principal, Bursar, two Guidance Counsellors, and support staff. Teachers represent
approximately two thirds of the staff complement. Teachers are also supported by individuals
who are not employed by the school but contracted by the MOE and parents to work as teacher’s
assistants/shadows.
This intervention will focus on teachers from the Humanities department at MHS. This
department consists of five teachers who teach courses to Grade 7 to 13 students. The following
subjects are offered by the Humanities department at the grade 7 to 9 level; Geography, Social
Studies, and History. Teachers are usually deployed to teach subjects that they are trained to
teach.
Four teachers are employed to teach Social Studies and three of them are teachers of
Grade 7 to 9 Social Studies. Since the implementation of the NSC, all teachers have been using
the NSC as their primary curriculum and produce 5 E lesson plans on a weekly basis as well as a
term plan at the beginning of each term, and a course outline annually.
Each teacher is proficient in Information Communication Technology (ICT) and they
own a laptop and other mobile devices with internet connectivity. These resources are usually
used for teaching and learning activities as well as personal purposes. The school also provides
tablets and computers and with limited internet access for daily use in classrooms and at their
work stations.
All teachers of Social Studies are single females between the ages of 28 to 41 years old
and each reside within the Mandeville community. Two out of the four teachers are graduates of
the Church Teachers College in Mandeville and have a Bachelor of Education degree in Social
Studies (major) and History (Minor) and Geography (major) and Social Studies (minor)
respectively. One of whom is currently pursuing a MSc in Curriculum Development. Another
teacher has two bachelor’s degrees, the first is in History from the University of the West Indies
and the second is in Law from the University of Technology, Jamaica. She is being encouraged
to pursue certification in education but has not yet commenced a program. The fourth teacher is a
graduate of the University of the West Indies with a Bachelor's degree in Sociology (major) and
Demography (minor). She also has a post graduate diploma in Education and Training from the
Vocational Training & Development Institute. All teachers are tech savvy as they are expected to
use technology for lesson planning and submission as well as for classroom activities.
A notable risk to this design is teacher motivation. Teacher’s performance at MHS is
associated with a low level of motivation which has hindered personal interest in professional
development activities. Most teachers have shown limited interest in pursuing training and some
aspire to leave the profession in due time. Therefore the proposed solution must be designed to
meet teacher needs, fit into their situation and be fully endorsed by the school administration in
order to achieve full participation.
Literature Review
What is adult training?
Shah (2015) suggested that effective adult education is associated with the level of
development within a nation, he noted that developing nations are behind in regards to effective
andragogical learning systems and this has implications for professionalism and productivity in
the workplace. According to Bode & Gold (2018) adult training is defined as a tool utilized by
both public and private sector organizations to improve worker performance and also to enable
workers to become mobile within an industry.
Statistics related to workers involvement in professional development suggests that low
skilled workers are less likely to pursue training and the same is true for older workers with low
ICT skills as well as those who are permanently employed to an institution (Bode & Gold 2018).
Motivation is an issue impacting worker performance and an understanding is therefore required
to effectively address teacher performance.
Herzberg Theory of Motivation
Haque, Haque, & Islam (2014) explained that motivation is associated with a degree of
strong interest to achieve objectives within an organization. This enthusiasm they explained is
directly related to the organization's ability to meet the needs of the workers (Haque et al 2014).
Herzberg identified two factors which influence performance in an organization.
Firstly; he said there are motivators. Motivators are issues which are comparable to
intrinsic factors for the student or the teacher. Motivators encourage workers to perform at a high
standard for personal reasons (Alshmemri, Shahwan-Akl, & Maude 2017). Employees who are
intrinsically motivated work beyond their expected duties and most have shown an interest in
training for their personal growth.
The Second factor noted by Herzberg is called Hygiene issues. Hygiene elements is
comparable to extrinsic motivation. These workers continually assess the degrees of supervision,
status at their work place and are often very concerned about the salary and wages they expect to
receive (Alshmemri et al 2017). When these factors do not meet their expectations they are likely
to underperform.
Mitigatory factors about motivators would therefore include strategies to ensure workers
are empowered, and that they have tools they need to carry out their responsibilities. (Haque et al
2014). Teachers need resource materials, guidance and recognition. Solutions to those influenced
by hygiene factors include are maintaining standardized policies and guidelines for performance
(Haque et al 2014). Ensuring that all members of the department are treated fairly and receive the
same level of supervision as the others. This is relevant to MHS needs as there is limited
evidence of motivators, consequently there is need for a customized intervention which support
and address hygiene factors.
Interventions for adult learners
Adult learners have personal obligations and responsibilities which affect their
willingness to pursue training. This was observed by McMahon (2013) who identified ‘pressures
of work’ and lack of ‘social interaction’ as contributing factors to attrition among adult learners
in a training programme. Pappas (2018) advised that an understanding of the adult learner’s
background can be essential for successful participation in training. He identified reference to
real life scenarios based on the learner’s workplace and acknowledgement of their job aspirations
as an effective stimulus to encourage interest in training among adult learners.
Regarding accessibility Pappas (2018) recommended utilization of a Learning
Management System (LMS) to ensure that the adult learner can have access to learning resources
at any time. Accordingly Cercone (2008) postulates adult training must have the following
characteristics; (1) foster intrinsic motivation, (2) be self-directed learning, and (3) ensure
content is relevant and appropriate to learner’s life structure and job tasks. Also effective
learning managers and facilitators today, should be able to provide content and instructional
support for all learners using technologies such as E-Learning programmes (Zweig and Stafford
2016).
According to Smith (2017) E-Learning refers to instructional delivery using a computer
or other technological device via an intranet or internet. Examples of E-Learning modalities

include virtual live, self-paced and in person training. Smith (2017) also explained that these
training solutions are widely accessible but must be tailored to the work function for optimal
results. He recommended stakeholder participation in the development phases of adult learning
programmes for best results (Smith 2017).
E-Learning technology makes communication between stakeholders easier. Users are
empowered with the ability to perform tasks such as writing essays, creating audio-visual
presentations, practicing skills such as reading and research, as well as group collaboration
through social media, and wikis or blogs for professional development (Vassallo & Warren
2018). Employees benefiting from E-learning based interventions are also supplemented by
training materials which when well designed contain media such as photos and videos (Smith
2017). Formulating an innovation with E-Learning can therefore be empowering and
transformational for educators.
The Transformative Learning Theory
Many educators rely on the adult learning theory known as the transformative learning
theory. This theory recognizes the learner’s experiences and knowledge as critical to learning
(Zodpey & Sharma 2014). Early andragogical specialists associated this theory with the
constructivist perspective, because of its similarities to the paradigm. For instance learner
experiences and interactions within a group is the focal point.
According to Zodney & Sharma (2014) Transformative learning is twofold; firstly it is
Instrumental learning; being characterized by problem based learning activities, which are often
associated with investigation and exploration of issues and the accomplishment of tasks.
Secondly it is Communicative learning, meaning that the learning strategies are based on learner
needs, desires and emotions. Both types of learning contribute to reflection and inclusive
discernment (Zodney & Sharma 2014). Consequently application of this theory results in the
development of skills such as leadership, and progressive thought for learners. It would be ideal
for educators in training.
According to Hodge (2011) transformative learning is not measurable but rather seeks to
engender change in the participant. This is accomplished by presenting new learning structures
which impacts how the learner processes information. Learning activities will therefore include;
practical work where all learners will participate in tasks despite being outside of their usual
work, however the lesson must be relevant to their occupation whether for promotion or
improvement in their work duties.
Furthermore Mezirow (1997) expanded on transformative learning for teacher education.
He postulated that new information in adult training is a resource which should be incorporated
in training through discovery learning methods for example: group projects, role play, case
studies and action research tasks. Mezirow (1997) further explained that the educator is a
facilitator who has the primary objective of fostering transformative learning through the practice
of various educational interventions.
Learner driven education empowers the student to identify subjects and content for
learning (Herranen, Vesterinen and Aksela 2018). Teacher educators are trained to teach learners
to become independent thinkers (Mezirow 1997). An autonomous learner does not depend on the
teacher for knowledge but rather seeks to evaluate information from different perspectives
including the abstract thoughts and those based on experiences (Mezirow 1997). Consequently
educational interventions for educators are varied and all encourage a wide range of experiences
where the learner is in control of his/her learning.
The Situated Cognition Theory
The environment, context and interactions in groups are central to the acquisition of
knowledge as described by the Situated Cognition theory (Pappas 2015). This theory is relevant
to transformative education, because it argues that learning involves an engrossment in the social
and physical context and therefore it is relevant in the development of E-learning interventions
which provides a forum for participatory learning opportunities (Pappas 2015). Online education
may be synchronous or asynchronous, this may be via live chats and discussion boards, thus
giving adult learners an opportunity to learn by doing actual simulations, tactile activities or
reflections individually or in groups (Eyler 2009).
Teachers would benefit from group training such as teacher mentorship and support
found within a community of teachers. This would include those with a wealth of experience,
subject matter experts, and beginners all of whom have something to offer for mutual
improvement. Miller (2020) described these communities as a Professional Learning community
(PLC) he suggested that these associations help teachers to become more innovative in the
classroom and this can lead to improved performance in his/her field of study.
Online learning communities is not a new phenomenon and has yielded much benefit in
developed countries, according to Blitz (2013) there are many advantages of the teacher
professional learning community. She noted that educators gain more opportunity, acquire new
skills and create partnerships. Junior teachers benefit from mentorship, content resources, and
individuals are able to create sub groups within the PLC based on their interests and needs
despite differences in location and time (Blitz 2013). These modalities give participants greater
control of their learning as they can collaborate with others, using multiple methods (Olusegun
2015). Blitz (2013) also concluded that online learning communities have contributed to
improved teacher approaches, content and motivation for work.
Situated Cognition Theory - Application
The SCT recommends the practice of modelling, observing and teaching in a shared
environment as effective strategies for learning. Application of this theory for MHS teachers
would involve the establishment of an online professional learning community for teachers via a
Learning Management System. The LMS can be used to facilitate the following;
1. Videos of Demonstration Lessons
2. Discussion forum for group collaboration and networking.
3. Group projects for development of learning resources
4. Asynchronous and synchronous modality
These functions give teachers an opportunity to learn best practices for teaching Social Studies,
by observing actual lessons and having discussions with effective teachers. Mentorship will also
be encouraged by moderators. In regards to demonstrations and content presented; teachers will
be empowered to discuss information which they find meaningful.
The Meaningful and Schema Theory
Learning is most effective when the learners consider the information to be meaningful
and relevant to their experiences (Sousa, Alana Tamar Oliveira de, Formiga, Nilton Soares,
Oliveira, Simone Helena dos Santos, Costa, Marta Miriam Lopes, & Soares, Maria Júlia
Guimarães Oliveira 2015). This perspective explains why indicators of teacher’s performance
improved after becoming a part of a professional learning community (Blitz 2013). According to
Sousa et al (2015) this view was postulated by Ausubel the proponent of the Meaningful and
Schema theory. He suggests that trainers use knowledge of the learner interest to develop lessons
based on the learner needs (Sousa et al 2015). This idea can also be applied to the development
of material resources for training and participation in professional learning communities.
Research has shown that there is a need for information to aid learners to interpret the
wide range of online information, which although is relevant to the learner interests is not always
organized in a comprehensive manner (Afify 2018). Examples of online content resources
includes E- manuals and help desks, which provide support to users of an LMS and other online
program. Afify (2018) explained that e-content can be presented graphically; in the form of
diagrams, and in multimedia. This format also allows information to be stored, shared, readily
improved and accessed easier than a physical handbook. Moreover it allows the user to engage in
further transformative learning tasks such as exploration, reflection and evaluation (Afify 2018).
The Meaningful and Schema Theory - Application
The ideal professional learning community will feature information and functions which appeal
to the adult learners work tasks such as;
1. E-Manual A teacher's guide for 21 first century educators
2. NSC Curriculum
3. 5 E Lesson plans for each topic the NSC Social Studies Curriculum
4. Testimonial pages: teacher reflections
5. Graphics and multimedia for resources for lessons: maps, videos, charts
6. Social Studies Content; notes, assessments and other activities
7. E-manual: Teacher roles and responsibilities
The information provided via the professional learning community is relevant to the teacher and
appropriately stored in a medium where it can be accessed with supportive information as well as
access to subject matter experts. The PLC will be a support network for teachers in need of
resources.
The Cognitive Processing Theory
New information is also considered motivation for learning, according to Lawless (2019)
the Cognitive Information Processing (CIP) theory explains that learning is only possible through
a process of input and output. Proponents such as George Miller argued that knowledge is best
retained when information is practiced at length in the working memory phase and will become
lasting/permanent knowledge in Long term memory (Lutz & Huitt 2003).
According to Lutz & Huitt (2003) there are four notable stages in the Cognitive
Information Processing theory and each has notable implications for training. The first step is
sensory memory, where the learners are engaged and motivated to retrieve new meaningful
information. The second phase is retrieval in the short term or working memory, where the
learners are encouraged to consider knowledge related to the new information and are prepared
to activate that information. Both stages are characterized by reiteration but do not assure
learning. In the third phase known as long term memory, new information is compared to
existing knowledge such as personal experiences and learned experiences. Finally there is a
memory and representation stage which is identified by a system of information stores for
memories and information (Lutz & Huitt 2003).

Each stage can be compared to the cognitive processes in learning, they are encoding,
structuring, storing and retrieving information (Lawless 2019). This information is best applied
to training sessions regardless of modality. Gagne’s Nine Events of Instruction provides an
outline for instructional activities to ensure both the instructor and the learner are achieving the
cognitive process in learning through the instructional objectives in a training course.
According to Picciano (2017) Gagne’s nine events for instruction are as follows; firstly to
motivate learner interest to – Gain attention. Secondly state the objectives of the programme by
– describing the goal. Thirdly discuss existing knowledge related to the content to – Stimulate
prior knowledge. Fourthly use a desirable medium to outline the content and – Present the
material to be learned. Fifthly continually support the learners by– Providing guidance for
learning. Sixthly incorporate learning tasks which encourage mastery to – Elicit performance.
Seventhly learners should be given a response – Provide feedback. Eighthly the learner
performance should be evaluated by – Assessing performance. The final stage for the instructor
is to provide learner support in order to promote practice and application to everyday activities to
– Enhance retention and transfer (Picciano 2017). These events are significant to the cognitive
process. One could say that events one to three are the encoding phase, events four to six are the
structuring phase, while events seven and eight are the storing phase and lastly event nine
represents retrieving.
Not all learners perform on the same path towards completion of training, Bater & Jordan
(2019) acknowledged selective attention as a cognitive process during learning. They explained
that instructors must plan for learners whose interest in content will vary and are at risk for
attrition (Bater & Jordan 2019). This can be achieved by incorporating courses for learners at
different levels of achievement and experience within a learning community (Bater & Jordan
2019). According to Pappas (2014) content should be presented using multiple modalities giving
the learner an opportunity to gather information in a scientifically.
The Cognitive Processing Theory - Application
Among the essential functions of the PLC is the provision of information for the professional
development of educators. The PLC would also incorporate free courses for educators. Each will
be designed to offer performance support to the educator based on their needs. Examples of
recommended courses offered by the PLC are;
1. Teaching and Learning with technology
2. Teaching and Learning: Introduction to the NSC
3. Teaching and Learning: Classroom Assessment
4. Teaching and Learning: Exceptional Students
Each course will be designed based on the instructional approach put forward by Gagnes Nine
events of instruction. As noted these principles mirror the Cognitive Processing theory and are
designed to promote learning by means of a systematic method.
The Multimodal model for the Professional Learning Community
Picciano (2017) also identified the multimodal model for online education, he explained
that courses are regarded as a learning community and are designed to facilitate a community of
learning for autonomous education. The nature of such a program is effective for distance
educational services and is significant because of its emphasis on the community, design and
delivery (Picciano 2017). Accordingly the Social Studies Learning community is a threefold
program which will seek to support teacher performance in three main ways; Training,
Information and Group support.
Multimodal approach for a Professional Learning Community - Application
Members/users benefit from the following provisions;
1. Content is provided via a Learning Management system
2. Users benefit from face to face interaction, tutoring and mentorship from fellow
users
3. A variety of courses are provided which are self-paced or time bound depending
on the need of the user
4. All benefit from discussion boards and live chats for teacher support
5. Understanding and progress is measured through assessments in voluntary
courses offered within the community
6. There are opportunities for partnerships and collaboration in training, teaching,
learning and self-assessment through reflection.
Proposed designs and Explanations of Designs
Once the analysis has been completed and there has been relevant research there is a need to
design the appropriate solution. The literature review yielded evidence that an online learning
community could be applied to this issue. As noted above the ADDIE model was applied to this
design (Table 5). Below the design will be further explained.
Overview of Intervention design and Main Elements
1. Organization Communication: The Social Studies Learning Community

The SSLC has two major functions which makes it appropriate for this challenge. The SSLC will
provide a database of Lesson plans and resources for teachers of grade 7 – 9. Teachers will be
able to choose lesson plans for each topic and also based on student’s needs. It will also provide
a forum for communication between teachers to express concerns, and plan events and activities
for their school community. Consequently teachers will be empowered with materials, resources
and information for lesson delivery.
2. Learning Intervention: Employee Development
Education and training is mandatory for all teachers. The SSLC will be designed to facilitate
multimodal training for educators. A variety of courses are available and all teachers will be
encouraged to complete courses. All courses are relevant to teacher needs in Social Studies and
for application of the NSC and effective assessments.
3. Performance Support: Documentation and Standards
All teachers will be equipped with a teaching and learning manual. The purpose of these
resources are to ensure teachers have the information necessary to meet their obligations.
This tool is designed to provide information not only for teachers but also the teacher
supervisor and the school administration. It is designed concerning the education act and will
be using content from the NSC to explain expectations of each teacher. This resource will be
made available in an eBook on the resource page of the SSLC. This eBook is also a resource
for some of the online courses.
Development
The third phase of the ADDIE model is development. This phase requires a team of stakeholders
and resources to be acquired by the MHS and the Parent Teachers Association body of the MHS.
The MOE has also indicated that they will be provided human and material resources to support
this intervention. They have also co-opted the JASSE to participate in this venture.
The development Team
As noted above the APSE Coordinator is a practicing instructional designer. She initiated this
intervention with a needs assessment and sought the support of the TECH Teaching Human
Performance Consultancy Agency. A Social Studies Intervention Committee (SSIC) was then
required to guide the project from Analysis to Evaluation.
This committee includes 7 team members who represent the MOE, PTA, Tech Teaching, the
MHS and the JASSE. They are as follows; Instructional Designer/APSE Coordinator, Tech
Teaching Programme Officer, MHS Vice Principal, Alternative Pathways for Secondary
Education (APSE) Coach, (MHS) Principal, PTA President, Jamaica Association for Social
Studies Educators(JASSE) and the Social Studies Education Officer (MOE) (Table 6,7,8).
Development Resources
The development team had their first meeting in August 2020 and created a timeline for the
events of development and implementation. (Gantt Chart) Having reviewed the literature
presented by the instructional designer and her associates from Tech Teaching. The team sought
to procure the TalentLMS learning management system. It was noted that both are premier
platforms for education and training and have the features required for design intervention
presented. A budget was drafted to outline material needs for further intervention (See table
6,7,8).
Implementation
The fourth phase in the ADDIE model is implementation which explains the processes involved
in the execution of the solution (Gantt Chart). This section will outline the steps for
implementation in a systematic manner and provide a timeline for evaluations.
Implementation Plan
Organization Communication. The goal of the SSLC is to improve communication and
networking among regional educators in the field of Social Studies (Table 6). There are three
phases in the implementation of this intervention.
1. Conduct a Needs Assessment
2. Create the SSLC platform
3. Launch the SSLC platform
The findings of the Needs Assessment is necessary to identify the requirements for an
appropriate LMS. This phase is estimated to take one month and is scheduled for the month of
September 2019. The Design team chose to use the TalentLMS. This LMS is ideal because of the
accessibility and unlimited add-ons. Phase two was conducted during the period of September to
November 2020. The LMS was launched in December 2019. All members of the JASSE were
introduced to the platform. Members were encouraged to share resources via platform as a
requirement for participation. MHS teachers were also included in the first cohort of members.
This gave them an opportunity to benefit from the services of the platform before the
commencement of the Easter 2020 term.
Education and Training. The goal of this intervention is to provide training for the
teachers of Social Studies specifically the MHS Social Studies teachers (Table 7). The courses
available on the SSLC are designed to support teachers by teaching skills in application of the
NSC and learning with technology. There are three phases involved in this intervention.
1. Conduct a training needs assessment
2. Sensitize stakeholders
3. Commence online training support via the SSLC
The training needs assessment seeks to ascertain skills and competencies of the potential
participants. This will inform the nature of the courses and strategies for instruction.
Stakeholders in Social Studies Education. Members of the school administration, JASSE and the
Ministry of Education. All will be advised on the program via memorandum and encouraged to
facilitate discussion of this intervention is habitual meetings. Courses will commence in January
2020. There will be five new courses provided each term based on teacher needs which would be
determined by the school’s administration.
Performance Support: Document and Standards. The goal of the teacher performance
manual is to outline the roles and responsibilities of teacher employed by the MOE Jamaica. This
will include a job description for teachers and supervising teachers as well as deliverables (Table
8). There are four phases in this intervention.
1. Sensitization of Stakeholders and Committee development

2. Circulation of 1st draft of the manual
3. Amendments and circulation of Second draft
4. Manual is published during the launch of the SSLC
The teacher manual committee was composed of a group of representatives from education
centered agencies and associations such as Jamaica teachers Association, Principals Association,
Ministry of Education, Parent Teachers Association and National Prefect Association as well as
two additional Non-governmental associations. Each participant is a subject matter expert in Law
and education. The Manual was published in January 2020 via the SSLC.
Implementation of the Intervention based on Kotler’s Eight Step Model of Change and
Dublin’s 13 Change focused model applied to the SSLC
Kotler’s Eight Step Model Change and Dublin’s 13 Change focused model for implementation
of intervention suggests that the following steps are critical for intervention. (Table 10)
1. Sensitization
- Identify and develop a design team, place emphasis on ICT and ELearning as the
preferred ideology for teaching and learning
- Application: The SSLC is being created by a team consisting of representatives of
MHS stakeholders. As they participate in each development team meeting each
member is assured of the advantages of an online learning community for teacher
development.
2. Motivate through participation
- Delegate tasks and reward progress

- Application: SSIC Team members are also given specific tasks based on
expertise. The team is divided into groups as follows; Design Team: APSE
Coordinator, TECH Teaching Representative, APSE Coach. Manual
Development Team; Principal of MHS, PTA President, JASSE President, and
Education Officer. Training and Development Team; Vice Principal, Education
Officer, TECH Teaching, APSE Coordinator.
3. Facilitate Commitment
- Make modifications based on feedback and align goals with school standards for
appraisal systems
- Application: Ongoing assessments at all phases of the Intervention. Assessments
are based on formative and summative assessments. These assessments provide
feedback from members of the development team, users of the platform and
subject matter experts.
Demonstration of the Design Solutions
The Professional Learning Community will be designed and implemented by the Tech
Teaching Group. This agency develops and manages performance solutions for companies in a
variety of sectors. The identified intervention is a design project called the Social Studies
Learning Community (SSLC). The logo for the SSLC is featured below;
The PLC was created using the TalentLMS platform. This LMS is recognized as one of
the most outstanding instructional tools for employers globally. It is a user friendly platform
which provides varied support functions for users. This LMS was also selected because it allows
a number of add-ons for improved and customized services. The screenshot below demonstrates
the home page for the SSLC. Users are encouraged to sign up and login to access collaborative
tools for teaching Social Studies.
In order to access more information about the functions of this resource users can click TECH
TEACHING to access information about the community and its services.

The SSLC was designed to benefit the MHS teachers of Social Studies. This product will be
promoted to them via the school administration, however the platform is designed to support
participation of teachers from other institutions and relevant stakeholders from the Ministry of
Education. This feature was incorporated in the design to meet the needs for support and
community of Social Studies Educators. The screenshot below features the sign up form and
login page for users.

Once logged in the users will have access to various options and activities within the PLC. The
user name will be posted in the center at the top of the screen and on the right hand section of the
page they can access a menu of options including - the courses, groups, discussions and calendar.
This is shown in the screenshot below.

The first activity listed is the course catalog where users can access all courses available. The
SSLC is designed to support the practice of the following types of courses;
a. Flipped courses - these programmes utilize video presentations for lectures and other
engagements for learning. Learners complete short assessments at their own pace and
content is presented based on mastery.
b. Hybrid/Blended courses - these programmes are designed to facilitate face to face
meetings and online delivery of content. The instructor is a facilitator and learners
practice peer instruction. Courses are time-bound and instruction is supervised.
c. Massive Open Online Course (MOOC) - As the name suggests this programme is online
and open for a large cohort of learners. All content is communicated electronically and
interaction is encouraged between learners.
There are a total of five (5) courses on this platform. Each term additional courses will be
introduced based on the request of teacher-members. Courses are self-paced and certification is
provided upon completion. The screenshot below demonstrates the course page presented after
clicking the course catalog. Two recommended course are featured;
- Teaching and Learning Technology
- Special Needs Issues in Children
The course page also shows a course status bar which features;
- Courses in progress
- Courses completed
- Training time
- Badges
- Points
This strategy was introduced to motivate users to complete courses and receive merit in the
SSLC.
A screenshot from the teaching and learning: Technology course is presented below;
Points are also tallied and presented in a leaderboard format. Users can see their progress in
comparison to others. By clicking the progress tab located beneath courses. Leaders will access
the courses page. This is an effort to introduce gamification into the SSLC. Gamification is
motivational, it appeals to user’s desire to compete and achieve a higher rank. The progress page
is presented in the screenshot below.

Users are also encouraged to join groups within the SSLC. The next tab is ‘join group’. This
page features six different groups which users can join. They are also free to join one or all
depending on their interest. The groups available are;
- Grade 7
- Grade 8
- Grade 9
- CSEC Social Studies
- Field Trip
- Resources
The screenshot below presents this page and the features mentioned above.
Users can also participate in live group chats outside of courses. These group chats can be
scheduled and are facilitated using the zoom add-on function. The screenshot below presents a
meeting of Social Studies teachers from the resources group having a discussion on strategies.
There is also a live chat function which is accessible by all users on the discussion page listed
below to join a group. All registered members can participate in a live chat that is moderated to
ensure quality and relevance. The screenshot below presents an excerpt of a chat occurring in the
between educators.
The forum would not be complete without a calendar. This page can be accessed by clicking the
link directly below the discussions tab. This click presented a page with a calendar. The schedule
for all Social Studies and education relevant events within the year.
Resources can also be accessed by users. This includes textbooks, PowerPoint presentations,
lesson plans, assessments and other activities. This information is shared by teachers who have
become members of the SSLC. All users are encouraged to share content. The screenshot below
demonstrates this page.

The screenshots above represent the major features of the SSLC. The model was introduced to
give participants an opportunity to explore and assess the programme. Their use is evidenced in
registration and group discussion participation screenshots presented above. Moreover their
experience was used to inform the following evaluation.

The screenshot above demonstrated the introduction to the EBook prescribed as a resource for
teachers. This book was created with the collaboration of various stakeholders and made
available for educators on the SSLC. As demonstrated with the audio icon. Teachers can list to
content and select topics of interest for guidance.

The text above demonstrates how the information can be presented for users. Some of the topics
outlined include Lesson planning, classroom observation and department meetings. Teachers and
supervisors can refer to this information to guide performance and conduct in the classroom.
The manual is also equipped with resources for lesson observation and evaluations. This aids the
teacher and the supervising teacher to be more prepared for this task and provide effective
communication for improvement in core areas.
Evaluation of Design
Ngussa (2014) explained that the ADDIE model is an effective instructional design
model for educators and those seeking to improve performance. Additionally this model provides
a comprehensive model which systematically organizes the processes involved in project design
(Apostolopoulos 2018). Accordingly we are concerned with the Implementation and Evaluation
phase which outlines the formative and summative assessments of this intervention (table 5).
Results, Objectives, Evaluation Criteria/ Metrics
The following types of data collection tools were identified to provide formative assessment and
evaluation during the period of implementation (January 2020 - March 2020);
- Observation Checklist (MHS)
- Teacher Survey
- Head of Department end of month reports (MHS)
- SSLC Administrator Data
These data collection tools were used to determine the following facts during the implementation
phase;
1. SSLC is accessible by all teachers in the JASSE
2. Lesson plans and other educational resources are shared and utilized by educators
3. Manual is published and accessible by the relevant stakeholders

4. Teachers are enrolling in training courses and completing these programmes
5. SSEs are using the SSLC to communicate and share information
6. SSEs have shown improvement in planning and execution in classes
This criteria was determined by tabulating the elements, interventions, goals and objectives
(Table 9). The formative assessments are ongoing during implementation, however the end of
the Easter term data is slated for the summative assessment. This includes the following data;
- Grade 7 to 9 Easter End of term Assessment Scores in Social Studies
- Vice Principal Interview
- APSE Coach Report
The findings from these reports will inform the extent to which the of the following objectives
were achieved;
1. Increase the proportion of students who achieve an average of 75% or higher in Social
Studies by 50% at the end of the 2020 Easter Term
2. Increase the rate of teacher compliance with schools assessment policy by 80%, each
having a minimum of 4 documented assessment scores for each class at the end of the
month.
3. Improve the number of teachers assessed by their HOD by 75% at the end of each month.
The table below illustrates the identified interventions, goals, objectives and evaluation criteria
required to meet the desired standard of performance.
Methodology
The Brinkerhoff Six Stage model is an evaluation system for instructional design
solutions. This model is advantageous because it describes ongoing evaluation procedures at six
named stages. A series of qualitative and quantitative methods were applied to this model to
determine the success of the SSLC. Each strategy was designed based on the stage and the
activities associated with each phase.
Stage One - Goal Setting. This period took place during August 2019-September 2019.
The newly developed design team had been identified and there was a need to identify the needs
and goals of this project. This was achieved by means of a needs assessment. Stage Two -
Program Design is represented by the period of September 2019 - November 2019 when the
design prospectus was developed and ratified. This artifact represents the approved goals and
plan for intervention.
As indicated above phases 1 and 2 were evaluated using qualitative methods. Members of
the school administration were placed on the design team. Each individual provided ongoing
guidance to achieve the design goals and program design. Phases three, four, five and six
included a mixed approach to evaluation.
The quantitative data collection approach provides a vast amount of information in a
numerical form. A closed ended questionnaire was used to survey teachers who have been using
the SSLC during phase 3 - Programme Intervention. The period of intervention was December
2019 to January 2020. This survey was created using google forms and distributed to members of
the SSLC.
Stage Four- Immediate Outcomes commenced in January 2020. Data collection is
ongoing and being reported every fortnight at department meetings, and monthly HOD report.
The department meeting minutes is qualitative while the HOD produces quantitative data in
monthly reports. Stage Five-Intermediate Outcomes characterizes the period of February 2020 -
March 2020. The primary task is to understand how teachers are benefitting from teacher support
services. Data collected is quantitative. Monthly assessment scores are collected. The final stage
- Impact and worth/ payoff is the summative evaluation. The evaluation took place in April 2020.
The phase is the shortest phase and begins in March 2020. Data from the formative assessment
and summative assessment are used to craft an evaluation report.
Data Presentation and Analysis
The Teacher Survey Findings
A majority of the individuals registered to use the SSLC were teachers and student
teachers. Members also included school administrators and education officers (Figure 2).
Teacher members were represented from all regions in the island and most taught grade 7 - 9
Social Studies. When asked how they were informed about the SSLC there were three different
responses; school administration, colleague - educator and via social media from the JASSE.
The Jamaica Association for Social Studies Educators (JASSE) used its various mediums
to promote this platform and sensitize members of its benefits. Their membership also
represented a significant proportion of the registered users. JASSE includes a total of 257
members (Figure 3). Respondents indicated that the content and discussion forums were the most
beneficial resources on the website. Many said that access to lesson plans has made their job
easier and they have been uploading/downloading information.

Moreover the 60% of the registered users had completed 4 to 5 courses on the SSLC at
the end of the four month period and a majority had initiated the online training programme
(Figure 4). However regarding the teacher manual most teachers indicated that they have not
read this resource. They explained that they usually required colleagues' guidance for planning
and assessment or pursue courses to gather information for teaching and learning.
Observation Checklist and HOD Report
All HODs are required to produce a monthly report. This report outlines teacher’s
performance and also reports the number of observations conducted during the associated month.
A sample checklist was provided in the teacher manual and according to the HODs report
observations had increased for all teachers and feedback was provided in writing immediately.
Feedback from department meetings was reported by the HOD who said that all MHS
teachers were members of the SSLC and have shown improvement in lesson plan submissions
and quality and quantity of assessments per month. Teachers were encouraged by resources and
demonstrated motivation as they were no longer required to generate all activities and
assessments. Teachers have begun using Edmodo and Microsoft teams for lessons which allow
assessments to be collated and graded immediately. As a result all teachers met the target of
assessments for February and March 2020.
SSLC Administrator data
Among the advantages of the TalentLMS for the SSLC was the provision of
administrative data which empowers data managers to access user’s information. A sample of the
MHS teacher’s user information was downloaded and it suggested that MHS Teacher 1 had
completed 6 courses and was currently engaging in another. The timeline for course completion
and enrollment suggest that since January the teacher has been doing courses at her own pace.
Vice Principals Interview
The Vice Principal said that he was pleased with the favorable change in teacher and
HOD performance. He explained that teacher class activities were more diverse and students
were more attentive in sessions. HODs and Teachers were demanding more technology
resources from the school for teaching and learning exercises. He also observed that all teachers
and the HOD were now meeting school standards for lesson quality and lesson observation. He
attributed these changes to the teacher support resources provided by the SSLC.
In regards to student performance he said that reports show a significant improvement in
grade 8 and 9 cohorts. He noted that grade 7 was still behind but there was still improvement and
he believes they should meet the target with more time.
APSE Coach Report and Academic reports
The APSE coach collated the scores for all grade 7 to 9 classes (Appendix E). She found
that 75% percent of the grade 7 classes had an average over 70%. Regarding grade 8 and 9 their
overall final average at the end of the Easter term was 79% and 82% respectively. Grade cohort
performance in December 2019 and April 2020 was compared (Figure 6) and the findings
suggest that grade 7, 8 and 9 have a positive improvement of 7%, 13%, and 8% respectively.
Modifications for the Design
Recommendations
The following recommendations were determined after careful consideration of the SSLC
evaluations during January 2020 and April 2020.
·1. Provide ongoing technological support to users of the SSLC.
The design committee acknowledges that many educators are still not fully immersed in ICT
skills. One of the latent functions of this project is to address this concern. The platform includes
training courses for E-learning. Some users will be appointed as team leaders. Teachers may
volunteer for this post and subsequently receive requisite training. These persons will be
empowered to function as administrators to assist for users. Annually the team leader will also be
charged to provide training for newly employed staff who are not familiar with the system. They
will also be required to review information being shared on the platform
2. Institute further sanctions for participation
All members are currently enrolled in a leaderboard which depicts their performance on the
platform. Once members are able to complete courses, upload information and join groups they
are rewarded with points, however there are no penalties for negative behaviour. The SSIC has
agreed on the institution of a code of ethics for the platform to outline appropriate behaviour for
users. This document will also be accompanied by a clause indicating penalties for undesirable
conduct on the platform.
4. Satisfaction surveys
Users will be asked to complete termly surveys regarding their use of the platform and impact on
their teaching and learning functions. Heads of departments will also be asked to complete a
termly report on the challenges and achievements made with the project.
4. Documentation and Standards
The Manual provided will be updated at the end of 3 years based on observations and findings of
surveys and reports outlined above. It is also necessary to ensure that the procedure, policies and
guidelines remain current with education standards and principles.
5. Development of learning platforms for all core areas at the secondary level
The gains associated with this project cannot be understated and most teachers of Social Studies
teach multiple subjects including History, Geography, and Science. They have indicated that this
project needs to be expanded in order to support content development in other subjects. Teachers
are disadvantaged by the practice of having workshops and seminars in the capital city only. This
can be a costly and exhausting journey for educators from the rural areas.
6. Include a page on the platform for the teacher manual only and present the manual content in
using audio visual resources such as videos and infographics.
This resource was not heavily subscribed and teachers who used the platform were not attracted
to this resource. This situation could be associated with the fact that teachers were not able to
identify the resource clearly and the information was limited to text and audio. This could be
improved by using video presentations to depict sections such as lesson observation and action
plan development.
Discussions and Conclusions
The MHS is one of the schools within this region which has experienced a boom in the
student population. With larger class sizes teachers need help to address the needs of 21st century
students. Teacher support has been limited but is vital and there are opportunities for greater
support with technology.
The SSLC design project was chosen because adults require a customized learning
experience in order to make their learning meaningful. This project described transformative
learning using a learning management system for professionals in education. The goal of this
task was to identify how educators can be trained, support and empowered to seek support for
their skill development while maintaining their obligations and responsibilities.
Among the potential challenges identified at the onset of this project was the issue of
teacher motivation. It was perceived that participants would not want to get involved because the
target group was found to have low motivation. Another potential risk was gaining the support of
teacher associations and the Ministry to support this endeavor. The research process was also a
difficult one as there was a limited number of relevant studies in andragogy. This situation is
indicative of the current state of adult learning in the Caribbean. There exists a culture where
learning on the job is preferred to training and skill development particularly in the low skilled
work and among those in permanent jobs.
This design project was developed during a period most will describe as an era of
uncertainty. The COVID 19 reality has changed the regular duties of teachers, school
administrators and students. The physical space known as a school is closed but the institutions
at the primary and secondary level continue to operate online. Thus creating a need for online
support tools.
To address these issues, the designer sought to develop a technology a based solution
which required an understanding of adult learner issues and technological principles for learning.
This solution resulted in a review of the Situated Cognition theory, the Meaningful and Schema
theory and the Cognitive Processing Theory.
The Situated Cognition theory advocates the need for team work, mentorship and the
development of a network for educators and managed by educators. Teachers are therefore
empowered to learn from each other through mutual exchange and partnership in education on a
learning platform. This approach was paired with the Meaningful and Schema theory. Its
proponents posited that the need for relevant information in order to maintain retention and
application is vital for educators. Therefore the solution would require the delivery of training
programmes for educators and by educators in the field.
The Cognitive Processing theory was also applied in development of the content for a
teacher manual to work in conjunction with the training and the platform. This feature could be
improved. Among the recommendations was the goal to improve the design of the manual by
using infographics and videos as a medium. Furthermore it is recommended that additional
improvements to the SSLC should be coordinated by the Tech Teaching agency with the support
of the MHS Parent Association and the Ministry of Education.
Conclusively this design put forward relevant resources and strategies for the
development and support of teaching training at all levels. It also expanded on the knowledge of
online learning resources for businesses in education and other critical service sectors. Educators,
employees and the like-minded have access to a plethora of learning resources which make
training and skill development more attractive and affordable for the adult. Governments and
private sector organization should invest in these opportunities in order to improve human
performance and product quality.

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Appendix A
Figure 1
The Performance of Class X in Social Studies during the period of 2016 – 2019
Note. There was a significant decline in the performance of Class X in Social Studies during
grade 6 and 9.
Figure 2
Registered users of the SSLC during the period of January 2020 and March 2020
Note. The number of teachers outnumber all other members.

Figure 3
The proportion of JASSE members compared to non-members who have registered for the SSLC
Note. The number of JASSE members is greater than nonmembers in each period
Figure 4
Users Participation in Courses provided via the SSLC
Note. A majority of the users have completed 4 or more course via the SSLC.
Table 1
Teacher Deployment at the MHS Teachers in the Humanities Department
2019 - 2020
Class Information
Teacher Term Remarks Figure 5
Subjects Grades Sessions assigned
Social KA I&II A comparison
Studies 7A 2 of Social class
Social KA I&II averages in
Studies 7B 2 December
Social KA I&II 2019 and April
Studies 7C 2 2020 for
Social KA I&II Grade 7 to 9
Studies 7D 2 Students at the
Social CE I&II MHS
Studies 8A 2
Social KA I&II
Studies 8B 2
Social KA I&II Note. The
Studies 8C 2
Social KA I&II information
Studies 8D 2
Social CE I&II demonstrates a
Studies 9A 2
Social CE I&II comparison of
Studies 9B 2
Social CE I&II the each
Studies 9C 2
Social CE I&II grades
Studies 9D 2
Social HOD I&II ST performance in
Studies 10Mix 4
Social HOD I&II ST December
Studies 11Mix 4
Sociology 12/13Mix 5 HOD I&II ST 2019 and April
Tourism 12/13Mix 5 HOD I&II ST
2020.
History 7A 2 OD I&II
History 7B 2 OD I&II
History 7C 2 OD I&II
History 7D 2 OD I&II Appendix B
History 9A 3 KA II
History 9B 3 KA II
History 9C 3 KA II
History 9D 3 KA II
History 10Mix 4 OD I&II ST
History 11Mix 4 OD I&II ST
HISTORY 12/13MIX 5 OD I&II
LAW 12/13MIx 5 OD I&II ST
Geography 8A 2 CE I&II
Geography 8B 2 CE I&II
Geography 8C 2 CE I&II
Geography 8D 2 CE I&II
Geography 9A 3 CE I
Geography 9B 3 SD I ST
Geography 9C 3 SD I ST
Geography 9D 3 SD I ST
Table 2
Performance Analysis
Performance and Causes
Focus Areas Desired Actual Performance Performance Cause

Performance State Gap
State
50% of students 1. Students find

Performance 100% of students 50% of students (Grade 7-9) fail assignments
of Students (Grade 7-9) (Grade 7-9) to maintain an challenging and
maintain an maintain an average average of 75% receive little
average of 75% of 75% or higher in or higher in support from
or higher in Social Studies Social Studies teachers and
Social Studies parents
80% are not 1. Teachers to fail

Performance 90% compliance 10% compliance compliant with to plan
of Teachers with the schools with the schools schools appropriately for
assessment assessment policy. assessment their lessons.
policy. Having Having documented policy. Having
documented at 4 assessments for documented 4
least 4 each class at the end assessments for
assessments for of each month each class at the
each class at the end of each
end of each month.
month
75% of teachers 1. HODs do not

Performance 100% of 25% of teachers lessons are not prioritize lesson
of Supervising Teachers lessons lessons are assessed assessed each observation for
Teachers are assessed each each month month permanent
month teachers
2. Lesson plans
are usually
submitted late.
30% of School cannot

Performance 75% of 40% of classrooms classrooms lack afford Wi-Fi for
Table 2
Performance Analysis
Performance and Causes
Focus Areas Desired Actual Performance Performance Cause

Performance State Gap
State
Wi-Fi the entire school
of School classrooms are are equipped with connectivity community
Administrators equipped with Wi-Fi (30%)
Wi-Fi
30% of parents The school
Performance 80% of parents 50% of parents participate in facilitates team
of Parents participate in participate in grade grade 7-9 termly meetings between
termly grade 7 -9 7-9 termly parents parents parents and
parents conferences conferences teachers
conferences throughout the
school year
Note: Information was collated during a needs assessment conducted at the MHS
Table 3
The Priority Matrix
Low Criticality Scale High
Performance Gap 1 2 3 4 5 6 7 8 9 10
Low Criticality Scale High
50% of students X
(Grade 7-9) fail to
maintain an average of
75% or higher in
Social Studies
80% of teachers are

not compliant with X
schools assessment
policy. Having
documented 4
assessments
conducted during the
period of 4 weeks.
75% of teachers X
lessons are not
assessed by HODs
each month
30% of classrooms
lack Wi-Fi X
connectivity
30% of parents X
participate in grade 7-
9 termly parents
conferences
Note: This information suggests that teachers’ non-compliance with the schools assessment
policy (80%) is the highest priority followed by (75%) teachers’ lessons not being assessed by
HODs.
Table 4
The Behaviour Engineering Model (BEM) applied to the Cause Analysis
Performance
Drivers/Causes Performance Questions Performance Deficiency
Data, Information, How well teachers given data, Teacher assessments are not
Feedback information and feedback to conducted on a timely basis
perform when they are needed?
Environment How well are teachers Performance standards for

Support, Resources, supported with tools equipment teachers and supervising
Tools etc.? teachers is not established
Wi-fi access is available in

most classrooms
Teachers are not provided with

lesson plans and as a result must
prepare their own
Consequences, How well do teachers see the Performance is rarely rewarded

Incentives, Rewards results or consequences of what
they do? Some teacher duties are not
related academic performance
How well are they rewarded or
provided with incentives? There is no standard incentive
programme
Performance
Drivers/Causes Performance Questions Performance Deficiency
Skills and How well do teachers Some teachers have not been
Knowledge knowledge and skills match trained to teach using the NSC
performance requirements
One teacher is not a trained
educator
Individual Capacity How well can teachers All teachers have a minimum of
perform? a first degree in subject area and
have good classroom
management
Motivation and How well are teachers Limited extrinsic motivational

Expectation motivated to perform? support and a satisfactory level
of intrinsic motivation is
observed
Are teacher expectations Expectations of students is low
realistic?
Note: The BEM was applied to the Cause Analysis to explain each performance deficiency
Table 5
Application of the ADDIE Model to the Social Studies Learning Community
Tasks
Phase Input Output

Analysis Problem Identified MHS Social Studies teachers are young
And a needs adults with ICT skills. The majority are
assessment was qualified and tech savvy.
conducted. They are in need of support to improve
Needs Identified their students’ performance at grade 7 - 9
Social Studies.
Secondary Research Supervising teachers have not been
Tasks
Phase Input Output

provided sufficient assessments and as a
result teachers fail to meet school
standards for students’ assessments.
Design Identify objectives
and resources Institute a Professional learning
community for all educators of Social
Plan instructional Studies by facilitating a virtual teacher
design solution network with the support of a Curriculum
Management Unit for Secondary
Educators.
Provide teaching and learning guidelines
designed to aid NSC instruction at the
grade 7 to 9 level in Social Studies for all
secondary school educators based on the
MOE standards and principles for
teaching.
Execute a training and development
programme for educators of Social studies
within a virtual professional learning
community
Development Timeline for design Create schedule for implementation by
Storyboarding collaborating with teachers, school
administration and the MOE
Design prototypes for SSLC
Implementation Formative Comments from SSLC users
Assessments of
Design - teacher and
school admin survey
Evaluation Summative Project Outcome

Assessments Recommendations
Interpret data Improvements to prototype
Collect feedback
Note. The ADDIE model provides a systematic approach to development, implementation and
evaluation of the SSLC.

Table 6
The Intervention Plan for the implementation of the SSLC platform
Implementation Plan
Intervention Organization Communication:
Learning and Information Platform for Educators. – The SSLC
Goals To improve communication and networking among local

educators in the field of Social Studies
Objectives Implement a Social Studies Learning and Resource Community
Coordinate and Establish a Social Studies for Secondary

Schools database
Methods Phase 1: Conduct a Needs Assessment
Phase 2: Implementation of the Social Studies Learning Community
Phase 3: Launch of SSLC product
Resources Memorandums
Technical Team
Talentlms Platform
Zoom
ICT infrastructure
Implementation Time
process
Resources
Design Team (Instructional Designer. Tech Teaching Program

Officer, Educational Officers, and School Representative)
Success Criteria Improved access to teaching and learning tools for Social
Implementation Plan
Intervention Organization Communication:
Learning and Information Platform for Educators. – The SSLC
Studies
Established network of local Social Studies Educators
Improved Sharing of information
Responsibility SSIC Team
Time 3 Months
Cost $300,000.00
Note: This information explains the activities involved in the procurement and launch of the
online learning community
Table 7
The Intervention Plan for the implementation of the training programme via the SSLC platform
Implementation Plan
Intervention Education & Training
Goals - To provide training for Social Studies Educators
- To provide support and information for the implementation

of the NSC for Social Studies Students Grade 7- 9
Objectives - Train all MHS Social Studies teachers in effective methods

for teaching and learning using the NSC
Implementation Plan
Methods Phase 1- Conduct a training needs assessment for educators
Phase 2 – Sensitization of Stakeholders
Phase 3 – Execute Training programme
Resources ICT tools
- SSIC Team
- Clerical Support and materials
- Subject Matter Experts
Implementation Courses to posted on the SSLC are

process
- Teaching and Learning for Grade 7 -9 Social Studies
- Teacher: Roles and Responsibilities of Classroom teacher

and teacher Supervisor
- Social Networking in the 21st Century Education
- The SSLC for NSC Educators
- Building partnerships in Education for Community

Development
All courses will be made available January 2020
Success Criteria Training is effectively executed and feedback is received from all
stakeholders is above satisfactory
At least 15 teachers are found to actively use the SSLC (twice

weekly) during the month of September.
Responsibility Design team

Implementation Plan
Ministry of Education
TECH TEACHING
MHS
Time 3 months
Cost $200,000.00
training courses via the online learning community
Table 8
The Intervention Plan for the implementation of the Performance support Manuals via the SSLC
platform
Implementation Plan
Intervention Performance Support: Documentation and Standards
Goals - Develop a manual outlining the role and responsibilities,

strategies for teaching 7-9 as well as usage of the SSLC
Objectives - All teachers of Social Studies 7-9 in Region 5 will be

equipped with a E-manual titled ‘ Teaching and Learning NSC for
educators
Implementation Plan
Intervention Performance Support: Documentation and Standards
Methods Phase 1- Formation of the committee to develop the Manual
Phase 2: School board will vet the 1st draft of the Manual
Phase 3: Ministry of Education will sanction Manual
Phase 4: Manual is launched at One day workshop for SSLC
Resources Suitable Reference Material: Education Act, MOEYI policies and

guideline, NSC etc
Meeting Space and facilities for Manual development using ICT
Implementation - The document will be guided by the Jamaican education Act

process and the NSC.
- A committee will be developed consisting of individuals from

various agencies n education and law.
Success Criteria - Manual is rated above satisfactory by educators.
Responsibility - Design team
Time - Two months
Cost - $100,000.00
training courses via the online learning community

Table 9
Results, Objectives, Evaluation Criteria/ Metrics
Key Variables
Evaluation Criteria
Elements Intervention Goal Objectives /Metrics
1. Create an
Organization and Social Provide online forum for 1. SSLC is accessible
Communication Studies support in the SSEs by all teachers in the
Learning content 2. Publish leaning JASSE
Community development materials for
and teaching grade 7 to 9 SSEs 2. Lesson plans are
and learning shared and utilized by
strategies for educators
all SSEs
1. Provide 1. Equip teacher 1. Manual is published

Performance Teaching information for and supervising and accessible by the
Support and the supervising teachers with a relevant stakeholders
Learning teachers as reference tool to
Manual well teachers support use
to improve his/her functions
quality of roles and
support and responsibilities as
activities an educator
carried out by
teachers and
school
administrators
2.Update
policies related
to teaching the
NSC for SSEs
1. To introduce 1. Facilitate 1. Training is
Learning Training SSEs to SSLC professional completed and teacher
Intervention and 2. To foster development for report an above
Employee networking SSEs satisfactory rating for
Developme among SSEs 2. Create a exercise
Key Variables
Evaluation Criteria
Elements Intervention Goal Objectives /Metrics
3. Demonstrate database of SSEs 2. SSEs are using the
nt effective 3. Train teachers SSLC to communicate
teaching and to practice and share information
learning effective teaching 3. SSEs are using
strategies and learning prescribed methods in
strategies the classroom.
Note: The information presented outlines the measures for evaluation of the SSLC
Table 10
Implementation of the Intervention based on Kotlers Eight Step Model of Change and Dublins
13 Change focused model applied to the SSLC
Application
Steps in the Dublin Change Steps in the Kotler’s Combination of models in

focused model Model the implementation of the
intervention process
1. Inform/Awareness Create urgency Sensitization
Form a powerful coalition Develop a design team
Create a vision for change Apply 21st century teaching

and learning strategies by
utilizing the NSC and ICT
tools for ongoing teacher
support and development
Communicate vision Provide face to face and

virtual Employment
development opportunities
Application
Steps in the Dublin Change Steps in the Kotler’s Combination of models in

focused model Model the implementation of the
intervention process
and well as documentation

and materials for support
2. Empower Action Assign participants roles

Involvement/Engagement and responsibilities
Create Short term wins Reward achievements and

progress in the field
3. Build on the Change Make modifications based

Integrate/Commitment on feedback for stakeholders
Anchor the Change Align goals with school

standards for appraisal
systems
Note: This information outlines the application of the Kotlers Eight Step Model of Change and
Dublins 13 Change focused model to the SSLC

Table 11
The Brinkerhoff Six stage model applied to the SSLC intervention
Application of the Brinkerhoff Model
Stages Tasks Responsibilit Cost Resources Timeline Means of

ies verification
Needs Determi Design team $500 Stationary July 2- Meeting

and ne the 0.00 3.2020 Minutes
Goals/ extent to Survey Tools
Goal which
Setting the Internal Consultation
needs Stakeholders with Evaluation
meet the stakeholders report
goals
Program Indicate Design Team $150 Stationary July 3-4, Meeting

Design the type 00.00 2020 Minutes
of Survey Tools
interven
tion Internal Consultation
which is Stakeholders with Evaluation
most stakeholders report
suitable
for the
need
Program Report MHS nil Stationary July 7-8, Meeting

Interventi on the 2020 Minutes
on quality Survey Tools
/Operatio of
n program Internal Consultation
me Stakeholders with Evaluation
implem stakeholders report
entation

ies verification
Immediat Assess Instructional Nil Stationary Meeting

e learners Designer Minutes
Outcome compete Survey Tools
s/ ncies in
Learning needed Consultation
skills Internal with Evaluation
Stakeholders stakeholders- report
Customer
Survey
Staff
satisfaction
report
Immediat Indicate Nil Stationary Quarterly Meeting

e whether Minutes
Outcome learners Survey Tools
s/ Usage using
and and Internal Consultation
Enduranc applyin Stakeholders with Evaluation
e g stakeholders- report
training
and Customer
resource Survey
s used
Staff
introduc
satisfaction
ed by
report
interven
tion
Impacts Report Design Team Nil Stationary Ongoing Meeting

and the Minutes
Worth/ extent to Survey Tools

ies verification
Payoff which Internal Consultation Evaluation

the Stakeholders with report
interven stakeholders-
tion
addresse Customer
d the Survey
need
Staff
satisfaction
report
Note. The information outlines the Brinkerhoff model for evaluation applied to the SSLC
Appendix C
The Gantt chart below demonstrates the project plan for the SSLC intervention at MHS
Part 1
Part 2
Part III
Part IV
Appendix D
Data Collection Instruments
Instrument I: Teacher Survey
a. Demographic Questions
- What is your gender?
- What is your age?
- In which region do you teach?
- What is you highest level of education?
- Are you a member of the JASSE?
- Are you a member of the JTA?
- What subject areas do you teach?
- What grade levels do you teach?
- Are you currently studying?
b. Formative Assessment Questions
- How did you learn about the SSLC?
- Identify the main ways in which you use the SSLC?
- Do you download/upload content?
- Have you read the Teacher Manual?
- Are you a member of the groups within the SSLC?
- Is your Supervisor a registered member of the SSLC?
- Have you completed any course on the SSLC?
c. Summative Assessment Questions

- How do you rate the quality of services on the SSLC?
- What recommendations would you offer for improvement of the SSLC?
- Has the SSLC made collaboration and networking easier for you?
- Did the resource materials make your lesson preparation easier?
- How would you rate the information provided in the teacher manual?
- How do you rate the courses provided by the SSLC?
Instrument II: HOD End of Month Report

Appendix E
The following is an excerpt from a reports provided by the APSE Coach and Tech Teaching
Agency
Note. The information presents the classes performances during the period of December 2019
and April 2020
Note. The information demonstrates the participation of a MHS teachers in course provided the
SSLC.
Appendix F
The following are samples of extant data collated during the evaluation of the design.
The following is a screenshot of a zoom meeting of grade 7 educators in the grade 7 discussion
forum on the SSLC
The following is a group chat discussion

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Running head: ONLINE SOCIAL STUDIES LEARNING COMMUNITY 1

An Online Social Studies Learning Community for Educators

Candice E. Brown (04008579)

University of the West Indies

EDID6512 – Design Project (Part II)

Course Coordinator: Dr. Camille Dickson Deane

Project Advisor: Ms. Camille Bremnor

Due Date: May 17, 2020

implemented to improve teacher accessibility to platform and assure quality of content.

Keywords: Online Professional Learning Community, Learning Management Systems, Teacher

performance, Social Studies

The Table of Contents

Need for Design Project...................................................................................................................7

Table 2 Performance Analysis____________________________________________________64

the SSLC platform_____________________________________________________________74

Table 9 Results, Objectives, Evaluation Criteria/ Metrics______________________________76

Dublins 13 Change focused model applied to the SSLC________________________________77

paradigm (NEI National Education Inspectorate 2016).

trained Instructional Designer.

students at the grade 7-9 level in Social Studies.

Background to the Problem

maintain academic approval at the institution.

years since installation.

contributed to a gradual decline in the performance of Social Studies learners in grades 7 to 9 at

the MHS from 2016 to present.

Need for Design Project

Vice Principal Interview and observation of lessons (Table 2).

performance. They are as follows;

3. 75% of teacher’s lessons are not assessed every month.

4. 30% of classrooms lack Wi-Fi connectivity

5. 30% of parents participate in grade 7-9 termly parents conferences

adequate supervision of classroom teachers in regards to Social Studies Education. It is

Behaviour Engineering Model (BEM).

major gaps (See Table 3).

According to the BEM analysis Performance deficiencies concerning data, information

Explanation of Performance Needs

competencies following the standards of an institution (Milhem, Abushamiesh & Arostegui

matter, or attend educational conferences, pursue higher educational programmes, participate in

have benefited teachers resulting in an overall improvement of their performance (Organization

for Economic Co-operation and Development [OECD] 2009).

problematic, because this problem will result in students continued underperformance. As a

underperformance and closure (Mizell 2010).

According to Mendonça & Lacontora (2010), performance support also involves

and freedom to work independently (Pandey 2016).

The Target Group

Each teacher is proficient in Information Communication Technology (ICT) and they

respectively. One of whom is currently pursuing a MSc in Curriculum Development. Another

A notable risk to this design is teacher motivation. Teacher’s performance at MHS is

order to achieve full participation.

What is adult training?

workers to become mobile within an industry.

Statistics related to workers involvement in professional development suggests that low

Motivation is an issue impacting worker performance and an understanding is therefore required

to effectively address teacher performance.

Herzberg Theory of Motivation

Herzberg identified two factors which influence performance in an organization.

training for their personal growth.