Using WebCT to Support a
Community of Practice
Geoffrey Roulet & Krista Taylor
with the assistance of
Karen Burkett & Elaine Van Melle
Queen's University, Faculty of Education
funded by
e-Learning Incentive Grant Program
Graduates are expected to integrate
theoretical, practical, and experiential
knowledge in the understanding and
resolution of professional issues.
Mission Statement
Queen's University, Faculty of Education
Program Pattern:
On-Campus & Practicum Sessions
Program Pattern:
On-Campus & Practicum Sessions
“reflects teaching as both an
intellectual and practical activity”
But




Practicum is the dominant influence for Teacher Candidates.
Practicum focus is on performing well; on "the practical".
Teacher Candidates are school successes and are generally
comfortable with schools as they exist.
Reluctance to raise deep questions about teaching and
learning.
Sharing & Reflection
need to tell stories make meaning of experience


journaling - delayed sharing
electronic communication - timely sharing
CURR343B: Intermediate-Senior Mathematics Curriculum: 2004-05
Assignment #2:
Participation in Online Practicum Discussions
OR Practicum Journal
Teaching practice by itself does not automatically lead to becoming and improving as a professional. One needs to reflect
on practice; addressing questions such as: What did the class accomplish?, What worked well?, What did not work well?,
What reasons might there be for the outcomes?, What changes might you make in the lesson?, and What general
teaching/learning principles might be drawn for the experience?. Working alone, a teacher can ask and answer these
questions, but there is great value in discussing such issues with fellow professionals. Assignment 2 asks you to reflect on
your practicum experience in one of two ways.
Option A: Participation in Online Practicum Discussions
Candidates selecting this option will log into the course WebCT site at least twice each week during the Fall Practicum. On
each visit you will: i) post a note that describes a teaching event that you wish to explore, pose some questions, and give
your initial answers or reactions, and ii) read and respond to the messages posted by other candidates. You may not relate
to all the experiences and issues being raised, so a response to all messages is not required. But, you should select and
join the discussions concerning a range of experiences and concerns.
In addition to providing a forum for professional growth you should find that these Practicum conversations give class
members mutual emotional support and also allow the sharing of practical teaching suggestions.
Option B: Practicum Journal
Candidates selecting this option will keep a journal during their Practicum weeks. In the journal you will briefly describe
events; highlighting those that you wish to explore. For these experiences you will record your reactions and interpretations,
the issues and questions raised, and what you learned. Journals will be submitted electronically or by mail in the week after
the Practicum is completed (Dec 18 -24). Prior to submission you will have the option of removing any journal sections that
you do not wish to have read.
Due to the lack of professional interaction, Option B is likely to be of less value to candidates than Option A. All class
members are encouraged to locate some means of accessing the Web and joining the Practicum Discussions.
CURR343B: Intermediate-Senior Mathematics Curriculum: 2004-05
Assignment #2:
Participation in Online Practicum Discussions
OR Practicum Journal
Teaching practice by itself does not automatically lead to becoming and improving as a professional. One needs to reflect
on practice; addressing questions such as: What did the class accomplish?, What worked well?, What did not work well?,
What reasons might there be for the outcomes?, What changes might you make in the lesson?, and What general
teaching/learning principles might be drawn for the experience?. Working alone, a teacher can ask and answer these
questions, but there is great value in discussing such issues with fellow professionals. Assignment 2 asks you to reflect on
your practicum experience in one of two ways.
Option A: Participation in Online Practicum Discussions
23
Candidates selecting this option will log into the course WebCT site at least twice each week during the Fall Practicum. On
each visit you will: i) post a note that describes a teaching event that you wish to explore, pose some questions, and give
your initial answers or reactions, and ii) read and respond to the messages posted by other candidates. You may not relate
to all the experiences and issues being raised, so a response to all messages is not required. But, you should select and
join the discussions concerning a range of experiences and concerns.
In addition to providing a forum for professional growth you should find that these Practicum conversations give class
members mutual emotional support and also allow the sharing of practical teaching suggestions.
Option B: Practicum Journal
5
Candidates selecting this option will keep a journal during their Practicum weeks. In the journal you will briefly describe
events; highlighting those that you wish to explore. For these experiences you will record your reactions and interpretations,
the issues and questions raised, and what you learned. Journals will be submitted electronically or by mail in the week after
the Practicum is completed (Dec 18 -24). Prior to submission you will have the option of removing any journal sections that
you do not wish to have read.
Due to the lack of professional interaction, Option B is likely to be of less value to candidates than Option A. All class
members are encouraged to locate some means of accessing the Web and joining the Practicum Discussions.
WebCT
extensive experience:



B.A./B.Sc. at Queen's
B.Ed. courses
CURR343: Intermediate-Senior
Mathematics Curriculum
Experience Data


frequency of participation
Questionnaire - 26/28
• why conference or journal
• positives & negatives of the conference experience
• links to on-campus experience

Interviews - 5 - range of participation
• comfort levels with sharing
• community building
Frequency of Participation:
Visits with Posting
Frequency of Participation:
Visits & Messages Posted
Frequency of Participation:
Highly Activity
Frequency of Participation:
High & Low Activity
Frequency of Participation:
High, Low & Typical Activity
Participation




70% visited conference 2 or more times
per week (the requested frequency)
50% posted messages 2 or more times
per week (the requested frequency)
60% desired to access the conference
with greater frequency
Lack of time the main deterrent
Ease of WebCT Conferencing





95% found WebCT conferencing easy
95% used the reply option to respond to
messages
85% found following discussion threads
easy
75% employed the 'following threads'
feature when reading
90% used the WebCT editor rather than a
word processor for composing messages
Conference Value


85% reported value
classroom based practical topics: classroom
management, resources, success/failure of lessons




65% received valuable advice
70% reported increased reflection
40% found conference useful for linking
on-campus activity to the practicum
75% would participate even if not a course
assignment
Comfort & Community






85% comfortable sharing teaching dilemmas
85% comfortable with receiving critiques
100% comfortable with instructor/TA
participation
75% appreciated the anonymous posting
option
80% experienced positive support
70% increased sense of community
Journal (Non-conference) Option Why?





Not due to lack of computer expertise or
Internet access
Not due to lack of interest in others'
experiences
Previous negative computer conferencing
experiences
Value of journaling
Shy/prefer to work alone
Interviews: Mixed Messages







too many postings, too much
chatter
long unfocused messages
do not have mandatory posting
in-class preparation - rules for
conferencing
use pre-established topics &
discussion areas
greater moderator rule by
instructor
no anonymous posting







"great, and useful, and wonderful"
make conference mandatory
no problems with number and
length of messages - selective
reading
got to know people in the class
no need for in-class preparation professional standards were fine
do not use pre-established topics
- "We crafted it as we went along"
permit anonymous posting
?Next Year?
o
o
o
o
o
continue with online conference for all
mandatory visits/voluntary posting
pre-conference discussion re best practices
for conferencing
establish separate discussion areas when
distinct continuing themes emerge
increased instructor participation - probing
questions to deepen discussion