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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 3

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 4

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 5

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 6

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 7

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;

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 8

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 9

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).

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 10

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 11

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 12

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).
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 13

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 14

(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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 15

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 16

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 17

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 18

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 19

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 20

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).

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 21

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 22

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 23

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 24

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 25

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 26

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 27

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 28

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 29

- 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;
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 30

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 31

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 32

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 33

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 34

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;
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 35

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 36

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 37

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 38

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 39

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 40

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 41

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 42

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.
AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 43
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 44

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 45

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 46

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 47

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 48

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 49

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 50

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 51

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 52

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 53

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 54

private sector organization should invest in these opportunities in order to improve human

performance and product quality.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 55

References

Apostolopoulos, A. (2018 October 29) ADDIE Training Model: What Is It and How Can You

Use It? Retrieved from https://www.talentlms.com/blog/addie-training-model

definition stages/

Afify, M. (2018). E-learning content design standards based on interactive digital concepts maps

in light of meaningful learning theory and constructivist learning theory. Journal of

Technology and Science Education, 8(1), 5-16. doi:http://dx.doi.org/10.3926/jotse.267

Blitz, C. (2013 September) Can Online learning communities achieve the goals of traditional

professional learning communities? What the Literature says. Retrieved from

https://files.eric.ed.gov/fulltext/ED544210.pdf

Bater, L. & Jordan, S. (2019). Selective Attention. 10.1007/978-3-319-28099-8_1904-1.

Bode, E., & Gold, R. (2018). Adult training in the digital age. Economics, 12(36), 1-14.

doi:http://dx.doi.org.library.open.uwi.edu/10.5018/economics-ejournal.ja.2018-36

Chandio, M., Pandhiani, S., & Iqbal, S. (2016). Bloom’s Taxonomy: Improving Assessment and

Teaching-Learning Process. Journal of Education And Educational Development, 3(2),

203-221. doi:http://dx.doi.org/10.22555/joeed.v3i2.1034

Cercone, K. (2008). Characteristics of Adult Learners with implications for Online Learning

Design. AACE Journal, 16(2), 137-159.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 56

Eyler, J. (2009) The Power of Experiential Education. Liberal Education Fall. Retrieved from

https://www.gvsu.edu/cms4/asset/E318FAA6-9691-29E8-

AF089DA7E65B9CC3/the_power_of_experiential_ed.pdf

Herranen, J., Vesterinen, V., and Aksela, M. (2018) From Learner-Centered to Learner-Driven

Sustainability Education Retrieved from

https://researchportal.helsinki.fi/en/publications/from-learner-centered-to-learner-driven-

sustainability-education

Hodge, S. (2011). Learning to manage: Transformative outcomes of competency-based training.

Australian Journal of Adult Learning, 51(3), 498–517

Kaya, N. (2018). Main Challenges in Front of the Teachers to Teach Geography More

Effectively: A Phenomenological Research. Review of International Geographical

Education Online (RIGEO), 8(2), 371-393. Retrieved from

http://www.rigeo.org/vol8no2/Number2Summer/RIGEO-V8-N2-10.pdf

Lau, K. H., Lam, T. K., Booi, H. K., Nkhoma, M., & Richardson, J. (2018). Benchmarking

higher education programs through alignment analysis based on the revised Bloom’s

taxonomy. Benchmarking, 25(8), 2828-2849.

doi:http://dx.doi.org.library.open.uwi.edu/10.1108/BIJ-10-2017-0286

Lawless, C. (2019 August 6) What is Information Processing Theory? Using it in your Corporate

Training. Retrieved from https://www.learnupon.com/blog/what-is-information-

processing-theory/
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 57

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications.

Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved

from http://www.edpsycinteractive.org/papers/infoproc.pdf

McMahon, Michael (2013) "A Study of the Causes of Attrition Among Adult on a Fully Online

Training Course," Irish Journal of Academic Practice: Vol. 2: Iss. 1, Article

10.doi:10.21427/D7XQ63

Mezirow, J. (1997) Transformative Learning: Theory to Practice. New Directions for Adult and

Continuing Education, 74, Summer Jossey-Bass Publishers. 6-12

Milhem, W., Abushamiesh, K., & Arostegui, M. (2014) Training Strategies, Theories and Types.

Journal of Accounting, Business & Management. 21. 12-26

Ministry of Education Youth and Information (2018) The National Standards Curriculum and

the Primary Exit Profile A Synopsis. September 2018. Retrieved from

https://pep.moey.gov.jm/wp-content/uploads/2018/09/NSC-and-PEP-Sept-2018-2.pdf

Mizell, H. (2010) Why Professional Development Matters? Retrieved from

https://learningforward.org/docs/default-source/pdf/why_pd_matters_web.pdf

NEI National Education Inspectorate (2016) Government Launches APSE to Help Students.

Retrieved from https://www.nei.org.jm/News/Post/402/Government-Launches-APSE-

to-Help-Students
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 58

Ngussa, B. (2014). Application of ADDIE Model of Instruction in Teaching-Learning

Transaction among Teachers of Mara Conference Adventist Secondary Schools,

Tanzania. Journal of Education and Practice. 5. 1-10.

Organization for Economic Cooperation and Development (2009) Creating Effective Teaching

Learning Environments: First Results from TALIS. The Professional Development of

Teachers. Retrieved from http://www.oecd.org/education/school/43023606.pdf

Olusegun, B. (2015) Constructivism Learning Theory: A Paradigm for Teaching and

Learning. Retrieved from

https://pdfs.semanticscholar.org/1c75/083a05630a663371136310a30060a2afe4b1

.pdf

Pappas, C. (2014 March 24) Instructional Design Models and Theories: Information Processing

Theory. Retrieved from https://elearningindustry.com/information-processing-theory

Pappas, C. (2015 June 7) Instructional Design Models and Theories: The Situated Cognition

Theory and Cognitive Apprenticeship. Retrieved from

https://elearningindustry.com/situated-cognition-theory-and-cognitive-apprenticeship-

model

Pappas, C. (2018 January 12) Seven Tips to Engage and Motivate Busy Adult Learners.

Retrieved from https://elearningindustry.com/engage-motivate-busy-adult-learners

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated

model. Online Learning, 21(3), 166-190. doi: 10.24059/olj.v21i3.1225

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 59

Shah, S. (2015) Professionalization of Adult Education in India: Challenges and Issues.

Retrieved from https://learningforward.org/docs/default-

source/pdf/why_pd_matters_web.pdf

Shavelson, R., Linn, R., Baker, E., Ladd, H., Darling-Hammond, L., Shepard, L., Barton, P.,

Haertel, E., Ravitch, D., and Rothstein, R. (2010 August 27) Problems with the use of

student test scores to evaluate teachers . Retrieved from

https://www.epi.org/publication/bp278/

Smith, S. P. (2017). Adult learners: Effective training methods. Professional Safety, 62(12), 22-

25. Retrieved from https://search-proquest-

com.library.open.uwi.edu/docview/1973345687?accountid=42537

Sottilare, R., DeFalco, J., and Connor, J. (2014) A Guide to Instructional Techniques, Strategies

and Tactics to Manage Learner Affect, Engagement, and Grit. Retrieved from

https://www.researchgate.net/publication/267039871_A_Guide_to_Instructional_Techniq

ues_Strategies_and_Tactics_to_Manage_Learner_Affect_Engagement_and_Grit

Sousa, Alana Tamar Oliveira de, Formiga, Nilton Soares, Oliveira, Simone Helena dos Santos,

Costa, Marta Miriam Lopes, & Soares, Maria Júlia Guimarães Oliveira. (2015). The use

of the theory of meaningful learning in nursing education. Revista Brasileira de

Enfermagem , 68 (4), 713-722. https://doi.org/10.1590/0034-7167.2015680420i

Stivers, J. (2010) Project Based Learning. Retrieved from

http://www.fsmilitary.org/pdf/Project_Based_Learning.pdf
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 60

Taylor, E. (2008) Transformative Learning Theory. NEW DIRECTIONS FOR ADULT AND

CONTINUING EDUCATION, no. 119, Fall 2008. DOI: 10.1002/ace.301

http://anitacrawley.net/Resources/Articles/Taylor.pdf

Vassallo, S. & Warren, D. (2018). Use of technology in the classroom. Retrieved from

https://www.researchgate.net/publication/329718398_Use_of_technology_in_the_clas

sroom

Zodpey S, Sharma A. Advancing reforms agenda for health professionals' education through

transformative learning. Indian J Public Health [serial online] 2014 [cited 2020 Apr

8]; 58:219-23. Available from: http://www.ijph.in/text.asp?2014/58/4/219/146274

Zweig, J., & Stafford, E. (2016) Training for Online Teachers to Support Student Success:

Themes from a Survey Administered to Teachers in Four Online Learning Programs.

Journal of Online Learning Research (2016) 2(4), 399-418. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1148594.pdf
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 61

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 62

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
AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 63
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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 64

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 65

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 66

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 67

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 68

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 69

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.

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 70

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 71

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 72

Implementation Plan

Intervention Education & Training

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 73

Implementation Plan

Intervention Education & Training

Ministry of Education

TECH TEACHING

MHS

Time 3 months

Cost $200,000.00

Note: This information explains the activities involved in the procurement and launch of the

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 74

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

Note: This information explains the activities involved in the procurement and launch of the

training courses via the online learning community

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 75

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 76

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 77

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 78

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 79

Application of the Brinkerhoff Model

Stages Tasks Responsibilit Cost Resources Timeline Means of

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 80

Application of the Brinkerhoff Model

Stages Tasks Responsibilit Cost Resources Timeline Means of

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 81

Part 2
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 82

Part III
AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 83
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 84

Part IV
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 85

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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 86

- 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

 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 87

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.
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 88

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
 AN ONLINE SOCIAL STUDIES LEARNING COMMUNITY 89

The following is a group chat discussion