materials to inform the revision of the materials prior to dissemination on the web. I was also contractually obligated to report on the take-up of the materials, since this was of interest to SAIDE in relation to their planning of other similar projects. While discussing these tasks with the project leader I decided to register for the degree and use the data from the project research for the parallel purpose of research for an M Ed dissertation. The report on the process, quality, review and take-up of the materials would be written for the purposes of reporting to the funder of the project. The dissertation, an in-depth analysis of one of the aspects of the report (take-up) would serve a dual purpose it would allow further insight into the project for SAIDE and – other interested parties as well as personal professional development for myself. The two excerpts are from the SAIDE ACEMaths project report (2008a). The first one explains the requirement for all participants to be involved fully in the pilot process. The requirement for involvement in the pilot was to ensure maximum possible spread of the pilot implementation and to allow for meaningful research into this take-up. An understanding was established from the outset that if an institution sent representatives to the workshops and received the adapted materials, there would be a requirement to engage with, adapt, and use the materials in some way in courses during 2007. (Welch & Sapire, 2008a, p. 6) The second excerpt explains the way in which the team, which I will argue in this dissertation developed into a community of practice, operated and maintained contact. Communication was through simple electronic and software alternatives (email and Microsoft Word) since this was accessible to all team members. Technological challenges related to the use of more advanced software were avoided. This choice was made by consensus at the first workshop. The mechanism for sustaining the community of practice was workshops and email contact as well as access to the drafts of the modules on a webpage associated with the SAIDE website. (Welch & Sapire, 2008a, p. 6) Figure 1.1 below maps out the activities in the first six months of the project. As is evident in the diagram, there was a flurry of initial activity, and the materials were assembled for use in pilot form within the first six months.
materials to inform the revision of the materials prior to dissemination on the web. I was also contractually obligated to report on the take-up of the materials, since this was of interest to SAIDE in relation to their planning of other similar projects. While discussing these tasks with the project leader I decided to register for the degree and use the data from the project research for the parallel purpose of research for an M Ed dissertation. The report on the process, quality, review and take-up of the materials would be written for the purposes of reporting to the funder of the project. The dissertation, an in-depth analysis of one of the aspects of the report (take-up) would serve a dual purpose – it would allow further insight into the project for SAIDE and other interested parties as well as personal professional development for myself. The two excerpts are from the SAIDE ACEMaths project report (2008a). The first one explains the requirement for all participants to be involved fully in the pilot process. The requirement for involvement in the pilot was to ensure maximum possible spread of the pilot implementation and to allow for meaningful research into this take-up. An understanding was established from the outset that if an institution sent representatives to the workshops and received the adapted materials, there would be a requirement to engage with, adapt, and use the materials in some way in courses during 2007. (Welch & Sapire, 2008a, p. 6) The second excerpt explains the way in which the team, which I will argue in this dissertation developed into a community of practice, operated and maintained contact. Communication was through simple electronic and software alternatives (email and Microsoft Word) since this was accessible to all team members. Technological challenges related to the use of more advanced software were avoided. This choice was made by consensus at the first workshop. The mechanism for sustaining the community of practice was workshops and email contact as well as access to the drafts of the modules on a webpage associated with the SAIDE website. (Welch & Sapire, 2008a, p. 6) Figure 1.1 below maps out the activities in the first six months of the project. As is evident in the diagram, there was a flurry of initial activity, and the materials were assembled for use in pilot form within the first six months.
Sapire,%20Ingrid%20-%20Dissertation.docx