game-based learning

Last friday, I really struggled going for ICT class. Ha. Felt really sick throughout the week and wanted so much to take MC to stay home to rest. But somehow, the thought that I will be going to class for games and so much more fun-based learning, I decided to take the effort to travel for 1.5hrs to school to attend one lesson. A point struck me during the process. Even now as a student, I struggle to go school. But what motivates me to go for lessons is knowing that I will benefit from the class and it's not something that I will find "wasting time". Knowing that the lesson is fun and I will learn things out of it motivates me to go school despite me feeling unwell. So thoughts of how to make the lesson engaging went through my mind during the journey. I havent really figured it out though. Ha. And Dr Ashley was saying in class that if students can be addicted in gaming, what can we do to make them addicted to studying? wow. ha.

I read an article that wrote the following statement:

"Games are... the most ancient and time honored vehicle for education. They are the original educational technology, the natural one, having received the seal of approval of natural selection. We don't see mother lions lecturing cubs at the chalkboard; we don't see senior lions writing their memoirs for posterity. In light of this, the question, 'Can games have educational value?" becomes absurd. It is not games but schools that have the newfangled notion, the untested fad, the violator of tradition. Game-playing is a vital educational function for any creature capable of learning. ~Chris Crawford in The Art of Computer Game Design"

Source: Crawford, Chris. TheArt of Computer Game Design. 1 May 2007
(http://www.vancouver.wsu.edu/fac/peabody/game-book/Coverpage.html)

Maybe games would be used more often in future for learning. Given that students nowadays spend most of their time on the computer after school, educational games can be one way to draw their interest to learning. Of course, there are many considerations to take note when introducing game-based learning. Read the website that Dr Ashley provided on the weekly instructions (http://schools.becta.org.uk/index.php?section=tl&rid=1859), and these are the questions that I'd have to remind myself to take note of whenever I were to play games in class. These includes:

1. Does the equipment available in the classroom meet the minimum requirement for playing the game?
   
   
2. Does the game matches the learning objectives?
   
   
3. Are there other easier and more convenient methods to achieve learning objectives besides playing the game?
   
   
4. What is the interesting factor? Is it the game itself or the interaction etc.?
   
   
5. Does students have to take a long period of time to learn the skills required for the game?
   
   
6. Are they able to access the game in their own free time besides in class time?
   
   
7. Can the teachers and students save the game at appropriate timings?
   
   
8. What other options does the game offer which can be useful? Can the level of difficulty be altered?

There are definitely more questions that has to be considered when integrating game-based learning into lessons.

Anyways, there were 2 other presentations on Friday on Skype and Youtube. For the first presentation on Skype, I was quite fascinated by the group's 2nd lesson plan. And that is if students were out on a fieldtrip, they are able to inform the updates of the group's findings to te class via Skype. This should be very applicable to one of the modules that I took before in NUS, and that is Ecology. We were out on Bukit Timah Nature Reserve, and we had to explore different plots of land, by checking the quality of the soil, measuring the level of humidity and temperature of the land, and identifying the different kind of plants that were located on the plot of land.

Looking back, Skype could have been a very good tool to use when doing that particular module. However, I wonder how relevant it is when it comes to secondary students. Will it be time-consuming to update each other about the situation on the spot or would it be better to take recordings of the results and share it in a classroom setting after doing the land survey. From the experience at Bukit Timah Nature Reserve, we did not have much time to complete our results. If we were to share using online facilities, would it impede the learning progress? Personally, I would still go for the traditional classroom sharing as I think that it would be more time-consuming and practical.

Lesson plan 1 was on the whiteboard function in Skype. I guess again, meeting up face-to-face to discuss about a project would be more efficient compared to doing it in the whiteboard.

The 2nd presentation was on Youtube. To be honest, I was already half-asleep during the lesson as I wasnt feeling very well. But I think Youtube is an interesting method since almost all students are viewing Youtube videos now and then. And allowing them to visualise processes such as mitosis and meiosis and acting the process out would allow them to remember the experience and thus, remembering the process easier. As what Dr Ashley said, it's like making something that is irrelevant to them to be a real-life situation. Even issues such as abortion, by searching Youtube, they are able to gather more information. Whether the videos that they view are relevant or whether it is related, teachers would have to educate students on how to filter the information that they see. Guidelines can be given to students beforehand and illustrations can be made to them.

Then it was that we proceeded to games! I learnt about "Self-knowledge principle" in one of the stations and it was cool!! Basically it means to learn about one's strengths and potential through gaming. For example, in Wii trauma centre, if one does well in the game, it probably means that the person has stable hands and is able to consider jobs in future that requires that skills! Jobs such as surgeon, architect etc. Of course, many other skills are involved in those occupation. But it gives the students a rough gauge of their likely potentials!

So far, game-based learning has still been interesting. Enjoys listening to other groups' presentation on the various ICT tools as well! Hope to learn more!! (:

game-based learning

The last ICT class was definitely an interesting and fun one! (: Basically two groups presented. The first one was more of a hands-on activity for us as we took on the role of a student and played the game (using quandery) that the group had prepared. Game based learning usually engages players through an activity that has a storyline. It was interesting and fun, but yet at the same time, I felt that there were drawbacks to it.

1. When I was playing the game, my group totally skipped all the instructions and proceed on with the questions.
   
   
2. While doing the questions, we were more interested in getting the questions done in the shortest possible timing. Thus, the information that was presented did not really register in my mind.
   
   
3. At the end of the game, I couldn't recall what I have learnt.
   
   
4. The students played a more passive role in the activity compared to the teacher who had to do all the preparations beforehand.
   

I learnt that while playing such games in class, it's best to have a maximum of 3 or 4 students per group. If there are too many students in a group, then some may choose to be a spectator rather than a participant. Also, when engaging in such activities, we can rope in other teachers to help facilitate the lesson. This is because one teacher alone may not be able to cater to the needs of 40 students in a class.

The second group presented on makebeliefscomix. The graphics and images were very cute as there were various characters that one can choose from. If I didn't remember wrongly, it should be 15. And each character has 4 different emotions. A storyline can then be formed via a comic strip. Talking and thoughts bubbles can be added to express the character's emotion. The comic strip is definitely cute and it allows the students to put on their thinking cap and be more active in learning. However, there are not without drawbacks as well.

One of the drawbacks is that only a maximum of 4 frames can be selected. To summarise a storyline in 4 frames can be quite difficult I feel. As what the group has mentioned, it tends to oversimplify something that can be quite complex.

After the groups had presented, we had game-based learning!!! whee!! We played wii and of course some other games. There were altogether 5 stations. Each lesson we'd be playing 2 stations!

The first station that I played was some surgical game. Through the game, I learnt about the steps to take when conducting a surgery. My group's patient unfortunately did not survive for 3 times. haha. It was definitely fun though I do not know what else I havelearnt. Ha. The second station allowed us to explore various subjects depending on which one we choose. My friend, Lisa, and I, played this game that allowed us to improve on our English. Ha. Basically, there were 4 words that were located on the top. And out of the 4 words, we had to identify which are the adjectives, pronoun, noun, adverb, verb, preposition etc. It was very interesting as I did learn which type of words belonged to which group.

Through the 2 games, I realised that they are both collaborative games rather than competitive ones. It allows the team to come together to solve a common problem. In a way, collaborative games has its advantages as each member would attempt to help one another to achieve a common goal. If competitive games were used, students who constantly lose would develop a sense of failure, and eventually, may stop wanting to learn more through the games as they feel less motivated to do so. Students who constantly win the game, on the other hand, would be more engaged and eventually, learn more.

I believe through the lessons to come, I will learn more about game-based learning and also, on the various ICT tools as the other groups present. (:

e-learning assignment

Section 1: Implementation issues and strategies in a face-to-face environment

Types of physical settings for all the issues

1. Classroom
2. Half lab
3. Full lab
4. Computer lab

Issues

1. Students facing difficulties with ICT tools due to lack of knowledge
   
   • Causes students to lose interest in the subject
     
     Strategies
     Teachers can demonstrate to students the steps to ICT tools. Teachers can also walk around to help the weaker students.
     
     
2. Time management
   
   • Some students may complete their work faster than the rest due to a deeper knowledge in the ICT skills. Restlessness may occur among the faster students who are waiting for the slower ones.
     
     Strategies
     
     • Teachers can plan beforehand the time allocation for a particular activity.
     • Clear instructions should be given concerning the time limit and to move on as planned. Students who are behind time can take the work home to do. This allows continuity and flow of lessons.
       
     • Teachers can encourage peer helping.
     
     
3. Technical problems
   
   • Teachers may not be able to handle the technical problems faced by students, eg. computer virus, hardware problems, etc. This may cause disruption in class.
     
     Strategies
     
     • Technical assistants can be present in class to help teachers if needed.
     • Also, more workshops on troubleshooting can be conducted for teachers. This leads to less wastage of time during lesson.
       
   
   
4. Distractions when using ICT resources
   
   • Students surfing other websites instead of doing work
   • Students falling asleep behind computer monitor
     
     Strategies
     
     • Teachers can stand in strategic positions that allow them to have an overview of the class.
     • Teachers can walk around to monitor students' progress.
     
     
5. Teachers experience lack of ICT skills
   
   • Lack of pedagogy skills for class preparation. This may sometimes lead to teachers falling into the 'cool tool' trap.
   • Not enough time for preparation
     
     Strategies
     
     • Teachers can help one another by sharing resources and lesson plans.
     • Equipping of teachers can take place via ICT-skills upgrading courses.
     • Curriculum time can be reduced to allow more preparation time for ICT-mediated lessons.

Section 2: Implementation issues and strategies in an online environment. Focus SPECIFICALLY on issues of Cyberbullying and Internet pornography

Issues

Cyberbullying

1. Students may receive anonymous emails that are threatening and harassing. Websites, chat rooms, SMS and voting booths are also mediums where students receive threatening information. Students that are cyberbullied may suffer from depression due to the disturbance caused.
   
   Strategies
   
   • Educate students by reminding them to keep their personal information or passwords confidential. This prevents others from sending anonymous stuffs to them.
   • Students are encouraged not to open any mails or documents from an unknown senders.
   • Students can install email filters to block or delete messages sent by anonymous senders.
     
     
2. Students having a lack of knowledge about the cyber world. This increases the risk and number of cases of cyberbullying.
   
   Strategies
   
   • Raise awareness of cyberbullying by showing students relevant resources such as educational videos.
     
   • Schools can also educate students via the Cyberwellness Framework. This framework guides students to be responsible for their own actions through starter kits, guidebooks, etc.
     
     Internet Pornography
     
     
3. When surfing the internet, pop-up windows of pornographic materials may appear and students who are curious may click on them and explore the websites. Overtime, they may get addicted to watching pornographic materials.
   
   Strategies
   
   • Install filtering softwares eg. WiseChoice filter, in computer. These helps to block certain webpage on the internet. Some browser such as firefox also prevent pop-up windows from appearing and would seek the permission from the user first.
   • Educating the students to stop and reflect upon what they are doing when they encounter any pornographic websites. Questions such as "Is viewing those websites appropriate?", "How would my familiy, teachers and friends view me if they were to know about it?" etc. can be posed to the students. The thought that they might be viewed negatively might decrease the chance of them surfing pornographic sites.
     
     
4. Students who frequently surfs pornographic website may end up getting involved in underage or pre-marital sexual activities.
   
   Strategies
   
   • Schools can educate students on the consequences of pre-marital sex. This helps them to think twice before engaging in any activities.
   • Parents can keep a lookout for unusual behaviour of their child. Signs may include them spending too much hours on the internet, sneaky behaviours etc.
   • Parents can monitor students' work by placing the computer in the living room so that being in an open space would reduce the risk of them surfing inappropriate websites.
     
     
5. Students may end up in depression overtime when people view them negatively after they are caught of watching pornographic materials or engaging in sexual activities.
   
   Strategies
   Students can seek professional help such as counselors so that they do not keep falling into condemnation, and thus leading to depression.

References

1. http://www.cyberbullying.ca
2. http://www3.moe.edu.sg/edumall/tl/cyberwellness.htm
3. http://www.isafe.org/intl/en
4. Cher Ping Lim, Meow Sien Pek, Ching Sing Chai (2005). Classroom Management Issues in Information and Communication Technology (ICT)-Mediated Learning Environments: Back to the Basics. Journal of Educational Multimedia and Hypermedia, 14(4), 391-414. Retrieved February 3, 2009, from ProQuest Education Journals database.

various pedagogical approaches

Last week's lesson was about the various pedagogical approaches. We learnt about 8 pedagogical approaches, namely (1) anchored instruction; (2) case-based learning; (3) cognitive apprenticeship; (4) goal-based scenario; (5) inquiry-based learning; (6) knowledge building; (7) problem-based learning; and (8) project-based learning.

I recalled problem-based and project-based learning as the two common approaches that my teachers used, especially project-based learning. The approach required me to come up with questions of my own, and to research on the topic, followed by presenting the findings to the class. By doing research on my own, I found myself learning more compared to merely sitting down in class and listen to what the teacher had to say. Perhaps this is due to more reading up on my part as compared to spoon-feeding alone.

Also, learning becomes more interesting as I not only get to do research, I also get to do interviews on the group of people that I was trying to find out more about. I think I'm suffering from amnesia. Ha. I can't seem to recall anything from my secondary school life. But I do remember when I was in NUS, I took this module called "Changing Landscapes of Singapore", and I was supposed to find out the underlying tension that can be found in Chinatown. Interviews were conducted which made the whole learning journey an interesting and exciting one! We even interviewed this gangster which retired long ago! Haha.

So all these pedagogical approaches aids learning in students. To be honest, I can't really differentiate the various methods still. Some seemed to be overlapping and it seems to me that there can't really be a clear distinction. I hope to be able to be more clear about it in the lessons that are to come. Nonetheless, learning these approaches are indeed helpful to me when I plan my lessons in future! (:

Regarding the ICT tools, I can only recall using concept-mapping tool. Especially for subjects such as biology and social studies, I often use them for easy visualization and memorization. I believe that whatever pedagogical tools that are used, they should fit in nicely with the approach for students to learn. I still don't really know how to go about these. What tools fit in nicely with which approach. Ha. Maybe when I start teaching, I'll find out via trial and error? heh. I think datalogger is useful for biology as it's able to display the data obtained in a graphical form which allows for easy analysis. Shall explore the rest in the coming weeks to come! (: