Chan Eunice Grace

revisiting the concept of engaged learning

2009-03-22T22:33:00.003+08:00

During the whole course of ICT, I really enjoyed the process of learning. From someone who knows little about technology and the various pedagogical approaches, I believe I have truly grown and learn so much more than before. Have been exposed to various technologies for learning as well and I'm really thankful for it. The various technologies include:

PbWiki (My current favourite platform for group discussion. Ha.)
Mindmeister (a tool used for concept-mapping. It can work both synchronously and asynchronously)
Blog
Skype
Quandary (to come up with game-based learning questions)
Makebeliefscomix
HotPotatoes (jigsaw puzzle, cloze passage etc!)
Photostory

I'm glad to have been exposed to various 'funs' as well and these includes:

Classroom of the Future
Wii (Surgical game)
Second Life
Learning more about engaged learning
Learning more about the various pedagogical approaches
Knowing more about game-based learning
Bonding with my coursemates through the games
Understanding about collaboration and how it takes place
Designing lesson plans incorporating ICT tools

This module exposed me to alot of things that I probably have not experienced through my education years. Ha. I used to dread going for 8.30am class but surprisingly, ict have managed to make me enjoy learning and coming to class instead of dreading it.

Dr. Ashley have indeed incorporated engaged learning in this module. The dimensions of engaged learning includes real world learning contexts, meaning making with scaffolds, collaboration with others as well as evaluating on-going performance.

Giving us examples such as Second Life, coming up with lesson plans using ICT tools, Dr. Ashley have given us real world learning situations. It enables us to solve an authentic situation where we might be able to use that particular lesson plan for teaching in future.
Throughout the course, Dr. Ashley started off by building our foundations in the various pedagogical approaches. In most of the lessons before introducing a particular concept, he often tapped on our prior knowledge first and then, building up the missing gaps and links from there. Learning stages were designed for example, when teaching us game-based learning, he allowed us to explore the various games and experience for ourselves how we might gain from game-based learning. Thereafter, he introduced the mindmeister for us to input our thoughts and ideas about how we feel. This is then followed by a summary of what game-based learning is and how it benefits us. The various stages that he designed is a form of scaffolding.
There were many opportunities for collaboration with others. For example, the first few lessons where we share our information with one another through PbWiki. Mindmeister also allows us to exchange information and ideas with one another. Dr. Ashley also defined the scope of our interaction and what is to be discussed.
Dr. Ashley constantly provided feedback for our learning. For example, in last week's lesson, he talked about the misconception that we have about second life, digital natives, COTF and iN2015 (eg. would be too reliant on technology, would there be less communication in future etc)

Dr. Ashley have definitely incorporated the elements of engaged learning in this module and I'm really very grateful for the information that I've learnt. One thing that I've learnt from last week's lesson is also that sometimes face-to-face communication can be a barrier itself where people may be shy or introvert and may not communicate as well. Instead, technology provides a platform for people to interact with one another. Another learning point was that second life provides a new platform for people whoare autistic for example. They would be able to lead a normal life in Second Life and be exposed to what normal people are exposed to. This itself, to me, is beneficial.

In future, when teaching, i want to adopt strategies that are student-centered and where collaboration is frequent in class. I feel that collaboration between students allow them to exchange valuable information with one another and they are able to learn faster. Through discussion and doing research, the information that students get would stay with them for a longer period of time. This is because they are not merely being spoon-fed, but they are actively finding information themselves. I want to make learning fun in future as well. Just like how Dr. Ashley have made the whole module a learning journey. When learning becomes fun, students would be addicted to them. Heh. (:

Next 2 weeks would be a presentation of our final work already! Looking forward to the partyyy at the end! haa :)

iN2015 and COTF

2009-03-17T16:16:00.003+08:00

After looking at the video of iN2015 and viewing Classroom of the Future, I'm amazed and at the same time, traumatized? ha.

iN2015

Most of the things would be controlled by voice. For example, we can just say "screens on" or "on the television" and everything would be switched on/off according to our instructions (via voice).
People of different languages can communicate easily via a quick and accessible translator. This helps to break down language barriers and allow transfer of information to be faster.
Taxi drivers or anyone can read news instantly from this cool device and receive messengers from one another instantly.
A special 'spectacle' also allows one to see information clearly and able to communicate with another party. It also allows communication via voice.
Technology allows drivers to note the various parking places and slots.
Students are able to consult virtual professors on field trips and obtain relevant information that they need on the spot. They are able to transfer information to each other rapidly as well.
It allows shoppers to test the various cosmetic products on a model and see if the colour suits them.
It allows patients to be aware of their health condition.

iN2015 video makes me feel that the future world is going to be so robotic in future!!!! I seriously do not mind upgrading myself, however, if everything were to be controlled by voice, I'm highly uncomfortable with that right now. It seems as though everyone is progressing at such a fast pace and in the end, all of us would end up being lazy. Also, if technology is so advanced, would teachers be replaced one day?

Classroom of the Future

COTF visit was a great experience for me as well. I particularly like the idea of taking attendance using the small little device. Heh. In this way, it does not have to be manual and it is more convenient. Besides that, there was another station where we could capture the posters and advertisements from the small device too! Personally, the preparation that NIE has given us for such environment is minimal. Even right now, we're exposed to the normal teaching methods, taking aside e-learning activities. Tutorials are conducted in more teacher-centered manner. I also do not feel adequate enough to conduct such IT-savvy lessons in future. Again, one of the fears that I have is that would teachers be replaced by technology in future.

To prepare myself for the learning environment ahead, I guess the only thing that I can do right now is to change my mindset, otherwise, I would not be able to progress further. Ha.

youtube on second life

2009-03-10T08:20:00.002+08:00

The youtube video that I looked at was educational uses of second life.

The benefits of Second Life that were mentioned in the video are as follows:

Once users are done with the basics of navigating the terraine, students can suspense their sense of disbelief and feel immersed in their environment. Thus this makes SL ideal for role-playing eg. learners can engage in a Shakespeare play and interact with other characters.
Students can participate in virtual scavenger hunts where they locate information relevant to their field of study. For eg, how to build a capillary.
Students can go for guided tours on their field of study in their classrooms. They are able to travel to places where they would have otherwise not be able to go.
Students can learn by doing, ie. students can experience with building objects.
Students can learn to collaborate in a project and co-create virtual images.
SL provide opportunities for students to walk in other people's shoes. They are able to experience issues such as schizophrenia.
Students are able to attempt quizzes as well and tutorial sessions can be conducted on SL.
Educators can join professional networks in SL to discuss about various topics. Meeting of colleagues is also possible through SL for discussion.
SL breaks down language barriers as there are language translators.
Whiteboard can also be used for teaching in SL and students are able to edit the whiteboard after the presentation.

The video talks about the educational uses of education. It can be further improved by also mentioning the various drawbacks of Second Life and maybe the strategies that we can take to minimize certain issues since SL is still a new concept to many of us. Overall, the video gave me a clearer picture of how it can be linked to education, compared to the hands-on-activity last week where I could not really find the linkage.

second life

2009-03-09T09:37:00.006+08:00

I had my ICT presentation on Friday on HotPotatoes. Amazingly, there weren't any questions. Maybe the presentation was too boring that my classmates fell asleep. Ha. Anyways, even as my group was preparing the presentation, I noticed a few flaws of our project.

Our project seemed as though it could be done without HotPotatoes. For example, for the second lesson plan on Biology, students could come up with the Mix and Match even without HotPotatoes and the work might have been done more efficiently through traditional methods.
HotPotatoes is a simple ICT tool and it would be more applicable for teachers to use while generating worksheets. For example, teachers can use it to generate crossword puzzles or cloze passage using HotPotatoes. To use it as a student-centered learning activity would be a challenging task compared to other ICT tools such as Photostory, Youtube, Skype etc.

For now, I guess my group would have to come up with a lesson plan that would require technology, and ie. without the tool used, the lesson plan might not be that effective. Most importantly, like what Dr. Ashley have mentioned, the focus is on the lesson plan. Something that I've been trying to remind myself from the start of this module is that I should not be using technology-integrated tools for the sake of using it. Rather, the ICT tools would be used if it engages the students, helps them to be more creative, or aids the lesson in any ways.

After the presentation, we had a short introduction of Second Life and a hands-on activity. When i read the "7 Things You Should Know About Second Life", it was mentioned that SL is the largest virtual world. It allows users to speak to one another and basically, SL is a virtual world that reflects the real world. Users can engage themselves in educational, recreational, socializing, entertaining purposes and more. The only difference is that users are able to do things in SL that they might not otherwise do it in a real-life situation. There are a few advantages and disadvantages that I gathered from SL in the first session.

Advantages:

SL allows one to explore places such as the gene laboratory (or something like that?) that allows users to enter into the world of genome to explore. This is impossible in the real world where we cannot possibly enter a cell. Also, this may be engaging for the students as they venture through SL.
Educational learning can also take place for example exploring the volcano areas or tsunami areas. We would not be able to do that in real-life but SL provides a medium where we're able to do so.
SL also teaches users to work effectively in a group by allowing them to experiment with behaviours that they might be too reluctant or shy to try in the real world (as stated in the reading). This is beneficial to the users as it might allow them to open up more seeing how others might react to a certain behaviour that they might not try. It helps to improve their interactions skills if used appropriately.
SL is fun as it allows one to teleport to other places instantly. It also allows one to change their genders and to fit different attires.
SL allows people to conduct surveys, for example. what kind of music would affect shopping behaviour.

Second Life has its disadvantages as well. This includes:

People are not bound by the rules and norms of society. In the virtual world, it is okay to engage in unethical issues in real life for example child pornography and gambling.
Users might not be able to differentiate the difference between a virtual world and real-life world anymore. They might be caught up in a world of fantasy and continue to live in there.
There is an illusion of anonymity in SL. As a result, cyberbullying might occur? waha.
Users may be overly addicted and spend large portion of their time online.

I don't deny that SL is would be beneficial in futurebecause it allows users to interact in a virtual world like how they would in real-life situations. Also, in classroom settings, it allows us to explore various issues that we would not be able to explore in real-life. However, for now, I'm still uncomfortable with such advanced technology. Maybe there really should be re-professionalizing of teachers taking place. I might be one of the teachers who are not open to technology. lol. Hopefully one day someone would be able to demonstrate to me clearly the usefulness of using SL. I'm looking forward to Classroom of the Future though. ha. Wondering what it's like.

Playing SL during classtime was fun especially when all of us were busy trying to change the appearance of our avatars. However, due to a short time span, I havent been able to explore much of it and understand it. Furthermore, it's not free and expensive! ha. Hopefully there's another opportunity to try out SL again.

In class, Dr. Ashley also summarized game-based learning. One of the things that I took home was that as teachers, we should try to link the various subjects together. For example, in the McDonald game, we can link how ecology can link to business management? haha. It's quite vague in my mind now but I remembered clearly him mentioning about this point. I agree that subjects are linked together for example that of geography and ecology. I used to have alot of common topics with my geography major friend, seeing how what we've learnt come together to form a big picture.

This week would be e-learning again! haha.Will learn more about COTF and integrating technology in the 21st century! (:

interview with James Paul Gee

2009-03-04T07:52:00.006+08:00

I was watching the video of the interview of James Paul Gee, and these are the few differences of game-based learning from traditional learning/interesting points that I've managed to pick out.

1. Game-based learning is a continuous and on-going form of assessment throughout the game and does not separate learning from fun. For traditional learning, assessment usually takes place after a chapter is being taught.

2. Game-based learning allows the integration of the tools/skills that we learn and not merely using the standard solutions.

3. Game-based learning allows us to solve problems which are what we often face in real-world situation. On the other hand, traditional learning sometimes does not allow many problem-solving scenarios to take place.

4. For game-based learning, we learn about something that we produce and not just merely about knowledge and facts.

5. Scientists learn the language of science by doing science. Similarly, students can play the games first and have a greater understanding of the topic. They would then be more interested to read up on the various instructions and manuals after the games as the terms would then made more meaning/sense. This allows them to be addicted to learning instead of being forced.

6. Game-based learning allows collaboration and students usually prefer to learn with another person instead of a person who is an expertise in the subject (eg. Teacher).

7. Students not only want to consume, but they would want to produce as well. For example, they would want to design/construct some product of their own.

One main point that I took home was Prof Ashley mentioning that in games, we often “fail” and thus would have to restart all over again. As students, we would more likely be willing to try out the particular stage again to proceed on to the next as it is fun and interesting. During this learning and failing process, students can constantly replay without having to feel demoralized. Instead, failing is part of the learning process in games. However, if we were to give a one-time assessment, then students may feel demoralized if they were to fail. Some may even give up and stop trying after a period of time.

However, it would take a long time for us to move from traditional learning to game-based learning as most of us would already have the traditional mindset and we would have to take on a new perspective and boldness to try out something creative and innovative. As what James Paul Gee mentioned, it’s time to re-professionalize teachers. Game-based learning is also helpful to students who are in general not interested to learn from the normal textbook style or students who suffer from ADHD. Games would in general attract their attention if they find it interesting and they would be able to gain knowledge from there. Some games require students to know certain terms before they can unlock the next stage. Therefore, games provide a good platform for learning. Hopefully one day in my contract teaching school, there would be a teacher bold enough to make a change! Ha. Despite the fact that I know it’s going to be so beneficial to the students, I think I’m too afraid to be the person to pioneer this if no one is doing it in my school. I feel so unadventurous!! Haha.

game-based learning

2009-02-23T20:42:00.007+08:00

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:

Does the equipment available in the classroom meet the minimum requirement for playing the game?
Does the game matches the learning objectives?
Are there other easier and more convenient methods to achieve learning objectives besides playing the game?
What is the interesting factor? Is it the game itself or the interaction etc.?
Does students have to take a long period of time to learn the skills required for the game?
Are they able to access the game in their own free time besides in class time?
Can the teachers and students save the game at appropriate timings?
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

2009-02-16T15:04:00.004+08:00

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.

When I was playing the game, my group totally skipped all the instructions and proceed on with the questions.
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.
At the end of the game, I couldn't recall what I have learnt.
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

2009-02-11T23:07:00.004+08:00

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

Types of physical settings for all the issues

Classroom
Half lab
Full lab
Computer lab

Issues

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.
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.
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.
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.
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

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.
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
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.
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.
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

http://www.cyberbullying.ca
http://www3.moe.edu.sg/edumall/tl/cyberwellness.htm
http://www.isafe.org/intl/en
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

2009-02-02T23:10:00.004+08:00

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! (:

Engaged Learning

2009-01-28T22:11:00.004+08:00

During last Friday's class, Prof. Ashley demonstrated in class what was' engaged learning'. First, he gave us the definition of engaged learning. Thereafter, he tapped on our prior knowledge of what engaged learning was by allowing us to form in groups of 3 or 4 to share about our previous experiences. At that point of time, all of us weren't really clear what was the concept of 'engaged learning'. All we had were bits and pieces of knowledge and so we were given 15 minutes to do that. We then had to record it down on pbwiki. Ha. To me, this is like collaboration with others where Prof. Ashley defined our scope of discussion and we had to share our experiences. Pbwiki then allowed us to store our reflections. We then shared with the class what we had as a group, and oh! Prof Ashley used some mind mapping software that was quite cool in class. I was quite amazed.

Thereafter, we were to map down the features of our group's learning activity to the indicators of engaged learning. We then discussed again in our group what improvements can we make to the engaged learning experience that we had. Through this journey, 'meaning making with scaffolds' was applied as Prof Ashley comes up with various learning stages and gives us guiding questions to cover up the missing links that we have in our concepts.

The last part was an individual work where we discover the dimension of engaged learning and the roles of students, teachers and ict. Also, we did a case study to put into application on what we have learnt. This is a shift where it is no longer a group work but an individual one. Prof Ashley mentioned that this is due to the various learning methods of students. Some learn more in groups, while others learn better when individual.

So the above was a recap of last week's lesson. Ha. Quite alot of information downloading I feel.

Oh! And something mentioned in class that I learnt was that a video played is not considered ICT. This is because video only involves a one-way learning while it does not really involves interaction and it is not a two-way thing. Hope I get this right.

Anyway, I recalled an experience of engaged learning during this module called "Science of Music". We were actually asked to compose a midi while learning about the various concepts and techniques throughout the 4 months. It was very interesting as we put into application the things that we learnt. I was just wondering how to make the lessons interesting along the way as well such that students are able to maximize their learning experience.

I think online games can be a good way to make learning interesting. For example, word challenge in facebook have caused my vocabulary to increase. Ha. That game requires us to form words from the six-letters that were given. At the end of the game, they would show the words that can be formed from the six letters. If there are words that looks unfamiliar, we could click on it and it would direct us to the page where the meaning of the word is given. To me, that game was interesting and yet at the same time, helps to improve my vocabulary. Also, because our scores would be compared with our friends, so in a way, a competition setting is there to challenge us to do better.

For biology and mathematics, all I can think of is online quizzes. Maybe there are online games that makes them interesting which I haven't come across yet. Then again, not all students learn by this way. I think it's not easy to find a learning method that suits the whole class. How do I exactly find a balance in that and use technology to aid me? I guess along my journey, I will gradually find out more. Ha.

Anyways, I think technology is constantly improving at such a rapid pace, I wonder if I really would ever catch up with them given that I'm such a laggy person in IT. Ha.

connecting student learning and technology (:

2009-01-21T15:51:00.002+08:00

One thing that struck me in the reading was the difference between traditional teaching and a learner-centered teaching. In the past, teachers taught by asking the students to recite the passage that was given to them. In modern times, students are asked to take their own responsibility by doing research work and presenting it to the class. In this way, students are"forced" to take up ownership of their work. I believe that students who are generally more pro-active in their learning would gain more than the passive students.

Technology can be used in a learner-centered classroom through various ways.

Students are asked to conduct their own research about a particular topic. They can do this by gathering information from the internet. One consideration about this, I feel, is that students should be taught on how to discern the information that are from the web. This is because some of them might be misleading.
Students in a group can then converse their ideas through communication tools such as MSN, google chat etc. This allows them to come together for discussion if they could not find a convenient time and place for everyone to meet up. However, based on past experiences, online discussion usually ends up taking more time and the conversation tends to lose its focus.
Students can share the information that they've gathered by uploading them onto sharing folders such as Yahoo Groups, pbwiki, facebook, sharing folder on MSN etc. This allows easy sharing of information.
Students can present their information using Powerpoint slides, or collate/analyse data and present it in chart/graph forms via Microsoft Excel. All these help in the presentation of their project.
Various groups can then upload their project onto the web using blogspot or EduBlog or LiveJournal etc. for the whole class to view. This sharing of information through the internet can be practised among schools as well. All these technologies allow various groups of people from different places to come together to share their ideas.
Teachers can monitor the learning progress of the students throughout the whole year by asking their students to blog their weekly reflection down. This is done, for example, in the ICT module now.

All these technologies enable one to access information more easily and also, to gather resources from a wider scope. However, I feel that a teacher have to keep in mind that the technologies used should be relevant to the teaching objectives. One should not use it just for the sake of using it.

Oh! One random thought just came to my mind. For NA/NT classes, maybe one way to spark off their interest for class can be to play a video clip that is relevant to the topic that will be taught for the lesson. This can be considered as using technology during class also right? Ha.

my first lesson!! (:

2009-01-20T23:07:00.001+08:00

Wow! I was looking at the blogskins and found the templates to be a little boring. So decided to explore for one, and yeah! My first experience changing blogskins. Haa. It wasn't as easy as I thought. Maybe it was a hint that I was lagging behind times.

Anyways, I have to be honest that I was totally lost in my first lesson. Firstly, I didn't know what ICT module was all about. All I knew was that it stands for Information and Communications Technology. I shall do a reflection of the lesson based on the KWLQ framework.

What I already KNOW about this week's topic

I had no preknowledge of what this week's topic was about. I did not know that there was the existance of masterplan of education till i came for class. So to me, it was a new revelation reading the various masterplans on the MOE webpage.

What I WANT to learn

I want to learn

what are the various kinds of technologies that one can use in class to make lessons more interesting. The only technology that I know how to incorporate it to lessons are powerpoint slides?
Through this module, I hope to understand how I can use technology to personalise learning and what does it mean.
Also, how does technology fulfills my objective when teaching and how relevant it can be.

What I LEARNED this week

I learned how to use pbwiki!!! I learned how to edit my page and insert pictures. All these seemed really foreign to me. It is a good introductory lesson as I believe that there are other modules which would require me to have a certain knowledge of the usage of pbwiki.
The Masterplans of Education. I learnt that MOE has been actively trying to integrate technology with the curriculum.

What QUESTIONS I still have

Not any at the moment (: