We've now come to the end of QED 522: Engaged Learning Using ICT.
Looking back, it has been quite a fruitful journey. I had always been very skeptical about ICT usage in class before QED 522. I mean, how can the lesson be value added if students are shown PowerPoint Slides, instead of diagrams on the whiteboard? To a certain extent, when ICT is used in this way, whiteboard could be a better choice as it allows teachers to respond immediately to students' needs.
Come QED 522 and now, my perspectives change. ICT is not meant just as another presentation tool for teachers, but rather a tool to empower students to seek and construct knowledge. With ICT, students will be able to create even with little technical knowledge of the final product and thus, they will be able to fully utilize their mental resources on the content. And “the content”s are the ones that we want the students to learn. For example, we might want students to learn about the possible social issues in allowing gambling and to make the lesson more interesting, we want them to produce a radio talk show. Without Podcast, students have to spend time to familiarize themselves with radio recording. However, with Podcast, the recording becomes intuitive to them and thus, more time can be spent on the content itself, i.e. the social issues in allowing gambling.
With a more interesting way of presentation and a chance to create a product to call it their own, students will naturally be more motivated to learn the topics at hand.
Another important aspect in engaged learning is the use of reflection and I gained this important insight from my tutor, Dr. Tan. Without fail, he will always request reflection from us, either as a class discussion or in our personal course blog. Personally, I find this useful as the reflection process “force” me to organize all the activities which he has engaged us in and form a construct which will be personally useful to me. In the same way, a reflection process will be needed in our lessons with students so that they will not be lost in all the “fun activities” and form something personally meaningful to them.
In short, QED 522 has indeed “opened my eyes” to the wonderful possibilities of ICT in student-centered learning.
Tuesday, October 14, 2008
Monday, October 6, 2008
Learning Environment - COTF
I have just visited the COTF today and I must say that I am very impressed with the technological affordances for learning, ranging from incidental learning at the "cafe" to homework in the form of games. However, what really struck me is the learning environment of the classroom.
With a touch of the button, students will be immersed in different "environments" through the interplay of visuals on the wall and sounds. The seating arrangement, together with the interactive screen on the table, allows optimal collaborative learning.
Learning environment, I mean literally the physical environment, is one area which I personally feel has not received much attention. Therefore, it is my hope that in designing the classrooms of the future, although technology does play an important part, I believe the same care and attention should be focused on designing the best physical environment for our students.
Game-based learning is also featured in COTF and I cannot deny the intrinsic motivation that this holds for our digital natives. The intuitive manipulation of the armoured vehicles for the optimal projectile angle is definitely helpful to students who can't grasp the same idea from mathematical formulae and/or static diagrams. However, care must be taken to supplement this learning with conceptual understanding. Otherwise, students might graduate from school with only a superficial intuitive understanding of physics concepts.
Perhaps, this brings to mind Marc Prensky's article about Digital Natives. In his article, he mentioned the use of ICT for reflective purposes. I guess this serves as a good reminder for us teachers-to-be that we must create opportunities for students to reflect. Personally, I feel that learning without reflection is basically computer programming. We are human beings with a free will to act and how we act depends very much on our belief and values. It is only in moments of reflection that we are able to own our learning experiences and internalise values abstracted from them.
With a touch of the button, students will be immersed in different "environments" through the interplay of visuals on the wall and sounds. The seating arrangement, together with the interactive screen on the table, allows optimal collaborative learning.
Learning environment, I mean literally the physical environment, is one area which I personally feel has not received much attention. Therefore, it is my hope that in designing the classrooms of the future, although technology does play an important part, I believe the same care and attention should be focused on designing the best physical environment for our students.
Game-based learning is also featured in COTF and I cannot deny the intrinsic motivation that this holds for our digital natives. The intuitive manipulation of the armoured vehicles for the optimal projectile angle is definitely helpful to students who can't grasp the same idea from mathematical formulae and/or static diagrams. However, care must be taken to supplement this learning with conceptual understanding. Otherwise, students might graduate from school with only a superficial intuitive understanding of physics concepts.
Perhaps, this brings to mind Marc Prensky's article about Digital Natives. In his article, he mentioned the use of ICT for reflective purposes. I guess this serves as a good reminder for us teachers-to-be that we must create opportunities for students to reflect. Personally, I feel that learning without reflection is basically computer programming. We are human beings with a free will to act and how we act depends very much on our belief and values. It is only in moments of reflection that we are able to own our learning experiences and internalise values abstracted from them.
Second Life
Here's a youtube about Science Learning in Second Life:
Basically, the video showcases Second Life as a rich repository of information with the possibilities of magnifying micro and nano structures so that learners can explore them. I could see that this can help students to visualise them better. Another interesting feature is the virtual conference which is attended by people from all over the world. Again, another platform to encourage collaboration among people from all over the world.
However, as the "structures" and information are all created by people and not real-life instances, thus students have to be educated to ensure that they are not misled by "false representations" just as the "false information" in wikipidea and other Web 2.0 knowledge base. This brings back to my point about the importance of affective education. In this age and time, education is rightly more about instilling students with a sense of right and wrong at a younger age rather than just feeding them with information and knowledge.
Basically, the video showcases Second Life as a rich repository of information with the possibilities of magnifying micro and nano structures so that learners can explore them. I could see that this can help students to visualise them better. Another interesting feature is the virtual conference which is attended by people from all over the world. Again, another platform to encourage collaboration among people from all over the world.
However, as the "structures" and information are all created by people and not real-life instances, thus students have to be educated to ensure that they are not misled by "false representations" just as the "false information" in wikipidea and other Web 2.0 knowledge base. This brings back to my point about the importance of affective education. In this age and time, education is rightly more about instilling students with a sense of right and wrong at a younger age rather than just feeding them with information and knowledge.
Monday, September 22, 2008
Real-Time Online
Dr. Tan let us try Mindmeister (a kind of online synchronous mind-mapping tool) and I'm truly amazed at the amount of knowledge the whole class managed to generate. I guess one important factor that ensure the success of this mind-mapping tool is the fact that each small group is able to know what the other groups are doing almost instantaneously. This allows for group dynamics at 2 different levels - intra-group (face-to-face interaction within each small group) and inter-group (via the real-time updates of the mind map). What is more important is the fact that the ICT tool is able to match up to the amazing speed (or almost match up) that our human brains are capable in "throwing out" ideas.
Upon reflection, this is also the main reason why my group decided not to use Yugma for Demo X. Although we can see the potential of this programme for collaborative work, my group mate has tried it and find that the "refresh rate" is too slow for real-time communication and this might impede the progress of discussion. Thus, as a result, we decide to go for MakeBeliefsComix, an online tool for easy generation of comic strips.
It looks like selecting the right ICT tool is a form of art. On paper, the functions might look good. But I guess as teachers, we got to have some kind of personal experience with the ICT tool before deciding the suitability of the tool.
Upon reflection, this is also the main reason why my group decided not to use Yugma for Demo X. Although we can see the potential of this programme for collaborative work, my group mate has tried it and find that the "refresh rate" is too slow for real-time communication and this might impede the progress of discussion. Thus, as a result, we decide to go for MakeBeliefsComix, an online tool for easy generation of comic strips.
It looks like selecting the right ICT tool is a form of art. On paper, the functions might look good. But I guess as teachers, we got to have some kind of personal experience with the ICT tool before deciding the suitability of the tool.
Sunday, September 14, 2008
Educational Gaming
From the article which I have read, this left a deep impression on me: "Students are frustrated and increasingly dissatisfied by the digital disconnect they experience at school." I guess this echo what Dr. Tan has always stated that it is irresponsible for us to teach the way we feel comfortable and not the way our students learn best.
Okay, it is good that now we know (or rather, we may know) the best way our students learn and it is also true that all of us are engaged in the games we have been playing for the past 2 weeks and we can see the educational values and even discuss how we can incorporate these games into lessons.
Personally, as I reflect on these experiences, I'm convinced that educational gaming does have its place in a student's education. However, I'm at a loss on how to incorporate all the content learning objectives into such lesson plans, ensuring that my students are able to answer all the questions in the exams. Again, the question of assessment.
As I have reflected in some of my past blog entries, there are definitely benefits in our current assessment methods and it is dangerous to throw the baby out with the bath water if we feel that we need to revamp all the assessment methods just because they don't fit in with these more engaged way of learning. Care has to be taken to find the common ground.
In the meantime, I guess I shall strive to keep a balance and if opportunities arise, I will try to include these games and/or other ICT-related activities to ensure my students get to learn in their own terms for some (if not all) of the topics. This shall be a baby step towards the bigger ideal, at least for me.
Okay, it is good that now we know (or rather, we may know) the best way our students learn and it is also true that all of us are engaged in the games we have been playing for the past 2 weeks and we can see the educational values and even discuss how we can incorporate these games into lessons.
Personally, as I reflect on these experiences, I'm convinced that educational gaming does have its place in a student's education. However, I'm at a loss on how to incorporate all the content learning objectives into such lesson plans, ensuring that my students are able to answer all the questions in the exams. Again, the question of assessment.
As I have reflected in some of my past blog entries, there are definitely benefits in our current assessment methods and it is dangerous to throw the baby out with the bath water if we feel that we need to revamp all the assessment methods just because they don't fit in with these more engaged way of learning. Care has to be taken to find the common ground.
In the meantime, I guess I shall strive to keep a balance and if opportunities arise, I will try to include these games and/or other ICT-related activities to ensure my students get to learn in their own terms for some (if not all) of the topics. This shall be a baby step towards the bigger ideal, at least for me.
Tuesday, September 2, 2008
Reflections from MxL Studio 1
Was engaged in Station 1 and Station 5 today. Here're some of my initial thoughts:
Station 1:
The MacDonald's game is pretty cool and I think it will engage the students and perhaps, illustrate marketing, economics and supply & chain management concepts through the virtual experience. In a way, it can also illustrate to the students the possible complexities in the world out there and all the concepts they have learnt from textbook can only give a microscopic view of the scenario.
As for the other game, perhaps it will engage the kinesthetic learner as they "experience" (virtually) the "meaningfulness" of the idea of bearing (navigation).
Station 5:
I guess what is more interesting here is the idea of collaborative learning vs cooperative learning as put forth by Dr. Tan. I chanced and browsed a book titled "Thinking in Education" by Matthew Lipman. In one of the chapters, he mentioned "communities of inquiry". I did not have a chance to read in details but I guess he would mean the construction of knowledge through inquiry in communities. So, perhaps the trick in encouraging collaborative learning is to start by recognising, acknowledging and believing that knowledge belongs to communities and not to individuals. In this way, true collaborative efforts may take place when accountability does not fall on any one individual.
However, the reality in encouraging collaborative learning is easier said than done. With the emphasis on individual performance in assessment, it is no wonder all students are confused and become defensive of their efforts and I guess teachers are guilty of this as well. But without individual grading (be it in assessments of students or performance rating of teachers), will all individuals put in their best efforts in all that we do? After all, we are dealing with humans and not some inanimate objects. Thus, in a way, I can understand the world's trend towards "performance-based" ratings. It is the most effective way to get things done (though I must say, might not be the best way).
So, as a teacher what can I do?
I have to let my students see the value of learning in itself and that we learn as a community. Hopefully, I'll still be able to demonstrate such classroom discourses (inquiring as a community) in learning and be "wow"ed by ideas put forward by students. At the same time, hopefully I can build a peer support group with elements of collaboration with my colleagues. Sounds idealistic?
I guess we have to have some ideals regardless of the realities around us. When the burdens of realities weigh down on us, hopefully these preconceived "ideals", with the help of like-minded friends, will keep us going.
Station 1:
The MacDonald's game is pretty cool and I think it will engage the students and perhaps, illustrate marketing, economics and supply & chain management concepts through the virtual experience. In a way, it can also illustrate to the students the possible complexities in the world out there and all the concepts they have learnt from textbook can only give a microscopic view of the scenario.
As for the other game, perhaps it will engage the kinesthetic learner as they "experience" (virtually) the "meaningfulness" of the idea of bearing (navigation).
Station 5:
I guess what is more interesting here is the idea of collaborative learning vs cooperative learning as put forth by Dr. Tan. I chanced and browsed a book titled "Thinking in Education" by Matthew Lipman. In one of the chapters, he mentioned "communities of inquiry". I did not have a chance to read in details but I guess he would mean the construction of knowledge through inquiry in communities. So, perhaps the trick in encouraging collaborative learning is to start by recognising, acknowledging and believing that knowledge belongs to communities and not to individuals. In this way, true collaborative efforts may take place when accountability does not fall on any one individual.
However, the reality in encouraging collaborative learning is easier said than done. With the emphasis on individual performance in assessment, it is no wonder all students are confused and become defensive of their efforts and I guess teachers are guilty of this as well. But without individual grading (be it in assessments of students or performance rating of teachers), will all individuals put in their best efforts in all that we do? After all, we are dealing with humans and not some inanimate objects. Thus, in a way, I can understand the world's trend towards "performance-based" ratings. It is the most effective way to get things done (though I must say, might not be the best way).
So, as a teacher what can I do?
I have to let my students see the value of learning in itself and that we learn as a community. Hopefully, I'll still be able to demonstrate such classroom discourses (inquiring as a community) in learning and be "wow"ed by ideas put forward by students. At the same time, hopefully I can build a peer support group with elements of collaboration with my colleagues. Sounds idealistic?
I guess we have to have some ideals regardless of the realities around us. When the burdens of realities weigh down on us, hopefully these preconceived "ideals", with the help of like-minded friends, will keep us going.
Thursday, August 28, 2008
Discipline Vs Freedom
It is really an irony that sometimes, the greatest freedom can only be found within the strictest discipline. You see these in some of the creative works of mankind and now, we see this in integrating ICT into teaching and learning.
Why?
One of the main strengths in ICT is its affordance to allow students to construct their own knowledge easily (mind-mapping tools, wikis), to build knowledge as a community at their own pace (wikis), to have a professional end-product (MS PowerPoints), to review their process and progress of learning at any time (editing function in MS Word, wikis) etc. In short, it allows students to have freedom in their own learning. Yet, in my experience as an untrained teacher, my students are often not learning when they are given these tools.
After going through the materials for e-learning, I guess I know the answer. My classroom environment was lacking of the discipline necessary for students to be engaged in learning. I guess it is a case of shutting down all other possibilities so as to ensure that the students channel all their creative possibilities into learning and not in other actitivities that could act as distractions (such as chatting with friends, playing online games on computers etc.)
So, I guess I could say that I've learnt something valuable this week. “Not to be too enthralled by the novelties of technology to forget the basics in pedagogy - classroom management.”
Why?
One of the main strengths in ICT is its affordance to allow students to construct their own knowledge easily (mind-mapping tools, wikis), to build knowledge as a community at their own pace (wikis), to have a professional end-product (MS PowerPoints), to review their process and progress of learning at any time (editing function in MS Word, wikis) etc. In short, it allows students to have freedom in their own learning. Yet, in my experience as an untrained teacher, my students are often not learning when they are given these tools.
After going through the materials for e-learning, I guess I know the answer. My classroom environment was lacking of the discipline necessary for students to be engaged in learning. I guess it is a case of shutting down all other possibilities so as to ensure that the students channel all their creative possibilities into learning and not in other actitivities that could act as distractions (such as chatting with friends, playing online games on computers etc.)
So, I guess I could say that I've learnt something valuable this week. “Not to be too enthralled by the novelties of technology to forget the basics in pedagogy - classroom management.”
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