iCTLT Day 2

Concurrent Session 4: Harnessing the Benefits of Wikis for Overseas Fieldwork Research Trips By Hong Thin Yong from Kent Ridge Sec School Wiki as a Web2.0 tool was used to facilitate the organization and planning of an overseas fieldwork. Nov 2008 – 8-day trip to Tasmania Challenges: Admin work – collection of forms Personal reflections Difficult to find common time for discussion and feedback Competency in using fieldwork equipment So what is a wiki? http://pbwiki.com/ http://wetpaint.com/ (ad-free for wikis used for educational purpose) http://wikispaces.com/ http://www.wikisandbox.com/ To experiment with wikis Comparison of wiki and blog Is it complicated to use? Privacy? Tracking http://krsstassiefieldtrip.wetpaint.com/ How was the wiki used 1. Admin work – to disseminate info and doc, soft copies of briefing doc, itinerary etc http://www.box,net/ to store the documents privacy, teacher save time, less paper wastage, min lesson disruptions by frequent meetings, students take responsibility of checking updates 2. Preparing students for the fieldtrip – equipment, instruction how to write report Students could access and read up info anytime – students are responsible for their learning, more engaged 3. Reflection -set up individual page for reflections – students design their own page, personalize them, peers can read their entries and the teacher can track – pre-trip and post-trip reflection 4. Background information e.g. one group assigned on education, minimize work duplication – encourage collaborative efforts e.g. a girl posted on the forum links that will help another group in their research 5. chat room, keep parents informed, online photo album, presentation slides

Powerpoints for download: 2009-12-29_19-31-29_Harnessing_benefits_of_wiki_for_overseas_fieldwork_research_trips.ppt Harnessing_benefits_of_wiki_for_overseas_fieldwork_research_trips.ppt Wiki_vs_Blog.doc UnEarth! Google Earth as a Learning Tool to Aid Geographical Education By Melvin Chng Eng Hee fr Crescent Girls’ Sch Schultz - Spatial literacy skill is needed Spatial knowledge, thinking and acting, spatial abilities Spatial awareness help to horn self concept – to relate ourselves to larger community in the world - Snowman and Biehler 2008 To what extent does google earth facilitate students’ skill in map reading? Control group of 26 girls, experimental group of 16 girls Pre-lesson survey – Do you like map reading? yes Do you find map reading difficult? Manageable, info provided How interested are you in map-reading? (interest – wanting to know about map reading outside class) Fairly interested, Lesser Antilles Lesson – basic skills to navigate google map, familiarize with the functions – zoom in and out, place mark etc Control group used only topo maps Ellis Peak and Ellen Mount lesson – measure gradient and compare with the google map, control Manipulate terrain perspective Save kmz file title: calculation of gradient Ellis Peak Mississippi River lesson – measure gradient, identify ox bow lake Coastal landscape lesson Post lesson surveys and tests ( Map qn and test w 2 Qn) How much do you like map reading now? Experimental group increase in liking whereas the control group has a decline in liking Model Making task Challenges Selecting images which are clear enough to map onto topographical map. Suggestion – contextualized – e.g. go to the Amazon to rescue a girl trapped etc.. Suggestion: Click on volcano icon to see the volcano layer

Presentation download: 2009-12-02_14-10-55_Crescent_Girls_School_AR_Paper-Unearth!.pdf 2009-12-15_10-37-57_1208-310709(Crescent_Girls_School)-Presentation_Slides.ppt Presentation-_Unearth.ppt

Enhance Students’ Analytical Skills with Podcast By Melanie Morisette from School of Film and Media Studies, Ngee Ann Polytechnic Podcasting – ipod + broadcasting record lectures reflection and interviews news or course related updates Youtube generation – more time on computer as compared to watching TV, prefer to select the content they watch Podcast showcase: Joshua Simon – analyzing the film fight club Horizontal learning: opportunities to interact and lean from others Students showcase their learning, With an audience, they are more motivated and competitive. Youtube. Tips for use of podcast - Learn to create a podcast yourself - Although it is an AV work, ask students to write down their text ( more coherent, authenticity of work – not something from internet) - Introduce your students to the effective use of visual and aural elements in their presentation - Require students to use proper citations - Introduce students to creative commons – CC mixer –must credit to author’s name - Image content on flickr Tips of grading podcast - grade the execution of the podcast other than content - delivery – rehearsed and smooth - graphic and music enhancement - audio recording - audio mix of music, video and mix E.g Streamed podcasts from iTunes, Juice or winamp

http://sgNewWave.com/main/ Learning is a social process Podcast is made for an audience – more engaged and competitive Learning is reflective – students enjoy the opportunity to share what they know about a topic. Affordances of Podcast - Easy access resource - Presence and self-expression - Creation of new content - Foster interaction - Contributes to the student’s portfolio and online presence http:// juicereceiver.sourceforge.net http://doppleradio,net http;//odeo.com http://www.apple.com/findouthow/music/#podcast Presentation download

2010-01-13_09-48-01_672-230709(Ngee_Ann_Polytechnic)-Presentation_Slides.pdf Enhance_Student's_Analytical_Skills_with_Podcast.key.pdf Integral Teamwork: Blogging as a Journal of Learning By Leslie Tan from School of Film & Media Studies, Ngee Ann Polytechnic Story telling Keeping a journal – reflection Common reactions – resistance, frustration, fear Perception of journals Paper – laborious, solitary, artificial, academic Blog – a web site in which an indicidual or group of users produces an ongoing narrative, Dictionary.com Digital – engaging, collaborative, authentic and personal Collaborative – “plse feel free to comment” – realize that people was reading Why use blogs? – accessible, simple and fun ( appeals to the attention seeker in all of us) Warning: Privacy issues Sensitive subjects Flaming Obscene/explicit material Accidental deletion Presentation download

2009-12-23_18_40_11_ictlt-leslietanblogging-pres-01.pdf ICTLT-Blogging-PRES-02.pdf Leslie Tan's blog http://redpants.wordpress.com/

iCTLT Day 1

iCTLT 4 March 2010 Theme: Advancing Learning with ICT Innovate Collaborate Transform

Launch of ICT connection – ICT in action by teachers and for teachers Keynote Address 1 by David Warlick Strive to be a Master Learner Creator of Class Blogmeister and Citation Machine

http://davidwarlick.com/wordpress/ David's avatar in second life – Suriawang Dapto Tags: flat, classroom, Warlick Idea of always being connected http://phunland.com
Presentation download: osow4ictlt2010.zip Concurrent Session 1: Making History Lessons Xtranormal By Mr Jeremy Wong, Ms Vanesssa Tan, Mr Omar Chen from Maris Stella High Schoool Topic on Merger and Separation 1. Students given a quick overview of the topics 2. Divided into groups/pair – given 2 scenarios 3. Choose from 2 Scenarios: Scenario 1: See from the perspective of Lee Kuan Yew Scenario 2: An old grandfather telling your grandchildren about your experience They can choose from the merger or separation part 4. Use Xtranormal to create a flash animation – starting with writing the script and then constructing the clip. http://www.xtranormal.com
Why use Xtranormal? Simple to use – just choose a set and record the dialogues They can assume the role of being a host interviewing Mr Lee Kuan Yew – the students take the perspectives of the roles and look at different viewpoints. Personalized – can post on you tube or send to friend Results: students more enthusiastic, improved class test results Issues to consider: requires PC and internet connection, students need to know how to use Xtranormal software

2009-12-30_08-12-57_xtranormal.ppt MSHS Presentation Slides.pptx

Synth IT: Use of Collaborative Network Technologies to Engage Students and Transform the Teaching and Learning of Social Studies (Web 2.0) By Lee Chin Li, Lavania Prabha and Gloria Tan Ma Sok Hua from Ngee Ann Sec To tap collaborative network technology e.g. email and internet Topic: Governance in Singapore What is Photosynth? A free Microsoft software to transform 2D to 3D experience with digital cameras and internet. http://photosynth.net Take photos from all angles and then logon to the website. Upload photos and then click on synth it. Photosynth + Governance Gather the government policies and principles in images as evidences. Upload images onto photosynth which will convert it to 3D Email link to teacher and the students can include remarks e.g. meet the MP session, ERP, Newater plant Benefits: · Students like to go out and share their experience. · Engaged and effective learning – when they are engaged and excited, they will want to learn more. Might not add to the understanding of concepts and the exam scores but will stimulate them to want to learn more · SDL – students choose the site · Collaborative learning – join efforts in capturing the photos and synthing them · Do-ability and ownership of learning – photosynth is free and is easy to use · Relevance of learning – relate them to topic e.g. ERP – good governance · Allow the students to share with other students who did not visit the site – allow them to zoom in to see details and see them in a 3D perspective Online platform – allow sharing Limitations: Feasible for topics like Good governance but not for Sri Lanka 2009-12-27_00-18-15_Final_Ictlt_Paper_SS-Synth_IT!.doc 2009-12-31_09-49-25_iCTLT.ppt ICTLT 2010 Photosynth PPT.ppt

This software is truly amazing - I tried it with my kukup trip -

Concurrent Session 2: The Use of Wiki in Lesson Study for the Engagement of Students in the Learning of Social Studies Lee Hang Hwa from Compassvale · Use of Wiki Based on Web 2.0 which allows interaction – students can contribute. http://pbworks.com/content/edu+overview?utm_campaign=Three+Boxes&utm_source=Edu+overview

Simple to use – similar to Microsoft word · Use of Lesson Study - Teacher determine learning outcome and strategy to achieve stage, Teachers co-design a lesson together, one of the teachers carry out the lesson and the rest of the teachers observe the students’ response. Allows teacher to collaborate and see the blind spot – level up teachers’ competency as well as seeing what work and what do not work with the students. Pre-lesson to teach them the skills Assignment – writing a structured question e.g. SEQ Rise of Hitler Expository writing SBQ – apply thinking skills to analyse sources After the group finished their works, they did an online critique of their peers work. Benefits Students want to excel – competitive as they have to grade the other groups Students are on task and try to complete the work given Underperforming students can be motivated Instructions must be simple and clear Students learn through ICT Rich dialogue and curriculum development Challenges Difficulties to meet and conduct lesson observation Teacher development in the use of wiki Setting up the accounts for the students Time taken to create the templates for the wiki pages PPT_for_presentation_at_iCTLT.ppt

iExperience Learning Trails through Mobile Technology Daniel Lim Siang Long, Lena Teo Hui Lin, Shirlene Lim Peck Lin from CPDD, MOE 21st century skill Learning outcome Confident Person Self-directed Learner Concerned Citizen Active contributor MP3 – Harnessing ICT, Transforming Learners Humanities Education in Singapore – Humanities syllabus reviews 2009 – new pedagogical approach – inquiry based learning – experiential learning in authentic environment ie field-based learning, fieldtrip Fieldtrips Should be in smaller groups, more interactive and hands-on and less worksheets, related to the topics we are learning now Mobile device – UMPC, handphone Portability, functionality, availability, connectivity, individuality Consideration: harness affordances of mobile technology Pedagogy of inquiry based learning Design and customization of the trails Authentic learning experience connected to the outcomes of the syllabus Mobile Applications and their potential GPS enabled PDA Mscape and Hot Lava software LMA – pull out video clips, info, photo on the site and questions things on the particular site, answer quiz questions and take a creative photo or video to pull their learning points, safety feature – teacher can track which site they are now in, results can be sent back and collated for learning in the classroom later. Interaction with technology, site and peer Outcome –feedback from students “It was fun and interesting – all of us came together to think of what to do” - evidence of collaborated learning. “Allow us to run around” - evidence of self-directed learning “I enjoy experiencing the fun of learning about Singapore history that was unknown to me before.” evidence of Self directed Learning However some students complained that there is a lot of running within the 2hr. How landscape affect strategy of British fight the war. How to safeguard safety of our students Partnership with vendor Piloted with Bendemeer, Dunman, Marsiling Sec Post- pilot trailing evaluation 12 sites for the WWII trail ( scale down to 7 sites for the Sec 2) WWII trail from the vendor – they own the PDA device MOE is developing 7 new trails – Chinatown, little India, Kampong Glam, Civic District, Central business district (JC), Singapore River and Fort Canning To be completed in March 2010 and launch in June 2010 Google maps – input videos, photos and audio 2010-01-03_22-27-10_iExperience_Learning_Trails(31_Dec_2009).ppt iExperience_Learning_Trails_(3_Mar_2010).ppt Concurrent Session 3: Exploring Earthquakes through the Internet and GIS By Teo Chai Lai, Tan Chai Choon, Jolene Lim Hui Xian, Lim Wee Keong From Bedok Green Sec Challenges of teaching Geography using 2-D maps Difficult for the students to see 3D spatial patterns GIS – Map of London in 19th century How is the outbreak of cholera related to the map Green box- cemetery which is the source of “bad air” causing Black box – broad street water pump (buried shallowly into the ground) Red box – victims of the contamination Challenges: GIS is challenging for teachers – requires strong pedagogy and long teaching experience. GIS not in the O and N level syllabus Success – US has integrated the use of GIS into the pri, sec and tertiary education, ArcExplorer (Web-based GIS) installed into tablets and EduGIS http://www.esri.com/software/arcexplorer/download.html Through inquiry based learning, students downloaded data on earthquake epicenters and copare these epicenters. Examine relationship between epicenters with plate boundaries and fault lines. Impact on DC (Kobe, Japan0 and LDC (Padang in Indonesia) Mapping our World – GIS lessons for Educators 2009-12-31_22-25-16_Exploring_earthquake_through_internet_and_GIS.ppt 2009-12-31_22-27-10_GIS_Earthquake_Student_Worksheet.doc 2009-12-31_22-27-43_GIS_Earthquake_Lesson_Plan.doc Humanising Humanities: The Use of Fieldwork and Web 2.0 Tools in integrating Humanities Tang Shien Yin, Tan Siyun, Timothy Boay from Jurong Sec Fieldwork -inquiry based learning Reasons for problems in the learning of humanities – too much information, teacher unable to engage, unable to relate to real life Inquiry-based learning, fieldwork to provide the context, web 2.0 to enhance collaboration and visualization Inquiry based learning increase self-directed learning and: Enhance processes in learning- actively asking question Learning becomes relevant Knowledge construction deepens understanding Web 2.0 promotes collaborative inquiry. E.g. wikipedia – collaboration in knowledge construction Bridge between different environments Pedagogy as the main driver Learning spaces and technology as enablers Pilot Module (10 weeks) after curriculum time – integrate Geog and History lower sec syllabus 3 main phases Pre-fieldwork Concept building through inquiry – e.g compare Taman. Jurong community and Indus civilization Needs of the people is the same, function is the same But form is the same Fieldwork phase – assign housing estates e.g. amenities record the lift landing Record on the Web 2.0 platform Tap on the map of a older housing estate and insert the photos and remarks on the lift landing Merge the findings with one in the new housing estate Old estate – alternate New estate – on every floor Government plays an important role ie looking at catering to the need of the ageing population. Better inquiries by students. Data quantitative in nature – students are interested as it is the community that they are living in. Students find them relevant. E.g. government has done their part in urban planning. Ensuring that structure built in the community cater for the needs of the people. Essential Factors Guiding questions is very important – open ended environment. Student’s reflection is essential for making learning explicit – to make the learning is made relevant to the syllabus Familiar environment – just somewhere nearby to the school Students learning in the humanities enhanced. Teachers are also more self reflective Approach is transferable and scaleable. Challenges: Open environment – how to fine tune to scaffolding questions To develop specific tools for measuring engagement To bring the tablet to the field and key into Web 2.0 2009-12-31_10-51-50_Microsoft_Word_-_Working_paper_for_ICTLT2010.pdf 2009-12-31_17-32-40_AR_(ICTLT).ppt ICTLT_2010.ppt

Attended a total of 6 sharings in the 3 sessions. I will be attending another 4 tomorrow. The presentation slides are available here: http://www.ictlt.com/download.html