Demo C: Cmap
Hm.. yet another concept-mapping tool. Well, indeed gone are my days of colourpencils and nice bubbles, it's all about uploading, drag-and-pull, html links today.. you know what I mean. Right, maybe I'm not as youthful as what I like to believe... boo =(
I am a teeny weeny resistant of such ICT learning, just a little. I like being able to touch, see and feel what I'm doing, learning somehow appears more real and vivid in my memory. Then again, this probably comes from a biased perspective of a visual-aesthetic female learner from the late 80s. Kids today are probably more inclined towards such multi-interface platform which allows the embedding of images, audio, links etc.
Whatever makes you tick!
Then again, I must say I'm quite impressed with the evolution of mindmaps, seriously. And I think I'm actually quite eager to use Cmap in my future teaching in replace of the powerpoint slides I've been using in my contract teaching. For one, it provides a comprehensive overview of the topic which is often a challenge in the teaching of social studies. Secondly, I really like the idea of having image/audio pop-up all in a single page. And lastly, it supports sharing of cmaps which facilitate the possibility of collaborative work and resource-sharing.
Demo D: YouTube
Not anything new to me, in fact I've been using YouTube in my contract teaching in the subject of social studies and CME. I would strongly encourage teachers and students in using this simple tool in enhancing their teacning/learning. Usually, I would find related video clips in providing a more relevant and realistic image of the topic as what I'm teaching. Afterall, a picture paints a thousand words and simply, a video will say much more than what I can say in 2periods. For example, how else can I get my students to understand the complexity of 'Bloody Sunday' which took place in N. Ireland back in 1972?
More importantly, visual appeal always work better. It captures the attention and interest of the students while subtly appealing to their underlying emotions. Sometimes, it may even provoke their thinking skills in getting them to start questioning, probing and evaluating. Just sometimes.
Educational Gaming
I played Wii today (I mean that day) !!! So fun! As much as I'll love to get one for myself, I think it's more fun playing as a group, shared fun is double the fun! I remember my contract school having a Wii, but nope, it wasn't used for teaching. It was installed in the students' lounge for recreational fun! I'm jealous!!! Wii has indeed brought gaming to a new level... am I going to start teleporting myself in the next 30years? Not impossible.
Anyway, I'll love to explore the possibilities of incorporating gaming into our education. I'm excited at the abundance of opportunities out there. Imagine having the kids looking forward to school everyday, imagine having the classrooms equipped with various gaming tools, imagine having the kids conversing in educational gaming lingos, "Hey, are you still a noob stuck in the 1964 racial riots?" Didn't you listen to what Miss Tng say about the Governance of Singapore? I've already survived my 1997 depression!" hahahaha!
Saturday, October 18, 2008
Session 5: Demos A & B + Educational Gaming Part I
I shall not beat around the bush, afterall, I've accumulated a backlog of 7 reflections.. oh dear! Fear not, I do have a good episodic memory to count on =)
Demo A: IRONCAD
Frankly, I found the tool a little too technical and complex for my liking. At one glance, I'm somewhat intimidated by the number of icons/toggles embedded in the program, gosh! I wonder if the students may have similar feelings.
In addition, I do agree that the use of IRONCAD seems to be more targetted towards the teaching of D&T, which may appear rather irrelevant for the rest of us.
Hmm.. let's see if I may apply it to other teaching subjects: geometry/3D prob-solving, viso-spatial art development...
Well, I'm sure the purpose of such demos groups is to expose us teachers to the various tools available, thereby using them whenever we deem appropiate. For now, at least I am made aware of the existence IRONCAD which given the opportunity, I could possibly introduce it to my school, colleagues, students or even for future personal exploits. =)
Demo B: Bubbl.us
A concept-mapping tool which appears to be quite cool, user-friendly & simple to use. Yes, I believe that simplicity is a major criteria in employing ICT for both teachers and students alike. However, I can't help but recall how I used to like using paper & colour-pencils in drawing out fanciful mindmaps in my revision. Somehow, it was the physical drawing I believe that enforces my understanding & perhaps, keeps me 'entertained'. Now I wonder if "electronic mindmaps" will have the same effect on me. In any case, I am glad for the availability of such tools as it surely provides an avenue for independent & collaborative learning. Teachers may also employ it as scaffolds or overview in their teaching.
Educational Gaming
Everybody love playing games, at least most of the people I know. As a matter of fact, I just completed stage 4 level 8 of my Diner Dash4! (right, this is a teeny weeny out of point, but hey! good things are meant to be shared.. go play diner dash!!!! I'm gotten expert score for every level!) Kids today are better gamers than any of us, almost pre-wired I would say. So, what's a better way to gain their interest other than what's already in their interest?
The question is, how are we to ensure that whatever they are playing is relevant, beneficial, transferrable to their educational objectives? Hmm.. very tricky.
As a student, I seriously do not care much about the learning outcomes behind the "educational games" I was put through. In fact, I don't ever recall what I've learnt after I shut down, other than the marvellous score that put me in the table of top scorers or the sense of satisfaction that, "hey! I've passed the level!"
I guess at the end of the day, educational gaming is about gaining interest in a particular subject, as well as to inject an element of 'fun' in their learning. Possibly, it can be used as a form assessment in which students may actually look forward to it! However, I don't think students can actually derive new learning concepts from gaming alone, at least not yet.
Demo A: IRONCAD
Frankly, I found the tool a little too technical and complex for my liking. At one glance, I'm somewhat intimidated by the number of icons/toggles embedded in the program, gosh! I wonder if the students may have similar feelings.
In addition, I do agree that the use of IRONCAD seems to be more targetted towards the teaching of D&T, which may appear rather irrelevant for the rest of us.
Hmm.. let's see if I may apply it to other teaching subjects: geometry/3D prob-solving, viso-spatial art development...
Well, I'm sure the purpose of such demos groups is to expose us teachers to the various tools available, thereby using them whenever we deem appropiate. For now, at least I am made aware of the existence IRONCAD which given the opportunity, I could possibly introduce it to my school, colleagues, students or even for future personal exploits. =)
Demo B: Bubbl.us
A concept-mapping tool which appears to be quite cool, user-friendly & simple to use. Yes, I believe that simplicity is a major criteria in employing ICT for both teachers and students alike. However, I can't help but recall how I used to like using paper & colour-pencils in drawing out fanciful mindmaps in my revision. Somehow, it was the physical drawing I believe that enforces my understanding & perhaps, keeps me 'entertained'. Now I wonder if "electronic mindmaps" will have the same effect on me. In any case, I am glad for the availability of such tools as it surely provides an avenue for independent & collaborative learning. Teachers may also employ it as scaffolds or overview in their teaching.
Educational Gaming
Everybody love playing games, at least most of the people I know. As a matter of fact, I just completed stage 4 level 8 of my Diner Dash4! (right, this is a teeny weeny out of point, but hey! good things are meant to be shared.. go play diner dash!!!! I'm gotten expert score for every level!) Kids today are better gamers than any of us, almost pre-wired I would say. So, what's a better way to gain their interest other than what's already in their interest?
The question is, how are we to ensure that whatever they are playing is relevant, beneficial, transferrable to their educational objectives? Hmm.. very tricky.
As a student, I seriously do not care much about the learning outcomes behind the "educational games" I was put through. In fact, I don't ever recall what I've learnt after I shut down, other than the marvellous score that put me in the table of top scorers or the sense of satisfaction that, "hey! I've passed the level!"
I guess at the end of the day, educational gaming is about gaining interest in a particular subject, as well as to inject an element of 'fun' in their learning. Possibly, it can be used as a form assessment in which students may actually look forward to it! However, I don't think students can actually derive new learning concepts from gaming alone, at least not yet.
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