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.
Thursday, September 11, 2008
As I was saying... Session 4: E-learning
Yes.. e-learning!!!
As much as this is an educational blog.. I would like to proclaim my distaste for e-learning!!!!
"It's boring!!" -now don't I sound like one of my kids out there.
To be fair, I do appreciate the fact that I do not have to wake up at unearthly hours of 630am to rush for my 830am lesson, but no- I still have to come to school since e-learning takes place at different time for different classes. Does that mean that I have effectively used my supposedly 2hrs at home completing my e-learning assigment? Sigh.. I wish. In fact, I simply woke up at slightly later time and struggle to find additional time to complete my e-learning work which took me close to 6hours. Probably the rest could have done it in 2hours, I don't know. But the fact is I didn't! Now don't I feel cheated =( Seriously, I would have opt to go for lessons instead.
And I was just wondering, wouldn't it be more effective if an entire week is set aside strictly for e-learning for all classes? In this case, students will surely get to enjoy the full benefit of independent-learning from home, and at least they have the liberty to organize their time properly to complete the various assignment. Most importantly, they will be able to appreciate the learning process.
On the other hand, I thought that the e-learning assignment was really useful as it forces us to access the practicalities of ICT-teaching and the various strategies in countering potential issues. (If only I didn't have to rush through it in the middle of the night at Macs... hm....)
As much as this is an educational blog.. I would like to proclaim my distaste for e-learning!!!!
"It's boring!!" -now don't I sound like one of my kids out there.
To be fair, I do appreciate the fact that I do not have to wake up at unearthly hours of 630am to rush for my 830am lesson, but no- I still have to come to school since e-learning takes place at different time for different classes. Does that mean that I have effectively used my supposedly 2hrs at home completing my e-learning assigment? Sigh.. I wish. In fact, I simply woke up at slightly later time and struggle to find additional time to complete my e-learning work which took me close to 6hours. Probably the rest could have done it in 2hours, I don't know. But the fact is I didn't! Now don't I feel cheated =( Seriously, I would have opt to go for lessons instead.
And I was just wondering, wouldn't it be more effective if an entire week is set aside strictly for e-learning for all classes? In this case, students will surely get to enjoy the full benefit of independent-learning from home, and at least they have the liberty to organize their time properly to complete the various assignment. Most importantly, they will be able to appreciate the learning process.
On the other hand, I thought that the e-learning assignment was really useful as it forces us to access the practicalities of ICT-teaching and the various strategies in countering potential issues. (If only I didn't have to rush through it in the middle of the night at Macs... hm....)
Session 3.. er 4 and 5 as well?
Alright, I have to confess that I've not been the most concientious student around. (sorry cher!) My ICT blog has apparently collected 3weeks of dust and cobwebs.. So here I am into my 5th week, desperately trying to recall what had been done and of course, my reflections.
Session 3- Various Pedagogies
As a student, I've experienced various teaching methods employed by teachers, some fun, mostly boring ones. And of course, the most 'memorable' ones are usually those implemented in the form of project works- role-play, fieldwork, concept-maps (in those days we know them as mindmaps), collaborative research work, powerpoint presentation.. yadda yadda.. As engaging as they are, I do hate them to a certain extent. Simply for the reason, there's just TOO MUCH work to be done! And it doesn't help that teachers seem to be in the craze of projectworks all AT THE SAME TIME! Right, probably it's the way learning can best take place, it is after all based upon sound pedagogies.
However, I feel that more time and attention can be placed on the process of learning, rather that the final product. Most of the time, teachers simply drop a bombshell on students by expecting them to submit a particular project by a given deadline. Yep, some form of scaffolding may be given in the form of instructions, expectations, guidelines.. and that's about it. The students are usually left on their own to self-organize and get their work done. From my experience, students would usually dismiss it till about a week before the deadline where they find themselves in a madrush of time to meetup, discuss and produce the work somehow, anyhow. Usually, 70% of the workload will fall on the shoulders of the more 'motivated' students, simply because they have decided to take the lead in getting the group moving. But I can't help but wonder how much learning have actually taken place? As much as students were more engaged than before, I feel that perhaps they have missed the entire point of the projectwork.
Having the various pedagogies is good, but the full benefits will not be reaped unless they can be executed effectively with the right objectives. Most importantly, students must be made aware of the relevance of the task and the associated learning outcomes. More attention should be spent on monitoring the progress of the students, facilitating their learning process and making sure that some form of internalization has taken place. Most importantly, students should be enjoying the process of learning rather than finding themselves burdened by the increased workload, or worst to even develop a dislike for the lesson.
Alright.. I shall continue my reflection 4 & 5 till the next post!
Session 3- Various Pedagogies
As a student, I've experienced various teaching methods employed by teachers, some fun, mostly boring ones. And of course, the most 'memorable' ones are usually those implemented in the form of project works- role-play, fieldwork, concept-maps (in those days we know them as mindmaps), collaborative research work, powerpoint presentation.. yadda yadda.. As engaging as they are, I do hate them to a certain extent. Simply for the reason, there's just TOO MUCH work to be done! And it doesn't help that teachers seem to be in the craze of projectworks all AT THE SAME TIME! Right, probably it's the way learning can best take place, it is after all based upon sound pedagogies.
However, I feel that more time and attention can be placed on the process of learning, rather that the final product. Most of the time, teachers simply drop a bombshell on students by expecting them to submit a particular project by a given deadline. Yep, some form of scaffolding may be given in the form of instructions, expectations, guidelines.. and that's about it. The students are usually left on their own to self-organize and get their work done. From my experience, students would usually dismiss it till about a week before the deadline where they find themselves in a madrush of time to meetup, discuss and produce the work somehow, anyhow. Usually, 70% of the workload will fall on the shoulders of the more 'motivated' students, simply because they have decided to take the lead in getting the group moving. But I can't help but wonder how much learning have actually taken place? As much as students were more engaged than before, I feel that perhaps they have missed the entire point of the projectwork.
Having the various pedagogies is good, but the full benefits will not be reaped unless they can be executed effectively with the right objectives. Most importantly, students must be made aware of the relevance of the task and the associated learning outcomes. More attention should be spent on monitoring the progress of the students, facilitating their learning process and making sure that some form of internalization has taken place. Most importantly, students should be enjoying the process of learning rather than finding themselves burdened by the increased workload, or worst to even develop a dislike for the lesson.
Alright.. I shall continue my reflection 4 & 5 till the next post!
Sunday, August 17, 2008
Session 2- Engaged Learning
K: What I already KNOW.
Yet another pedagogical term.
It allows students to take responsibility & ownership of their own learning. In contrast to traditional teacher-centered learning where it's all chalk & talk, we can now expect higher invovlement & self-initiated thinking from most, if not ideally, ALL of the students. Hopefully, this will allow students to be more empowered in their pursuit of knowledge.
It usually takes a whole load of planning on the teacher's part, especially in the preparation of the resources, organization to the execution of the lessons. Hence, time may be a constraint in many schools.
The success of the lesson also largely depend on the various students profile, ranging from the different learning styles, motivation, attention span, co-operation etc.
L: What I have LEARNT.
Today's lesson is a fine example of how an Engaged-learning lesson plan may progressively unfolds. Students were kept on their toes all the time, acitivites ranges from individual work to that of collaboration. It allows opportunities for group-sharing as well as time for personal reflection.
In addition, dimensions & indicators of engaged learning were also introduced.
W: What I WANT to learn.
The various ICT strategies that may be employed. I would think that initiatives that can successfully leverage on students' interest may prove to be more effective in meeting the objectives. Perhaps online games that set off students on investigative tasks?
Q: What QUESTIONS I still have.
How do one gauge if students are actually engaged?
Seriously I think it's quite subjective. In any case, how are we to judge that the traditional one-way teaching methods are not sufficently engaging?
An important factor in engaged learning is that of the child's mental processes. I swear I was stressfully engaged between notes-scribbling, following the lectures & fear of being called upon by the teacher. (Of course, there are also times which I simply switch off as I master the art of goldfish sleeping.)
Yet another pedagogical term.
It allows students to take responsibility & ownership of their own learning. In contrast to traditional teacher-centered learning where it's all chalk & talk, we can now expect higher invovlement & self-initiated thinking from most, if not ideally, ALL of the students. Hopefully, this will allow students to be more empowered in their pursuit of knowledge.
It usually takes a whole load of planning on the teacher's part, especially in the preparation of the resources, organization to the execution of the lessons. Hence, time may be a constraint in many schools.
The success of the lesson also largely depend on the various students profile, ranging from the different learning styles, motivation, attention span, co-operation etc.
L: What I have LEARNT.
Today's lesson is a fine example of how an Engaged-learning lesson plan may progressively unfolds. Students were kept on their toes all the time, acitivites ranges from individual work to that of collaboration. It allows opportunities for group-sharing as well as time for personal reflection.
In addition, dimensions & indicators of engaged learning were also introduced.
W: What I WANT to learn.
The various ICT strategies that may be employed. I would think that initiatives that can successfully leverage on students' interest may prove to be more effective in meeting the objectives. Perhaps online games that set off students on investigative tasks?
Q: What QUESTIONS I still have.
How do one gauge if students are actually engaged?
Seriously I think it's quite subjective. In any case, how are we to judge that the traditional one-way teaching methods are not sufficently engaging?
An important factor in engaged learning is that of the child's mental processes. I swear I was stressfully engaged between notes-scribbling, following the lectures & fear of being called upon by the teacher. (Of course, there are also times which I simply switch off as I master the art of goldfish sleeping.)
Monday, August 4, 2008
Session 1- ICT & MasterPlan 2
K: What I already Know
It's hard to define what I already know. There are new intiatives & changes taking place everyday in our life that most of the times, I just take them for granted. ICT is not something strange & unfamiliar, proabably just a new fuzzy packaging name that goes "Information and Communications Technologies for Engaged Learning"... Lo and behold! A whole new teaching concept has dawned on us all. A little daunting for some, its quite a mouthful of words I must say, but truth to be told, it's simply a matter of time.
It started with the good old trusty OHP & transparency, coupled with multimedia materials from then CDIS, moving on to Powerpoint presentation with cool animations. And before we know it, students today are loaded with internet research, video-making, web design, webcasts ... yadda yadda.. and trust me, the students know a whole lot more about ICT than the teachers going through this course. What an irony.
In the 6months stint I have in my contract school, teachers are 'volunteered' on ICT courses while departments have to come up with lessons plans that include at least 2 ICT lessons. Almost all schools have their own intranet where teachers share their resources and students are able to download learning materials. Other ICT intiatives include forums, wiki, podcasts & blogs which provide alternative platforms for peer-learning. Most of the time it seems to me that it's the teachers who are having a hard time coping than the institution is concerned with students being engaged.
I can't help but wonder, are teachers going through ICT courses to teach the kids, or to be taught the new language the kids are conversing in today?
W: What I Want to learn
1) It's all nice & easy for academic teachers to encompass ICT in their teaching. What about PE teachers? Being out in the field 80% of the time, I find it a little challenging to encompass ICT in lessons. Besides wet weather programs & perhaps video-shoot, I hope to find out more ICT skills relevant to my teaching field.
2) I've seen the practical use of wiki, blogs, forums & podcasts in our classrooms today. Now I'm excited to explore the possible uses of Wii, 2nd Life, PSP in our teaching too. Cool~
Q: What Questions I still have
Students are inevitable engaged when they are having FUN & we can successfully tapped into their interests. Even teachers enjoy teaching better when kids enjoy themselves. But I can't help but wonder if learning has indeed taken place, and if yes, to what extent have they being internalized? It's one thing to be engaged but another to have actually learnt anything.
L: What I Learnt
This being the 1st lesson, I've learnt...
1) ahem- the various tasty habits of my potential heads & colleagues.
2) The prevalence of ICT in education
3) Master Plan 2 -which is in summary, the use of ICT for the empowerment of teachers in their teaching vs the individualised learning of the students.
It's hard to define what I already know. There are new intiatives & changes taking place everyday in our life that most of the times, I just take them for granted. ICT is not something strange & unfamiliar, proabably just a new fuzzy packaging name that goes "Information and Communications Technologies for Engaged Learning"... Lo and behold! A whole new teaching concept has dawned on us all. A little daunting for some, its quite a mouthful of words I must say, but truth to be told, it's simply a matter of time.
It started with the good old trusty OHP & transparency, coupled with multimedia materials from then CDIS, moving on to Powerpoint presentation with cool animations. And before we know it, students today are loaded with internet research, video-making, web design, webcasts ... yadda yadda.. and trust me, the students know a whole lot more about ICT than the teachers going through this course. What an irony.
In the 6months stint I have in my contract school, teachers are 'volunteered' on ICT courses while departments have to come up with lessons plans that include at least 2 ICT lessons. Almost all schools have their own intranet where teachers share their resources and students are able to download learning materials. Other ICT intiatives include forums, wiki, podcasts & blogs which provide alternative platforms for peer-learning. Most of the time it seems to me that it's the teachers who are having a hard time coping than the institution is concerned with students being engaged.
I can't help but wonder, are teachers going through ICT courses to teach the kids, or to be taught the new language the kids are conversing in today?
W: What I Want to learn
1) It's all nice & easy for academic teachers to encompass ICT in their teaching. What about PE teachers? Being out in the field 80% of the time, I find it a little challenging to encompass ICT in lessons. Besides wet weather programs & perhaps video-shoot, I hope to find out more ICT skills relevant to my teaching field.
2) I've seen the practical use of wiki, blogs, forums & podcasts in our classrooms today. Now I'm excited to explore the possible uses of Wii, 2nd Life, PSP in our teaching too. Cool~
Q: What Questions I still have
Students are inevitable engaged when they are having FUN & we can successfully tapped into their interests. Even teachers enjoy teaching better when kids enjoy themselves. But I can't help but wonder if learning has indeed taken place, and if yes, to what extent have they being internalized? It's one thing to be engaged but another to have actually learnt anything.
L: What I Learnt
This being the 1st lesson, I've learnt...
1) ahem- the various tasty habits of my potential heads & colleagues.
2) The prevalence of ICT in education
3) Master Plan 2 -which is in summary, the use of ICT for the empowerment of teachers in their teaching vs the individualised learning of the students.
Sunday, August 3, 2008
My words.
Right, so I'm 'obliged' to start a new blog.
I'm not used to blogging with an audience in mind, and it doesn't help that this time, I know it's my lecturer & collegues who are reading. Well well, doesn't that makes the whole reflection a little forced & 'superfical' in nature? Oops!
"I better mind what I say before I get marked down!"
Hmm... I guess the intention is to provide a platform for engaged learning & ultimately gain deeper insights from one another. But I guess we can only harness the full benefits if everybody blog with an open & constructive mind.
(I don't happen to be the most politically correct student or teacher for the matter.)
But hey! You never know till you try..
so here I go in making my first educational blogpost =)
I'm not used to blogging with an audience in mind, and it doesn't help that this time, I know it's my lecturer & collegues who are reading. Well well, doesn't that makes the whole reflection a little forced & 'superfical' in nature? Oops!
"I better mind what I say before I get marked down!"
Hmm... I guess the intention is to provide a platform for engaged learning & ultimately gain deeper insights from one another. But I guess we can only harness the full benefits if everybody blog with an open & constructive mind.
(I don't happen to be the most politically correct student or teacher for the matter.)
But hey! You never know till you try..
so here I go in making my first educational blogpost =)
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