Reading 3 : The Online Learning Environment
How can we as teachers make the best use of the Internet to enhance classroom learning and teaching? To maximize learning in an online environment , appropriate scaffolding mechanisms need to be developed. The Behaviourism and Cognitive Theory(CT) approach of learning seems to be the preferred adopted approaches in our local classroom setting. The Constructivist (C) approach, however seems to lend itself better to the online learning environment. The internet is able to provide for a highly complex interconnected information environment and the Cognitive Constructivism approach which combine CT and C approach is best suited to facilitate online learning. Online learning needs to be balanced with some form of socialization and that’s where new platforms like Facebook, Blogging, Twitter, IM ect come into play. Such an approach, called Social Constructivism sees learning being internalized through social interactions using such platforms. This is the approach taken by Dr Quek in Med858.
Question
1. MOE is providing all the necessary ICT infrastructures especially with IT MasterPlan 3 which rolled out last year. The current generation of students are IT-savvy and are quick to pick up new ICT tools. Are teachers in a position to exploit this and use ICT as a tool to reach out to the students.
Sunday, November 29, 2009
On : New Learning Environments & Constructivism
New Learning Environments & Constructivism
The findings in this article shows that pupils’ perception of a new learning environment (NLE) greatly affect the way they cope with it and ultimately the results of their learning. Hence before we introduce any NLE, we need to ensure that it is perceived positively by the pupils.
NLE as contrast to the conventional LE, has been perceived as being more constructivist in nature.
While it is difficult to characterize a constructivist LE, Tenenbaum et al. has managed to come up with 7 key factors of the constructivist LE namely;
1. Arguments, discussions, debates ~ Enabling pupils to construct their own ideas to make sense out of the situation.
2. Conceptual conflicts and dilemmas ~ Allows learner to sort out and reflect concepts taught as well as to control learning.
3. Sharing ideas with others ~ Promoting collaboration and sharing of information to collaboratively construct socially shared knowledge.
4. Material and measures targeted towards solutions ~ Ensure that problem is appealing, interesting, and engaging for the learner to even want to start solving the problem.
5. Reflections and concept investigation ~ Enable pupils to manipulate, investigate, and make connections to better understand the topic being studied
6. Meeting Student needs ~ Knowing what resources and information the learner will require in their endeavor to solve the problem they are studying.
7. Making meaning ~ Present the learners with interesting, relevant, and meaningful problems to solve. These real world problems should not be overly defined, but rather ill-structured, in order to allow students to seek out a solution to the problem. This would prepare the pupils for the ever changing real world.
Problem-based learning (PBL) ~ an example of NLE consistent with features of constructivism.
PBL is extensively adopted in the local polytechnics. It allows for the learners to interpret and construct meaning based on their own experiences and interactions. PBL also promote exploration, experimentation, construction, collaboration, and reflection of what they are studying.
Question
1. Are we, mentally and physically, ready for a change of learning environment?
2. Can MOE align the National Examination to cater to the NLE?
The findings in this article shows that pupils’ perception of a new learning environment (NLE) greatly affect the way they cope with it and ultimately the results of their learning. Hence before we introduce any NLE, we need to ensure that it is perceived positively by the pupils.
NLE as contrast to the conventional LE, has been perceived as being more constructivist in nature.
While it is difficult to characterize a constructivist LE, Tenenbaum et al. has managed to come up with 7 key factors of the constructivist LE namely;
1. Arguments, discussions, debates ~ Enabling pupils to construct their own ideas to make sense out of the situation.
2. Conceptual conflicts and dilemmas ~ Allows learner to sort out and reflect concepts taught as well as to control learning.
3. Sharing ideas with others ~ Promoting collaboration and sharing of information to collaboratively construct socially shared knowledge.
4. Material and measures targeted towards solutions ~ Ensure that problem is appealing, interesting, and engaging for the learner to even want to start solving the problem.
5. Reflections and concept investigation ~ Enable pupils to manipulate, investigate, and make connections to better understand the topic being studied
6. Meeting Student needs ~ Knowing what resources and information the learner will require in their endeavor to solve the problem they are studying.
7. Making meaning ~ Present the learners with interesting, relevant, and meaningful problems to solve. These real world problems should not be overly defined, but rather ill-structured, in order to allow students to seek out a solution to the problem. This would prepare the pupils for the ever changing real world.
Problem-based learning (PBL) ~ an example of NLE consistent with features of constructivism.
PBL is extensively adopted in the local polytechnics. It allows for the learners to interpret and construct meaning based on their own experiences and interactions. PBL also promote exploration, experimentation, construction, collaboration, and reflection of what they are studying.
Question
1. Are we, mentally and physically, ready for a change of learning environment?
2. Can MOE align the National Examination to cater to the NLE?
On : The Design of Learning Environment
The Design of Learning Environment
Redesigming of LE based on new developments on the science of learning. In our fast-changing environment, our pupils need to be able to build on the current state of knowledge and made decisions on the face of uncertainty.
It is therefore imperative that we think through what to teach, the method of delivery and eventually the means through which we assess what was taught.
LE is important as learning goals does not remain constant and we need to have different instructional approaches to cater to the diverse learning goals, which have undergone dramatic changes through the century. One notable change is where functional literacy has evolved from having the ability to sign one’s name to reading for new information.
The article explore the design of LE from 4 different perspectives, looking at the degree to which the LE are ;
1. Learner Centered
Taking into careful consideration the learners’ existing knowledge, skills, attitudes and beliefs and proceeding to ride on the conceptual and cultural knowledge that these learners bring into the instructional setting.
Starting from the learners’ existing knowledge ~ This is especially important in the local Mathematics curriculum which is spiral in nature. Teachers could use diagnostic test to ascertain pupils’ existing knowledge and use it to tailor the next level of skills to be imparted so as to build on what has been taught/learnt in the previous level.
Sensitive to the learners’ cultural practices ~ In multi-racial and multi-lingual Singapore, teachers could made learning more effective if they are able to incorporate some of the cultural practices of the various groups into their classroom instructions. Teachers could ask pupils to do a write-up on the various festivities or pupils from a certain racial composition could make use of their language skills to share their beliefs and practices with their peers.
Respect the learners’ languages practices ~ Pupil’s exposure to languages does affect their ability to process knowledge and make sense of the information in a classroom setting. Pupils from a disadvantage background very often lag behind as a result of this handicap and teachers, especially those teaching in the lower primary, should be made more aware of the issue. In the local setting Chinese Language teachers could use English to explain, if called for, the meaning of certain phrases to pupils from a English-speaking background to ensure that learning can be maximize. Teachers, most of whom come from a more privileged background, can exercise greater understanding and try to use language that the learners could identify with in their daily classroom instructions.
2. Knowledge Centered
Our curriculum specialist are periodically making changes to the curriculum to ensure that concepts taught at each level are age appropriate. Concepts / ideas are also most easily introduced if pupils see a need for their use. Hence its best to try to get pupils to apply what they have learnt to real life situations.
Help students become knowledgeable ~ In the local context teachers are very efficient, with all the testing in place, in ensuring that pupils acquire the required knowledge before proceeding to the next level. What we are not so good at is the transferring and making sense of the acquired knowledge.
Emphasis on sense-making ~ Our pupils are not so cognizant of new knowledge and they tend not to clarify with their teachers when the knowledge doesn’t make sense to them. In Mathematics teachers should move away from the mere algorithms and place more emphasis on problem solving. Teachers can also build on the existing informal ideas that pupil bring with them into the classroom. Such an example can be seen in algebra where pupils start with the concrete, moving to the pictorial and eventually using alphabets to represent an object in the abstract form.
3. Assessment Centered
The main purpose of assessment should be that it allows for feedback as well as revision and assessment should be aligned with the learning goals.
Formative Assessments ~ As a source of feedback to improve teaching and learning. It should focus on understanding and not testing of memory or facts. This can be in the form of topical tests, problem posing, effective and skilled questioning or journal writing. Assessments that places great emphasis on memorizing facts and procedures produces pupils who score well for that particular assessment but are unable to apply themselves to a new situation. This is quite commonly the case in our local pupils. This calls for teachers to set more innovative assessments. In Mathematics, teachers could set more of the “Spot the mistake” kind of questions or set questions that have not been discussed in class but requires concepts already taught.
4. Community Centered
Classroom and school community ~ Social norms that value understanding and accept the making of mistakes in the learning process, such as in Japan, seems to enhance learning. In the local setting pupils are afraid to ask/answer question for the fear of making a mistake and getting laughed at. This perceived norm can severely hinder the learning process. Some teachers expect the classroom to be totally quiet when the teacher is teaching, unlike the American classroom, and this expectation can hinder the pupils’ willingness to ask questions even if he/she does not understand what was taught. Some teachers have different expectation for different pupils and this could inadvertently hamper the learning ability of the pupils. Teachers need to understand the cultural norms of their pupils in order to maximize classroom instruction. What works in one setting may not work in another.
Questions
1. How can we make alternative assessments more beneficial to our pupils?
2. How can we make our classroom more pupil-centered?
3. Is there a need to redesign our classroom environment?
Redesigming of LE based on new developments on the science of learning. In our fast-changing environment, our pupils need to be able to build on the current state of knowledge and made decisions on the face of uncertainty.
It is therefore imperative that we think through what to teach, the method of delivery and eventually the means through which we assess what was taught.
LE is important as learning goals does not remain constant and we need to have different instructional approaches to cater to the diverse learning goals, which have undergone dramatic changes through the century. One notable change is where functional literacy has evolved from having the ability to sign one’s name to reading for new information.
The article explore the design of LE from 4 different perspectives, looking at the degree to which the LE are ;
1. Learner Centered
Taking into careful consideration the learners’ existing knowledge, skills, attitudes and beliefs and proceeding to ride on the conceptual and cultural knowledge that these learners bring into the instructional setting.
Starting from the learners’ existing knowledge ~ This is especially important in the local Mathematics curriculum which is spiral in nature. Teachers could use diagnostic test to ascertain pupils’ existing knowledge and use it to tailor the next level of skills to be imparted so as to build on what has been taught/learnt in the previous level.
Sensitive to the learners’ cultural practices ~ In multi-racial and multi-lingual Singapore, teachers could made learning more effective if they are able to incorporate some of the cultural practices of the various groups into their classroom instructions. Teachers could ask pupils to do a write-up on the various festivities or pupils from a certain racial composition could make use of their language skills to share their beliefs and practices with their peers.
Respect the learners’ languages practices ~ Pupil’s exposure to languages does affect their ability to process knowledge and make sense of the information in a classroom setting. Pupils from a disadvantage background very often lag behind as a result of this handicap and teachers, especially those teaching in the lower primary, should be made more aware of the issue. In the local setting Chinese Language teachers could use English to explain, if called for, the meaning of certain phrases to pupils from a English-speaking background to ensure that learning can be maximize. Teachers, most of whom come from a more privileged background, can exercise greater understanding and try to use language that the learners could identify with in their daily classroom instructions.
2. Knowledge Centered
Our curriculum specialist are periodically making changes to the curriculum to ensure that concepts taught at each level are age appropriate. Concepts / ideas are also most easily introduced if pupils see a need for their use. Hence its best to try to get pupils to apply what they have learnt to real life situations.
Help students become knowledgeable ~ In the local context teachers are very efficient, with all the testing in place, in ensuring that pupils acquire the required knowledge before proceeding to the next level. What we are not so good at is the transferring and making sense of the acquired knowledge.
Emphasis on sense-making ~ Our pupils are not so cognizant of new knowledge and they tend not to clarify with their teachers when the knowledge doesn’t make sense to them. In Mathematics teachers should move away from the mere algorithms and place more emphasis on problem solving. Teachers can also build on the existing informal ideas that pupil bring with them into the classroom. Such an example can be seen in algebra where pupils start with the concrete, moving to the pictorial and eventually using alphabets to represent an object in the abstract form.
3. Assessment Centered
The main purpose of assessment should be that it allows for feedback as well as revision and assessment should be aligned with the learning goals.
Formative Assessments ~ As a source of feedback to improve teaching and learning. It should focus on understanding and not testing of memory or facts. This can be in the form of topical tests, problem posing, effective and skilled questioning or journal writing. Assessments that places great emphasis on memorizing facts and procedures produces pupils who score well for that particular assessment but are unable to apply themselves to a new situation. This is quite commonly the case in our local pupils. This calls for teachers to set more innovative assessments. In Mathematics, teachers could set more of the “Spot the mistake” kind of questions or set questions that have not been discussed in class but requires concepts already taught.
4. Community Centered
Classroom and school community ~ Social norms that value understanding and accept the making of mistakes in the learning process, such as in Japan, seems to enhance learning. In the local setting pupils are afraid to ask/answer question for the fear of making a mistake and getting laughed at. This perceived norm can severely hinder the learning process. Some teachers expect the classroom to be totally quiet when the teacher is teaching, unlike the American classroom, and this expectation can hinder the pupils’ willingness to ask questions even if he/she does not understand what was taught. Some teachers have different expectation for different pupils and this could inadvertently hamper the learning ability of the pupils. Teachers need to understand the cultural norms of their pupils in order to maximize classroom instruction. What works in one setting may not work in another.
Questions
1. How can we make alternative assessments more beneficial to our pupils?
2. How can we make our classroom more pupil-centered?
3. Is there a need to redesign our classroom environment?
Assignment Stress!!!!
I am dead worried about the final assignment. Am really confused over the requirements and expectations. Was actually planning to complete it over the long weekend before I leave for Sdyney on Monday but could not proceed as I am quite clueless on what to do. Sobsob...Somebody please help me!
On SPSS
Session 4 is really stressful...at the same time it is also informative and I finally see for myself the powers os SPSS. I have always wondered how researchers came up with all those impressive numbers and analysis. Ha ha now I know its simply done, after the tedious collection and entry of data, with the click of a few buttons and viola, the results!! However, I have to first of all get through the hurdle of learning how to use the program. Am thinking of getting the student version to use for my next module, CI.
I also learnt from Dr Quek the difference between Preferred and Actual Perception. The terms kept appearing in all the literature on LE and knowing the meaning makes alot od difference in the understanding of the literature.
I also learnt from Dr Quek the difference between Preferred and Actual Perception. The terms kept appearing in all the literature on LE and knowing the meaning makes alot od difference in the understanding of the literature.
Wednesday, November 25, 2009
Happiness..
I am just so happy that the Seminar presentation is moved to next Monday...YEAH, at least can take a short break tonight.
After 3 sessions of the module, I think I am getting the hang of the various technological platforms and am ready to bring it in to my classroom instruction. The various platforms provide wonderful means of connecting with the pupils, some of whom may not be ready open up in the classroom.
After 3 sessions of the module, I think I am getting the hang of the various technological platforms and am ready to bring it in to my classroom instruction. The various platforms provide wonderful means of connecting with the pupils, some of whom may not be ready open up in the classroom.
Learner-centered instructions focuses on
1. building on the pupil's existing knowledge
2. sensitivity to the cultural practices of the pupil
3. respecting the language practices of the pupil
Examples.
In the local context :
1. in the Singapore mathematics curriculum which is spiral in nature, we do build on skills/knowledge pupils learnt from the previous level.The tool STELLAR,SAIL and SEED ride on pupils' prior knowledge to elicit responses to create new knowledge.
2. we took care of that by infusing NE and using examples with local flavour. Teachers are aware of the pupils' reluctance to ask/answer questions for fear of making mistakes and being laughed at; so teachers create a non-threatening environment. Incorporating cultural practices into lessons to increase awareness. At the same time with the use of local/relevant context, pupils are able to identify and relate to the lessons more effectively.
3. teachers should learn to "pupil-talk" so as to engage them.
1. building on the pupil's existing knowledge
2. sensitivity to the cultural practices of the pupil
3. respecting the language practices of the pupil
Examples.
In the local context :
1. in the Singapore mathematics curriculum which is spiral in nature, we do build on skills/knowledge pupils learnt from the previous level.The tool STELLAR,SAIL and SEED ride on pupils' prior knowledge to elicit responses to create new knowledge.
2. we took care of that by infusing NE and using examples with local flavour. Teachers are aware of the pupils' reluctance to ask/answer questions for fear of making mistakes and being laughed at; so teachers create a non-threatening environment. Incorporating cultural practices into lessons to increase awareness. At the same time with the use of local/relevant context, pupils are able to identify and relate to the lessons more effectively.
3. teachers should learn to "pupil-talk" so as to engage them.
Preference Towards Internet-based LE : SCIENCE
The beneficial use of internet technology in enhancing science education has been widely documented. Internet-based science learning environments are able to provide for reflective and analytical thinking. It also sharpens the ability to cross-reference and judge the validity of the vast amount of information available.
However, there is little study on the students' preference towards such an environment and this study seeks to shed some light in this area.
Data on student's preference and expectations on internet-based science learning environments could help educators create a more favourable environment for the teaching of science subjects.
Instrument Looked At: CILES (Constructivist Internet-based Learning Environment Survey) ~ assess student's expectations for Internet-based learning environments in general.
Instrument Used: CILES-S ~ assess student's preferences for Constructivist Internet-based learning environments for science. The scales used were based upon relevent literature and is congruent to the features of the constructivist science teaching.Every item in CILES-S has been carefully modified for assessing pupil's perception towards constructivist Internet-based learning environments for science and were validated by 2 experts in the area.
Method:
Sample: Stratified sampling of 853 10th-12th graders from 10 high school in Taiwan. Pupils were spread across a range of demographic areas and socio-economic backgrounds. All were exposed to the internet technology and had prior experience with it for learning purposes. All of them were exposed to some form of constructivist internet-based learning environment before responding to the CILES-S. A paper-and-pencil survey consisting a total of 40 items, presented in a 5-point Liket scale was administered.
Results:
Analysis of the results showed pupils high preference for;
1. internet-based LE that could enable them to apply their scientific knowledge to real life situations.
This calls for design that could present scientific knowledge in authentic tasks.
2. internet-based science LE to be user-friendly, contain infomation from varied sources and provide for learning outside the curriculum.
Analysis of the results showed pupils low preference for;
1. critical evaluation of the information obtained from the internet.
Female pupils were also found to prefer internet-based science LE that could enable them to apply their scientific knowledge to real life situations. Creating such LE could help to close the gender gap in science learning.
Conclusion:
CILES-S could be modified to access pupil's preference in any specific learning domain such as mathematics, languages ect. The results so obtained can then be used to create appropriate internet-based LE foreach knowledge domain, facilitating their learning and knowledge construction.
However, there is little study on the students' preference towards such an environment and this study seeks to shed some light in this area.
Data on student's preference and expectations on internet-based science learning environments could help educators create a more favourable environment for the teaching of science subjects.
Instrument Looked At: CILES (Constructivist Internet-based Learning Environment Survey) ~ assess student's expectations for Internet-based learning environments in general.
Instrument Used: CILES-S ~ assess student's preferences for Constructivist Internet-based learning environments for science. The scales used were based upon relevent literature and is congruent to the features of the constructivist science teaching.Every item in CILES-S has been carefully modified for assessing pupil's perception towards constructivist Internet-based learning environments for science and were validated by 2 experts in the area.
Method:
Sample: Stratified sampling of 853 10th-12th graders from 10 high school in Taiwan. Pupils were spread across a range of demographic areas and socio-economic backgrounds. All were exposed to the internet technology and had prior experience with it for learning purposes. All of them were exposed to some form of constructivist internet-based learning environment before responding to the CILES-S. A paper-and-pencil survey consisting a total of 40 items, presented in a 5-point Liket scale was administered.
Results:
Analysis of the results showed pupils high preference for;
1. internet-based LE that could enable them to apply their scientific knowledge to real life situations.
This calls for design that could present scientific knowledge in authentic tasks.
2. internet-based science LE to be user-friendly, contain infomation from varied sources and provide for learning outside the curriculum.
Analysis of the results showed pupils low preference for;
1. critical evaluation of the information obtained from the internet.
Female pupils were also found to prefer internet-based science LE that could enable them to apply their scientific knowledge to real life situations. Creating such LE could help to close the gender gap in science learning.
Conclusion:
CILES-S could be modified to access pupil's preference in any specific learning domain such as mathematics, languages ect. The results so obtained can then be used to create appropriate internet-based LE foreach knowledge domain, facilitating their learning and knowledge construction.
Taking Stock..
I have learnt new terms like Constructivism and then there is Social Constructivism and so on and so forth..then I realise that all along I am trying to create a classroom environment that encompasses theories of constructivism. Although I have not taken any course on Classroom Environment, I realise that after teaching for 25 years, creating a condusive CE to maximise learning and teaching seems second nature to me. As a result of it, I have been able to achieve the many learning outcomes/objectives set. However, through the course I have learnt to put a term to some of the practices as well as learnt new ways of creating learning environments as well as be aware of the factors that contributes to an effective LE. This is especially useful since I will be moving on to a new environment i.e Singapore Prison School next academic year. I can try out some of the new ideas learnt in this module.
On Session 3...
Ha ha lots of excitement since ALMOST everything is new to me. Luckily I am sitting next to the IT-Expert Manisah. Yeah!!! I learnt how to allow group members to edit my postings as well as use Readers to keep track of postings of Blogs I am following. Jolly FUN...
So much to learn. I will ride on this and make it a point to integrate this technology into my lessons. Only problem is I will have to figure out how to key in Mathematical symbols and functions into the postings.
So much to learn. I will ride on this and make it a point to integrate this technology into my lessons. Only problem is I will have to figure out how to key in Mathematical symbols and functions into the postings.
Long long journey...
Wow, we took more than an hour to reach NIE then the parking is a BIG BIG problem. Tomorrow we shall leave 15 mins earlier, hopefully we wont be caught in the JAM!!
Tons of readings...
The amount of reading, heavy stuff what more, is really mind boggling.
Spent the whole of Monday and Tuesday reading and trying to digest the material. Managed to post 3 reflections on class wiki and on Tuesday managed to settle and go through 1 article for Session 4 sharing. However, we are really not sure how to proceed so has left it as it is...will continue working on it tonight???
Spent the whole of Monday and Tuesday reading and trying to digest the material. Managed to post 3 reflections on class wiki and on Tuesday managed to settle and go through 1 article for Session 4 sharing. However, we are really not sure how to proceed so has left it as it is...will continue working on it tonight???
Monday, November 23, 2009
readings
I'm soooo glad that the commencement of this module coincides with the school holiday...ha ha now at starbucks, trying to digest the journals while enjoying a cuppa coffee and free internet...anyone interested to join me???
I can't belive I am doing this..I am actually blogging, YEAH:)
I can't belive I am doing this..I am actually blogging, YEAH:)
Monday, November 16, 2009
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