Rationale
Why the choice of ICT tool- Why use Wiki and why use blog, how do they help to faciliate learning
Why the choice of news-writing, how is this task suitable for the the choice of ICT tool ?
Tuesday, September 29, 2009
immersive environments--DISCUSS.
It is with some worry as I read through the text chapters on the use of IDM (Interactive Digital Media) to create "immersive environments" that facilitates learning and promotes a student-centeredness approach.
To be continued.
To be continued.
Tuesday, September 15, 2009
reflection on individual assignment
the course of writing the individual assignment for this module was no easy feat.
To be continued.
To be continued.
Thursday, September 3, 2009
This clip is in Cantonese, with Chinese subtitles. It demonstrates a Chinese lesson might be. Issues like 1.how to instill interest in students 2.content delivery are touched on in this clip.
Any thoughts about class delivery after watching this clip? You might want to share with me under 'comments' at the end of this post.
Tuesday, August 18, 2009
on Lesson TWO-The Big Assumption
So Lesson Two of this module has come on. Wow, big words (and acronyms that follow like shadow)--Self-Directed Learning (SDL) & Collaborative Learning--have come to haunt...
I never liked these coinages, it's like conjugating an already comprehensive term, in this case, the term "learning". Won't you say that "learning" means self-directed efforts to pick up skills and knowledge, to harness resources, to create, to probe, to discover, to initiate, to collaborate, to communicate, to work as a team as much as an individual, to drive and to be be driven?
But here I am, at where I am, for what I am to be. Maybe I should take it this way, layers of meaning upon layers of meaning, like kueh lapis, as a whole it's a kueh, but each layer makes up the kueh. So what is the kueh without its layers, just like what is "learning" without its definitive terms to specify its compounded meaning.
So much clearer now with this analogy. So yes, self-directed learning and collaborative learning, two no-easy goals to achieve.
The Big Assumption
During lesson time, we watched two video clips, one on a U.S example of self-directed learning, where students row their boats about a lake near campus where they observed and measured sights and sounds of nature. The other was a U.K example of role-playing in the air traffic control room where teamwork and collaboration was crucial to the mission accomplishment.
The examples cited are situational. They were real-life scenarios, and the motivation came from the excitement to paddle on water and to have in their hands, the fate of air traffic . It was a small class size, and the resources were available ( a suitable lake for the activity, a pseudo-control room). There was much talk about how the students enjoyed themselves, how engaged they were, how wonderful learning had become, but, there was little highlight about how the learning was made possible.
Where does the motivation come from?
Perhaps a more urgent question, to address the issues of the two concepts of learning really would be: Just where does the motivation come from in the first place. How to generate interest and drive. If there was little interest in the activity, say, the students were asked to record and measure sights and sounds at the school's little ecogarden in a small corner on campus, or the students were asked to do a role-play in class instead of in a control room, how would the learning process have become, how would the students have engaged or disengaged themselves.
Let me ponder on this a bit more, while i chump on my kueh and tea.
Lesson Two of QED 527 was held on 12 Aug 2009 0830-1030.
I never liked these coinages, it's like conjugating an already comprehensive term, in this case, the term "learning". Won't you say that "learning" means self-directed efforts to pick up skills and knowledge, to harness resources, to create, to probe, to discover, to initiate, to collaborate, to communicate, to work as a team as much as an individual, to drive and to be be driven?
But here I am, at where I am, for what I am to be. Maybe I should take it this way, layers of meaning upon layers of meaning, like kueh lapis, as a whole it's a kueh, but each layer makes up the kueh. So what is the kueh without its layers, just like what is "learning" without its definitive terms to specify its compounded meaning.
So much clearer now with this analogy. So yes, self-directed learning and collaborative learning, two no-easy goals to achieve.
The Big Assumption
During lesson time, we watched two video clips, one on a U.S example of self-directed learning, where students row their boats about a lake near campus where they observed and measured sights and sounds of nature. The other was a U.K example of role-playing in the air traffic control room where teamwork and collaboration was crucial to the mission accomplishment.
The examples cited are situational. They were real-life scenarios, and the motivation came from the excitement to paddle on water and to have in their hands, the fate of air traffic . It was a small class size, and the resources were available ( a suitable lake for the activity, a pseudo-control room). There was much talk about how the students enjoyed themselves, how engaged they were, how wonderful learning had become, but, there was little highlight about how the learning was made possible.
Where does the motivation come from?
Perhaps a more urgent question, to address the issues of the two concepts of learning really would be: Just where does the motivation come from in the first place. How to generate interest and drive. If there was little interest in the activity, say, the students were asked to record and measure sights and sounds at the school's little ecogarden in a small corner on campus, or the students were asked to do a role-play in class instead of in a control room, how would the learning process have become, how would the students have engaged or disengaged themselves.
Let me ponder on this a bit more, while i chump on my kueh and tea.
Lesson Two of QED 527 was held on 12 Aug 2009 0830-1030.
Monday, August 17, 2009
Lesson ONE
SO I have started school. More precisely, so I have started school to learn about how to teach and handle teaching. And learning in a computer lab-not what I most fancy-is difficult with so many what-I-can-do-with-the-computer distractions zipping past my neural networks every other zillimillisecond. In other bite-sized words: I am experiencing much resistive forces to coming back to school as a student.
That aside, Lesson One of QED527 module on Infocommunications and Technology (ICT) has been refreshing. The cool acronym 'mp3' refers to 'Master Plan 3'. Oh heavens-I thought. Just what is this master plan notion all about?
I listened on and found myself slumped in the midst of a big plan. I am sitting in the centre of a most exciting phase of time. A plan that has started churning its gears 12 years ago in 1997, is presently moving into greater dynamism. The Singapore Education ICT Masterplans were conjured to meet the needs of the KBE (knowledge-base-economy). Through three phases, the careful building up of infrastructures to working at cohesion amongst learners, educators and curriculum, and finally an inward to outward learning emphasis, where the motivation to learn would generate continual interest and meaningful use of ICT. It is like a "hardware to software" to-and-fro shift, where technology drives learning and learning motivates relevance in technological development.
This is an exciting phase where I will see for myself how the fruits of long-term planning are reaped, the forces built over a decade harnessed. And perhaps, ten years from now, a success story unfolds. For I do not see our current use of infocommunications and technology in schools as being sufficiently integrated to have become an essential built-in of education, but, it seems that, we are moving in that direction.
It's intriguing to realise how a series of ICT plans that kickstarted while I was still counting my coins for a bus fare of 35cents is still of working influence now as I count my luck for chancing a $1.60 chicken rice stall.
Lesson One was conducted on 5th August 2009, 0830-1030, NIE.
That aside, Lesson One of QED527 module on Infocommunications and Technology (ICT) has been refreshing. The cool acronym 'mp3' refers to 'Master Plan 3'. Oh heavens-I thought. Just what is this master plan notion all about?
I listened on and found myself slumped in the midst of a big plan. I am sitting in the centre of a most exciting phase of time. A plan that has started churning its gears 12 years ago in 1997, is presently moving into greater dynamism. The Singapore Education ICT Masterplans were conjured to meet the needs of the KBE (knowledge-base-economy). Through three phases, the careful building up of infrastructures to working at cohesion amongst learners, educators and curriculum, and finally an inward to outward learning emphasis, where the motivation to learn would generate continual interest and meaningful use of ICT. It is like a "hardware to software" to-and-fro shift, where technology drives learning and learning motivates relevance in technological development.
This is an exciting phase where I will see for myself how the fruits of long-term planning are reaped, the forces built over a decade harnessed. And perhaps, ten years from now, a success story unfolds. For I do not see our current use of infocommunications and technology in schools as being sufficiently integrated to have become an essential built-in of education, but, it seems that, we are moving in that direction.
It's intriguing to realise how a series of ICT plans that kickstarted while I was still counting my coins for a bus fare of 35cents is still of working influence now as I count my luck for chancing a $1.60 chicken rice stall.
Lesson One was conducted on 5th August 2009, 0830-1030, NIE.
Tuesday, August 11, 2009
ice tea!
woohoo! Welcome ~
Welcome to my ICT blog.
This is where I will share with you
over a cuppa ice tea,
my thoughts and reflections
on the ICT module
QED 527.
Welcome to my ICT blog.
This is where I will share with you
over a cuppa ice tea,
my thoughts and reflections
on the ICT module
QED 527.
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