How does COTF promote student-centered learning?

The visit to COTF was a very eye opening and inspiring one. With its various capabilities and dimensions, it opened my eyes to the endless possibilities that technology can offer now and in the future. It also inspired me to strive to motivate students using multiple ways which can captivate and sustain their interests thus keeping them engaged and developing them into lifelong learners.

So how does COTF promote student-centered learning? I shall first start by defining what student-centered learning means to me and then proceed to discuss how I feel that COTF promotes student-centre learning in each setting, based on my visit.The main principles of student-centred learning are:

ü  The learner has full responsibility for her/his learning

ü  Involvement and participation are necessary for learning

ü  The relationship between learners is more equal, promoting growth, development

ü  The teacher becomes a facilitator and resource person

ü  The learner experiences confluence in his education (affective and cognitive domains flow together)

ü  The learner sees himself differently as a result of the learning experience.

(http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html)

The main concept of COTF is that learning can start or take place anytime, anywhere. It focuses on the different kinds of tool that can be used to support different learning environments.

Café Starbucks

The first impression of this setting is that it is very relaxing and causal, a cool place to hang out in! This puts students in a very comfortable environment which they can easily relate to. It promotes the concept that informal and incidental learning can take place anywhere and anytime.

ü  The setting is ideal for collaborative group work with 2 touch screen tables. However, with the single touch feature, it would mean that only one person can be engaged in the interface at any one point in time while the rest discuss or watch on,

ü  Each student is given a UMPC (Ultra Mobile Personal Computer), a personal learning device with features which allows downloading, collection and sharing of information through communication via the Internet. This allows self-paced learning, research and facilitates collaborative work. It is also a lifestyle device were students can perform leisure function like listening to music, watching movie etc, thus students might view it as a ‘hip’ device and is more willing to use it as an educational tool. The only danger is that students might ‘abuse’ it as in only using it for leisure purposes

ü  The UMPC also allows sharing of information by linking each group member’s personal workspace on the main touch screen system. This is very useful in collaborative group work and sharing of information amongst group members

ü  The system allows communication with users from all over the world and eliminates language barrier by a direct language translation tool, Web 2.0 social networking tools which runs the translation software directly from the internet.

ü  It also boosts other collaborative tools like remote screen cast projection. Friends in other places or countries can send their screen cast over so that students can view at their desktop. This further enhances online, real-time communication and collaborative work.

ü  It uses cluster search engine (eg. Grokker), which presents information in clusters eg mindmaps, which allows students to visualise or conceptualise better

ü  It also enhances self directed learning by making research facilities and materials easily available event in the absence of a teacher 

Bio Lab

ü Online database of experts around the world serves as a pool of resources which students can tap on.

ü The sharing of workspace function via the UMPC allows online communication, interaction and discussion with experts and friends around the world. This aid in the analysis and explanation of information and data gathered and further enhances online collaboration.

ü Gesture input of third party from the UMPC and language translation functions allow video conferencing and discussion.

ü This enables students to compare data and make discoveries that could not have been achieved in a traditional classroom environment, eg. discovering that a particular strain of bacteria reacted differently in different parts of the world, possibly due to different climate and diet.

ü Visualisation and communication tools enhance learning 

MRT

ü This setting further promotes that learning can take place anywhere.

ü Student can scan UMPC to download advertisement or music samples while in the MRT.

ü This feature is ideal for field trips as students can download information and video clips of eg. a historical building. This allows students to perform research of field trip on the spot and travel around to hunt for more information if needed. However, if there are no network reception available at that particular areas, this feature would not be useful

ü The UMPC also allows students to locate the whereabouts of other students via GPS, send and received messages to and from them. This further enhances communication and collaborative work.   

ü IP broadcasting enables teachers to ‘push’ information to student’s UMPC eg. to remind them to hand in their assignment. However, this can easily be achieved by other communication devices like mobile phone also.

Home

ü  This multi user virtual environment creates a conducive environment for fun interactive learning, even in the comfort of home, which is essential in student-centered learning

ü  Students can access to school’s games portal to play interactive or simulation games with a maximum of 12 players even with friends at a remote location.

ü  The online interactive game requires each player to take on different roles, each role learning a different concept eg. of a topic. This encourages active and fun participation from every group member. It creates an environment where students build on their concepts to achieve a task (in this case, they need to know the physics concept well to defeat the opponents), thus creating an interactive and fun learning environment

ü  Synchronous communication like text, voice and video messaging enables real time communication and discussion which helps in collaborative work

ü Smart assistive technology using voice recognition allows hands-free activation of controls on the screen which is very user friendly, even for the physically challenged

ü Allows access to the school portals/ provide updates on children’s progress report to enable parents to monitor and be more involved in children’s learning

Classroom

ü This classroom transforms the phrase ‘making the classroom come alive’ into reality. Upon entering, you would be greeted with a surround wall that can be transformed into an animated screen or a digital gallery. It can be used to display relevant information, students’ works, videos or simulation games about the topics eg a wall map to better illustrate the topic. It can also be used as a backdrop to enhance the sense of reality

ü Uses the UMPC mark attendance using sensors on the chairs. This however is not full proof as UMPCs can be switched to fake attendance or if the students’ UMPC is not working on that day, he cannot mark attendance

ü Classroom management system allows the teacher to project his or any group’s desktop, on the classroom screen. It also allows multiple screen projection. This facilitates discussion and enhances collaborative group work. The system also enables the teacher to control or lock the screen of students, thus monitoring the student

ü With the UMPC, mobility of the teacher is enhanced, this enables the teacher to move around in the class performing his roles as a facilitator during collaborative group work

ü Real time collaborative table uses digital inking to make annotation on the table and projected on the screen real time. This replaces the traditional flipchart in group discussion and presentation. It even allows collaboration with other classes or student in other countries

ü The teacher can set online assessment immediately after the lesson for students to complete in the class, followed by the teacher marking the assessment on the spot. This provides immediate assessment results to the teacher so that he can give timely feedback and reinforcement of learning. It is an ideal tool to capture and correct misconception real time

ü Use of Scroles (a free software) to do annotation over a video to better illustrate and explain a concept

ü Arts application on the writing table uses pressure sensitivity to enhance drawing and creation of graphics  

 Conclusion

 Overall, I feel that COTF promotes student-centered learning in many ways:

ü  It focuses on the different kinds of tool that can be used to support different learning environments.

ü  It enables students to take charge of their own learning by allowing self-paced learning, research and exploration

ü  It enables and encourages learning to take place anywhere and anytime, thus captivating and sustaining the interests of students

ü  Coupled with its various collaborative tools, it provides a conducive environment, for collaborative group work and encourages active involvement and participation

ü  Creates an ideal setting whereby the teacher can better support and facilitate collaborative work by enhancing the mobility of the teacher.

ü However, as with all technologies, over reliance might put the class to a standstill and thus affecting learning once there are technical glitches. Hence, alternatives to the use of technologies should not be overlooked.  

  

References:

http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html, retrieved on 13 Feb 2008

Visual Design Critique

We learn using all our five senses, 83% through the sense of sight, 10% through the sense of hearing and the remainder via the senses of smell, touch and taste (Wong, A. F. L., & Cheung, W. S. (1999)).

I shall base my critique on the fact that most learning are done through the sense of sight and hearing and teachers should try to achieve effective and optimal learning mainly (though not only) through these 2 senses.  

Slide 1

Strengths

1)      This slide makes use of audio to capture the attention and arouse the interest of students to want to find out more about which frog can make that kind of sound as they might not get a chance to hear these sounds in their everyday life (from the content of the slide, I assume that the target audience is primary school students)

2)      Icons are provided for students to click on to activate the different sounds that the frog can produce. Playback function is also available for repeated hearing.

3)      The choice of colour of the background and text is appropriate as they are harmonious and soothing to the eyes, at the same time, provided good contrast hence the text can be read easily

4)      The text size of is ideal and ease reading

5)      The audio instruction to the students is clear and concise.

Areas of Improvement 

1)    There are no accompanying titles to indicate what frog made which sound. It would be ideal if there could be a short descriptive text to introduce more about the frog, coupled with a picture of that frog. Since the audio is meant to arouse the interest of the students and to introduce them to a variety of frogs, it would be more effective and would be a good reinforcement of learning if the descriptions and pictures are added

2)    The “Click on the icons to hear some frog sounds!” should be place below the main text to avoid confusion ad distraction

3)    The “Click on the buttons learn more!” instruction should be placed above the main text to better guide the students.

4)    Font style for the main text seems to be too fanciful

Slide 2

Strengths

1)      The font size and style and spacing between lines for this slide are very ideal as they are clear and easy to read

2)      The title is in block to emphasize the topic they are learning and to capture the attention of the students

3)       The 2 pictures inserted adds on the visual learning effects

 Areas of Improvement 

1)    The transition of the slide is not seamless and too slow and distracting

2)    The sound effect is too loud, distracting, creates annoyance, unnecessary and does not aid learning in any ways. In fact, misuse of the features will confuse the audience, distract them from the main message (Wong, A. F. L., & Cheung, W. S. (1999))3)    The 2 pictures inserted would better enhance learning if some short descriptive text is added to introduce the frog eg. its place of original  

Slide 3

Strengths

1)    Relevant graphics are insert to illustrate each cycle, this helps students visualise and understand better

2)    The graphics and text are arranged in a way that is very familiar to the students, who can immediately identify and understand the cycle easily

3)    This slide allows students to explore more about each cycle just by clicking on each slide, this allows easy navigation.

 Areas of Improvement

1)    The text for “CLICK ON THE STAGE THAT YOU WANT TO FIND OUT MORE ABOUT” should not be all in caps as it is too distracting and slows down reading

2)    There are 3 stages mentioned but 8 arrows for the cycles and 3 different pictures for the tadpole stage, this should be simplified as it will cause confusion. Using 1 arrow to show the flow from 1 stage to another provides more clarity. 

Slide 4

Strengths

1)      This slide illustrates the context well with appropriate graphic of eggs and clear(in size) and concise(in length) text

2)      Useful and clearly labelled icons (complete with the appropriate graphic) for hyperlink to the next 2 stages are also available for easy access.  

Areas of Improvement

1)    Transition of the text are too slow and distracting, coupled with the interesting animated graphic of the frog, students might be paying more attention to the frog catching the fly than to the text

2)    Although clearly labelled and completed with graphics on the 2 hyperlink icons, there are no clear instructions as to what the icons are for eg. ‘to know more about the other 2 cycles, click here’, students might be confused whether those are part of the egg cycle

3)    It would be better if the hyperlinks to the other 2 stages be presented in a simple graphics cycle form similar to slide 3, but a much smaller and simpler version so that at any stage, students can access to the other stages and can see clearly how the stages are related

4)    The graphic on the hyperlink icons should be made smaller to avoid distraction from the main content.

Slide 5

Strengths

1)      This slide provides clear and consistent graphic to illustrate the accompanying text

2)      Text are aligned to the graphic to enhance clarity

3)      Text transition is done at stages so that students con concentrate on one stage of the tadpole at a time 

Areas of Improvement

1)    The hyperlink icons to the other 2 stage are not available as oppose to the previous slide, the next and previous slide icons are on the top portion of the slide. This inconsistency may cause confusion and slows down navigation to the next or previous slide

2)    Graphics at each phase should appear together with the text to avoid confusion and distraction.

Slide 6

Strengths

1)      This slide illustrates the context well with appropriate graphic of the young frog and concise text

2)      Useful and clearly labelled icons (complete with the appropriate graphic) for hyperlink to the next 2 stages are also available for easy access.  

Areas of Improvement

1)    Transition of the text are too slow and distracting

2)    Relevant graphics of the different stages of the young frog as described in the text should be inserted and aligned to the text just like in slide 5 for better understanding

3)    Although clearly labelled and completed with graphics on the 2 hyperlink icons, there are no clear instructions as to what the icons are for eg. ‘to know more about the other 2 cycles, click here’, students might be confused whether those are part of the young frog cycle

4)    It would be better if the hyperlinks to the other 2 stages be presented in a simple graphics cycle form similar to slide 3, but a much smaller and simpler version so that at any stage, students can access to the other stages and can see clearly how the stages are related

5)    The graphics on the hyperlink icons should be made smaller to avoid distraction from the main content.

Overall, I feel that these slides are ideal for students’ self exploration and learning, not only as a presentation tool used in the classroom because of the self explanatory text, graphics, sound effects and the navigation and exploration tools available. The slides are also meaningfully linked via the hyperlinks for better understanding and visualisation.

Reference:

(Wong, A. F. L., & Cheung, W. S. (1999). Using IT for Lesson Presentations. In S. L. Tan & A. F. L. Wong (Eds.), Teaching and Learning with Technology-An Asia-Pacific Perspective (pp. 118-132). Singapore: Prentice Hall.)

a. Do you think the classroom environment chosen is appropriate for the learning activities? Explain why.

Part 2:

Management of ICT classrooms (Secondary) – Managing ICT-Enhanced Environment

Video 1: Full Computer Lab 

Each student had access to a computer enabling individualised learning. This is an appropriate environment as it allowed students to learn independently and at their own pace as different students might visualise the mathematical concepts at a different pace.  

However, the CD-ROM merely took over the role as the ‘Maths Teacher’ in imparting knowledge to them. It did not allow interactive learning; students would have to wait for the teacher to attend to them when they needed to ask a question.

Also, students might just view the CD-ROM zooming into the questions they needed to answer in the given worksheet without internalising the mathematical concepts. To counter this, the teacher did check for understanding of the topic by posing a few questions to the students and reiterating some important concepts thus reinforcing the learning. There was also no opportunity for collaborative learning amongst students. As such, I felt that the learning was still more teacher- centred.   

Video 2: Half Computer Lab 

2 teachers pooled together resources in their team teaching about forest to help enrich the learning experience of students. First they introduced the background knowledge to the students and briefed them of what to expect for the next lesson.

The next day, they moved to a half computer lab where 2 students shared a computer and had to complete a worksheet in pairs.   This is an appropriate classroom environment as it allowed students to discuss and work in pairs, especially, in this case, to work with students from another class whom their might not be familiar with. When one is using the navigation guide to explore the CD-ROM, both will discuss and decide on what are the correct and relevant answers to be recorded on the worksheet, which will then be recorded by the other student of the pair. This enhances teamwork, communication and social skills. 

However, the teachers did not check for the students’ understanding nor reinforce learning before she concluded the session while the information is still fresh in the students’ mind. There was also no opportunity for each pair to present or discuss their findings to the class or another pair.  

Video 3: Learning Centres 

Students were brought to a science laboratory with different stations which are thematically linked for their science lesson. Students are required to rotate amongst all the stations in order to complete the worksheet given.  Each station is equipped with different learning tools eg. Laptops with CD-ROM, microscopes, diagram charts, skeletal models. Students are assigned to work in groups and instructed to discuss the answer as a group.    

This is an appropriate classroom environment as the many stations provided a variety of ways to explore the topic, in this case is the characteristics of a few categories of living things. This catered to the different learning styles of students and also engaged the students in the hands-on learning.  The students were given a task to complete (the worksheet) and acted like investigators, moving around to different stations to collect and discuss information as a group.  This kept the students interested and engaged. It also encouraged teamwork and collaborative learning.The teacher also reinforced learning after the groups have completed all stations by going through the answers.

Video 4: One Computer Classroom

I thought that this was a very appropriate classroom environment as the teacher transformed the usually ordinary one-computer classroom setting into an interesting and engaging learning environment, especially not all classes get to use a full/half computer labs for all lessons.

The teacher used the computer to engage the class in pyramid games involving words they have learnt in previous lessons. This acted as a good revision and reinforcement of learning.  Students were assigned teams and involved in deciding the sequence of the teams to play the pyramid game. The teacher stressed that everyone had to take turns and be involved; no one was to be passive. This ensured that all students had equal chance for the experience and be actively engaged. Teams were instructed by the teacher to be considerate and show good ‘sportsmanship’ while the other teams were at the game by not making too much noise to distract the team. Teams were however, strongly encouraged to cheer on their own team, each team with its own unique cheer.

These strategies used had set the classroom in a very interactive and engaged mode. They also cultivated strong team spirit. The teacher would step in to explain some words when necessary. This further reinforced learning.  At the end of the class, students were tasked to make use of some the words in the game to form a short story as homework. This ensured that learning is put to practice and internalised.      

In relation to case study 1

Some students were tasked to research on a topic, present to, share and clarify with the class. Students took responsibility for their learning as a team with minimal intervention by the teacher. This quality was not found in all the 4 videos.

Students work in pairs, encouraging teamwork, discussion and collaborative learning similar to video 2.

The forum also allowed clarification, and research, thus generating interest even after the class. This allowed student centred collaborative learning from various sources, not restricting to CD-ROM or classroom knowledge only.  This quality was not found in all the 4 videos. 

b. The students seem to be focused and on task. What strategies do you think the teacher has used to achieve this outcome?

Video 1: Full Computer Lab 

·         The teacher gave clear instructions and set the rules appropriately so as enable all students to be engaged in their learning with minimal disruption.

·         First, he assigned seats according to index number thus enabling the class to settle down in a orderly and efficient manner.

·         Then he appointed the row leader to collect the CD-ROM and distribute at an appropriate time, so as to minimise movement and distraction to the class.

·         He also engaged the assistance of the IT Rep to do minor troubleshooting at the initial stage so that all students can get started as soon as possible.

·         To further reduce disruption to students while they view the CD-ROM, he used different coloured cups for students to capture his attention when they need assistance, instead of the usual shouting out for his attention.

·         Also, when there was a need for him to attract the student’s attention, he dimmed the lights and also got the students to turn off the screen so as to ensure that all students were attentive.

 Video 2: Half Computer Lab 

·         Before the second lesson, the one teacher engaged the assistance of a TA set up the lab and tried out the system (hands-on) to avoid any delays for the students to be engaged in their learning.

·         Meanwhile, the other teacher organised the class by assigning seating position in pairs which they would be working with. This helps to eliminate any confusion and delay in the lab so that students can take their position in an orderly and efficient manner.

·         Once in the lab, teacher assigned roles to the pairs and gave instructions of each role.

·         She also sought the students’ attention by asking for a response in the mist of her instructions.

·         Teachers walked around the class to attend to those who needed assistance. 

 Video 3: Learning Centres

·         Students were assigned groups before they entered the labs. This ensured that they settled down quickly without being distracted by all the equipments at the stations.

·         Clear instructions were given by the teacher of what to do and look out for at each station

·         She appointed group leaders to facilitate the process

·         She explained about her expectation of the completion process of the worksheet

·         She gave clear cue 5 minutes before each rotation to allow ample time for groups to wrap up their work at each station

·         She gave clear instructions so that to allow all groups to be rotated in an efficient and orderly manner  

Video 4: One Computer Classroom

·         Students were assigned and arranged into groups very quickly, this enabled the activity to commence without much delay, it also enabled group discussions

·         The teacher engaged the assistance of an IT rep to set up the equipment so that the activity could be carried out without much delay

·         She also gave clear instructions on how to play the game and laid out clear rules (eg. No distractions while other teams are playing). 

c. What potential classroom management issues can possibly occur? What proposed solution(s) do you have?  

Video 1: Full Computer Lab

Ø  The teacher might find it overwhelming if too many students are with the red cups at a time since there were no background briefing of the topic before the students viewed the CD-ROM. This could be resolved by giving a brief introduction of the topic to clear some common and basic questions that students might have. Also, since this is self-paced learning, he could engage the assistance of students who have completed to ‘tutor’ the students who needed help. This would also allow the tutor to further reinforce his learning.  

Video 2: Half Computer Lab

Ø  As the CD-ROM and navigation guides were already in place when the teacher was given instructions before they start, the students fidgeted with the computer and were busy reading the navigation guide. Hence, some might not have listened to the instructions clearly. This could be resolved by issuing the CD-ROM and navigation guide only at an appropriate time, like in the case of video 1.

 Video 3: Learning Centres

Ø  If activities at each stations are not planned to take the same amount of time, it would create major problems when groups are due for rotation. This could be resolved by carefully planning the trying out each station prior to the class to ensure equal time distribution

If equipment at each station are not sufficient to support the group strength, it might deprive some of the group member of the learning experience. This can be resolved by either ensuring sufficient equipments or allowing sufficient time for each member of the group to take turns to use the equipment.

 Video 4: One Computer Classroom

Ø  Noise level in the class while playing the game and cheering their group might be too high thus disturbing the other classes. This can be resolved by either conducting the class in an enclosed room or by constant reminder for the class to keep noise level down.  

Part 1

Differences between Teacher-Centred and Student-Centred Learning EnvironmentsHow Student Centred was the Lesson?

My thoughts after studying Case Study 1:

(Scoring 1 – 10, 1 being the most Teacher Centred, 10 being the most Student Centred)

Teacher Roles (Score 9)

ü  Daphne has first tasks some students to be secret agents, sourcing for information about various environmental problems and possible solutions. These students would then have to present their findings to the rest of the class who acted as the World Bank Budget Committee who had to decide if the problem deserved funding. This encouraged students to take responsibility for their learning as a team. The learning was deemed useful and meaningful to them as their ability to accomplish the assigned tasks depended very much on the quality of their finding (in the secret agent’s case would be to convince the Committee; and in the Committee’s case would be to make informed decisions based on accurate and comprehensive facts presented by the agents). Hence, the students were all actively engaged in the learning process as they saw a purpose for it and thus arousing their interest.

ü  Daphne played the role of a facilitator, rather than an instructor, intervention was kept to minimal. She provided the class with the scaffolding of what is required of them and allowed them to build their own lesson based on this scaffolding.

ü  In the redesigned lesson, she walked the students through the process of using the Inspiration mindmaps so that students could capture information in a more meaning way. She also explained how the information captured should be made use of to derive at a decision via the decision making template.

ü  In the redesigned lesson, she also broke down the tasks into manageable parts (eg.allowing students to tidy up their mindmaps and completing the decision making template as homework). This enabled students to be engaged in the next stage of the lesson (eg. The forum) and not perpetually trying to tidy up the previous task.

ü  She monitored and guided into more thought provoking questions in the Forum 

Student Roles (Score 9)

ü Students took ownership and responsibility for their learning as a team. They were given a task and saw the purpose of learning thus keeping themselves engaged.

ü In the redesigned lesson, after Daphne’s explanation, students were able to better learn how to use the Inspiration to draw mindmaps while trying to capture as much information as possible. They also worked in pairs to allow discussion and collaborative learning.

ü ‘Secret Agents’ acted as tutors, imparting the knowledge they gathered to the class and assisted them in the mindmapping and decision making process, thus internalising and reinforcing their own learning.

ü  Rest of the class internalised their own learning by apply and relating the learning into making an informed decision. 

Curriculum Characteristics (Score 8 )

ü  This project met the curriculum goals of ensuring all students gained substantial knowledge of the topic.

ü  In the Forum, Daphne guided the students into questions that required higher order thinking

ü  In the redesigned lesson, she broke down the tasks into manageable parts (eg.allowing students to tidy up their mindmaps and completing the decision making template as homework). thus enabling students to be engaged in learning at each stage instead of just moving from task to task. 

Learning Goals (Score 8 )

ü  Learning goals were met in terms of teamwork as ‘Secret Agents’ have to work together to convince the class

ü Learning goals were met in terms of collaborative learning as ‘Secret Agents’ and the class involved in intensive discussion in the forum  

Types of Activities (Score 8 )

ü  Hands on exploration for the ‘Secret Agents’ scored a perfect 10, but not for the rest of the class

ü  Nevertheless, a wide variety of activities were present in the lesson enabling learning in varied styles. Eg. Hands on exploration and presentation by the ‘Secret Agents’, making use of Inspiration mindmapping to take notes and conceptualise ideas and the Forum for further clarification    

Assessment Strategies (Score 5)

ü  There were no clear indication or instruction as to how the students would be assessed 

Use of ICT (Score 9)

ü  ‘Secret Agents’ used the Internet to search and explored to obtain the necessary information.

ü  ‘Secret Agents’ used Powerpoint to present their findings to the class

ü  Inspiration software was used for taking notes and mind mapping

ü  On line discussion forum was used for the class to clarify doubts or obtain more information

ü  All information obtained was used to make an informed decision after which the class had to make an online poll.

In conclusion, I felt that the lesson was planned and conducted in a way that encouraged student centred collaborative learning. Students took ownership in their own learning and were interactively engaged. Optimal use of ICT also enhanced the learning.