WEEK 13: Today I Learn, Today I Question

 

This week we discuss about future education. I’m a bit late today, when I step in MK2, Monica already start her presentation. She presented the future education trend in front of us successfully. From her presentation, I have clear whole image about the future education. 

People are always looking forward to the future. As an educator, we also should looking forward to the future of education, I really can feel the challenges in us after the presentation. Our clients are digital native who are totally learn differently from how we learn. What are their needs? How do they learn best? These are questions Monica ask at the beginning of presentation and definitely are important questions we should ask ourselves.

Besides that, I think we must change our mindset, it is much more difficult than we can imagine. Malaysian Smart School Project is a vision, looks wonderful & perfect, but just like other government project, lack of effectively implementation. In my opinion, this may be because the people still not aware of that due to lacking publicity. Frankly speaking, from what I can see in my own school, I deeply felt that to become a smart school  more like a slogan, it seems still very far away. As to make this project success, government have to invest a lot of money but all the efforts will just wasted if appropriate mechanism still not implement. Therefore, educate the people before invest the money.

WEEK 12：Today I Learn, Today I Question

 

This week we explore to blended learning, which I think is quite practical to our education system today. blending involves providing the end-user with the appropriate learning delivery mode (ILT classroom, virtual classroom, web-based tutorial, CD-ROM, mentoring, team collaboration, and print) to support the learning objectives. The advantages of blended learning is quite impressive. The power of the blend is in sequencing the activities, engaging the learner in different ways, and then optimizing the combined learning effect. In a blended course, truly "the whole is greater than the sum of the parts." The design challenge is to create the most effective synergy of activities and learning style engagements. Blended Learning incorporates all the options and benefits of synchronous, asynchronous, and traditional delivery modes. It is believe will effectively engage the learning preferences of the students. But, just like other learning approaches, an instructor needs to plan carefully according so that it will really bring positive effect to the students. And I believe, the blended learning will play an important role leads our education from tradisioanl approach to e-learning in future.

We explore to Bloom Tax and Technology Integration Matrix resource. These two resource really useful in helping teacher design activity according to students technology level. I found that the TIM is really useful guide to teachers who like to integrate technology in their classroom. It gave me some inspiration how to design my lesson with some technology tools. I believe it will also help others who wish to improve their teaching instruction with technology.

 

 

      

 

WEEK 11: TODAY I LEARN, TODAY I QUESTION

 

This week, our class turn up side down by Shakieerah with her Flipped Classroom. We have “heated discussion” during her presentation. If we use positive thinking, that’s really amazing idea! Especially students won’t feel bored with the lesson. For Chinese language lessons, maybe it is good idea because teachers can maximal the use of class time to conduct some meaningful activities, provided teacher can manage this situation well and student engage fully.

On the other hand, this new idea may also cause the T&L process “upside down”. In my previous experience, this idea is too ideal, although it might useful for good students, but for lazy students, they probably will respond for the first few times because it is still “fresh” for them, but after the “enthusiasm” cooled, they will just ignore even teacher send the video to them.

And for those don’t have internet service at home, they will be left out. I have an experience. I let them watch the same video in class due to half of the class didn’t watch the video before class. As a result, more and more students give up to watch the video at home. If wants them to stay back for video watching, that’s another problem. Teacher must have a multimedia room ready for them to walk in any time. For me, frankly speaking it is not possible. What if ask them to stay after school? We have to ensure they return home safely, if not, that will be a big problem for the teacher.

Even they have internet, they would rather play games online and not learning. Then the next question will be “Will teacher be able to produce a good video which can engage them and  at the same time successfully support T&L in classroom? Frankly speaking, we are not ICT people who professional in produce high quality stuff. Additional, if the teacher have more than 9 classes from 4-5 different form have to take care? If they don’t browse the material before class? Teacher has to prepare a plan B, that will double the work.

In my opinion, this idea may be more suitable for higher education or smart school. for those schools which only have one projector/ one multimedia room share with 100 teachers, this idea is too ideal to be achieved. Therefore, to be able to implement successfully, Ministry of Education has to prepare enough funds for infrastructure and also mentally prepare the teacher. The most important thing is train them how to apply this idea before invest. if not, the technology equipment will only be another big white board in classroom.  

 

Accidently found this research paper while searching for literature review:

Using podcasts to replace lecture: Effects on student achievement

http://www.sciencedirect.com/science/article/pii/S0360131511000820

This study examined achievement when podcasts were used in place of lecture in the core technology course required for all students seeking teacher licensure at a large research-intensive university in the Southeastern United States. Further, it examined the listening preferences of the podcast group and the barriers to podcast use. The results revealed that there was no significant difference in the achievement of preservice teachers who experienced podcast instruction versus those who received lecture instruction. Further, there was no significant difference in their study habits. Participants preferred to use a computer and Blackboard for downloading the podcasts, which they primarily listened to at home. They tended to like the podcasts as well as the length of the podcasts and felt that they were reasonably effective for learning. They agreed that the podcasts were easy to use but disagreed that they should be used to replace lecture. Barriers to podcast use include unfamiliarity with podcasts, technical problems in accessing and downloading podcasts, and not seeing the relevance of podcasts to their learning.

So, flipped or not?

Blogs, Wikis, Docs: Which is right for your lesson?

 

Hope this will be useful for you, friends.

https://docs.google.com/Doc?docid=ddnzwcn8_15g3jrbpdf

Week 10: Today I Learn, Today I Question

 

This week we learn about using web 2.0 in classroom. Pn Ng introduce a cool tool for us, that’s Microsoft Mouse Mischief. Mouse Mischief can transform classroom teaching. By Mouse Mischief integrated into Microsoft PowerPoint 2010 and Microsoft Office PowerPoint 2007, teachers can create interactive presentations, so that every classroom in which students are integrated into and enjoy the fun. 5-25 or so students via their mouse, while sharing the screen to answer multiple-choice questions and drawing. You can free download Mouse Mischief.

According to Microsoft, Mouse Mischief in the classroom using three powerful reasons:                 1. Enable students to actively participate in classroom teaching and to support collaborative  learning

With Mouse Mischief, you can integrate interactive technology into the curriculum to stimulate students' curiosity. Use different colors of the mouse pointer (such as robots, snow, more guitars and other shapes), students can be visually marked their answer on a shared screen to truly appreciate the joy of learning the true meaning. In group mode Mouse Mischief, will enable collaborative learning; in group mode, the group all members must cooperate and agree on the answer, and then can be selected.

2. Improve the overall classroom management and student participation

With Mouse Mischief, you will no longer need to wait for students raised their hands to answer questions; now, you can immediately see on the screen gives students the answer. With Mouse Mischief, all students, even those usually very quiet class students, are able to easily engage a regular basis, without fear of the answer wrong. This can help you better understand the progress of the whole class and knowledge to grasp the situation, thus immediately making course adjustments.

3. Familiar interface easy to use, and affordable

As the Mouse Mischief is integrated into a common technique in PowerPoint, so you do not need to spend time to learn new skills to use. In addition, you do not need to purchase expensive hardware to set up the classroom to show Mouse Mischief courses; many schools itself has a lot of mouse, and many shops are selling computer accessories mouse and USB hub for sale.

I can’t wait and quickly download in my laptop. Although I still don’t have chance to try, but after watching the demo video, I get some idea on how to design group activities in class using Mouse Mischief, I can imagine how students enjoy the games/competitions using their own wireless mouse  answer questions. This really will increase the involvement of students and engage them effectively. We normally be informed that technology is not designed for education, so we have to repurpose the technology, but this technology definitely designed for the use of educator. Hopes that there will be more technology like this.

 

As for Tubechop, it is a convenient tools allows us to easily chop a funny or interesting section from any YouTube video and share it. From the introduction found that it is really user friendly, find the video you want to chop. select & cut interesting part of the video, then share it with friends. This is a tools which must store in my computer as it is useful to shorten long speeches for wideos where smaller segments are of importance. With TubeChop I will be able to omit unnecessary information from videos.

 

Besides that, Dee introduce schoology in her presentation. Schoology.com is a social networking service and virtual learning environment for K-12 school and higher education institutions that allows users to create, manage, and share academic content. Also known as a learning management system (LMS) or course management system (CMS), the cloud-based platform provides tools needed to manage an online classroom.

Visually and functionally similar to Facebook, the service includes attendance records, online gradebook, tests and quizzes, and homework dropboxes. The social media features facilitate collaboration among a class, a group, or a school. Schoology can be integrated with existing school reporting and information systems and also provides the added security, filters and support that school districts require.

Schoology is offered to individuals, schools and districts free of charge. Revenue is generated by fees charged for premium add-ons such as customized branding, support packages, increased storage, single sign on (SSO), and data integration with existing student information systems (SIS).

Try to set up my own schoology space, found that although it is user friendly and very poweful, but to familiar to the new tools really takes times.

 

This week, every group take turn to show e-learning environment we create for our assignment 3. Most impress me is web-based environment created by Monica, Dee, Shakirah and Ezlin’s group. I know how tricky Wikispaces is for a beginner, but they really do a good job. I still remember I spend few months to develop my first wiki, but they only take few weeks time and manage to produce website better than I did before, may be this is the power of collaborative work. I also notice that there are bundles of online tools for ESL learners which are really useful in develop web-based environment to engage the students, as for Chinese language, we really difficult getting similar tools. I really envy them.    

Week 8: Today I Learn, Today I Question

 

This week we learn about Instructional Design Model. I haven attend IDD in previous semester, therefore it’s quite new to me, except ADDIE model which we apply in our assignment in TXGT 6104.

"Models, like myths and metaphors, help us to make sense of our world. Whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Like any other instrument, a model assumes a specific intention of its user. A model should be judged by how it mediates the designer's intention, how well it can share a work load, and how effectively it shifts focus away from itself toward the object of the design activity."

There have been multiple instructional design models that have been developed and implemented over the years. Below are just a few of today's most commonly applied and practiced instructional design models, theories, and methodologies:

Merrill's First Principles of Instruction

Many current instructional design models suggest that the most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: (1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration or these skills into real world activities. Figure 2 below illustrates these five ideas. Much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning.

At the top level the instructional design prescriptions based on first principles are as follows:

Learning is facilitated when learners are engaged in solving real-world problems.

Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.

Learning is facilitated when new knowledge is demonstrated to the learner.

Learning is facilitated when new knowledge is applied by the learner

Learning is facilitated when new knowledge is integrated into the learner's world.

Source: http://id2.usu.edu/Papers/5FirstPrinciples.PDF

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ADDIE Model

The ADDIE instructional design model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools.

Analysis

In the analysis phase, the instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learner's existing knowledge and skills are identified.

Design

The design phase deals with learning objectives, assessment instruments, exercises, content, subject matter analysis, lesson planning and media selection. The design phase should be systematic and specific.

Development

The development phase is where instructional designers and developers create and assemble the content assets that were blueprinted in the design phase. In this phase, storyboards are created, content is written and graphics are designed. If e learning is involved, programmers work to develop and/or integrate technologies.

Implementation

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.

Evaluation

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users which were identified.

It is an Instructional Systems Design (ISD) model. Most of the current instructional design models are spin-offs or variations of the ADDIE instructional design model; other models include the Dick & Carey and Kemp Instructional System Design (ISD) models. One commonly accepted improvement to this model is the use of rapid prototyping. This is the idea of receiving continual or formative feedback while instructional materials are being created. This model attempts to save time and money by catching problems while they are still easy to fix. Figure 1 below illustrates the ADDIE model:

Source: http://en.wikipedia.org/wiki/ADDIE_Model

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Kemp's Instructional Design Model

The Jerold Kemp instructional design method and model defines nine different components of an instructional design and at the same time adopts a continuous implementation/evaluation model.

Kemp adopts a wide view, the oval shape of his model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment to insure effective instruction. The model is systemic and nonlinear and seems to encourage designers to work in all areas as appropriate (Steven McGriff).

The model is particularly useful for developing instructional programs that blend technology, pedagogy and content to deliver effective, inclusive (reliable) and efficient learning.

According to McGriff, Kemp identifies nine key elements:

1. Identify instructional problems, and specify goals for designing an instructional program.      

2. Examine learner characteristics that should receive attention during planning.

3. Identify subject content, and analyze task components related to stated goals and purposes.

4. State instructional objectives for the learner.

5. Sequence content within each instructional unit for logical learning.

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery.

8. Develop evaluation instruments to assess objectives.

9. Select resources to support instruction and learning activities.

Source: http://edutechwiki.unige.ch/en/Kemp_design_model

Figure 3 below illustrates the Kemp instructional design model:

Figure 3 Kemp Instructional Design Model

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Gagne's 9 Events of Instruction

Robert Gagne is considered to be the foremost contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes (or behaviors) resulting from training.

Gagne's book, The Conditions of Learning, identified the mental conditions for learning. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. See the nine events of instruction below:

1. Gain attention

2. Inform learner of objectives

3. Stimulate recall of prior learning

4. Present stimulus material

5. Provide learner guidance

6. Elicit performance

7. Provide feedback

8. Assess performance

9. Enhance retention transfer

Source: http://edutechwiki.unige.ch/en/Nine_events_of_instruction

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Bloom's Learning Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

Figure 4 Kemp Instructional Design Model

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.

Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

Source: http://www.officeport.com/edu/blooms.htm

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Kirkpatrick's 4 Levels of Training Evaluation

Donald L Kirkpatrick, Professor Emeritus, University Of Wisconsin (where he achieved his BBA, MBA and PhD), first published his ideas in 1959, in a series of articles in the Journal of American Society of Training Directors. The articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (originally published in 1994; now in its 3rd edition - Berrett-Koehler Publishers).

Donald Kirkpatrick's 1994 book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities.

The four levels of Kirkpatrick's evaluation model essentially measure:

1. REACTIONS-What they thought and felt about the training

2. LEARNING-The resulting increase in knowledge or capability

3. TRANSFER-Extent of behaviour and capability improvement and implementation/application

4. RESULTS-The effects on the business or environment resulting from the trainee's performance

All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4.

Figure 5 Kirkpatrick's 4 Levels of Training Evaluation

Source: http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

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After presentation, we discussion in small group to produce a road map. Below is the road map from our group.

We believe that ADDIE should be the main idea which we should consider while planning e-learning course or create an e-learning environment. Started from ANALIZE students’ learning problem or skills they should acquire. From there, continue with DESIGN a suitable plan to solve the problem or plan so that students will acquire certain skill. While DESIGNING, actually should consider a lot of things, such as PLE, aspects visual web-based learning, model of learning engagement and also learning theories. We believe that TPACK is the suitable framework guide the design, where all the four element should be consider within Technological Pedagogical Content Knowledge area. In DEVELOPMENT phase, IMPLEMENTATION phase & EVALUATION phase, TPACK also leads the four elements so that e-learning environment will be create.  

Week 7: Today I Learn, Today I Question

Week 7’s focus was on “How to Design a Web-based environment for Learning and Usability”.  This was my topic. While searching for some suitable web as example to show in presentation, I found that although I have a little bit experience in create a learning environment (wikispaces) for T&L before, but actually I didn’t actually emphasize in webpage design. This assignment made me realize that I should also put some of my energy decorate the house I prepare for students. First impression is always important, especially for teenagers.

I agree with Kong Joo that designing a dynamic website is really take times especially when we still new, but since we have spend most of the time for the content, why don’t we also distribute some of the time to decorate with the purpose of engaging our audient. (We can’t denied that we as adult also attracted by dynamic website, right?) Of course effectiveness of the website should be the most important factor we as educator should consider. In fact, we won’t be able to do like professional webpage designer, but I believe that design for achieve certain purpose shouldn’t be a problem for us, that’s the simple guidelines for me.

Unexpectedly, that day’s internet connection facing some problem, luckily I still manage to open few website which I plan to show in presentation, if not, it will really ruin my plan. This incident actually teach me a lessons that we should always have a plan B while using technology, especially in the process of T&L.

After presentation, Pn Ng gave us a comprehensive explanation in designed our web-based environment, I found that actually I left out a few important feature during presentation. She mention also storyboard. I actually didn’t plan the storyboard on paper, but I think I did planed my storyboard in mind intentionally, of course not that detail, only have a roughly idea, then slowly improving gradually.

Design a web-based environment indeed a major project, points to pay attention really endless. What I can do is learn while designing, we can’t really learn before we jump into the pool.

Actually I still struggling with the ppt one day before presentation. I really lost confidence after Dr Tee’s class, it was the very first time I did so bad even Sailor asked why I failed so completely this time. Thanks my dear friends, Sailor, Pearl, Monica for accompany me at that thunderstorm night and gave me encouraging the next day. Without your moral support, I won’t be able to stand in front to carry on my presentation. Thanks a lot, my dear friends

Week 6: Today I Learn, Today I Question

 

Week 6’s focus was on PLE (Personal  Learning Environment). Actually I only manage to download all the material from Moodle, really don’t have time even to go through. I think this probably first time I enter lecture without reading any material. Too many responsibility to fulfill, too many works to make up, suddenly feel panic. Everything seems in disarray, unable to calm down……

I feel guilty and hope that I will be escape, but unfortunately Pn Ng wants us to write something about PLE……Fortunately Pearl’s presentation at least gave me a simple concept about PLE.

The term PLE describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals. A typical PLE for example might incorporate blogs where students comment on what they are learning, just like what we do in class PXGT6110. Other than this, learners might store and share information and connect to peers and their collections of resources in a virtual learning platform. A PLE also puts learner in charge of their own learning processes, challenging them to reflect on the tools and resources that help them learn best. As a learning platform that is by difinition always evolving, a PLE requires students to engage in ongoing decision making to maintain, organize, and grow their learning environments. The process of self-directed learning requires a degree of self-awareness, and it must be given time to mature.

Most of the material did mention that PLE will be our future, our higher education system is gradually operation in this direction. But in primary school & secondary school, I think there still a long way to go. As I know, most of the secondary students is like a parrot, hardly have their own opinion. Even teacher pick suitable dishes to spoon feed them, some of them still feel lazy to open their mouth. Want them to in charge of their own learning, must start with changing their own mind-set, but most of all, teacher should the one to change their mind-set first. We are fortunate to be able to receive all those latest information in advance, what about millions of teachers who still using chalk & talk in T&L and strongly believe that is the only and most effective ways to teach. It is sad to say that in Malaysia still have a huge numbers of teacher don’t even have email account. In their opinion, internet is just a place for games, for social interaction……but not for learning, how are they going to make use of all those web 2.0 tools enhance T&L, I ‘m wondering. If most of our teachers still using traditional method to teach, how can our student keep up the pace of social progress. 

Our group manage to discuss with Pn Ng and show her our wikispaces set up for assignment 3. We only manage to put in 3 activities meant for enhanceing F2 students's essay writing but still don't have time to beautifying the platform. Our wikispaces look blank and dull.Pn Ng gave us some idea to decorate the house we prepare for our students. Besides that, she also let us realise that we shouldn't scare our audients from the first impression.Therefore we decide to name the platform as "Paradise of Learning" and minimize all those heavy words, replace with some feature which will made students enjoy learning in virtual learning environments. Hopes that what we have done will successfully engaging students.   

Week 5: Today I Learn, Today I Question 2

Lin show us some interesting website today. While access internet, it is not difficult to find all those online educational games, and I really love trying out all those games and include in T&L. Frankly speaking, I actually didn’t realize that all those games designed according to three main learning theories: Behaviorism, Cognitivism and Constructivism. That means before this, I only using online educational games in teaching content knowledge without concern about the pedagogy knowledge. Such awareness made me feel ashamed, especially when I recall that I have learn TPCK framework with Dr Tee in Semester 2. Lin’s presentation reminds me that I should be aware of all this in future, thanks, Lin.


I have opportunity revise TPACK framework through Sailor’s presentation. It looks easy but really challenging while applying in real situation. And as a teacher who brought up in conventional education system and applied conventional style for more than 10 years, I found myself I still go back to preset mind unconsciously although I know I shouldn’t. Habits are terrible things! 

To become a up-to-date teacher, we should complete our backpack with all those important object (as picture above), it’s not easy but it really a guide for me to move forward. 

Week 4: Today I Learn, Today I Question

Today I have my first experience online chatting with more than one person at the same time. We are request to discuss online 2 types of technologies we are using in T&L based on the article written by McGreat and Elliot. When I finally manage to get in to chat room, people already busy chatting out there. Different dialog pop up non stop, a little bit can’t catch up with the conversation……have to admit that I am not net gen, but it was a good experience. Next time, I’ll be able to get into the pool easier.


After conversation session, I found that most popular technology teaching tools using were ppt, Youtube, mp3, FB…..surprisingly, Wikispaces is not popular than Google site, may be GS more user friendly. I don’t know whether it is luckily or unfortunate, I’m the only one using Wikispaces in T&L, I was ask to show how I using it in class. Actually, I would like to share my experience but then I have no confidence to do so without preparation. So, next week I am going to share in class. Actually I am quite curious how to set up Moodle as T&L platform. In Malaysia, Moodle is not that popular in secondary school, but in China, I found that it’s quite common.


After chatting, Pn Ng discuss with us a few tools we mention in dialog. she show us how she used Youtube in T&L. That give me a new idea how to repurpose Youtube as language teaching tools. I once gave a similar project to my students early of the year, but now only I found out that actually I didn’t fully use Youtube as a teaching tools. In Youtube itself already can add in comments and rating the video, I don’t need to link back to Facebook for them to vote. When I having this activity with my Form 4 & 5 students, one group of students did question me why I gave such an activity which they feel don’t have much connection with language activity except for writing lyrics. Now I know how I should redesign the activity so that it can improve my students’ language ability. 


Today’s lesson we were explore to different online education games for different subject. really edutainment. I think students will be attract by all this interesting games. Although the online interactive games for learning Chinese is interesting too, but more suitable for 2nd language learner. If I show my students, they will run away when they see all those English instruction. Actually we known that online education games for learning Chinese as the first language is not easy to get especially for secondary students, but we really appreciate Pn Ng’s effort for getting those games for us. Hoping we could be able to search for some online education games for the used in our 3rd assignment.

Week 3: The Check List

You can lead a student to material, but you can’t make them read

This make me recall a Chinese proverb 牛不喝水强按头which similar to idiom  “You can lead a horse to water, but you can’t make it drink”. If created web based learning environment only provide reading material to students  will only make them bored, cannot achieve the purpose of develop a learning web.
In the virtual world, there are thousands of temptations, students easily distracted, especially they don’t used to learn through web. For them, internet is interesting place, but not place to learn. I set up a wikispaces as a platform for learning for my F4 & F5 students which only access by their classmates. I try to update every week and make sure there will be at least a a material for review every month besides homework they have to pass up in class. I found that although I try to include issue they might interest, but unfortunately response not very good. Some student gave excuses that they don’t have internet at home, so I allow them to complete the review in class. Once they online, I found that they are not watching material I gave in wikispaces although it is a video clip which I think students might like to watch. Unexpected, almost everyone busy interact with their friends in Facebook. Then I understand, what’s the actual problem!
I once thought by concern whether the material is suitable with their prior knowledge and able to arouse their interest are the most important issue, but then I realize I should put in more effort in engaging students with its learning, it is not just easy as lead them to material which I think they might be interested.


Do something unexpected to engage learners

There are different ways to engage learners, do something different from the usual will give them some refreshment, you will be surprise. 
Last year, I have a very naught 3GH class. They never sit properly learn something. Every time after their class I will be exhausting. I remember one time, I tough them a poetry regarding clogs, as usual they pay no attention and talked loudly in the class. Normally I will continue with discussion, but an idea suddenly pop out: since they really like to talk, then let them debate in class, although I don’t think they will be able to made a favorable view in the debate which need higher thinking skills. Unexpectedly, they are actually very serious in discussion. Although they don’t really know the rules in debate, but under guidance, they still could state their idea clearly and logically. I surprisingly found that they really enjoy the activity, even when bell rings they still non-stop debating. This made realize that if I could be able to do something unexpected, I will be able to engage my students.
I believe online learning also like that, don’t ever let our students know what we want to do the next, they will be looking forward to our class. There are several ways to engage online learner, such as use funny video clips to bring up some important issue, linking teaching material to popular or fun shows, quizzes, and of course games. 
 
 
 
Don’t under estimate the power of fun, play, and the unexpected

James Paul Gee said: “Without motivation, there is no learning”. Fun, play and the unexpected aroused one’s motivation in learning.
Some teacher insist that learning process must be conducted in a a situation under control, but in my opinion, this tensed atmosphere not conducive to learning. I prefer using fun, play and unexpected at the appropriate time. I believe this can motivate students by increase student attention and maintain focus. Besides that, I found that it can help create a more open atmosphere and aid in classroom. Research shows that students will retain more information from a interesting lectures and class discussions.
I once let students produce their Music Video in group as their project. They are require to rewrite lyrics of their favorite pop songs, record their singings, put in suitable background and subtitle to produce a music video then uploaded their masterpiece to Youtube. I linked all the video posted in Youtube to their learning platform and encourage students to click “like” to select the most popular works. After the activity, students reflects that they found this activities bring a lot of fun to them, it is more like playing then completing a project. Even other grades’ students also require to have such an activities.
The effects of using fun, play and unexpected will make students enjoy, as a teacher, I always remind myself don’t let students play just for fun, they must gain something while they play.



Things take longer than you expect

Using website/ blogs/ FB as a T&L platform takes more time than face to face, especially at the beginning stage of development when everything seems new to us. I still remember I spent a few weeks to explore and learn from tutorial online how to develop a wikispaces, it really take a lot of time. after develop, I still need to learn from other wikis users how to engage learners from time to time.
Design an online learning environment which successfully engage students is not that easy, and a lot of effort have to put in to maintain the website also. It will take a lot of teachers’ time. unless we find ways to get students to take the lead.
From the students’ perspective, they prefer pass up their work in exercise book than key in computer and  pass up online. For those not use to computer complaint that they take a lot of time sitting in front computer just to complete a simple task.  Therefore, in order to let students used to online learning need time also.

Week 2: First Impression

Yesterday was my first lesson, met with our lecturer, Mdm Ng Huey Zher. She is just like what other course mates describes: young, smart, dedicated, dynamic……but I notice that she also attentive. She concern whether every of her student able to catch up.


First lesson was a bit different with what I imagine before attend class, I though I will be very stressful coz I worry I can’t catch up with others, but unexpectedly we have some space and time to adjust our pace, thank God.


This pass week was really busy, busy completed task given. Luckily, I manage to complete all the task as what I promised. I try to complete learning contract although I’m not sure whether it is correct. What I worry during I draft my learning contract was I afraid that I set objective which I can’t achieve, therefore, while Mdm Ng told us that we can adjust our learning contract after this, I was relieved. I think other course mates also have the same feeling.


In today’s lecture, I learn how to upload learning contract to google doc, how to change the setting so that this doc will be able to access from spectrum. Google doc was quite convenient as it can be edited online by other user. Made me surprise was that I also can uploaded video and picture here so that it is downloadable for other user. It is suitable for collaborative learning.


We discuss article given, “Do Generational Differences Matter In Instructional Design” by Professor Thomas C. Reeves. Although the printed material already full of red ink, but I found that it’s difficult for me to join in discussion verbally. While I still busy organize sentences, people already move to other points of discussion. But, I still enjoy listened to other’s opinion. I realize that the ability of mastery a language is so important, especially English. What I can do is put in more effort to offset this weakness.


What I enjoy the best was when Mdm Ng introduce online tools. During TXGT 6104, we once told Dr Tee we need this kind of explore. Most of us don’t have IT background, although we know that there are thousand of useful tools out there, but this kind of intro will save us a lot of time. I missed Web 2.0 last week. Actually I tried several similar comic generator before, but very disappointed that they all not support Chinese input. That means I only can enjoy looking at it but can’t use as my tool in classroom. This time I dare not put in too many hopes but I was happy when I found out that Toondoo support Chinese input, I will try out others also. I told myself: this time I will be able to include this tool in T&L Chinese Language. This week’s theme was e-story book, looks cool. I have tried to use iebook to create digital story book before this, although it’s attractive effect successfully surprised my audients, but the product can’t be uploaded and view in wikispaces. I will try out all these e-story books, hopefully there are suitable tools for me. Looking forward to next week’s info web 2.0.

Week 2: Learning in the Digital Age

Reflection (video W01)

John Seely Brown Lecture: Learning in the Digital Age

Learning is very different in digital age, as a teacher, we should change our mind and teaching approach to suit this latest trend. As what John Deely Brown said in the video: “In campus, as much happens outside the classroom as inside, we need to facilitate both”, I agree with that, I think this will also happen in primary and secondary school soon. This remind us as a teacher, should prepare ourselves for that, so that we will be able to prepare our students for a “world of constant change”.

As a teacher from X generation, we have to teach students from Net-generation which born and grow up with the technology. They are much more technologyable than us. How are we going to teach them with the help of technology? It seems a biggest challenge for us. I agree with what John Seely Brown said: "Not the technology but the pedagogy that matters". Technology is just a tool that we can make use to deliver the content, don't just eager to pursue technology and neglect pedagogy. 

In order to make learning effective, it’s important for us to know what kind of learning is in tune with the net-generation. John Deely Brown proposed a concept which support the blended epistemology by network affordances, it constitutes by 3 important components: knowing, making and playing. In Youtube, Facebook, Blogger, Wikipedia, World of Warcraft …… which fond of the youngsters, we can find all these components. I like this concept, and do believe that if we know how to repurpose all this technology as teaching tools, it will be very useful for us to deliver our content successfully. 

Week 1: New semester is arriving

Due to some personal reason, I can't attend the first lesson for PXGT6110 Application of the Internet in Instruction. While I still worry about what happened in the lecture, Jessica sms me, remind me to check Spectrum and choose a topic for presentation, I really appreciate her. I quickly online and found that there are a few task I have to complete within this week, pressure suddenly leap towards me. I told myself, I have to wake up now, new semester is arriving!