Thursday, November 26, 2009
261109 - Reflection
During today's lesson, learnt a lot about the different types of questionnaire...we have actually learnt briefly regarding questionnaire during our education inqury modules. However, during today's lesson, we are exposed to the various type of questionnaire and the term 'scale' is more defined and examples were also shown. Hence it is a great help especially when we want to craft even a simple questionnaire for our own use in class.
Review of Science Article
Article:
• Preference toward Internet-based Learning Environments: High School Students’ Perspectives for Science Learning
Aim:
• To develop a questionnaire to explore students’ preferences towards constructivist Internet-based science learning environments.
Tool:
• Constructivist Internet-based Learning Environment Survey – Science (CILES-S)
• 8 scales with 5 point Likert mode:
1. Ease of use
2. Relevance
3. Multiple sources
4. Reflective thinking
5. Critical judgment
6. Epistemological awareness
7. Cognitive apprenticeship
8. Student negotiation
Results:
• Used exploratory factor analysis & principle component analysis with varimax rotation to analyze the results.
• Used only items that are greater than 0.5 and less than 0.5 on the relevant factor
• Results had high reliability in assessing the preferences (overall alpha co-efficient was 0.94)
• Highest score for relevance scale – students felt that internet-based LE allowed them to understand the connections between real life situations and scientific knowledge better.
• Other high scores are from “ease of use”, “multiple sources” and “cognitive apprenticeship” which indicated that students expected the LE to be user-friendly, to contain large variety of information sources and is able to provide guidance for advanced learning
• Lowest score came from “critical judgment” which indicated that students might not evaluate the information from the internet before using them.
• Female students indicated higher scores in “relevance” and “cognitive apprenticeship” when compared to male students. This implied that female students have a stronger preference for internet-based science LE and they feel that they can learn more from the online resources available.
Further investigations:
• CILES-S may be re-defined to cater to other subjects such as Mathematics, English, etc to investigate students’ preferences in LE for different learning areas.
• Students’ beliefs influence their preferences and strategies for knowledge construction which will eventually affect the learning outcomes.
• Current CILES-S investigates students’ preferences toward ideal LE, perhaps studies can be conducted to investigate the preferences for actual LE and comparisons can be made to understand the gap between ideal & actual LE so that effective measures can be implemented to improve the actual LE.
• Preference toward Internet-based Learning Environments: High School Students’ Perspectives for Science Learning
Aim:
• To develop a questionnaire to explore students’ preferences towards constructivist Internet-based science learning environments.
Tool:
• Constructivist Internet-based Learning Environment Survey – Science (CILES-S)
• 8 scales with 5 point Likert mode:
1. Ease of use
2. Relevance
3. Multiple sources
4. Reflective thinking
5. Critical judgment
6. Epistemological awareness
7. Cognitive apprenticeship
8. Student negotiation
Results:
• Used exploratory factor analysis & principle component analysis with varimax rotation to analyze the results.
• Used only items that are greater than 0.5 and less than 0.5 on the relevant factor
• Results had high reliability in assessing the preferences (overall alpha co-efficient was 0.94)
• Highest score for relevance scale – students felt that internet-based LE allowed them to understand the connections between real life situations and scientific knowledge better.
• Other high scores are from “ease of use”, “multiple sources” and “cognitive apprenticeship” which indicated that students expected the LE to be user-friendly, to contain large variety of information sources and is able to provide guidance for advanced learning
• Lowest score came from “critical judgment” which indicated that students might not evaluate the information from the internet before using them.
• Female students indicated higher scores in “relevance” and “cognitive apprenticeship” when compared to male students. This implied that female students have a stronger preference for internet-based science LE and they feel that they can learn more from the online resources available.
Further investigations:
• CILES-S may be re-defined to cater to other subjects such as Mathematics, English, etc to investigate students’ preferences in LE for different learning areas.
• Students’ beliefs influence their preferences and strategies for knowledge construction which will eventually affect the learning outcomes.
• Current CILES-S investigates students’ preferences toward ideal LE, perhaps studies can be conducted to investigate the preferences for actual LE and comparisons can be made to understand the gap between ideal & actual LE so that effective measures can be implemented to improve the actual LE.
Wednesday, November 25, 2009
session 3 - group 5 discussion
Group 5: Learner-centred
Does the assigned design of LE exist in Singapore context?????
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
In the local context :
1. The mathematics curriculum is spiral in nature, hence we build on skills/knowledge pupils learn from the previous levels. Tools such as STELLAR, SAIL and SEED ride on pupils' prior knowledge to elicit responses to create new knowledge and encourage discovery learning and students' participation.
2. By infusing NE and using examples with local flavour, we try to make students aware of the culture and practices of other languages. Teachers need to be 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 and avoid dominating the lesson.
Does the assigned design of LE exist in Singapore context?????
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
In the local context :
1. The mathematics curriculum is spiral in nature, hence we build on skills/knowledge pupils learn from the previous levels. Tools such as STELLAR, SAIL and SEED ride on pupils' prior knowledge to elicit responses to create new knowledge and encourage discovery learning and students' participation.
2. By infusing NE and using examples with local flavour, we try to make students aware of the culture and practices of other languages. Teachers need to be 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 and avoid dominating the lesson.
231109 reflection on podcast
I believe that an effective learning environment is a class setting in which students are at ease with themselves, among themselves and with the teacher. As shown in the video, learning environment influences the person's sense of belonging and need for esteem. Hence as teachers, we should try to create an effective learning environment by making it a safe and comfortable one. Often when a teacher is tensed up about delivering the lesson objective, the learning environment will be tense one and both students and teacher may not have a good lesson. But if the teacher is relaxed, able to pace her delivery of the lesson according to the needs of the students, both teacher and students may enjoy it. I felt that this extremely true when a teacher is too worried about going into a problematic class. When the students can sense that the teacher is tensed up, they also will not be able to connect or communicate positively with that teacher. But if the teacher goes into the class with confidence and beaming with happiness, the students will be able to feel the affection and hence cooperate!!!
251109 reflections
One new tool that I have during today's lesson is Google Reader. Previously when I want to check whether other blogs have any latest updates, I will have to go to each blog individually , ie, 'blog-hop'...but with the RSS function in Google Reader, I will be updated through email. This is similar to other blog provider such as multiply. Hence we will not have to waste time blog-hopping or accidentally miss out any blog....if it is personal, this may not poise any problem but for academic purpose, this may cause us some marks!!! Exceptionally useful when disseminating important and urgent announcement!!!
When designing an effective learning environment, we should take into account the 4 different types of environment ie: learner,knowledge, assessment and community. MOE has actually put structures into the system such as CIP programmes, twinning programes, independent and discovery learning strategies. Hence as teachers, we should try to exploit these opportunities to enhance students' learning environment.
When designing an effective learning environment, we should take into account the 4 different types of environment ie: learner,knowledge, assessment and community. MOE has actually put structures into the system such as CIP programmes, twinning programes, independent and discovery learning strategies. Hence as teachers, we should try to exploit these opportunities to enhance students' learning environment.
Tuesday, November 24, 2009
Article 1
Designing a Computer-supported Project-based Learning Environment for High School Students: A Case Study
Aim: investigate the perceptions and learning experience in a computer-supported project-based learning environment.
Learning environment: project-based : validated using WEBLEI
Through this study, students’ perceptions and views of the learning environment are obtained and subsequently, to use the findings design a more effective computer-supported project-based learning environment for future use.
For this study, the three main perspective that are being looked into
Psycho-socio: focuses on both the environment and its interaction with the personal characteristics of the learner
Pedagogy: how learning environment allows for active sharing of ideas, feedbacks and learning (Constructivism in nature).
Technology: to support ease and convenience for learning and sharing to take place.
Teacher-facilitator is a crucial factor as they determine how and when interactions between learners can take place: provide scaffolding, create opportunities, encourage collaborations etc.
Set ground rules and structure, make sure that the infrastructures are in place and available to students, equipped the students with the necessary skills : encourage the students to embrace the technology.
Research Questions:
What are the students’ perceptions of the computer-supported project-based learning environment when evaluated using Web-based Learning Environment Inventory (WEBLEI)?
2. What happens to students’ learning in the Normal and Express streams in
computer-supported project-based learning environment?
Method: Convenience sampling of 151 students – 73 NA and 78 Express.
They are randomly grouped into 32 groups.
Two project teachers to facilitate for each class.
Technology used: Knowledge Community (KC) – asynchronous online discussion.
One warm-up discussion and five structured discussion forums.
WEBLEI Scale I: describes the usage pattern – convenience, efficacy and autonomy.
WEBLEI Scale II: group learning processes
WEBLEI Scale III: feelings and learning attitudes
WEBLEI Scale IV: academic factors
Findings:
4.1 There are no significant difference between actual and preferred forms of WEBLEI .
4.2 little evidence of autonomy experienced by students ….why?
efficiency: less tests or examinations : efficient use of time
convenience: at their own time but some students do not have luxury of assessing computers at home or after school (express students).
Scale II: There are evidences that there interactions and positive collaborations amongst students.
The responses to this mode of interaction are very subjective, depending personal preferences.
Feedbacks:
Express students want more instant feedbacks from their teachers as they view progressive/formative feedbacks being crucial for them to do well in their exam.
Scale III:
The NA students find more accomplishment and enjoyment doing problem-based tasks compared to the express students but at the same time, the express students voiced out more frustrations. The frustrations vented out are not due to technology but rather due to the structure of the project and what is expected of them. Generally, they find enjoyment in doing the project and the collaborations but not in mastering the necessary technology skills.
Scale IV:
The project enables them to learn beyond the textbook, to apply learnt life-skills (problem-solving, communication skills) and motivate them to move on to expository learning.
DISCUSSIONS:
(A) Students’ perceptions of the environment
(B) Groups’ reactions towards a project-based learning environment
Out of classroom activities have motivating impact on their perceptions but these activities do not make use of technology.
Teachers must anticipate any problem that students may have to access to required technology and avoid making it a hindrance for the students to proceed with the project.
Interactions: teachers must equipped themselves with the necessary skills to facilitate successful and fertile students’ interactions in KC.
Students find more enjoyment in the field trips but not as much in discussion forum. Hence teachers need to incorporate more active use of discussion forums in all activities throughout the duration of the project.
Generally students like any learning environment that helps them achieve good results.
Conclusions:
In order to create a computer-supported learning environment, teachers need to ensure that there are rigor in the learning, self-directed, independent learning and collaborative learning take place and ultimately, enable students to achieve good results in summative assessment the end of the course. Three contributing factors for successful implementation of computer-supported learning environment are
(i) teachers’ pedagogy
(ii) understanding of technology affordance
(iii) facilitation process .
Shortcomings of the study:
- specific details of the project were stated such as the nature of the project ie interdisciplinary, the expected final product were not reported. Hence unable to replicate the study.
- The academic level of the students were not reported (autonomous, neighbourhood and independent schools). This might have a bearing in terms of the school learning culture, technology inclination etc)
- The coding process of the qualitative responses were not reported.
Further investigations:
Does gender composition have any bearings of the perceptions and reactions of the groups?
Aim: investigate the perceptions and learning experience in a computer-supported project-based learning environment.
Learning environment: project-based : validated using WEBLEI
Through this study, students’ perceptions and views of the learning environment are obtained and subsequently, to use the findings design a more effective computer-supported project-based learning environment for future use.
For this study, the three main perspective that are being looked into
Psycho-socio: focuses on both the environment and its interaction with the personal characteristics of the learner
Pedagogy: how learning environment allows for active sharing of ideas, feedbacks and learning (Constructivism in nature).
Technology: to support ease and convenience for learning and sharing to take place.
Teacher-facilitator is a crucial factor as they determine how and when interactions between learners can take place: provide scaffolding, create opportunities, encourage collaborations etc.
Set ground rules and structure, make sure that the infrastructures are in place and available to students, equipped the students with the necessary skills : encourage the students to embrace the technology.
Research Questions:
What are the students’ perceptions of the computer-supported project-based learning environment when evaluated using Web-based Learning Environment Inventory (WEBLEI)?
2. What happens to students’ learning in the Normal and Express streams in
computer-supported project-based learning environment?
Method: Convenience sampling of 151 students – 73 NA and 78 Express.
They are randomly grouped into 32 groups.
Two project teachers to facilitate for each class.
Technology used: Knowledge Community (KC) – asynchronous online discussion.
One warm-up discussion and five structured discussion forums.
WEBLEI Scale I: describes the usage pattern – convenience, efficacy and autonomy.
WEBLEI Scale II: group learning processes
WEBLEI Scale III: feelings and learning attitudes
WEBLEI Scale IV: academic factors
Findings:
4.1 There are no significant difference between actual and preferred forms of WEBLEI .
4.2 little evidence of autonomy experienced by students ….why?
efficiency: less tests or examinations : efficient use of time
convenience: at their own time but some students do not have luxury of assessing computers at home or after school (express students).
Scale II: There are evidences that there interactions and positive collaborations amongst students.
The responses to this mode of interaction are very subjective, depending personal preferences.
Feedbacks:
Express students want more instant feedbacks from their teachers as they view progressive/formative feedbacks being crucial for them to do well in their exam.
Scale III:
The NA students find more accomplishment and enjoyment doing problem-based tasks compared to the express students but at the same time, the express students voiced out more frustrations. The frustrations vented out are not due to technology but rather due to the structure of the project and what is expected of them. Generally, they find enjoyment in doing the project and the collaborations but not in mastering the necessary technology skills.
Scale IV:
The project enables them to learn beyond the textbook, to apply learnt life-skills (problem-solving, communication skills) and motivate them to move on to expository learning.
DISCUSSIONS:
(A) Students’ perceptions of the environment
(B) Groups’ reactions towards a project-based learning environment
Out of classroom activities have motivating impact on their perceptions but these activities do not make use of technology.
Teachers must anticipate any problem that students may have to access to required technology and avoid making it a hindrance for the students to proceed with the project.
Interactions: teachers must equipped themselves with the necessary skills to facilitate successful and fertile students’ interactions in KC.
Students find more enjoyment in the field trips but not as much in discussion forum. Hence teachers need to incorporate more active use of discussion forums in all activities throughout the duration of the project.
Generally students like any learning environment that helps them achieve good results.
Conclusions:
In order to create a computer-supported learning environment, teachers need to ensure that there are rigor in the learning, self-directed, independent learning and collaborative learning take place and ultimately, enable students to achieve good results in summative assessment the end of the course. Three contributing factors for successful implementation of computer-supported learning environment are
(i) teachers’ pedagogy
(ii) understanding of technology affordance
(iii) facilitation process .
Shortcomings of the study:
- specific details of the project were stated such as the nature of the project ie interdisciplinary, the expected final product were not reported. Hence unable to replicate the study.
- The academic level of the students were not reported (autonomous, neighbourhood and independent schools). This might have a bearing in terms of the school learning culture, technology inclination etc)
- The coding process of the qualitative responses were not reported.
Further investigations:
Does gender composition have any bearings of the perceptions and reactions of the groups?
Monday, November 23, 2009
tuesday meeting
dearest beloved group members,
just a gentle reminder regarding our meeting tomorrow, 2 pm @ jotanlg's abode!!
C u all!!!
just a gentle reminder regarding our meeting tomorrow, 2 pm @ jotanlg's abode!!
C u all!!!
Friday, November 20, 2009
An eye-opener
I've been acquainted to blogging for a long time...using it for personal reasons....I also knew of the existence of wiki but have never know abt its functions or uses....googledocs is something totally new to me!!! looking forward to using them!!!
welcome,welcome
welcome to my humble blog!!!
I've linked my blog to Dr Quek's blog, class wiki and our members' blog...there seems to be a problem with sham's URL...not to worry, I have informed him abt it and we will rectify it...if any of u need help to add link to your blog, to beautify it, etc.....can ask me...i know a little abt changing blog's skin!!!!
Monday, November 16, 2009
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