Monday, January 31, 2011

Sharing on self directed learning and collaborative learning


screen shot of a lesson in physics by Lee T.L. and Wee L.K. that illustrate SDL and CoL

screen shot of a lesson in Ejs applet by Wee L.K. that is intended for guided inquiry lesson (student centered pedagogy i argue better promote SDL)

screen shot of webinar on SDL and CoL student feedback about the guided inquiry lesson Lesson Example

So, why SDL?
MOE aims to develop students “who takes responsibility for his or her own learning, who questions, reflects and perseveres in the pursuit of learning”. This is due to the need to cultivate life-long learners who have the internal “drive” to tackle life’s future challenges, to solve future problems that we do not know about today.
So how do we get students to be SDL?
This is where MOE articulate key student behaviors indicators to guide schools on this journey.
For e.g., when a teacher conducts activities that encourage SDL, we will see students being given opportunities to be the
1 owner of their own learning;
2 manages and monitors own learning, and
3 applies or extend what is learnt in life.
One simply way to understand SDL is to design lessons that are student centered as oppose to teacher centered.
This is because student or learner centered pedagogies is more likely to ignite SD learning.
Reference:
Ministry of Education. (2009). The desired outcomes of education. Retrieved from http://www.moe.edu.sg/education/desired-outcomes/


[Presenter]
These are some examples of behavioral characteristics of SDL. 
The learner set learning targets.
asks questions to clarify ideas about schoolwork.
try to understand the reasons behind the error and will attempt to work out a solution.
attempt different ways to solve a problem.
Uses and extends what is learnt beyond the classroom.


[Presenter]
Here are some ICT-infused activities a teacher can conduct to encourage SDL in students.
By maintaining personal blogs of specific subjects, students can blog and go deep into lessons learnt.
use constructive questioning strategies in blogs, online forums, webinars, podcasts, etc, that qualify understanding and encourage others to elaborate and participate.



Answer is Number #3
 Moving on …. [Next Slide] 
While you are polling, you may also want to visit The ICT Connection today and find out more what SDL.  I also invite you to post your comments at this webinar, or if you want, you can post your questions on the discussion forum in The ICT Connection. 


[Presenter]
So, why CoL?
That is the way humans learn, it is through social interactions with others that the thoughts of others are revealed.
This is a soft skill that likely will continue to be relevant in the future.
Essentially, the two key characteristics of CoL are:
-Effective group processes
-Individual and group accountability of learning


[Presenter]
What are some behaviorial characteristics of CoL? 
students listen attentively to one another
sharing their ideas with their group members.  
completes the work that’s allocated
helps his or her group members complete the work.
In A CoL class is also one where students are given opportunities to reflect upon their work upon completion.  They come together and look at how effectively they have worked together, and they seek to find ways to improve themselves and their workflow. 


[Presenter]
These are some ICT-infused activities a teacher can conduct to develop CoL in students.
Students can use the internet and suggest or create proposal or solutions appropriate for their problem
Through the use of internet, emails and discussion forums  can share opinions and rise above, working towards being and becoming collaborative learners.


Answer is #1 Number #1

[Presenter]
The ICT Connection offers more than just information on SDL and CoL. 
Indeed, What is the ICT Connection? 
The ICT Connection portal has been specially designed to give greater clarity to the direction of mp3; it seeks to provide schools with a single focal point.  The ICT Connection is in fact the one-stop hub for all things related to ICT in education, and in particular, it illustrates and articulates the mp3 vision and goals, and how we will set forth to achieve them together with our partners.  
In mp3, we want to help develop our students into self-directed learners with skills to communicate and collaborate with others, locally and globally.  The skills and dispositions that mp3 focuses on are in concert with C21st competencies that we want our students to develop. 
This pictorial representation illustrates and  communicates what The ICT Connection means to the different stakeholders - school leaders, teachers, MOEHQ, and our partners, as we together work harnessing ICT in Education.
[Presenter] 
This is the first page you will see when you log on to The ICT Connection portal, located in the edumall2.0. The ICT Connection seeks to:
1. Be a channel to communicate mp3 goals and information (Engage)
2. Facilitate dialogue on mp3’s strategic intent (Explore, Elaborate & Explain)
3. Illustrate meaningful use of ICT in education (Explain & Extend)



[Presenter]
This Section of The ICT Connection serves as a discussion forum.  Here is  an example of what an asynchronous dialogue or a discussion conducted at different times looks like.
We see a school teacher asking about cyber wellness, and the edumall community and ICT Connection Champion engaging the teacher in a discussion. 


[Presenter]
Then, there are asynchronous discussions too – discussions where everyone is participating together and discussing a topic or issue at the same time. 
Discussions, such as this webinar taking place, supports professional development and provides meaningful interaction among participants. 
Asynchronous  dialogue bring people together to talk and share about the mp3 constructs such as SDL and CoL, and the meaningful use of ICT in education.
ICT mentors can also leverage this platform to discuss with fellow mentors and mentees, take part in polls and ask questions through the chat box which you can see on the left side of this slide.

Virtual Experiential Learning Laboratory with Ejs Java Applet Collision Carts http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18 Download whole the lesson package here

[Presenter]
Apart from information on mp3 and asynchronous and synchronous discussions on The ICT Connection portal, there is one more Section which is important and meaningful to teachers – the ICT in Action section.
Here, teachers put up examples of lessons that promote SDL and CoL in their students, teachers can use this portal to share their practices with other schools teachers, especially in the use of ICT. 
Yes, The ICT Connection is a portal by teachers, for teachers!


[Presenter]
Here is one example extracted form the ICT in Action.  This is a lesson put up by teachers like Tat Leong and myself for other teachers to use and to improve on. 
Each lesson is self-contained and many come complete with resources so that other teachers can just pick it up and try it out in his class.  Teachers are encouraged to modify, add, delete, improve, enhance, appropriate and re-create the lesson to suit their own context or students. 
While viewing a lesson, a teacher can rate and discuss the strengths of the lesson example put up.
And as a community of reflective and sharing practitioners, we encourage teachers who have used the lessons, or who have made some modifications or enhancements, to put it up and share it with even more teachers!

[Presenter]
This is a lesson idea put up by teachers who have designed an technology design for learning as an inquiry.
Students are the ones directing the investigation and learning, supporting by guided inquiry worksheets designed by the teacher.
The students could be collaborating by working on the activities in pairs, follow up peer oral presentation and for the rest of the students, how to give constructive feedback
I encourage you to explore the simulation yourself after the webinar, the link is on ICT connection forum.

For Slide Activity: Technology Design for Learning -inquiry tool


wait for the web applet to load from the web browser below

reference:

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0

This work is licensed under a Creative Commons Attribution 3.0 Singapore License
For Slide Video: What the students say?

An ICT Connection Lesson Example on Virtual Laboratory 1D collision carts @River Valley High sg 2010

Video on Students Reponse, start watch at 0.57 min to 3.27 minFood for thought:

[Presenter]
This student interview video shows what the student say about the lesson.
I urge you to watch this video available on ICT connection and come to your own conclusions about whether this is a lesson that is learner centred lesson thus more likely to promote SDL, and the lesson design with structures for cultivating soft skills such as collaboration and oral presentation.


* Tell me. I may not get it, I'm sure to forget it.

* Show me. I may get it, I'll remember it for a little while.

* Have me do it. I'll understand it, it may stick for a while.

[Presenter]
Why is it important to harvest great lesson ideas? And where do great lessons end up?
The ICT Connection takes up these great lesson examples that promote and sharpen the use of ICT to engage students in SDL and CoL, and articulates these excellent examples in the syllabus teaching guides, and gets them hard wired into the business of teaching! This way, we can begin to scale and cascade such ideas to benefit even more teachers and their students. 
To transform the way teaching and learning is conducted in schools by harnessing ICT meaningfully so as to achieve the desires educational outcomes, ICT connection is yours to effect change for the Singapore syllabus and guides. 



[Presenter]
Why is it important to harvest great lesson ideas? And where do great lessons end up?
The ICT Connection takes up these great lesson examples that promote and sharpen the use of ICT to engage students in SDL and CoL, and articulates these excellent examples in the syllabus teaching guides, and gets them hard wired into the business of teaching! This way, we can begin to scale and cascade such ideas to benefit even more teachers and their students. 
To transform the way teaching and learning is conducted in schools by harnessing ICT meaningfully so as to achieve the desires educational outcomes, ICT connection is yours to effect change for the Singapore syllabus and guides. 

[Presenter]
Allow me to invite you to participate actively in our Discussion Forum on The ICT Connection, Learning Teams.  And if they have lesson ideas or examples, please upload them directly to the ICT Connection portal.  We, the teachers will work together to impact the Singapore education system, one lesson example at a time!
Thank you!


This is the video recording of the actual webinar. Login to edumall is required
http://ictconnection.edumall.sg/cos/o.x?ptid=709&c=/ictconnection/forum&func=showthread&t=293



Please kindly email me if you notice any copyright infringement of property that cannot be shared, i took great care to share only things already in the public accessible domain, some picture of myself etc. i will gladly remove them if you believe it belongs to others' intellectual property rights

Wednesday, January 26, 2011

My thoughts on how to manage or structure learning outcomes with the use of ICT ?

Question:
How can a teacher manage or structure learning outcomes with the use of ICT mediated learning?

my thoughts:
using any learning cycle that you already familiar with, perhaps the 5e learning cycle of Engage, Explore, Explain, Elaborate, Evaluate, we can plan an learning experience using this or any others as a lesson design framework.



image from http://stemresources.com/lesson_builders/learning-cycle


For example, in the learning of science
  • "engage" can be non-ICT, perhaps using everyday materials to relate to real life and allow students to "see" the relationship to real life applications of this learning lesson later perhaps by means of using hands-on or demonstration.
  • "explore" depends on the available resources in school lab or WWW, a teacher could use real life data logger and/or a simulation to allow exploring of the science phenomena to ground experiential learning. ICT afford strongly here for learner centered pedagogy through guided inquiry strategies.
  • "explain, elaborate and evaluate" could be simple pen and paper activities using collaborative group work, depending on the difficulties of the tasks.
  • "extend" the 6e (there are literature on 7e as a development of 5e) could be where students perform an assignment to demonstrate their understanding and ICT has abundant affordances here as well. Students can choose to create mind-map, presentation, poster, physical or computer model as possible performance task where they self direct and extend what they learned. A rubrics of the assessment needs to be clearly communicated and final year grading marks need to be apportioned to reflect the importance of this assignment.

the lesson here in ICT connection has some of the stages of 5e for your reference. http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18
this lesson by the Open Source Physics community could situate my explanation more meaningfully
http://www.compadre.org/osp/items/detail.cfm?ID=9308
http://www.compadre.org/osp/document/ServeFile.cfm?ID=9308&DocID=1370&Attachment=1





Thursday, January 20, 2011

Ejs Open Source Decay Parent Daughter G-daughter Model Java Applet

updated 08 April 2016
JavaScript version remixed!
http://iwant2study.org/ospsg/index.php/interactive-resources/physics/06-quantum-physics/02-nuclear/237-three-state-nuclear-decay



add
org.opensourcephysics.numerics.ode_solvers.EjsS_ODE ode= _getODE("ODE Evolution");
instead of the older codes
org.opensourcephysics.numerics.ode_solvers.EjsS_ODE ode= _getODE("ODE Evolution");

Ejs Open Source Decay Parent Daughter G-daughter Model Java Applet, slightly edited by lookang.
The original creator is Wolfgang Christian :)
screen shot of Decay Parent Daughter G-daughter Radioactive Decay model remix by lookanghttp://weelookang.blogspot.sg/2011/01/ejs-open-source-decay-parent-daughter-g.html
https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_ThreeStateNuclearDecaywee.jar
https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_ThreeStateNuclearDecaywee.jar
author: wolfgang and remixed version lookang
screen shot of Decay Parent Daughter G-daughter Radioactive Decay model remix by lookang


Description adapted from http://www.compadre.org/osp/items/detail.cfm?ID=10577 by Wolfgang Christian
Three State Decay Theory (Parent Daughter G-daughter Radioactive Decay)




If the number of nuclides is large, the upper state (parent) N1, intermediate state (daughter) N2, and final state (Granddaughter) N3 populations obey the following coupled ordinary differential equations (ODEs)

where λ1 is the upper state decay rate and λ2 is the intermediate state decay rate. The nature of the decay is governed by these decay constants. The Three State Decay model displays both the continuous ODE solution for these nuclide populations as well as a stochastic (probabilistic) solution that assumes integer nuclide populations and uses probability to determine if a radionuclide survives for a time Δt without decaying.

Discrete decay model

The differential equation model produces continuous decay curves but hides the random and discrete nature of the underlying processes. A stochastic model that "rolls the dice" to determine if a radionuclide decays shows that the continuous model is only an approximation. The simulation computes the probably of decay between states 1->2, 2->3, and 1->3 during the finite time interval Δt. When the simulation is run, these probabilities are applied to each radioactive nucleus to determine if it decays. Note that there is a finite probability that a nuclide decays directly from state 1 to the stable state 3. Nature does not, however, skip state 2. We merely waited too long and the nuclide finished its decay before it was observed in state 2.

Three State Nuclear Decay



The Three State Nuclear Decay model extends the Two State Nuclear Decay model to simulate the radioactive decay of atomic nuclei in which the parent nucleus first decays into an intermediate state before decaying into a stable state. Although the decay of both the parent and intermediate nucleus (radionuclides) is spontaneous and unpredictable, the probability of decay of each radionuclide is constant and is usually known. The model displays a color-coded sample with N1 parent nuclides, N2 intermediate state nuclides, and N3 stable state nuclices. Users can set the initial numbers N1 and N2, the decay the decay constants k1 and k2. the time interval between measurements Δt before the simulation is run. The simulation counts the number of decay events ΔN1 and ΔN2 within Δt and stops when all nuclides are in the stable state.



Check boxes display a plot and a table showing the time evolution of each state as well as the number of decay events in each Δt time interval. The data plot allows users to compare the data generated by the random decay model with a differential equation-based model as described on the Theory page.



The Three State Decay model is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_nuclear_ThreeStateNuclearDecay.jar file will run the program if Java is installed. Other decay models are available. They can be found by searching the OSP Collection for radioactivity.

Credits:

The Original Three State Nuclear Decay model was developed by Wolfgang Christian using version 4.3.2 of the Easy Java Simulations (EJS) authoring and modeling tool. You can examine and modify a compiled EJS model if you run the program by double clicking on the model's jar file. Right-click within the running program and select "Open EJS Model" from the pop-up menu to copy the model's XML description into EJS. You must, of course, have EJS installed on your computer.

Information about EJS is available at: and in the OSP ComPADRE collection .

changes made:
1 layout customized to fit my usual design
2 change decay constant λ1= k1 and λ1= k2 to suit sg syllabus
3 added half life fields t1_1/2 = ln2/λ1 and t2_1/2 = ln2/λ2
4 added plot lines for ease of association to half life — symbol t1/2 — the time taken for the activity of a given amount of a radioactive substance to decay to half of its initial value.
5 added world view check-box so that the plot can be full screen view
6 relay the panel to allow any panel to be full screen view.



I also made a NetLogo model here http://ccl.northwestern.edu/netlogo/models/community/Decay01
http://ccl.northwestern.edu/netlogo/models/community/run.cgi?Decay01.997.575.0 to run in browser
enjoy!

Wednesday, January 19, 2011

Lee T.L., Wee, L. K. (2011, 19 January) workshop on investigation of the kinematics of a falling ball through Video Analysis and Modeling , 3rd Instructional Program Support Group (IPSG) Physics, Anglo-Chinese Junior College, Singapore

Workshop on investigate the kinematics of a falling ball Learning Physics of Sport Science through Video Analysis and Modeling, Anglo-Chinese Junior College, Singapore by Lee T.L., Wee, L. K. (2011, 19 January)

recently Tat Leong email the worksheet
https://docs.google.com/document/pub?id=1Qj4XBLEDT4jd-BH9KI80Fk4A-DVz46NGzzFG0SGOGF0
video can be doanloaded here http://www3.science.tamu.edu/cmse/videoanalysis/balldropbounce4x.avi
http://www3.science.tamu.edu/cmse/videoanalysis/  by Joel A. Bryan




not sure why the embed code result in a small window


Workshop to investigate the kinematics of a falling ball , Anglo-Chinese Junior College, Singapore by Lee T.L., Wee, L. K. (2011, 19 January)

Workshop on Learning Physics of Sport Science through Video Analysis and Modeling, Anglo-Chinese Junior College, Singapore by Lee T.L., Wee, L. K. (2011, 19 January)

recently Tat Leong email the worksheet
https://docs.google.com/document/pub?id=1Qj4XBLEDT4jd-BH9KI80Fk4A-DVz46NGzzFG0SGOGF0

Aim:    To investigate the kinematics of a falling ball
Apparatus:    Computer Lab with
Tracker is free software; you can redistribute it and/or modify it under the terms of the GNU General Public License
    Software:    Java 1.5   jre-6u20-windows-i586.exe
Contact:    Lee Tat Leong (lee_tat_leong@moe.edu.sg), Wee Loo Kang (wee_loo_kang@moe.gov.sg)

Background:

Concepts in mechanics which include speed, velocity, acceleration, force, gravitational field and energy conversion and conservation are explored in this lesson. Analysis of the motion of an object is performed using free-body and vector diagrams, graphical analysis as well as Mathematical formulas.

Procedure:
  1. Launch the software tracker by double clicking on the tracker.jar  file.
  2. Click the Open button
  3. Select the display of the clip settings by clicking the clip settings button at the bottom right end of the player as shown.
In the clip settings dialog, set the Start and End frames to define the range you wish to analyze. In this video, set start frame to be 2 while the end as default. Click on OK to proceed.
  1. Set the reference frame origin and angle. Click the Axes button .
  2. To calibrate the scale on the video, click the Tape Measure button  

  1. Click the Create button Point Mass.  

  1. The ball maybe difficult to detect due to the quality of the frames, select the Video–Filters-Deinterlace-Even and close it after selection. This step may increase the visibility of the ball.
+ mouse click
  1. If tracking an object, mark its position on every frame by holding down the shift key and clicking the mouse (crosshair cursor) as the video automatically steps through the video clip. Note: don't skip frames--if you do, velocities and accelerations cannot be determined.  Track the ball until end of frame. Plot and analyze the tracks The Plot View displays graphs of track data. To plot multiple graphs, click the Plots button and select the desired (3) plots number. Click the x- or y-axis label to change the variable plotted on that axis. In this video, choose y versus t, vy versus t & ay versus t.
  2. Right-click on a plot (y versus t) to access display and analysis options in a popup menu. Select the various options as shown in the figure.

  1. Select points you want to perform a curve fit. For this exercise,
    • select “Parabola” Fit Equation of the form y = a*t^2 + b*t + c,
    • select “Autofit”,
    • take a look at the parameters and values
  2. Repeat Steps 9 to 11 for plot (vy versus t) and use the “Linear” Fit Equation y = a*t + b
  3. Right click on the plot of vy versus t and select Analyze-Area and select by click and drag the 2 grey vertical boundaries to select the area to measure for the duration of start of motion to the start of 1st bound of the ball. Calculate the area under a velocity-time graph.

Drag the grey lines

  1. Define potential energy, and total energy, via “data builder” (access through “Track Control”).
    ***
Drag the grey lines

Define potential energy, and total energy, via “data builder” (access through “Track Control”).
***

3rd Physics Instructional Programme Support Group Sharing at ACJC 19 Jan 2011

http://physicsipsg.wordpress.com/concurrent-sessions/


3rd Physics Instructional Programme Support Group Sharing IPSG
Date: 19 Jan 2011
Time: 2pm to 5.00 pm (TBC) Concurrent Session 2 (1510H – 1540H)
Venue: Anglo-Chinese Junior College A4.11 , level 4 main building
screenshot of my IPSG sharing

Title: Physics Educators as Designers of Simulation using Easy Java Simulation ( Ejs ) http://physicsipsg.files.wordpress.com/2009/11/concurrent-2.pdf

Hands-On / Experiments
Seminar Presentation (30 min)

Google Doc PowerPoint
https://docs.google.com/leaf?id=0BzIvSg-TzZrZNGIwYjg4MGUtNDE1Ny00NjdhLWJlZjEtYWVlMWY0NmY4NmEx&sort=name&layout=list&num=50


Motivation:
As part of the third Masterplan for ICT in Education vision “Harnessing ICT, Transforming Learners” and align with Teacher Leadership in Professional Development, this session aims to demonstrate how the Open Source Physics community engage, enable and empower teachers to be learners so that we can be leaders in our teaching practice.

Background:
Easy Java Simulations is a software tool (java code generator) designed for the creation of discrete scientific computer simulations. It can be used by ordinary mortals to create professional simulations. Download it from http://www.compadre.org/OSP/items/detail.cfm?ID=7305 license under GNU General Public License Version 3. GNU GPL

Approach:
I learned through Web 2 online collaborative means to develop simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Ejs toolkit, I was able to examine and make sense of the physics from the computational models created by practicing physicists. I will share some of the simulations that I have remixed from existing library of simulations models into suitable learning environments for inquiry of physics. These simulations models are license under Creative Commons — Attribution 3.0

http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0. download simulations
http://weelookang.blogspot.com/ menu of simulations

Future Direction:
For informal community of practice of physics teachers, go to Edumall - ICT Connection Learning Teams - Science - Physics and learn together, advancing the professionalism of educators in Singapore.
http://ictconnection.edumall.sg/cos/o.x?c=/ictconnection/bigforum&uid=200&ptid=666


Outline of PowerPoint

Physics Educators as Designers of Simulation using Easy Java Simulation ( Ejs )
Loo Kang WEE
Ministry of Education, Education Technology Division, SG
weelookang@gmail.com
http://sgeducation.blogspot.com

Motivation
As part of the third Masterplan for ICT in Education vision “Harnessing ICT, Transforming Learners” and align with Teacher Leadership in Professional Development, this session aims to demonstrate how the Open Source Physics community engage, enable and empower teachers to be learners so that we can be leaders in our teaching practice
Background: What is Ejs?
Easy Java Simulations is a software tool (java code generator) designed for the creation of discrete computer simulations.
Approach: Self Direct + Collaborate
I learned through Web 2 online collaborative means to develop simulations together with reputable physicists through the open source digital library. By examining the open source codes of the simulation through the Ejs toolkit, I was able to examine and make sense of the physics from the computational models created by practicing physicists.
How can you use Ejs?
Teachers create virtual laboratory simulations can deepen professional practice through informal learning
Global Teacher learning community
‘learning-by-making’

students can conduct inquiry learning of science ( embedding meaningful ICT experiences, redesign curriculum for school )

Left Menu of customized simulations
Arranged according to sg syllabus
Google “sg physics teacher”
NTNUJAVA Virtual Physics Laboratory Physics Simulations to help you enjoy the fun of physics! http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Live Demo: Register and Download
1 Dimension collision carts Model http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=831.0
Bouncing ball Model http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1940.0
IOP Physics journal paper accepted
Extended
Multiple Representation in Physics Interaction: Case of a Revision Lesson in Mechanics by Sng Peng Poo, Ng Eng Hock, Darren Wong (NIE), Anderson Junior College
Circular Motion on a table Model http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1883.0
Geostationary Satellite Model http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1877.0
Gravitational Earth & Moon Model http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1924.0
Alternating Current Generator Model http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1275.0
My Research interest
R&D Open source Physics tools for enriched learning experiences.
EduLab, , simulation project
Translate Open source Physics tools for effective implementation
River Valley High (2009,2010) in ICT connection, 1 journal paper writing http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18
PropelT CSCL with 8 simulations ACJC & PJC
http://weelookang.blogspot.com/2010/07/lesson-on-circular-motion-with-acjc.html
http://weelookang.blogspot.com/2010/08/lesson-on-gravitational-motion-with-pjc.html

Promote culture & practices on learning and teaching in
Physics Chapter Academy ST, lessons examples
http://weelookang.blogspot.com/2010/09/physics-task-force-committee-ptfc-for-o.html
http://weelookang.blogspot.com/2010/10/3rd-physics-instructional-programme.html
sg2010 Science Teacher Conference Workshop http://weelookang.blogspot.com/2010/11/workshop-concurrent-49-workshop.html
AJC lesson, 1 journal in IOP. http://weelookang.blogspot.com/2010/09/ejs-open-source-bouncing-ball-with-drag.html
IPSG Physics 2011 @ ACJC 19Jan 1430-1700 http://weelookang.blogspot.com/2010/09/3rd-physics-instructional-programme.html


A Big thank you to OSP CoP!
F. Esquembre, F-K Hwang, W. Christian, M. Belloni, A. Cox, W. Junkin, H. Gould, D. Brown, J. Tobochnik, Jose Sanchez, J. M. Aguirregabiria, S. Tuleja, M. Gallis, T. Timberlake, A. Duffy, T. Mzoughi, and many more….
Digital Libraries
http://www.compadre.org/OSP/
http://www.phy.ntnu.edu.tw/ntnujava/index.php
EJS itself has examples as well
All my applets are available for use & download, license under creative commons attribution share-alike.



Future Direction
Join the Global Ejs learning community
To deepen your teaching of physics, TPACK
Lead the Global initiative for free access to quality Education.
Contribute ,co-create and share legally.
be a citizen of the world.
http://weelookang.blogspot.com/

What is Tracker?
Tracker is a free Java video analysis and modeling tool from Open Source Physics
Time: 4.00 – 5.00 pm Code: OTH_104
Learning physics of sports science through video analysis and modeling
Lee Tat Leong & Wee Loo Kang (ETD/MOE), River Valley High School


Just got this 17 Feb 2011