Wednesday, July 27, 2011

I was inspired to write this down and i wanted to share with everyone

I was inspired to write this down and i wanted to share with everyone Smiley
http://blog.simplek12.com/education/7-teachers-who-changed-the-world/comment-page-1/#comment-20850

http://www.phy.ntnu.edu.tw/ntnujava/
professor Hwang Fu-Kwun from NTNUJAVA Virtual Physics Laboratory has made hundreds of quality simulations for free for anyone in the world to learn from.
The greatest strength of Professor Hwang is his philosophy towards empowering students and other educators to use, remix finer customized simulations to advance learning by doing, exploring and making new simulations.
His forum website (see link) has many examples and evidences of him giving his own time selflessly to help anyone in need of physics knowledge and physics simulation models with the later usual costing thousands of dollars to make if out-sourced to commercial vendors to create.

Professor Hwang graciously makes simulations free of financial cost to benefit humankind, in his own free time outside his teaching hours in the university.

He is a great man and a role model for people like myself, ordinary teachers trying to make learning experiences richer and more hands-on and minds-on.

Professor Hwang is the hero for many physics teachers all around the world and I am his living example of people who have benefited from his selfless sharing.
http://weelookang.blogspot.com/ my ordinary physics teacher blog
http://www.phy.ntnu.edu.tw/ntnujava/ Check out the world's greatest physics simulation website! Smiley

Lastly, to further appreciate his work, let's look at the following quote on his website.
"
* 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.
"
That's is why education has to be grounded in doing and experiencing, less memorizing for inert knowledge sake and he is one man that helps others to understand this point.
Enjoy!

Tuesday, July 26, 2011

eduLab-003 Java Simulation Design for Teaching and Learning

The eduLab programme: prototyping ideas for scaling within the education system.

picture of lookang facilitating an ideation session at at Kuo Chuan Presbyterian Sec and Teachers Network Av. 60 teachers & school leaders from 40 schools 


http://iresearch.edumall.sg/cos/o.x?c=/iresearch/pagetree&func=view&rid=161

eduLab is a key programme under the third MasterPlan for ICT in Education (mp3) that was announced by Minister for Education at iCTLT 2008. It will be a place where teachers with good ideas for an ICT-enhanced lesson or curriculum can come together to collaborate. eduLab aims to support teachers to develop, prototype and test-bed their lesson ideas while ensuring that the results, in the form of complete lesson packages, are scalable across schools to benefit the wider learning community.
In its first phase, eduLab personnel (comprising educational technology specialists and researchers from NIE's TDU) will support up to 3 such projects over 2 years. These projects will be chosen from a larger pool of ideas submitted by teachers. In subsequent phases, we anticipate more teachers involved in a number of projects, as well as a physical eduLab centre which will eventually be housed at the Academy of Singapore Teachers.


eduLab-003 Java Simulation Design for Teaching and Learning
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzIvSg-TzZrZMDYyM2VmN2UtNzM3OC00YTM1LWIyZTktNGRhOTQ3Mzc4M2Nj&hl=en_US
https://docs.google.com/leaf?id=0BzIvSg-TzZrZZDQwNTVjYjQtN2U4NS00NzhmLWIxNTctZjIwNGFiNDBlYWRm&hl=en_US
members:

River Valley high School  xu_weiming@moe.edu.sg PI 2011-present

River Valley high School lee_tat_leong@moe.edu.sg 2nd co-PI 2011-present
River Valley high School lim_ai_phing@moe.edu.sg 3rd co-PI 2012-present

Serangoon Junior College lim_chew_ling@moe.edu.sg co-PI 2012-present
Serangoon Junior College Damien.Phua@gmail.com, phua_wei_sen_damien@moe.edu.sg 2nd Co-PI 2011-2011
Serangoon Junior College Yeo Wee Leng Joshua [yeo_wee_leng@moe.edu.sg] co-PI 2012--present

Yishun Junior College goh_giam_hwee@moe.edu.sg co-PI 2011-present

Innova Junior College ong_chee_wah@moe.edu.sg, co-PI 2012-present,
Innova Junior College  ng_soo_kok@moe.edu.sg,  co-PI 2012-present

Anderson junior College Aloysius          goh_khoon_song@moe.edu.sg, co-PI 2012-present
Anderson junior College lim_ee-peow@moe.edu.sg, co-PI 2012-present

NIE kenneth.lim@nie.edu.sg http://voyager.blogs.com Learning Architect to co-PI 2012-present
NIE nathanael.ng@nie.edu.sg
MOEHQ ETD weelookang@gmail.com; wee_loo_kang@moe.gov.sg, wee_loo_kang@moe.edu.sg http://weelookang.blogspot.com/ Learning Designer to co-PI 2012-present
MOEHQ ETD Matthew_ong@moe.gov.sg
MOEHQ ETD KOM_Mun_Siong@moe.gov.sg
MOEHQ ETD Amanda_LOH@moe.gov.sg

Hopefully
Innova Junior College ong_chee_wah@moe.edu.sg would be interested in Stage 1
Anderson Junior College sng_peng_poo@moe.edu.sg would be interested in Stage 1
Indeed they join! after the http://weelookang.blogspot.com/2011/06/academy-symposium-10th-november-2011-to.html

Project summary afer merging with research v3
This project seeks to further students’ inquiry (McDermott, Shaffer, & Rosenquist, 1995) learning through appropriate use of computer models with multiple representations (Gilbert, 2010) (world, scientific and symbolic) thereby improving students’ understanding of abstract concepts in Physics.
This project’s key pedagogical method is the guided (Kirschner, Sweller, & Clark, 2006) inquiry approach through customized computer models (Wee & Mak, 2009), worksheets (pen paper and/or online) and skilful teacher facilitation (Wu, Hsu, & Hwang, 2008). This enables students to conduct scientific investigation-inquiry on the computer models (Christian, Esquembre, & Barbato, 2011) (and the real world) and propose/deduce physics concepts in agreement with the evidence/data collected in the computer models or/and real world.
The secondary pedagogical method is constructionism or learn-by-making of computer models lead by RVHS on a small group of secondary 3 students using existing Easy Java Simulation (Ejs) toolkit within during curriculum space of 1 year project based learning.

Project Summary v2:
The project has two goals.
First, the inquiry pedagogy or investigative learning is enabled through the building of computer models lead by ETD and co-design guided inquiry activities lead by each of the 5 schools that address customized JC1 and JC2 students’ learning needs in Physics.
Second, the constructionism pedagogy or learn-by-making of computer models lead by RVHS on secondary 3 students using existing Easy Java Simulation (Ejs) toolkit within during curriculum space of 1 year project based learning.


Project Summary v1: The project focuses on attaining two major goals.
First, the building of Java Applets that address learning needs in Physics and Math customized to local contexts and needs.
Second, it aim to use existing Ejs toolkit to allow students to create computer models in the span of 1 year for a project based performance of deep learning preferably for a secondary 3 in RVHS curriculum time and space of a program called CID.

  it also aims to develop a toolkit that enables students to take on the learner-as-designer role through designing Java-based simulations that demonstrate their depth of conceptual understanding in the subject matter. I recommend using Ejs itself to teach student to learn by building models in Ejs rather than to create an simplified authoring toolkit. The task is already very challenging, we do not need to compound the difficulty with create another toolkit which i speculate is beyond the expertise of the eduLab 003 team.

Potential:
(a) usefulness as a productivity tool which when used skillfully by a teacher to bring across abstract physics concepts in an interactive manner through the use of visualization for meaning making will become a powerful pedagogical tool;
(b) promise and ease of customization to match with the diverse learning needs of different profiles of learners
(c) relevance and engagement o both the Secondary & JC contexts with an additional element of allowing the IP school students to take on the challenge on new applet design and development to foster creativity.
(d) usefulness in promoting the C2015 outcomes in the area of SDL & CL.



Concerns:
1. Can the development of the Java applet toolkit be completed within the expected 2-year project time frame?
the simple answer is no, i agree that eduLab team is not prepared to embark on a development trajectory which is too time consuming and nobody is prepared nor have the expertise to develop an alternative toolkit.
advantage: 
future enhancements and development new features and bug fix are done by Ejs team rather than the eduLab team, tapping on the strengths of Ejs toolkit is a more strategic move.

2. As the proposal did not articulate how the proposed Java applet development toolkit compares favorably with the existing, free Easy Java Simulation (EJS) authoring tool that is accessible to non-programmers, it is unclear why the team proposes to build a new toolkit rather than leveraging existing one to achieve the same student outcomes.
the project should leverage on Ejs itself rather than trying to build a simplified toolkit to save time and work on what has worked.

3. Intellectual Property – Will the Java development toolkit be proprietary or be available for free as an Open Source software? Will those Java applets created by teachers also need to be made available for free? This has implications when addressing commercialization of eduLab supported innovations.
all creative works are based on the Ejs community's source code thus it is exactly in compliance with copyright and fair use that our works need to be similarly release as creative commons attribution and fulfil the global collaborative license for open access to quaity resources for advancing the world's knowledge and journey against inequality of access to education.   eduLab team 003 respectfully decline to go the commercialization route in favor of global educational benefit first, instead of for commercial gains.


4. To include some research-informed or research-supported pedagogical frameworks that are suitable for guided inquiry such as the BSCS 5E Learning Cycle, local researchers Dr Raymond Tsoi’s Hybrid Learning Model and Dr Poon Chew Leng’s Inquiry Framework of 3Cs with a PIE.
agreed, BSCS 5E Learning Cycle will be used extensively in the research.


5. To provide various platforms for all teachers to showcase their best practices for Stage 1 applets and the creativity for Stage 2 applets as a form of affirmation and celebration of their efforts. Some platforms include the annual IPSG for JC teachers, AST Academy Symposium, Excel Fest etc.
agreed, eduLab 003 will share and diffuse the people, product and process with anyone in the world.

6. diffusion of lessons and practice issues, need to have more than 2 schools
to include Yishun JC under the leadership of Jimmy Goh HODsc

After 10 Nov 2011 our sharing at the academy symposium, hopefully IJC and AJC would be interested in stage 1

Conclusion:
A well-thought through and feasible edulab project which is relevant and scalable.


To do by 26 September 2011
Feedback from Evaluation Committee for eduLab-003 - Java Simulation for Teaching & Learning
Clarifications / Follow-up on the points below are requested.

1. Greater clarity on the research design of the project.
1.0 Introduction
Project Summary: The project focuses on attaining two major goals.
First, the building of Java Applets that address learning needs in Physics and Math customized to local contexts and needs.
Second, it also aims to develop use the Ejs toolkit that enables students to take on the learner-as-designer role through designing Java-based simulations that demonstrate their depth of conceptual understanding in the subject matter.

2.0 Purpose of the Study
study the usefulness as a productivity tool which when used skillfully by a teacher to bring across abstract physics concepts in an interactive manner through the use of visualization for meaning making will become a powerful pedagogical tool.
foster creativity through new applet design and development.

3.0 Relevant Literature Review
4.0 Methodology
4.1 Research Design
Case study?
In a case study, one single unit is extensively studied. This case can be a person, organization, group or situation. Famous case studies are for example the descriptions about the patients of Freud, who were thoroughly analyzed and described. Read more on case study. Bell (1999) states “a case study approach is particularly appropriate for individual researchers because it gives an opportunity for one aspect of a problem to be studied in some depth within a limited time scale”.

4.2 Participants (covering both the teachers [not clear how many teachers were involved in the study and students)
4.3 Design of the simulations
4.4 Implementing the simulations
4.4.1 Teacher Professional Development
4.4.2 Laboratory Preparation
4.4.3 Pre Lab Activities
4.4.4 Lab Activities
**** Make sure that the Figure is put near to the text that are referring to it.
4.5 Data Collection Instruments
4.5.1 Survey Questionnaire
4.5.2 Informal interviews with students
4.5.3 Informal discussions/ interviews with teachers
*** More details should be provided for 4.5.1 to 4.5.3 especially on how the instruments were developed and issues of validity and reliability
4.6 Data Collection Procedures
** The procedures need to be elaborated
5.0 Results (The results should be discussed according to the research questions)
5.1 Can the collision simulation allow students to experience and situate their understanding through hands-on activity?
5.2 Will learners perceive themselves as learning effectively and value such simulations as context to support learning-by-doing?
** At the present moment the Results Section is a bit jumbled up (presented based on the numerical and interviews rather than RQs) and make sure that the Figure is put near to the text that are referring to it.
** Check for consistency in text and figures/tables e.g. Figure 6 (23 + 39 = 62%) does not tally with the text (61%).
** Use past tense for presenting results
** Not sure what are Q1, Q2, Q3, and Q4? Please discussed Q1-Q4 in Research Instruments and also indicate how the students did for Q1-Q4.
6.0 Discussions
** Consider discussing the results based on the research questions rather than Before Lesson, During Lesson and After Lessons.
7.0 Conclusions

2. Articulate how the project would be evaluated for its
• Progress during development
• Success in terms of its impact on teaching & learning (innovation should go beyond addressing efficiency/productivity)

3. Possible IP issues due to open-source nature of innovation e.g. rights of applets developed by teachers.
all creative works are based on the Ejs community's source code thus it is exactly in compliance with copyright and fair use that our works need to be similarly release as creative commons attribution and fulfil the global collaborative license for open access to quaity resources for advancing the world's knowledge and journey against inequality of access to education.   eduLab team 003 respectfully decline to go the commercialization route in favor of global educational benefit first, instead of for commercial gains.

4. How teachers could be adequately trained to use the toolkit.

5. Suggestion: Rope one more partner school into project so that the innovation could be tried out in more schools.
to include Yishun JC under the leadership of Jimmy Goh HODsc

After 10 Nov 2011 our sharing at the academy symposium, hopefully IJC and AJC would be interested in stage 1 


6. How targeted users (both teachers and students) are able to author the content (applets).

7. Clarification on requested budget


TimeLine:

Approximate Work Plan for Edulab Project NRF001 2012










2013












Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Stage 1
























Meetings to discuss a set of topics to develop applets and simulations.
























Determination of division of labour for topics for development including schedule for development and testing.
























Literature review and consolidation of learning; identification of key learning difficulties in the various topics.
























Sourcing of existing applets for ideas.
1,2
3,4

5,6
7,8

9,10
11,12

13,14
15,16

Development of applet along with lesson plans with concurrent testing and teaching.
1,2
3,4

5,6
7,8

9,10
11,12

13,14
15,16

Exchange of applets for further testing and improvements for scalability.

1,2
3,4


5,6

7,8

9,10
11,12


13,14

15,16
Publishing of applets to open source forums for feedback.
























Consolidation of applets to date and compiling of lesson package.
























Full implementation of lesson packages that are already done
























Review of progress and planning
























Final review and consolidation
























Stage 2
























Meetings to discuss topics for Stage 2 development based on experience in Stage 1
























Stage 2 training for students
























Stage 2 project for for students to develop simulations
























Assessment of student developed simulations and sharing
























Review of Stage 2 and improvements
























Professional development
























Professional development
























Workshop/Seminar with overseas expert(s)
























Workshop organised for teachers from other schools for sharing, PD
























Sharing at conferences, seminars etc








KEY PERFORMANCE INDICATORS (KPIS)




Project Title
eduLab-003 Java Simulation Design for Teaching and Learning
Project Lead / Principal Investigator
Xu Weiming [xu_weiming@moe.edu.sg] (RVHS)

lee_tat_leong@moe.edu.sg (RVHS)
wee_loo_kang@moe.gov.sg (ETD)
matthew_ong@moe.gov.sg (ETD)
kenneth.lim@nie.edu.sg (NIE)
Institutions
River Valley High School (Lead)
Serangoon Junior College
Yishun Junior College
Innova Junior College
Anderson Junior College




The KPI targets of this project are as follows:






Process KPIs Year 1 Year 2 Total
201_ 201_
Partner schools 5 0 5
Teacher researchers 5 0 5
Workshops to interest stakeholders in EduLab projects (e.g. schools, industry and researchers)  1 1 2
No. of projects with industry involvement* 0 0 0
*These projects involve industry partners in developing products/applications with pedagogical inputs from schools/MOE/NIE.  Products/applications from these projects are more likely to reach market due to industry involvement.




Product KPIs Year 1 Year 2 Total
201_ 201_
Workshops to share knowledge and outcomes of projects  2 2 4
IDM-based lesson resources/packages  2 2 4
No of products/ applications that are ready for commercialisation  0 0 0
No of products/ applications that are commercialised 0 0 0
Publications 1 1 2



























Updated:

co-PI Letter of Acceptance of Funding NRF2011-EDU001-EL001 Java Simulation Design for Teaching and Learning by Wee Loo Kang, upgrade to co-Principal Investigator


Letter of Invitation to Singapore 12-15 March 2012 for eduLab project workshop NRF-MOE eduLab001 Java Simulation Design for Teaching and Learning  to Professor Fu-Kwun Hwang 

Tuesday, July 19, 2011

Ejs Open Source Gimbal lock Model java applet

Ejs Open Source Gimbal lock Model java applet
http://weelookang.blogspot.sg/2011/07/ejs-open-source-gimbal-lock-model-java.html
http://commons.wikimedia.org/wiki/File:Gimbal_lock_airplane.gif
author: fu-kwun hwang,  paco and lookang
https://dl.dropboxusercontent.com/u/44365627/lookangEJSS/export/ejs_model_glimbal8wee02.jar
https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_glimbal8wee02.jar

strange? the thumbnail is not generated correctly.
description donated to http://en.wikipedia.org/wiki/Gimbal_lock#Gimbal_lock_in_three_dimensions
Consider a case of a level sensing platform on an aircraft flying due North with its three gimbal axes mutually perpendicular (i.e., roll, pitch and yaw angles each zero). If the aircraft pitches up 90 degrees, the aircraft and platform's Yaw axis gimbal becomes parallel to the Roll axis gimbal, and changes about yaw can no longer be compensated for (see illustration from outer ring to inner, yaw(magenta) ring is pivoted to pitch(green)ring and pitch(green) ring is pivoted to roll(blue) ring). The word lock is misleading: no gimbal is restrained, all three gimbals can still rotate freely about their respective axis of suspension. Nevertheless, because of the parallel orientation of both the yaw and roll gimbal axes, there is no axis available to accommodate yaw rotation.

Ejs Open Source Gimbal lock Model java applet by Fu-Kwun Hwang and lookang
as a response to http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2084.0


reference: http://en.wikipedia.org/wiki/Gimbal_lock
Gimbal lock is the loss of one degree of freedom in a three-dimensional space that occurs when the axes of two of the three gimbals are driven into a parallel configuration, "locking" the system into rotation in a degenerate two-dimensional space.
The word lock is misleading: no gimbal is restrained. All three gimbals can still rotate freely about their respective axes of suspension. Nevertheless, because of the parallel orientation of two of the gimbals axes there is no gimbal available to accommodate rotation along one axis.


kindly hosted by NTNUJAVA Virtual Physics Laboratory by Professor Fu-Kwun Hwang
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2237.0
alternatively, go direct to http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0
Collaborative Community of EJS (Moderator: lookang) and register , login and download all of them for free :)
Author: Fu-Kwun and lookang

http://www.compadre.org/osp/items/detail.cfm?ID=11530 Suggestion to OSP
Description:

3 Dimensional Rotational Model
Flight dynamics is the science of air vehicle orientation and control in three dimensions. The three critical flight dynamics parameters are the angles of rotation in three dimensions about the vehicle's center of mass, known as pitch, roll and yaw.

Description:
The 3 Dimensional Rotational Model is a setup that resembles an actual real life demonstration set using to illustrate and allow exploration of the meaning of pitch, roll and yaw. There are 2 possible frames to choose from cylinder rings or rectangles.
The independent axes when selected allows independent axes to be rotated without affecting the others 2 axes, while when independent is not selected allows a couple rotational model that could be used to explore the concept of gimbal lock.
In simple Java, the is no object rendered in the model, just the frames to explore pitch, roll and yaw.
In Java 3D, a aeroplane (in wrl) is rendered inside the model for better association to aeroplane pitch, roll and yaw angles in 3D.

Exercises:
Engage:
Have you wondered how do airplane pliots communicate to each other about the angles that the airplane makes with a defined equilibrium state?
Do you know that what you learn here can be applied to boat and ships angles too?

Set the sliders to roll = 90 , pitch 90 and yaw = 0 degree.
explore the roll slider and verify whether the following statement is appriopriate.
"The equilibrium roll angle is known as wings level or zero bank angle"
Discuss and suggest a value of roll for this zero bank angle to occur.
hint: roll = 90 degree

Similarly, explore the sliders pitch and yaw and visit http://en.wikipedia.org/wiki/Flight_dynamics_(aircraft) and other websites related to draw sketches and describe in sentence(s) the meaning of
i) roll
ii) pitch
iii) yaw
hint:

According to http://en.wikipedia.org/wiki/Gimbal_lock
Gimbal lock is the loss of one degree of freedom in a three-dimensional space that occurs when the axes of two of the three gimbals are driven into a parallel configuration, "locking" the system into rotation in a degenerate two-dimensional space.

Explore the model and discuss with your classmates what this means?


Advanced Learner:
Please submit your remix model that model features that are not available in the existing virtual lab and share your model with the world through NTNUJAVA Virtual Physics Laboratoryhttp://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0. Impacting the world with your model now.
Credits:

The 3D rotational Model was created by Fu-Kwun Hwang (original model found herehttp://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2084.0) , customized by Loo Kang WEE (newer model found here http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2237.0) using the Easy Java Simulations (EJS) version 4.3.3.3 authoring and modeling tool. An applet version of this model is available on the NTNU website <http://www.phy.ntnu.edu.tw/ntnujava/ >.

You can examine and modify this compiled EJS model if you run the model (double click on the model's jar file), right-click within a plot, and select "Open EJS Model" from the pop-up menu. You must, of course, have EJS installed on your computer. Information about EJS is available at: and in the OSP comPADRE collection .



changes made.
naming convention change to suit airplanes as in picture
made 19 closest instead of 361
set initial values to

all zero
all blanks

range of slider -180 to 180 degree

added play pause button
axes implementation added instead of box for clearer orientation when talking about pitch roll and yaw
re-design the implementation to suit the physical Gimbal with support structures represented by cylinders using the 3D group method to ease the need to program in the codes as it is the outer ring's motion is automatically translated to the middle ring and the middle ring motion translation to inner ring.
add cylinders to aid the visualization of the support of the Gimbal

added new features
changes made
added rectangles from Prof Hwang's version 6
customized to my version 4 dimensions
added an independent axis control checkbox for egabev mention something about no dependency of each axis of rotation, without the structures and in rectangle shapes, the rectangles do overlap
made it a little bigger
consistent the color with Prof Hwang's version 6
vrml files
render is JAVA3D is the only trick!
think there is a bug in Ejs 4.3.3.2 , it works in the download standalone jar but not VRMLfile cannot show up in web deploy applets.
download file to view the VRML airplane
reference:
http://www.fho-emden.de/~hoffmann/gimbal09082002.pdf






A gimbal is a ring that is suspended so it can rotate about an axis. Gimbals are typically nested one within another to accommodate rotation about multiple axes. (see illustration from outer ring to inner, yaw(magenta) ring is pivoted to pitch(green)ring and pitch(green) ring is pivoted to roll(blue) ring)


 A gimbal is rectangular frames that is suspended so it can rotate about an axis. Gimbals are typically nested one within another to accommodate rotation about multiple axes. (see illustration from outer ring to inner, yaw(magenta) ring is pivoted to pitch(green)ring and pitch(green) ring is pivoted to roll(blue) ring). there is a 3D airplane for better animation and use of gimbal.


created for Wikimedia as a active contributor and concerned citizen of the world
Thumbnail descDate Name User Size Description
02:05, 19 July 2011Gimbal3 axes rotation with airplane .gif (file)Lookang569 KB
02:05, 19 July 2011Gimbal 3 axes rotation.gif (file)Lookang421 KB
 

Monday, July 18, 2011

School Leader Seminar 2011 NUS, Faculty of Engineering, LT7A

https://sites.google.com/a/moe.gov.sg/leaders-seminar-dry-run/discussion-1

http://www.edutopia.org/east-technology-lab-video






Summary on SDL n CoL.
perhaps a project work (YauHui and LooKang and John) task can promote more for the SDL n CoL as on this video.

https://sites.google.com/a/moe.gov.sg/education-transformation-school-leadership-and-ict-in-learning/home




E3-06-02
N4
9
27
Siew Lian Meng Joo
Loo Kang

N5
9

N6
9

Personal Notes on Discussion 1: Knowledge Creation school
White paper ICT, Education Reform, and Economic Growth: A Conceptual Framework by Robert B. Kozma, Ph.D. http://download.intel.com/education/EvidenceOfImpact/Kozma_ICT_Framework.pdf

Table on education reform for 21st century skills, i create after reading the white paper.

  Acquisition
 Deepening
 Creation
 Policies
 workers
 managers
 creators
 Professional Development
 factual accuracy
 deep facts and pedagogy
 self directed model learner-teachers. collaborate, create, share own body of professional knowledge and practices. 
sound like lookang in open source physics community?
 Curriculum
 facts acquisition
deep real-life complex facts 
 students goal and local context dependent, flexible and responsive. develop inquiry, info management, critical thinking, learn to learn.
Maybe a blog to info manage?
 Pedagogy
 information delivered
 open-ended real-world problems, internship
 build on knowledge, explore new topics, generate knowledge products, communicate with experts global ones.
Life-Like pedagogy?
 Assessment
 accuracy of facts recall
 composed of a few open-ended projects
 investigation, reports, presentations, creative works and other knowledge products. 
world reviewed.
open access Blog, contribute journal paper?
 ICT Use
 deliver content
use simulations, multimedia, not produced them yet.
 social networks to support creation of simulations & multimedia
Create Simulation for physics?
 School 
Organization
 hierarchical, high accountability, little autonomy. teacher rewarded by students test scores. 
 flexible implementation, responsive to community needs
schools are learning organisation, teacher innovate and have autonomy to implementing vision & goals. accountable for results
trust teachers?.  


After reading, i feel it may be appropriate to aim for knowledge deepening as knowledge creation could be on a selective part of the education reform. 


Discussion 2:

Q1: What practices in the video clip are similar to those in your school? *
Like:
structured Time for sharing technology, ideas, once a month
PLC discussions to improve lessons
peer lesson observation/study for improvement of lesson, not assessment of teacher's competency.

Q2: What challenges did you face during the implementation and how did you overcome them? *
teacher got no time to innovate or share? lower teaching load, scrap CCA duty in place for lesson study/improvement
go through the motion PLC, worker-supervisor relationship dominant. scrap EO ranking, unhealthy for community-family spirit?


My thoughts:
actually, this 4 square reflection can be expanded further, ICT use, Curriculum (thinking skills and 21 cc), Pedagogy(instructional approach & authenticity)  and Assessment (performance task missing??).



Discussion 3:


Focus 1: Curriculum that supports Knowledge Creation
The curriculum is flexible and responsive to student goals and local contexts.
It emphasises the development of collaboration, inquiry, information management, creativity, and critical thinking skills. Learning how to learn is essential.
How does a curriculum that supports Knowledge Creation look like?
How can ICT support such curriculum?
the quick way is build into the curriculum a life like project, for example 
  1. Learning Physics through Video Analysis and Modeling @ River Valley High (sg) 2010 http://weelookang.blogspot.com/2010/03/learning-physics-through-video-analysis.html. A project based learning that has the scaling resources here http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82 download all.
  2. shorter implementation could be in the form of science computer practical laboratory using simulation http://weelookang.blogspot.com/2011/03/tracker-scaling-in-yishun-junior.html and http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=533
  3. simulation based labs http://weelookang.blogspot.com/2010/06/ejs-open-source-java-applet-1d.html and http://ictconnection.edumall.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=18


What are the essential conditions School Leaders need to put in place for such a curriculum?

Prioritise and focus on one essential condition. 
What are your considerations in deciding on this essential condition?
easiest to influence.
get teachers to design worksheets on simulations created for students to learn from.
get teachers to design  simulations to build capacity 
get students to design simple simulations to illustrate their understanding on the concepts taught in school. 

What are some issues and challenges associated with this essential condition?
students may give up authentic learning experience in favor of the usual examination score focus.

Select one issue/challenge to work on.
What should you take into consideration?
give students 1 to 1 counselling on the need for life like performance, exam is just a necessary part of the schooling experience for standardized testing for steaming purposes

Rephrase the issue/challenge into a question (How…?).
How do i counsel student on the need for life skills real life performance instead of pass for Acing examinations?




Creating conditions for Pedagogy
Focus 2: Pedagogies that bring about acquisition of SDL and CoL

Teaching consists of challenging students to build on their knowledge and explore new topics. Collaborative projects and investigations involve searching for information, collecting and analysing data, generating knowledge products and communicating with outside experts and audiences to share results.
What scaffolds are needed for students across abilities, levels and subjects?
How can ICT support such pedagogy?
School leaders http://montfortsecprincipal.wordpress.com/, teachers http://weelookang.blogspot.com/ and students blogs http://511askmdmcheng.blogspot.com/ can be organised into knowledge management system for SDL and CoL. Example, Mdm Cheng's physics blog mentioned in DGE's speech.
Pedagogy of doing (simulation like http://weelookang.blogspot.com/ blog) , thinking and reflective massive information on the internet can augment existing school's face to face lessons.
Establish collaboration with global community of educators, experts.
strong TPACK teachers to lead the use and search and development of content & resource for student SDL and CoL.

What are the essential conditions School Leaders need to put in place for such  pedagogy?


Prioritise and focus on one essential condition. 
What are your considerations in deciding on this essential condition?
easiest to influence.
workshop on use of Blogger as e-portfolio mechanism for students progress in learning  - built into the students' year end assessment key e-portfolio to demonstrate learning

What are some issues and challenges associated with this essential condition?
students may give up authentic learning experience in favor of the usual examination score focus.

Select one issue/challenge to work on.
What should you take into consideration?
give students 1 to 1 counselling on the need for life like performance, exam is just a necessary part of the schooling experience for standardized testing for steaming purposes

Rephrase the issue/challenge into a question (How…?).
How do i counsel student on the need for life skills real life performance instead of pass for Acing examinations?




Discussion 3:
Discussion 3: Creating conditions for Assessment
Focus 3: Assessment that determines attainment of 21st Century Competencies Assessment tasks consist of investigations, reports, presentations, creative works, and other knowledge products. These products are evaluated through self, peer, and public review, as well as expert review. Assessments also emphasize student goal setting and self-monitoring.  
What do we want to assess? Learning
How can ICT support such assessment? assessment of learning by means of performance of tasks, e-portfolio etc. 

What are the essential conditions School Leaders need to put in place for such assessment?
Inside -enhance school leaders', teachers'and students' understanding for authentic learning, not the present day pen paper examinations
Outside - 
structures - internet access, computers 
process - built into the students' year end assessment key e-portfolio to demonstrate learning
assessment - built into teachers' EPMS rubrics as core competencies

Prioritise and focus on one essential condition. 
What are your considerations in deciding on this essential condition?
easiest to influence.
process - built into the students' year end assessment key e-portfolio to demonstrate learning

What are some issues and challenges associated with this essential condition?
students may give up authentic learning experience in favor of the usual examination score focus.


Select one issue/challenge to work on.
What should you take into consideration?
give students 1 to 1 counselling on the need for life like performance, exam is just a necessary part of the schooling experience for standardized testing for steaming purposes

Rephrase the issue/challenge into a question (How…?).
How do i counsel student on the need for life skills real life performance instead of pass for Acing examinations?

A Self Directed Learning Spectrum (Gibbons,2002) with Characteristics (MOE,2009) mapped.


  1. to enhance the SDL ownership, participants will perform one lesson learnt to apply in their school, share it during next years SL seminar if there is one. 
  2. to manage the learning, participants can blog about it like andrew will lead by example, thinking and evaluate in internet public space their success and challenge, inviting anyone who is an expert in school reform like Bob Kozma to value add  to the blog post, share the burden etc
  3. to extend, since the seminar is broad strokes, perhaps can go deep into certain reforms (physics simulations for example like http://weelookang.blogspot.com/)  and share an implementation modules for others participants to do likewise in their workplace.
Conclusion
I agree that students will learn deeply if they are the ones creating the simulations (knowledge product) but it is going to take a lot of teacher capacity to perform this kind of knowledge creation lesson. I will definitely try when i am in school as a teacher :)

Some generic photo taken by m, anyone who's photo are taken, object to them been here, please leave a message and i will remove them.

 skillful facilitation by Siew Lian connecting the workshop to the session

 skillful facilitation by Tan Chun Ming ( Principal Nan Chiau Pri ) on Activity 3
Room 2 watching the video by ETD on Mdm Cheng and her students feedback on use of blogs

 
Room 2 watching the live cast using on Cheah HM closing the session