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<title>Geography – SingTeach | Education Research for Teachers | Research within Reach</title>
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<title>Engaging Minds through Games: Using Gamified Strategies to Teach Geography</title>
<link>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/?utm_source=rss&utm_medium=rss&utm_campaign=engaging-minds-through-games-using-gamified-strategies-to-teach-geography</link>
<comments>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Mon, 10 Feb 2025 08:40:32 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Problem solving]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Pedagogical Content Knowledge]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Game-based learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24343</guid>
<description><![CDATA[Contributed by Chua Wan Yu from Temasek Secondary School and Dr Tricia Seow from the National Institute of Education, for SingTeach Virtual […]]]></description>
<content:encoded><![CDATA[<p><b><i><span lang="EN">Contributed by Chua Wan Yu</span> from <a href="https://www.temaseksec.moe.edu.sg/" target="_blank" rel="noopener">Temasek Secondary School</a></i></b><b><i> and </i></b><b><i><span lang="EN"><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a> from </span>the <a href="https://www.ntu.edu.sg/nie" target="_blank" rel="noopener">National Institute of Education</a></i></b><b><i><span lang="EN">, for </span></i></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener"><b><i><span lang="EN">SingTeach Virtual Staff Lounge</span></i></b></a><b></b></p>
<p><strong><i>Engaging students in climate change education can be challenging, particularly when its impacts are not immediately tangible. In Singapore, while students may relate to terms like “global warming” and “carbon dioxide,” fostering a deeper understanding and actionable responses often proves difficult due to the abstract nature of the topic and its overwhelming content. So, how can we make this critical topic more engaging and relatable? This study investigates the use of gamification as a pedagogical strategy to enhance conceptual learning about climate actions. It looks at how a climate-policy-focused card game, “<a href="https://sll.hsse.nie.edu.sg/resource/getting-to-zero/" target="_blank" rel="noopener">Getting to Zero</a>”, has significantly improved students’ awareness of climate policies, comprehension of trade-offs in policymaking, and motivation to engage with climate solutions.</i></strong></p>
<div id="attachment_24356" style="width: 910px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-24356" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop.png" alt="" class="wp-image-24356" width="900" height="395" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop.png 1246w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-300x132.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-1024x450.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-768x337.png 768w" sizes="(max-width: 900px) 100vw, 900px" /><p id="caption-attachment-24356" class="wp-caption-text">Photos: The gameplay of the “GTZ” card game</p></div>
<h1>What Is Gamification?</h1>
<p>Deterding (2011) defines gamification as integrating game elements into non-game contexts to enhance engagement and motivation, emphasizing that thoughtful design, rather than superficial rewards, sustains long-term learning outcomes. Kapp (2012) explores practical applications, demonstrating how game mechanics can simplify complex concepts and foster active learning. Both researchers stress that effective gamification can be a powerful tool to motivate students’ learning. Their research underscores how gamification can promote active participation and knowledge transfer, making abstract concepts accessible and memorable. Together, their findings emphasize thoughtful gamification as a transformative educational tool.</p>
<p>In the context of using gamification to engage students on climate issues, researcher Carrillo-Nieves et al. (2024) explored gamification through designing station games, including escape rooms, and engaging undergraduates in combating climate change by fostering problem-solving and collaboration. Using gamification as a pedagogical strategy in Geography classrooms is an area that remains largely unexplored, especially within Singapore’s education landscape.</p>
<p>This begs the question of whether a climate-policy-focused card game such as “Getting to Zero” (GTZ) can significantly enhance students’ awareness of climate policies and lead students to develop a deeper understanding of the complexities faced by nations in climate policymaking. </p>
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<p>In particular, we were interested to determine whether such a climate-policy-focused card game can:</p>
<ul>
<li>Improve students’ knowledge of climate issues</li>
<li>Foster a deeper conceptual understanding, particularly regarding the trade-offs and constraints inherent in climate policymaking</li>
<li>Generate greater interest and motivation to explore the phenomenon further</li>
</ul>
</div>
</div>
<h1>Using “Getting to Zero” in the Geography Classroom</h1>
<p>GTZ was introduced to a group of 36 Secondary Three students from the G2 level as part of their Geography lesson on climate action. It was intentionally used as a trigger to activate prior knowledge and engage students with the subject matter. A pre- and post-survey was administered to measure students’ knowledge, contextual understanding, and interests toward the topic on climate. Quantitative survey items used a Likert scale (1 to 5) for self-assessment, while qualitative questions encouraged students to articulate their learning experiences from the game.</p>
<h4><em>Analyzing Students’ Responses</em></h4>
<p>Students had a better understanding of climate policies after engaging with the card game. Their self-assessments highlighted increased awareness of “trade-offs”, a concept integrated into the game’s strategy for winning and a critical concept highlighted within the Geography curriculum. Additionally, students reported a greater understanding of how individual actions could contribute to reducing their climate impact. </p>
<p style="padding-left: 80px;"><b>Question: <i>“I am clear about what Getting to Zero means”</i>. </b>The positive response to this question demonstrated that students had a clear understanding the importance of achieving a net-zero carbon footprint as a climate action strategy. This mirrors real-life efforts, where authorities implement climate policies to balance emissions with reductions.<b></b></p>
<p style="padding-left: 80px;"><b>Questions: <i>“I know the purpose of implementing climate policies in Singapore”</i> & <i>“I know the constraints Singapore faces when implementing climate policies”</i>. </b>The positive responses to these questions demonstrated that students had a foundational understanding of why countries, including Singapore, take action through climate policies. Their grasp of the constraints highlighted an awareness that implementing climate actions is far from straightforward. Students recognized that numerous considerations and competing priorities—many of which they encountered during the game—can deter countries from taking immediate or extensive action.<b></b></p>
<p style="padding-left: 80px;"><b>Question: “<i>I know at least 3 climate policies</i>”. </b>This survey question revealed an increase in responses at the lower levels of understanding and a reduction in responses at the higher levels. This question, which required students to list three climate policies, appeared more demanding due to the specific and quantitative nature of the task. While this may signal the lack of retention for some students, it was also noted that some students overly strategized to win the game, neglecting the details presented in the card game.</p>
<p style="padding-left: 80px;">To address this, teachers need to facilitate effectively by ensuring sufficient time for students to consider and articulate their moves during the game. Additionally, providing opportunities for post-game discussions will allow students to reflect on their strategies and the climate actions they have taken, deepening their understanding of the decision-making process and facilitating the retention of content knowledge.</p>
<h4><i>Analyzing Students’ Reflections</i></h4>
<p> An analysis of the vocabulary used in students’ reflections indicated mastery of critical content, such as “carbon emissions,” a central element of the game’s mechanics where players aimed to reduce net emissions to zero. Many students articulated the complexities of trade-offs, describing balancing costs while achieving emission reductions as a “downside” in policymaking (see <a href="https://entuedu-my.sharepoint.com/:b:/g/personal/dptofrmysp_niestaff_cluster_nie_edu_sg/Ee7w15fZ2NxIjqsiEtA3g1gBzC2wKtwyx-fM62cuVXKALw?e=anPYMo" target="_blank" rel="noopener">Appendix A</a>). These findings underscore the game’s effectiveness in fostering both engagement and conceptual understanding.</p>
<p>Other qualitative feedback from students revealed insights into their self-assessed interest levels regarding climate-related issues. Many students expressed increased curiosity and a desire to contribute positively to reducing carbon emissions in Singapore. Comments highlighted an awareness of local efforts, such as the government’s use of solar panels, and a personal commitment to reducing their carbon footprint. One student commented “The game was very engaging and educational, and made me more curious on the different type of ways to reduce carbon emissions”.</p>
<p>On gauging the interest level of the topic, qualitative feedback from students expressed the fun element while playing the card game, making the topic more relatable. These responses illustrate how the gamified approach effectively captured the interest of most students, fostering a sense of individual responsibility and curiosity about climate actions.</p>
<h1>Limitations and Further Insights</h1>
<p>Overall, the card game proved effective in promoting the understanding of conceptual knowledge within the climate issues and fostering engagement which answers to our action research question. However, it is also important to recognize its limitations. The game is not a foolproof solution or a magical tool that can fully address all learning objectives. Certain aspects, such as the retention of specific content like climate policies, were less successful as some students struggled with the recall tasks or became overly focused on winning rather than absorbing detailed knowledge.</p>
<p>Additionally, the game’s design may not cater equally well to all students, particularly those who require additional scaffolding or alternative approaches to grasp complex concepts. These limitations highlight the need to view the card game as a complementary tool within a broader pedagogical strategy, rather than as a standalone solution.</p>
<p>The game can serve as both a trigger and a reinforcement tool in the learning process. As a trigger, it activates students’ prior knowledge while introducing new information, sustaining their attention and sparking interest at the start of the topic. As a reinforcement tool, students can engage with the game more consciously, leveraging their acquired knowledge to make more informed decisions during gameplay. Both approaches effectively use the cards to engage students, preserving the fun element and creating a memorable learning experience that integrates play with understanding.</p>
<h1>Strengthening Gamification in Singapore</h1>
<p>The findings reveal that gamification should be explored further by educators in Singapore, as it can facilitate deeper understanding of abstract concepts that are often difficult to convey through traditional frontal teaching methods.</p>
<p>One effective way to achieve this is through the use of interactive tools, such as card games like GTZ, which engage students in active learning and provide a fun entryway for understanding complex ideas. This approach allows students to actively construct their knowledge, making abstract concepts more accessible and memorable, as it encourages experiential learning rather than passive absorption of information.</p>
<p>To further advance this approach, future research could focus on incorporating intervention-control group studies to measure specific learning outcomes more rigorously. Such studies would provide concrete evidence of the impact on assessment performance, potentially convincing more educators and policymakers of its value.</p>
<p><strong>References</strong></p>
<p>Carrillo-Nieves, D., Clarke-Crespo, E., Cervantes-Avilés, P., Cuevas-Cancino, M., & Vanoye-García, A. Y. (2024). Designing learning experiences on climate change for undergraduate students of different majors. <i>Frontiers in Education, 9.</i> <a href="https://doi.org/10.3389/feduc.2024.1284593">https://doi.org/10.3389/feduc.2024.1284593</a></p>
<p>Deterding, S. (2011). <i>From game design elements to gamefulness: defining” gamification”</i>. Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425-2428).</p>
<p>Kapp, K. M. (2012). <i>The gamification of learning and instruction: Game-based methods and strategies for training and education.</i> Pfeiffer.</p>
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<p><b>The Conceptualization of the “Getting to Zero” Card Game</b></p>
<p>Climate change education in Singapore’s secondary school’s classrooms often face challenges in student engagement due to the abstract, dynamic, cascading nature of its impacts and the diverse climate actions with varying degrees of successes. To address this issue, the card game “Getting to Zero” (GTZ) was developed by Ng Wen Xin—then an NIE undergraduate student. She further developed a card game originally conceived by environmental law research Eric Bea and energy policy researcher Melissa Low, in close collaboration with the <a href="https://www.ntu.edu.sg/nie/research-labs/sustainability-learning-lab">Sustainability Learning Lab</a> (SLL) at NIE NTU, Singapore. </p>
<p>In January 2025, all government-aided secondary schools in Singapore will receive 10 sets of these card decks to gamify learning about climate policies. Within Geography, this is particularly pertinent as climate actions, including national and international efforts, and the evaluation of their successes and limitations, are a key part of the syllabus.</p>
<p><i>You can also read more about GTZ here: <a href="https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/" target="_blank" rel="noopener">https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/</a></i></p>
<p><em>If you’d like to purchase GTZ, visit: <a href="https://sll.hsse.nie.edu.sg/resource/getting-to-zero/">https://sll.hsse.nie.edu.sg/resource/getting-to-zero/</a></em></p>
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<title>Inquiry-Based Learning (IBL) for Geography Education in a Singapore School: Best Practices and Insights</title>
<link>https://singteach.nie.edu.sg/2024/07/21/inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights/?utm_source=rss&utm_medium=rss&utm_campaign=inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights</link>
<comments>https://singteach.nie.edu.sg/2024/07/21/inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Sun, 21 Jul 2024 02:03:23 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[issue 89 jun 2024]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Scaffolding]]></category>
<category><![CDATA[Inquiry-based learning]]></category>
<category><![CDATA[ICT]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23315</guid>
<description><![CDATA[Contributed by Frances Ong Hock Lin, Alethea Goh Min Yi, Jeremy Ong Zhen Wei from Mayflower Secondary School, […]]]></description>
<content:encoded><![CDATA[<div style="font-weight: 400;">
<p paraid="1775953921" paraeid="{b50fd3bd-0252-4d37-8ba2-39229c530971}{175}"><em><strong><span data-contrast="none" xml:lang="EN" lang="EN">Contributed by </span><span data-contrast="none" xml:lang="EN" lang="EN">Frances Ong Hock Lin</span><span data-contrast="none" xml:lang="EN" lang="EN">, </span><span data-contrast="none" xml:lang="EN" lang="EN">Alethea Goh Min Yi</span><span data-contrast="none" xml:lang="EN" lang="EN">, </span><span data-contrast="none" xml:lang="EN" lang="EN">Jeremy Ong Zhen Wei</span> <span data-contrast="none" xml:lang="EN" lang="EN">from </span><span data-contrast="none" xml:lang="EN" lang="EN"><a href="https://www.mayflowersec.moe.edu.sg/" target="_blank" rel="noopener">Mayflower Secondary School</a></span><span data-contrast="none" xml:lang="EN" lang="EN">, for </span><span data-contrast="none" xml:lang="EN" lang="EN"><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge.</a></span></strong></em></p>
<div id="attachment_23490" style="width: 510px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23490" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-300x225.jpg" alt="" class="wp-image-23490" width="500" height="375" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-2048x1536.jpg 2048w" sizes="(max-width: 500px) 100vw, 500px" /><p id="caption-attachment-23490" class="wp-caption-text">From left: Jeremy Ong Zhen Wei, Frances Ong Hock Lin and Alethea Goh Min Yi</p></div>
<h1 paraid="1775953921" paraeid="{b50fd3bd-0252-4d37-8ba2-39229c530971}{175}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW10343160 BCX0"><span class="NormalTextRun SCXW10343160 BCX0">Geography Education for Sustainable Development</span></span></h1>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW166871528 BCX0"><span class="NormalTextRun SCXW166871528 BCX0">Balancing the needs of a growing population with environmental protection is a major 21st-century challenge. Sustainable development addresses this by adopting practices that ensure human and ecological well-being without compromising future generations. This article advocates for integrating Education for Sustainable Development (ESD) into geography classes to teach the skills needed to tackle global issues like climate change.</span></span></p>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW58605904 BCX0"><span class="NormalTextRun SCXW58605904 BCX0">Chang (2011) highlights that geography education is well-suited for promoting ESD, as it covers current sustainability issues and helps students understand the complexities of environmental changes. </span><span class="NormalTextRun SCXW58605904 BCX0" data-ccp-charstyle="cf01" data-ccp-charstyle-defn="{"ObjectId":"9a4c4fb7-16eb-4d9c-946b-c3085fab8aa9|23","ClassId":1073872969,"Properties":[469777841,"Segoe UI",469777842,"Segoe UI",469777843,"Arial",469777844,"Segoe UI",469769226,"Segoe UI",268442635,"18",469775450,"cf01",201340122,"1",134233614,"true",469778129,"cf01",335572020,"1",469778324,"Default Paragraph Font"]}">Singapore’s current geography </span><span class="NormalTextRun SCXW58605904 BCX0" data-ccp-charstyle="cf01">syllabus </span><span class="NormalTextRun SCXW58605904 BCX0">emphasizes</span><span class="NormalTextRun SCXW58605904 BCX0"> the importance of sustainable development. Students learn about sustainable practices at various scales, highlighting geography’s essential role in preparing future-ready learners. Geography education is thus crucial for ESD as it develops ideas and beliefs about sustainable practices.</span></span></p>
<h1><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW111739428 BCX0"><span class="NormalTextRun SCXW111739428 BCX0">Inquiry-Based Learning in the Geography Classroom</span></span></h1>
<p><span class="NormalTextRun SCXW20636900 BCX0">Building on ESD in geography education, we explore the transformative potential of IBL. In Singapore, geographical inquiry is a “signature pedagogy” (Seow, Chang, & Neil Irvine, 2019). IBL engages students by activating prior knowledge, fostering critical </span><span class="NormalTextRun SCXW20636900 BCX0">thinking</span><span class="NormalTextRun SCXW20636900 BCX0"> and enhancing problem-solving skills. Unlike traditional teaching, IBL positions teachers as guides, encouraging students to ask questions, design solutions, conduct investigations and formulate explanations based on evidence, thereby creatively enhancing their learning experience.</span></p>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW184962087 BCX0"><span class="NormalTextRun SCXW184962087 BCX0">IBL focuses on investigation and problem-solving. In contrast to traditional frontal teaching, IBL positions teachers as guides. It encourages students to: ask questions, design solutions, conduct investigations and formulate explanations based on evidence. This approach creatively enhances their learning experience.</span></span></p>
</div>
<h1><span class="NormalTextRun SCXW135218114 BCX0">The </span><span class="NormalTextRun SCXW135218114 BCX0">Mayflower Experienc</span><span class="NormalTextRun SCXW135218114 BCX0">e</span></h1>
<div id="attachment_23493" style="width: 300px" class="wp-caption alignright"><img aria-describedby="caption-attachment-23493" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-300x225.jpg" alt="" class="wp-image-23493" width="290" height="218" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-2048x1536.jpg 2048w" sizes="(max-width: 290px) 100vw, 290px" /><p id="caption-attachment-23493" class="wp-caption-text">Figure 1. Flowerpots created from recyclable materials.</p></div>
<div style="font-weight: 400;">
<p paraid="668527762" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{34}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Mayflower Secondary School’s Humanities Department envisions empowering students by putting students in the driver’s seat. They do this through IBL, fostering self-directed learning. They </span><span>utilize</span><span> ICT tools for this purpose. Three examples of IBL implementation will be highlighted.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>In Secondary 1, students begin IBL by posing questions and conducting investigations. They explore sustainability by creating </span><span>flowerpots</span><span> from recyclable materials like plastic bottles and cardboard found at school</span><span> (see Figure 1)</span><span>. These pots are used for planting Indian Borages, which they care for over a year and pass to the next cohort. Teachers guide them by asking questions such as how to ensure plants are watered during school holidays. This hands-on approach equips students with practical knowledge of sustainability in real-world scenarios. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/32c3zdj2" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW102065077 BCX0"><span class="NormalTextRun SCXW102065077 BCX0">In Secondary 3, instead of creating a PowerPoint and giving a lecture about </span><span class="NormalTextRun SCXW102065077 BCX0">how </span><span class="NormalTextRun SCXW102065077 BCX0">the impact of climate change can affect the human system, students </span><span class="NormalTextRun SCXW102065077 BCX0">are </span><span class="NormalTextRun SCXW102065077 BCX0">divided into groups to research </span><span class="NormalTextRun SCXW102065077 BCX0">the different </span><span class="NormalTextRun SCXW102065077 BCX0">impact</span><span class="NormalTextRun SCXW102065077 BCX0">s</span><span class="NormalTextRun SCXW102065077 BCX0"> of climate change. Through a curated list of resources, students inquire about the impacts of climate change. They then </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW102065077 BCX0">have to</span><span class="NormalTextRun SCXW102065077 BCX0"> process the knowledge and present it as an infographic for the school</span><span class="NormalTextRun SCXW102065077 BCX0">’s</span><span class="NormalTextRun SCXW102065077 BCX0"> Open House exhibition. </span></span><span class="EOP SCXW102065077 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/5eutkmch" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW159664450 BCX0"><span class="NormalTextRun SCXW159664450 BCX0">For the lesson on climate action, students first played the game </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW159664450 BCX0"><a href="https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/" target="_blank" rel="noopener"><span class="NormalTextRun SCXW159664450 BCX0">Getting to Zero</span></a></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW159664450 BCX0"><span class="NormalTextRun SCXW159664450 BCX0"> to spark their curiosity. Using the framework</span><span class="NormalTextRun SCXW159664450 BCX0"> of</span><span class="NormalTextRun SCXW159664450 BCX0"> </span><span class="NormalTextRun SCXW159664450 BCX0">“C</span><span class="NormalTextRun SCXW159664450 BCX0">reate, </span><span class="NormalTextRun SCXW159664450 BCX0">C</span><span class="NormalTextRun SCXW159664450 BCX0">onnect, and </span><span class="NormalTextRun SCXW159664450 BCX0">Contribute” </span><span class="NormalTextRun SCXW159664450 BCX0">students </span><span class="NormalTextRun SCXW159664450 BCX0">are </span><span class="NormalTextRun SCXW159664450 BCX0">provided with an opportunity to discover for themselves the type of climate actions that they can take to fight climate change</span><span class="NormalTextRun SCXW159664450 BCX0">. </span></span><span class="EOP SCXW159664450 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/3ynkf4xu" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<h1 paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW239563365 BCX0"><span class="NormalTextRun SCXW239563365 BCX0">Challenges Encountered, Solution</span><span class="NormalTextRun SCXW239563365 BCX0">s</span><span class="NormalTextRun SCXW239563365 BCX0"> Implemented</span></span><span class="EOP SCXW239563365 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></h1>
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<p paraid="132681943" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{235}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>When using IBL, one constant fear we had was balancing curriculum coverage with student-driven inquiry. We addressed this by clearly defining learning </span><span>objectives</span><span> for each topic and designing inquiry-based activities aligned with these goals. Flipped classroom methods ensured students grasped fundamental concepts beforehand, allowing class time for deep exploration and critical thinking. This fosters comprehensive understanding of geographical concepts over rote memorization. Through meticulous planning and alignment with learning </span><span>objectives</span><span>, we aim to mitigate concerns about the breadth of content coverage while promoting meaningful student engagement and learning.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="1831059073" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{241}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>In addition, implementing IBL demands </span><span>significant time</span><span> and resources, which can tempt teachers with heavy workloads to revert to traditional frontal teaching. However, despite the </span><span>initial</span><span> investment, the long-term benefits of IBL outweigh </span><span>this.</span><span> Once IBL activities are designed and posted online, they can be reused in </span><span>subsequent</span><span> years, lightening the workload. Collaboration among teachers in developing IBL lessons further distributes the effort. Moreover, IBL enhances student engagement and motivation, </span><span>ultimately improving</span><span> learning outcomes. With experience, we have </span><span>integrated</span><span> IBL into our teaching practice without being overwhelmed, ensuring sustained benefits for both educators and students.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980507" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{255}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>To address student reluctance with open-ended inquiry tasks, we scaffold their learning and build confidence gradually. We employ varied assessments like rubrics and peer evaluations throughout the process, shifting focus from just summative outcomes. Clear guidance on conducting mini-inquiries and </span><span>analyzing</span><span> </span><span>data equips students for these tasks. Using ICT tools, such as </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Google Sites</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Goggle Docs</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Classroom</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Canva</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, and </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Padlet</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, enhances engagement and accommodates diverse learning styles. </span><span>Th</span><span>ese strategies</span><span> ensure students </span><span>are able to </span><span>develop skills in navigating inquiry-based activities.</span><span> </span></span></p>
<h1 paraid="388980507" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{255}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW8425267 BCX0"><span class="NormalTextRun SCXW8425267 BCX0">IBL as an Effective </span></span><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW8425267 BCX0"><span class="NormalTextRun SCXW8425267 BCX0">Instructional Approach</span></span><span class="EOP SCXW8425267 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></h1>
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<p paraid="986988033" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{52}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>This article explores integrating IBL into geography education in Singapore through the lens of ESD. By embedding IBL within ESD goals, the aim is to foster critical thinking, problem-solving and a profound grasp of sustainability issues among students.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="1747839645" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{58}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Three examples shared in this article illustrate IBL implementation across different educational levels despite challenges such as curriculum coverage, time management and resource allocation. Solutions include aligning learning </span><span>objectives</span><span>, using technology effectively and scaffolding inquiry processes.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980511" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{64}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Our experiences highlight that IBL enriches learning by equipping students with skills to tackle global challenges like climate change and biodiversity loss. This pedagogical approach not only enhances engagement and comprehension but also cultivates future-ready citizens capable of contributing positively to sustainability efforts. IBL </span><span>emerges</span><span> as a powerful method for nurturing informed, responsible individuals prepared to address complex issues and shape a sustainable future.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980512" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{70}"><b><span data-contrast="auto" xml:lang="EN" lang="EN"><span>References</span></span></b><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980513" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{76}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Chang, C.-H. (2011). Is Singapore’s school geography relevant to our changing world? </span></span><i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Review of International Geographical Education Online (RIGEO), 1</span></span></i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>(2), 223-239. Retrieved from</span></span><a href="https://files.eric.ed.gov/fulltext/EJ1168710.pdf" target="_blank" rel="noreferrer noopener"><span data-contrast="auto" xml:lang="EN" lang="EN"><span> https://files.eric.ed.gov/fulltext/EJ1168710.pdf</span></span></a><span data-contrast="auto" xml:lang="EN" lang="EN"></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980514" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{89}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Seow, T., Chang, J., & Neil Irvine, K. (2019). Field-Based Inquiry as a Signature Pedagogy for Geography in Singapore. </span></span><i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Journal of Geography, 118</span></span></i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>(6), 227–237. https://doi.org/10.1080/00221341.2018.1561740</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<title>Cultivating Students’ Interest for the Environment</title>
<link>https://singteach.nie.edu.sg/2024/01/09/cultivating-students-interest-for-the-environment/?utm_source=rss&utm_medium=rss&utm_campaign=cultivating-students-interest-for-the-environment</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/cultivating-students-interest-for-the-environment/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:42:37 +0000</pubDate>
<category><![CDATA[issue 87 dec 2023]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Science education]]></category>
<category><![CDATA[Authentic learning]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Environmental education]]></category>
<category><![CDATA[Research in Action]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22750</guid>
<description><![CDATA[To cultivate the next generation of environmental stewards, it is important that we first gain a better understanding […]]]></description>
<content:encoded><![CDATA[<p><em><strong>To cultivate the next generation of environmental stewards, it is important that we first gain a better understanding of how learners develop interest and knowledge towards the environment. How can an immersive informal learning experience help learners build that interest? <a href="https://dr.ntu.edu.sg/cris/rp/rp01472" target="_blank" rel="noopener">Associate Professor Tan Aik Ling</a> from NIE’s <a href="https://www.ntu.edu.sg/nie/about-us/academic-groups/natural-sciences-and-science-education" target="_blank" rel="noopener">Natural Sciences & Science Education Academic Group</a> shares about her <a href="https://sll.hsse.nie.edu.sg/projects/learning-about-the-environment-understanding-development-of-interest-and-knowledge-through-immersive-informal-learning-experiences/" target="_blank" rel="noopener">research project</a> that looks at how schools can nurture every student to develop a lifelong commitment to eco-stewardship through immersive informal learning experiences, while also integrating concepts from the geography and science curriculum.</strong></em></p>
<h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-300x200.jpg" alt="" class="wp-image-22853 alignright" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-1024x682.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /></h1>
<h1>Learning Activities at St John’s Island</h1>
<p>Associate Professor Tan Aik Ling’s research project, a 3-day non-residential programme involving three secondary schools, was carried out at St John’s Island. The island, located at the southern coast of Singapore, is known for its vast biodiversity.</p>
<p>“St John’s Island is an ideal place as its natural habitats are preserved. We wanted to find out if students do think that various eco-systems on the island, such as mangroves, coastal forests and coral reefs are worthy to be conserved,” she says.</p>
<p>She explains how six activities were carried out every day, with each day divided into two blocks <span>– </span>one in the morning and another in the afternoon. </p>
<p>“In the morning, we will typically bring them outdoors to interact with nature and with one another. In the afternoon, we will usually be indoors in the <a href="https://sjinml.nus.edu.sg/" target="_blank" rel="noopener">St John’s Island National Marine Laboratory</a>, which is managed by the <a href="https://www.tmsi.nus.edu.sg/" target="_blank" rel="noopener">National University of Singapore (NUS) Tropical Marine Science Institute</a>,” she describes.</p>
<p>Some of the outdoor activities include going to the coastal front to learn about wave energies and exploring the mangrove swamp to study the organisms found there. Students also had the opportunity to learn about land reclamation and coral restoration at the marine laboratory.</p>
<p>“We created models of St John’s Island and Kias Island and had students re-enact the process of land reclamation. Through this activity, they realized how land reclamation impacts marine ecosystems such as coral reefs. The scientists in the marine laboratory then walked them through the coral restoration process as well,” she says.</p>
<h1>Are Students Interested?</h1>
<p>According to a study done by Hidi and Renninger (2006), interest can be conceptualized in four phases: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest.</p>
<p>“One of our intentions in conducting this programme is to trigger situational interest related to the environment and observe how long this interest can be maintained,” she shares.</p>
<p>Triggered situational interest refers to a temporary form of interest that is elicited due to a specific situation or event. This first phase is important as it piques the learner’s interest and motivates them to look up and understand the topic or content more thoroughly.</p>
<p>Findings from her research study indicate that the programme has been successful in triggering the interest of students on environmental issues. However, the interest falters soon after the programme ended.</p>
<p>“It is important to maintain the situational interest (the second phase) among learners. Certainly, there is a need for periodic stimulus after the programme has ended to sustain the participants’ interest over time,” she comments. “Perhaps future studies can be conducted to map out the ideal frequency of activities as well as the types of activities that could be run such as online exercises.”</p>
<h1>Three Key Design Principles</h1>
<p>Findings from Aik Ling’s research study have also shed light on the key design principles a successful environmental learning experience should have. She shares with us three main design principles.</p>
<h4><em>Hands-on Experiences</em></h4>
<p>“Having students engage directly with the environment is essential in piquing their interest,” Aik Ling asserts.</p>
<p>She emphasizes the importance of giving students more opportunities to immerse themselves in learning experiences that allow them to use their sense of touch, sight and sound in outdoor spaces.</p>
<p>“One of the key insights from students was that when they are exposed to nature, they feel compelled to protect nature’s biodiversity,” she shares. “After attending the coral restoration workshop, for example, they felt uplifted that they can play a role in slowing down the rate of environmental degradation.”</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>“One of the key insights from students was that when they are exposed to nature, they feel compelled to protect nature’s biodiversity.”</p>
<p><em>– </em><strong><i>Aik Ling, </i></strong><em>on the importance of having students connect with the outdoors</em></p>
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<h4><em>Meaningful Facilitation</em></h4>
<p>She also advocates facilitating talks by specialists in the field that can open students’ minds to new ideas. The on-site programme, for example, was facilitated by marine scientists and students were able to learn and ask questions about their various conservation efforts.</p>
<p>“Having experts who are able to address their questions in a logical and non-judgmental manner is important because this encourages them to be more curious,” she comments.</p>
<h4><em>Discovery and Exploration</em></h4>
<p>“One of the activities curated for the students on the last day of the programme was a free exploration of the island to complete an envisioning exercise for the island’s future. This was something that students enjoyed doing a lot,” she shares.</p>
<p>Running creative sandboxing activities for the students, for instance, can be one of the ways to induce positive learning experiences and let learners discover new insights about spaces that they are visiting for the first time.</p>
<h1>Eco-Stewards for Life</h1>
<p>Aik Ling emphasizes how the immersive learning programme is aligned to the national science and geography curriculum.</p>
<p>“An informal learning experience such as this allows students to connect knowledge gained in classrooms to real-world environmental issues,” she says.</p>
<p>She hopes that when the project ends in 2024, it can be scaled to more schools.</p>
<p>“More than just wanting students to develop an appreciation and care for the environment, we also want to develop them as eco-stewards for life who are empowered to take personal and collective actions in tackling environmental issues,” she affirms.</p>
<p><strong>Reference</strong><br />
Suzanne Hidi & K. Ann Renninger (2006). <em>The Four-Phase Model of Interest Development. Educational Psychologist, 41</em>(2), 111-127. doi: 10.1207/s15326985ep4102_4</p>
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<title>A Whole-School Approach to Sustainability Education</title>
<link>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/?utm_source=rss&utm_medium=rss&utm_campaign=education-for-sustainable-development</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:37:27 +0000</pubDate>
<category><![CDATA[issue 87 dec 2023]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Outdoor education]]></category>
<category><![CDATA[Learning environment]]></category>
<category><![CDATA[In Their Own Words]]></category>
<category><![CDATA[Lifelong learning]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Geography]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22739</guid>
<description><![CDATA[The Eco Stewardship Programme, developed by the Ministry of Education, aims to strengthen current environmental efforts in all […]]]></description>
<content:encoded><![CDATA[<p><em><strong>The Eco Stewardship Programme, developed by the Ministry of Education, aims to strengthen current environmental efforts in all schools through the 4Cs of Curriculum, Campus, Culture and Community. Two teachers from <a href="https://www.meetoh.moe.edu.sg/" target="_blank" rel="noopener">Mee Toh School</a> and <a href="https://www.tampinessec.moe.edu.sg/" target="_blank" rel="noopener">Tampines Secondary School</a> – both of which are pilot schools in the programme – speak of their experiences in adopting a whole-school </strong></em><em><strong>approach to environmental education and sustainability efforts.</strong></em></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Eleanor Quek, Subject Head (Total Curriculum)/Environment Education Advisor (EEA), Mee Toh School</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-300x200.jpg" alt="" class="alignnone wp-image-22813" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop.jpg 889w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<p><strong>What has been the biggest challenge in teaching students about environmental sustainability?</strong></p>
<p>One of the biggest challenges in teaching students about environmental sustainability is making the topic engaging and relatable to their daily lives. Environmental sustainability is a complex and sometimes abstract concept, which can be difficult for young students to fully grasp. They may not fully comprehend the urgency of environmental issues, the implications of environmentally unsustainable practices and the longer-term consequences of their actions. Overcoming these challenges requires helping them understand and relate to environmental causes in ways that resonate with them. In Mee Toh School, our school culture for environmental sustainability is built through our school-based environment curriculum, leveraging and engaging the wider community in environment efforts, and focusing our attention in curating an immersive environment within our school campus.</p>
<p>Our school’s Applied Learning Programme is called “Appreciation, Awareness and Action for Eco-Citizens@Mee Toh School”. We also have a programme called “Interdisciplinary Project Work and Values-in-Action (IPW-VIA)” which brings together related environmental topics from various subjects so that our young students can make meaningful connections and extensions to what they learn about the environment. We educate and challenge our students to empathize with real-life environmental issues and design sustainable solutions for the environment. For example, after learning about the challenges posed by urban living to the wildlife population, our students designed fauna hotels. After learning about our existential challenges in ensuring water sufficiency, our students designed ways to recycle water using the scientific principles they have learnt.</p>
<p><strong>How does the infrastructure at your school create an immersive learning environment and help to instil lifelong eco-conscious habits in students?</strong></p>
<p>Eco-stewardship starts from students’ advocacy for the environment. Our school, for example, adopts a whole-of-school and whole-of-community approach to recycling. On Wednesdays, also known as “recycling day”, Environment Ambassadors from each class, together with their form teachers, guide their fellow classmates to sort out their recyclables. Volunteers from the Parent Support Group also help to guide students in these weekly recycling efforts. Through such sustained practices, our students develop eco-conscious habits that they can practise both inside and outside of school, and are empowered to influence others, like their family members, to make simple adjustments for greater eco-friendliness. Environment Ambassadors who are keen to do more for the environment have the opportunity to become Environment Champions who advocate for environmental sustainability at their level and in the school in other ways. Students who are keen to learn more about the environment can also take part in co-curricular activities such as the Nature Lovers Club or the Environmental Science Club.</p>
<p>We are conscious in making environment-friendly decisions, such as the progressive installation of LED lights and the use of more energy-efficient models of electrical appliances, such as inverter air-conditioners and sensors for lights in the toilets. Sensors are installed at taps and water coolers to reduce the wastage of water. In 2021, solar panels were installed on the school’s rooftop <span>– </span>an effort supported by MOE. Green spaces and gardens dot the school landscape while eco-trails have been designed for students to appreciate nature and biodiversity. Our students, too, grow and harvest vegetables and mushrooms within the campus. In our most recent partnership with the Punggol Shore Urban Farm, our students were able to learn more about sustainable farming from the urban community farmers.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Preeti Sheri, Head of Department, Character and Citizenship Education, Tampines Secondary School</div>
<div class="message-box-content">
<p><img loading="lazy" width="225" height="300" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-225x300.jpg" alt="" class="size-medium wp-image-23193 alignright" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-225x300.jpg 225w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-768x1024.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-1152x1536.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-1536x2048.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-scaled.jpg 1920w" sizes="(max-width: 225px) 100vw, 225px" /></p>
<p><strong>How are environmental concepts integrated in the CCE curriculum?</strong></p>
<p>Our goal is for Tampinesians to be “<strong>T</strong>he <strong>P</strong>assionate <strong>S</strong>ustainability <strong>S</strong>tewards (<strong>T.P.S.S.</strong>)” who are role models for a zero-waste nation. Our CCE environment literacy programme uses the school’s “<strong>A</strong>uthentic, <strong>E</strong>xperiential and <strong>C</strong>ollaborative (<strong>ACE</strong>)” approach, and features a year-long project thematically aligned to Earth Day. For example, the theme for 2023 was, “Invest in Our Planet, Live Sustainably”.</p>
<p>Each cohort has a focused theme that is coherent with what they study in the academic year.</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: circle;">
<li>Secondary 1: Positive Energy & Biodiversity</li>
<li>Secondary 2: Food Waste</li>
<li>Secondary 3: E-Waste</li>
<li>Secondary 4 and 5: Global Efforts in Sustainability</li>
</ul>
</li>
</ul>
<p> </p>
<p>Our pedagogies allow for student voice and agency through activities such as gamification, learning through the arts, talks by industry experts, partnerships with sustainable organizations and experiential activities. In addition, collaboration with the Music, Art, Literature and Geography units allow creative expressions in addressing environmental challenges.</p>
<p><strong>How does the school nurture a culture of sustainable habits so that those habits extend beyond the classroom into students’ daily lives, and may even influence the community? Perhaps you can highlight some successful projects/programmes that showcase these aspects.</strong></p>
<p>There are plentiful opportunities to promote “green” conversations and practices in our school. We focus on two pillars of the Singapore Green plan: “Sustainable Living” and “City In Nature” as well as the 4Cs of MOE’s Eco-Stewardship Programme as planning parameters.</p>
<p>1. Our Applied Learning Programme (ALP) exemplifies innovative, sustainable practices such as upcycling plastic waste into 3D printer filaments.</p>
<p>2. We organize an annual Green Week with activities such as:</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: circle;">
<li>Eco-Warriors Amazing Race</li>
<li>A tote bag design competition that showcases “Tammy the Whale” and emphasizes messages such as “Buy Just Enough”</li>
<li>A “Sus-Fashion Booth” in which pre-loved items can be donated or collected</li>
</ul>
</li>
</ul>
<p> </p>
<p>3. Physical spaces become gathering places for experimentation. The Butterfly Lodge allows for nurturing biodiversity and smaller eco-gardens to grow food crops that are donated to seniors in the community. Students are taught how to rear caterpillars and release them as butterflies. They also learn about the challenges of growing vegetables such as <em>chye sim</em>.</p>
<p>4. Green Ambassadors armed with knowledge and advocacy skills contribute both within and beyond school.</p>
<p>5. A “Plant-a-Table” initiative by Mathematics teachers in which teachers role model upcycling possibilities.</p>
<p>6. Believing that teachers are key to culture building, all departments share their annual green initiatives. Every department has their own green initiative that they share during staff contact time. This includes the learning trail to Botanic Gardens by English teachers, as well as reflections on the closed loop ecosystem after an eco-farm tour to a black soldier fly facility organized by the Humanities Department.</p>
<p>7. Partnership with Temasek Polytechnic’s School of Design encourages students to critically address household waste. The theme for the Secondary 1 Values in Action (VIA) programme is “Sustainability”. Students learn about sus-fashion and recycling from Temasek Polytechnic lecturers and create their own products.</p>
</div>
</div>
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<title>Game Your Way to a Greener Tomorrow: Sustainability Education</title>
<link>https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/?utm_source=rss&utm_medium=rss&utm_campaign=game-your-way-to-a-greener-tomorrow-sustainability-education</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/#respond</comments>
<dc:creator><![CDATA[Radiah Belak]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:29:30 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[issue 87 dec 2023]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Curriculum design]]></category>
<category><![CDATA[Game-based learning]]></category>
<category><![CDATA[Self-directed learning]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22712</guid>
<description><![CDATA[No textbooks, just cards! 🃏 ‘Getting to Zero’ dives into sustainability education through the power of play! 🌱 […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">No textbooks, just cards! <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f0cf.png" alt="🃏" class="wp-smiley" style="height: 1em; max-height: 1em;" /> ‘Getting to Zero’ dives into sustainability education through the power of play! <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f331.png" alt="🌱" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
<p><span lang="EN-MY"><b><i>Contributed by <strong><span lang="EN-SG"><span> </span><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a></span><span lang="EN-SG"><span> and Ms Radiah Maria Belak, </span></span>from the National Institute of Education, Singapore</strong></i></b><b><i>, for</i></b><b><span> </span></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><span> </span></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a></span></p>
<p>As climate change casts a long shadow over our future, the global spotlight is on sustainability, emphasising the crucial need for innovative sustainability education. At the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore), the <a href="https://sll.hsse.nie.edu.sg/">Sustainability Learning Lab (SLL)</a> stands as a cornerstone in addressing this imperative. Established on September 26, 2022, the SLL is a research centre committed to conducting and supporting studies and practices in sustainability education. Co-chaired by Dr. Tricia Seow, a prominent geography educator and researcher, the SLL actively fosters collaboration within a community of practice by engaging stakeholders.</p>
<div id="attachment_22717" style="width: 471px" class="wp-caption alignright"><img aria-describedby="caption-attachment-22717" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.jpg" alt="" class="wp-image-22717" width="461" height="307" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.jpg 1007w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-768x512.jpg 768w" sizes="(max-width: 461px) 100vw, 461px" /><p id="caption-attachment-22717" class="wp-caption-text">Figure 1. Students entering the SSL at the NIE campus</p></div>
<p><span lang="EN-SG">Beyond its original goal of creating <a href="https://sll.hsse.nie.edu.sg/curriculum-materials-on-sustainable-development/">resources</a> for the Ministry of Education’s Geography curriculum, the SLL has expanded since its inception. No longer confined by subject lines, its scope now embraces the wider world of sustainability education. Since 2022, the SLL has partnered with sustainability advocates in Singapore and the ASEAN region, reaching diverse audiences through <a href="https://sll.hsse.nie.edu.sg/research-projects/">various initiatives.</a></span></p>
<p><span lang="EN-SG">On a more granular level, students and educators are also playing a pivotal role in championing sustainability education, ensuring its integration into the curriculum and its transmission to the next generation of leaders.</span></p>
<h1>“Getting to Zero” Card Game</h1>
<p><span lang="EN-SG">One instance is the development of the innovative card game on sustainability education <b>“Getting to Zero”</b> (GTZ) by Ng Wen Xin, a form teacher at Assumption English School</span><span lang="EN-SG">. Originally conceived by environmental law researcher Eric Bea and energy policy researcher Melissa Low, Wen Xin further developed it during her student days at NIE, NTU </span><span lang="EN-SG">in close collaboration with the SLL.</span></p>
<p><span lang="EN-SG">GTZ is tailored for secondary school geography students and anyone intrigued by Singapore’s energy options and sustainability as a whole. </span><span lang="EN-SG">True to its name, the game challenges participants to achieve net-zero emissions while efficiently managing financial resources— where bringing down carbon emissions the most without destroying the economy leads to victory.</span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><o:p></o:p></span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“<span lang="EN-SG">I realise it is not easy to make climate policy decisions because there are differing needs and interests for each country, and trade-offs will be involved when a decision is made.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary Three Student</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the decision-making process in the GTZ card game</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p><span lang="EN-SG">Within the game, students encounter diverse human activities, each with varying carbon footprints, such as deforestation and coal mining. The game incorporates an in-game currency and a scoring sheet for competitive engagement. The broader aim of GTZ is thus to enlighten students about the national and institutional strategies required to reach net-zero emissions, along with the associated trade-offs.</span></p>
<div id="attachment_22722" style="width: 432px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22722" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761.png" alt="" class="wp-image-22722" width="422" height="420" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761.png 466w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761-150x150.png 150w" sizes="(max-width: 422px) 100vw, 422px" /><p id="caption-attachment-22722" class="wp-caption-text">Figure 2. GTZ’s Gameplay Scoresheet</p></div>
<h4></h4>
<p><span lang="EN-SG">GTZ has made its mark in <strong>secondary schools</strong> and<strong> junior colleges</strong>, receiving praise from both students and educators.</span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“The game was educational because I learned many new policies that I didn’t know existed in Singapore—for example, carbon tax and coastal restoration. It was very memorable.”<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary Three Student</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the lasting impact of the game</span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>A junior college instructor lauded the game for its educational and engaging nature. </p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“My students learnt to strategise to achieve zero carbon emissions, navigate around carbon tax laws and understand the need for global cooperations, and the significance of environmental conservation. This game certainly serves as a good stimulus in enhancing students’ awareness of how they can play their role in achieving sustainable development.” <o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Junior College Instructor</strong></span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<h1>Why “Getting to Zero” is Effective: The Science Explained (Ong, 2022)<o:p></o:p></h1>
<p><span lang="EN-SG">Gamification, also known as “game-based learning,” leverages game design elements and mechanics to engage users on cognitive, affective and behavioural levels, particularly in problem-solving scenarios. </span></p>
<div style="font-weight: 400;">
<div style="font-weight: 400;">
<p><b><i><span lang="EN-SG">Multi-Sensory Engagement</span></i></b></p>
<p><span lang="EN-SG">GTZ ditches textbooks for vibrant cards and tactile gameplay. This multi-sensory experience caters to diverse learning styles, especially visual and kinaesthetic learners. The clear icons and descriptions guide players through complex concepts, making them more accessible and memorable.</span></p>
</div>
</div>
<p><b><i><span lang="EN-SG">Self-directed learning</span></i></b></p>
<p><span lang="EN-SG">Unlike learning through passive instruction, physical games like GTZ throw players into simulated real-world scenarios. This can help to spark negotiation, trial-and-error learning, and critical thinking, all of which can help to foster self-directed learning and ownership of the learning process.</span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“Being able to learn about these considerations through the game made it more digestible and engaging for the students as compared to if they had learnt it through direct delivery of content.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary School Teacher</strong></span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p><b><i><span lang="EN-SG">Self-Awareness</span></i></b></p>
<p><span lang="EN-SG">Game-based learning not only provides an enjoyable and attention-grabbing experience but also nurtures environmentally conscious actions. GTZ weaves in the environmental consequences of choices, prompting players to reflect on their actions and their impact.</span></p>
<p><span lang="EN-SG">For example, a card suggesting “car-free Sundays” prompts players to consider the collective carbon footprint of individual lifestyle choices and motivate climate action.</span></p>
<div id="attachment_22767" style="width: 614px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22767" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414.jpg" alt="" class="wp-image-22767 " width="604" height="383" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414.jpg 912w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414-300x190.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414-768x487.jpg 768w" sizes="(max-width: 604px) 100vw, 604px" /><p id="caption-attachment-22767" class="wp-caption-text">Figure 3. Some of the cards available in the game</p></div>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“It allows the students to exercise some form of decision-making where they are then able to weigh out and reason what is important to them, how to best balance the different aspects of sustainability.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary School Teacher</strong></span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p><b><i>Greater Comprehension</i></b></p>
<p>Simulation games like GTZ, which are inspired by real-world environmental issues, offer authentic learning experiences. These games simplify complex sustainability problems for better communication of ideas.</p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“Upon introduction to the different cards throughout the game, the students also got to ask questions about what they mean and the reason behind the impact they hold.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary School Teacher</strong></span></em></p>
<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p><span lang="EN-SG">Some of these concepts in GTZ include </span>cards that feature the ASEAN power grid, retrofitting buildings, coal gasification plans, and many more.</p>
<div id="attachment_22771" style="width: 709px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22771" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513.jpg" alt="" class="wp-image-22771 " width="699" height="339" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513.jpg 1191w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-300x146.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-1024x497.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-768x373.jpg 768w" sizes="(max-width: 699px) 100vw, 699px" /><p id="caption-attachment-22771" class="wp-caption-text">Figure 4. A card on retrofit buildings, accompanied by a detailed explanation</p></div>
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<p paraid="148301073" paraeid="{01cc46c0-094a-419e-8859-6a07358dee78}{134}"><b><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>How to Purchase the GTZ Card Game</span></span></b></p>
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<p paraid="924741988" paraeid="{01cc46c0-094a-419e-8859-6a07358dee78}{140}">The GTZ card deck is available at a nifty price of $12 To purchase the GTZ card game, teachers can <a href="https://docs.google.com/forms/d/e/1FAIpQLSdQ0oOEZOW9PQcEQPfPCjHkkFozEaAXNgVjv_huU-JyuJURUA/viewform">click here</a> or scan the QR code below.<img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE.png" alt="" class="aligncenter wp-image-22764" width="122" height="122" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE.png 376w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE-150x150.png 150w" sizes="(max-width: 122px) 100vw, 122px" /></p>
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<p><b><span lang="EN-SG">Available Resources for the GTZ Card Game</span></b></p>
<p><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Copy-of-Getting-to-Zero-How-to-Play.pptx.pdf">Getting to Zero: How to play</a><span> </span><br />
<a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Copy-of-Getting-to-Zero-The-Explainer_with-logo.pptx.pdf">Getting to Zero: The explainer<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Lesson-Plan-GTZ_18Jan2023.docx">Getting to Zero: Lesson Plan<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/GETTING-TO-ZERO-Facilitation-Prompts.pdf">Getting to Zero: Facilitation prompts<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Resources-for-Stakeholders_Lesson-Plan_GTZ_18-Jan-2023.docx">Classroom Debate Ideas on Sustainability<br />
</a><a href="https://hsseonline.nie.edu.sg/the-pedagogical-affordances-of-game-based-learning-getting-to-zero-and-pro-environmental-action/">Research Article on Gamification by Ong (2022)</p>
<p></a><b><span lang="EN-SG">Upcoming Card Game by the SLL – Habitat</span></b></p>
<p>While GTZ captivates players with its energy-focused challenges, Dr. Tricia Seow is in the process of developing another card game called “<strong>HaBEEtat.”</strong> Research for HaBEEtat is currently underway, and we will update this page with more details once it is complete. Stay tuned!</p>
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<title>MGBGeo</title>
<link>https://singteach.nie.edu.sg/2022/04/25/mgbgeo/?utm_source=rss&utm_medium=rss&utm_campaign=mgbgeo</link>
<comments>https://singteach.nie.edu.sg/2022/04/25/mgbgeo/#respond</comments>
<dc:creator><![CDATA[Lorraine]]></dc:creator>
<pubDate>Mon, 25 Apr 2022 06:50:39 +0000</pubDate>
<category><![CDATA[Knowledge Resource Bank]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Character and Citizenship Education]]></category>
<category><![CDATA[Formative assessment]]></category>
<category><![CDATA[ICT Integration]]></category>
<category><![CDATA[Assessment for Learning]]></category>
<category><![CDATA[Collaboration]]></category>
<category><![CDATA[Learning analytics]]></category>
<category><![CDATA[Interdisciplinary Project Work]]></category>
<category><![CDATA[21st century competencies]]></category>
<category><![CDATA[Geography]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=19722</guid>
<description><![CDATA[MGBGeo, a web-based system, empowers students to deepen their understanding of geography through teamwork and authentic blended learning. […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">MGBGeo, a web-based system, empowers students to deepen their understanding of geography through teamwork and authentic blended learning.</p>
<h1 id="Classroom_resources"><span style="font-size: 32px;"><strong><span lang="EN-GB">My Groupwork Buddy for Geography (MGBGeo)</span></strong></span></h1>
<div id="A1" style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 20px;"><strong>How MGBGeo can Help Students</strong></span></p>
<ul></ul>
<p>Key benefits of developing the web-based system <b><i>“My Groupwork Buddy for Geography” (MGBGeo)</i></b> and an accompanying <b>curriculum package</b>:</p>
<ul>
<li>Deepen students’ understanding of <b>geographical topics</b></li>
<li>Help students to grow in <b>teamwork competency</b> in an <b>authentic blended learning context</b> for student’s Geographical Investigation (GI).
<ul>
<li>Provide <b>real-world teamwork and geographical collaborative inquiry scenarios</b> for students to collaborate and learn together using the integrated Geographical Inquiry and TSDL framework.</li>
<li>Guide students through a process of <b>team-based concrete opportunities</b> to give anonymous feedback, <b>increasing self and team awareness</b>, team and self-reflection and sensemaking, team and self-growth and change.</li>
</ul>
</li>
</ul>
<p> </p>
<p>Check out <b><i><u><span style="color: #ffffff;"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/6.AppendixA.TeachersGuidetoMGBGeo_Anony_15Aug2022.pdf" style="color: #ffffff;">Teachers’ Guide to MGBGeo</a> </span></u></i></b></p>
</div>
<h1 id="A2"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong>Why is MGBGeo Important? </strong></span></h1>
<p>
<a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic1_18Apr22.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic1_18Apr22.png" alt="" class="aligncenter size-full wp-image-20220" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic1_18Apr22.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic1_18Apr22-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic1_18Apr22-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic1_18Apr22-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<p> </p>
<div id="A6">
<p> </p>
<p>With the current emphasis of future-ready learners who are competent in both <b>academics and soft skills</b>, it is important that <b>collaborative inquiry tools</b> are designed to provide experiences for learners to <b>develop these dual competencies</b>.</p>
<p>It is challenging and there are limited guidelines for <b>computer-supported collaborative learning tools</b> to support both <b>cognitive and social awareness</b>. Many tools for collaborative Geographical Inquiry emphasize the cognitive aspect and do not equally encourage the social aspect. e.g., to build the <b>geographical knowledge</b> of the learner versus the <b>teamwork and collaboration</b> of the learner.</p>
</div>
<div><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22.png"><img loading="lazy" width="800" height="2000" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22.png" alt="" class="aligncenter size-full wp-image-20221" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22.png 800w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22-120x300.png 120w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22-410x1024.png 410w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22-768x1920.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/MGBGeo_Infographic_14Apr22-614x1536.png 614w" sizes="(max-width: 800px) 100vw, 800px" /></a></div>
<div>
<div>
<hr />
<h1 id="A3"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong id="how_does"><span lang="EN-GB">How was the Research Carried Out? </span></strong></span></h1>
</div>
</div>
<p>MGBGeo used design-based research with mixed methods for two trial cycles in Geographical Investigation (GI), a group project component in Singapore’s Geography curriculum. It involved 159 Secondary Three students and 3 teachers in a regular school. The web-based learning analytics system and curriculum package was co-designed with a group of researchers, policy officers and Geography teachers in a Singapore Secondary School.</p>
<p> </p>
<div>
<div>
<hr />
<div id="A4" img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon">
<h1><span style="font-size: 20px;"><strong><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" /> <span style="font-size: 28px;">Evidence from MGBGeo</span></strong></span></h1>
<p><span style="font-size: 20px;"><b>How did students respond?</b></span></p>
<p><b>Students’ perceptions & attitudes towards GI</b><b></b></p>
<ul>
<li>Increased self-reported perceptions of <b>students’ understanding of GI</b></li>
<li><b>Geographical knowledge growth</b> focused more on <b>procedural knowledge</b>.</li>
</ul>
<p> </p>
<p><b>Teamwork perceptions & competency</b></p>
<ul>
<li>Significant improvement in certain <b>self-reported teamwork perceptions</b>, but not peer-rated teamwork competency.</li>
</ul>
<p></p>
<ul>
<li>Opportunity to <b>provide anonymous teamwork feedback</b> through <b>self and peer assessment:</b>
<ul>
<li><b>increase awareness of their teamwork</b></li>
<li>able to <b>improve their teamwork competency</b></li>
</ul>
</li>
</ul>
<ul>
<li>The <b>lack of larger teamwork gains</b> could be due to <b>less emphasis on teamwork monitoring and activities</b> when home-based learning started in Trial 2.</li>
</ul>
</div>
</div>
</div>
<p> </p>
<p><span style="font-size: 20px;"><b>MGBGeo Design Principles</b></span><b></b></p>
<p>Additionally, a set of<b> techno-pedagogical design principles</b> was identified for collaborative inquiry to meet the <b>dual complementary goals of academic excellence and teamwork</b>, applicable in blended or virtual learning.</p>
<p>Below are two example principles. You can refer to it in the resources package (<b><i><u><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/6.AppendixA.TeachersGuidetoMGBGeo_Anony_15Aug2022.pdf">Teachers’ Guide to MGBGeo</a>)</u></i></b>.</p>
<p><b>1) Enacting a holistic collaborative inquiry model for geography and teamwork learning</b></p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Design-Principle1.png"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Design-Principle1.png" alt="" class="aligncenter size-full wp-image-20222" /></a></p>
<p>A holistic pedagogical framework for MGBGeo was designed that brought together:</p>
<ol>
<li><i>Geographical Inquiry approach (Ministry of Education, 2017) which includes </i><span lang="EN-US">conducting preliminary research, gathering data etc.</span></li>
<li><i><span lang="EN-US">Team and Self Diagnostic Learning (TSDL) </span></i><span lang="EN-US">framework (Koh et al., 2018) which has four iterative phases: Team-based concrete experiences, Self and team awareness building, Team and </span>self-reflection<span lang="EN-US"> and sense-making, and Team and </span>self-growth<span lang="EN-US"> and change </span></li>
</ol>
<p> </p>
<p><b>2) Prompting collaborative inquiry and teamwork</b></p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Hint_edited27Apr22.png"><img loading="lazy" width="1280" height="720" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Hint_edited27Apr22.png" alt="" class="aligncenter size-full wp-image-20327" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Hint_edited27Apr22.png 1280w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Hint_edited27Apr22-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Hint_edited27Apr22-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Hint_edited27Apr22-768x432.png 768w" sizes="(max-width: 1280px) 100vw, 1280px" /></a></p>
<ul>
<li>Learning prompts intended to motivate students’ learning in geographical content and teamwork</li>
</ul>
<p> </p>
<p><b>Motivating Principle 1: Take the students’ perspective </b></p>
<ul>
<li><span style="color: #0000ff;">Hint: Why is it important to craft a good hypothesis? A good hypothesis gives your GI a clear direction.</span></li>
<li>Tip: A little time spent here will save you a lot of time later</li>
</ul>
<p> </p>
<p><b>Motivating Principle 2:</b> <b>Offer activities to vitalize the psychological needs (competence, autonomy and relatedness)</b></p>
<ul>
<li>For competence, e.g., Tip: Use a combination of methods that are best for answering your team’s hypothesis.</li>
<li>For competence and autonomy, e.g., Hint: Has your team chosen the best type of representation for what you are trying to show?</li>
</ul>
<p> </p>
<hr />
<div>
<div id="A5">
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong id="how_did">What does this Mean for MGBGeo in Schools?</strong></span></h1>
</div>
</div>
<ul>
<li>Supports students’ learning of <b>geographical knowledge and teamwork competency</b> through the <b>techno-pedagogical tool and package</b>.
<ul>
<li>Relatively easy use of the <b>web-based tool</b> in blended learning and HBL or other online education</li>
</ul>
</li>
</ul>
<p> </p>
<ul>
<li>Help teachers to <b>leverage technological affordances</b> to enhance their professional practice in geography.
<ul>
<li><b>Practical use of the tool, its design principles and curriculum package for GI.</b></li>
<li><b>A teachers’ guide with a lesson package</b> is provided to offer teachers ideas and tips that they can utilize and adapt for their own lessons. (Click here for <b><i><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/6.AppendixA.TeachersGuidetoMGBGeo_Anony_15Aug2022.pdf">MGBGeo Teachers’ Guide</a></i></b>)</li>
<li>Provide guidance towards <b>leveraging tools</b> that build the dual complementary goals of academic excellence (in geographical topics) and 21st century competencies (in teamwork).</li>
</ul>
</li>
</ul>
<p> </p>
<ul>
<li>Demonstrating innovations in GI to pre-service teachers for courses in NIE.</li>
</ul>
<p> </p>
<h1><span style="font-size: 24px;"><b><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/featureIcon1.png"><img loading="lazy" width="90" height="90" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/featureIcon1.png" alt="" class="size-full wp-image-76 alignnone" /></a> <span style="font-size: 20px;">How can Teachers Get Started?</span></b></span></h1>
<p> </p>
<ul>
<li style="list-style-type: none;">
<ul>
<li>A technical teacher’s manual for MGBGeo system is available upon request from the PI.</li>
</ul>
</li>
</ul>
<p> </p>
<ul>
<li style="list-style-type: none;">
<ul>
<li>The MGBGeo web application can be used in schools with support from their internal IT department/ team to deploy the system on their school web server. The school can contact the PI for more information.</li>
</ul>
</li>
</ul>
<p> </p>
<ul>
<li>MGBGeo lesson package is also available for teachers as a downloadable PDF with accompanying slides. Alternative technologies are also suggested in the lesson package if the school does not use the MGBGeo web application.</li>
</ul>
<p> </p>
<div>
<hr />
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="Useful_links_&_references"><strong id="how_did">Related Links</strong></strong></span></h1>
<ul>
<li><a href="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/6.AppendixA.TeachersGuidetoMGBGeo_Anony_15Aug2022.pdf">MGBGeo Teacher’s Guide</a> [PDF]</li>
<li><a href="https://repository.nie.edu.sg/handle/10497/23720">Research Brief Series, No. 21-015, “Developing My Groupwork Buddy for Geography (MGBGeo)”</a></li>
</ul>
<p> </p>
<ul>
<li style="list-style-type: none;"><span>MGB, a prior version of this project, was implemented with secondary school students. For more information:</span> </li>
</ul>
<ul>
<li><a href="https://singteach.nie.edu.sg/2021/04/21/my-groupwork-buddy-mgb/">Knowledge Resource Bank article in 2020 on “My Group Work Buddy (MGB): MGB for Nurturing Teamwork Competencies in Learners”</a></li>
</ul>
<hr />
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong>Further Readings</strong></span></h1>
<p><span style="font-size: 16px; font-family: georgia, palatino, serif;">For educators interested in finding out more about the Youth Purpose research and related references, you may refer to:</span></p>
<ul></ul>
<ul>
<li><a href="https://apsce.net/icce/icce2020/proceedings/paper_77.pdf">Koh, E., Tee, Y-H., Suresh, D., Ng, B., Hong, H., &, Seow, T. (2020). Supporting Collaborative Inquiry for Geography and Teamwork Learning: The Techno-Pedagogical Design of My Groupwork Buddy for Geography. In So, H. J. et al. (Eds.). Proceedings of the 28th International Conference on Computers in Education (pp. 159-164). Taiwan: Asia-Pacific Society for Computers in Education.</a>
</li>
<li><a href="http://hdl.handle.net/10497/21689">Koh, E., Hong, H., & Tan, J. P. L. (2018). Formatively assessing teamwork in technology-enabled twenty-first century classrooms: exploratory findings of a teamwork awareness programme in Singapore. Asia Pacific Journal of Education, 38(1), 129-144. </a></li>
</ul>
<p> </p>
<hr />
<h1><strong id="Research_projects"><span style="font-size: 14pt;"><strong id="how_did"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;">Research Projects</span></strong></span></strong></h1>
<p>The following projects are associated with MGBGeo research:</p>
<ul>
<li><a href="https://www.nie.edu.sg/research/projects/project/dev-03-17-ek" target="_blank" rel="noopener">Developing My Groupwork Buddy for Geography </a></li>
<li><a href="https://www.nie.edu.sg/research/projects/project/nrf2015-edu001-ihl08" target="_blank" rel="noopener">Integrating My Groupwork Buddy into the classroom to enhance student team collaboration and teacher pedagogical practice</a></li>
<li><a href="https://www.nie.edu.sg/research/projects/project/oer-09-15-ek" target="_blank" rel="noopener">Measuring and Nurturing Teamwork Competency through a Computer-supported Creative Collaborative Problem-Solving Program</a></li>
<li><a href="https://www.nie.edu.sg/research/projects/project/oer-62-12-ek" target="_blank" rel="noopener">Exploring Teamwork Beliefs and Competencies in Technology-enabled 21st Century Classrooms</a></li>
</ul>
<hr />
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="Research_team"><strong id="Research_projects"><strong id="how_did">Research Team</strong></strong></strong></span></h1>
<p>To learn more about this research, please contact Dr Elizabeth KOH at <a href="mailto:elizabeth.koh@nie.edu.sg" target="_blank" rel="noopener">elizabeth.koh@nie.edu.sg</a>.</p>
<p> </p>
<div>
<p><span style="font-size: 16px;"><b>Principal Investigator</b></span></p>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01555" target="_blank" rel="noopener">Dr Elizabeth KOH</a>, Office of Education Research (OER), Centre for Research in Pedagogy and Practice (CRPP), NIE</p>
<p><span style="font-size: 16px;"><b><br />
Co-Principal Investigators</b></span></p>
<ul type="disc">
<li>Ms HONG Helen (CRO, MOE)</li>
<li><a href="https://dr.ntu.edu.sg/cris/rp/rp01612" target="_blank" rel="noopener">Dr Betsy NG</a> (CRPP, NIE)</li>
</ul>
<p> </p>
<p><span style="font-size: 16px;"><b>Collaborators</b></span></p>
<ul type="disc">
<li><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia SEOW</a><span> (NIE)</span></li>
<li>Dr Jennifer TAN (formerly of NIE)</li>
<li>Ms Serene TOH (Pasir Ris Secondary School)</li>
<li>Mdm Sarifah Tamsir (Pasir Ris Secondary School)</li>
<li>LIU Zhen (Geography Unit, Curriculum Planning and Development Division, MOE)</li>
<li>Mr Julian CHANG (Temasek Junior College)</li>
</ul>
<p><b>Research Assistants</b></p>
<p>Ms Tee Yi Huan (formerly of NIE)</p>
<p>Ms Dhivya Suresh (formerly of NIE)</p>
<p> </p>
</div>
<div>
<hr />
</div>
<h1><span style="font-size: 28px;"><strong><strong id="Research_projects"><strong id="how_did"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="size-full wp-image-15372 alignnone" /></a> Acknowledgements</strong></strong></strong></span></h1>
<p>MGBGeo was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (DEV 03/17 EK), administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Singapore MOE and NIE.</p>
<p>This knowledge resource was written by Dr Elizabeth Koh and Ms Monica Lim as of 21 April 2022.</p>
</div>
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<title>My Groupwork Buddy (MGB)</title>
<link>https://singteach.nie.edu.sg/2021/04/21/my-groupwork-buddy-mgb/?utm_source=rss&utm_medium=rss&utm_campaign=my-groupwork-buddy-mgb</link>
<comments>https://singteach.nie.edu.sg/2021/04/21/my-groupwork-buddy-mgb/#respond</comments>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Wed, 21 Apr 2021 04:04:58 +0000</pubDate>
<category><![CDATA[Knowledge Resource Bank]]></category>
<category><![CDATA[Interdisciplinary Project Work]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Design and Technology]]></category>
<category><![CDATA[Character and Citizenship Education]]></category>
<category><![CDATA[Formative assessment]]></category>
<category><![CDATA[ICT Integration]]></category>
<category><![CDATA[Assessment for Learning]]></category>
<category><![CDATA[Collaboration]]></category>
<category><![CDATA[Learning analytics]]></category>
<category><![CDATA[21st century competencies]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15334</guid>
<description><![CDATA[Teachers equipped with MGB, an evidence-based formative assessment software, can cultivate students’ teamwork competencies through four crucial dimensions. […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">Teachers equipped with MGB, an evidence-based formative assessment software, can cultivate students’ teamwork competencies through four crucial dimensions.</p>
<h1><span style="font-size: 32px;">MGB for Nurturing Teamwork Competencies in Learners</span></h1>
<div style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /><span style="font-size: 20px;"><strong id="A1"> How MGB Can Help Your Students</strong></span></p>
<ul>
<li><strong>Key Benefits & Features</strong>
<ul class="resarch_sublist_qta covaa-qta">
<li>
<p>MGB is an intervention stemming from a formative learning analytics pedagogy, focusing on four teamwork dimensions and housed on a web-based software.</p>
</li>
<li>
<p>It can help to sensitize students to their personal teamwork competencies, becoming more purposeful in learning the competencies in team settings.</p>
</li>
<li>
<p>It helps teachers to better understand their students’ teamwork behaviours, allowing teachers to Systematically nurture these behaviours in students.</p>
</li>
<li>
<p>It equips teachers with tools (i.e., MGB platform) to scaffold the teaching and learning of teamwork competencies.</p>
</li>
</ul>
</li>
</ul>
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A2">Why MGB?</strong></span></h1>
<div>
<p> </p>
<p>MGB enables teachers to nurture their students’ teamwork competencies. Ready-to-go and easy-to-use, MGB is versatile and can be used in any subject that includes a <b> two to six month collaborative inquiry task</b>.</p>
<p><strong>What is MGB?</strong></p>
<p>MGB is a digital formative assessment approach and software to nurturing teamwork competencies. It focuses on four teamwork dimensions and is co-designed by researchers, educators, web developers and policy makers. The pedagogical approach is <b>Team and Self Diagnostic Learning (<a href="#section3">TSDL</a>)</b> which utilizes learning analytics in a formative manner and is aligned with the Singapore Teaching Practice.</p>
<p><strong>What are the Features in MGB Software?</strong></p>
<ul>
<li>Lesson content pages</li>
<li>Synchronous student team chat</li>
<li>Self and peer teamwork competency ratings</li>
<li>Personal and team micro-profile visualizations (student dashboard)</li>
<li>Personal and team reflections</li>
<li>Steps-setting</li>
<li>Status checks of teamwork steps</li>
<li>
<p>Teacher dashboard</p>
</li>
</ul>
<hr />
</div>
<h1><span style="font-size: 28px;"><strong id="A3"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="size-full wp-image-15341 alignnone" /></a> How Does MGB Work?</strong></span></h1>
<p> </p>
<p><strong>What’s the Team and Self Diagnostic Learning (TSDL) Framework?</strong></p>
<p>Undergirding MGB is the TSDL framework – a pedagogical approach that uses formative learning analytics to nurture students’ teamwork competencies.</p>
<p><b>Four Stages of the TSDL model</b></p>
<p><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/MGB-cycle-image.png" /></p>
<p><b><span id="blue"> Stage 1: Team-Based Concrete Experiences</span></b></p>
<p>To activate teamwork behaviours, students are situated in a team setting with tangible team outcomes. Collaborative learning is supported by MGB web-based software:</p>
<ul>
<li>Lesson pages where teachers provide resources for the team task</li>
<li>
<p>MGB chat – a platform for students’ online discussion</p>
</li>
</ul>
<p><strong>Stage 2: Self and Team Awareness Building</strong></p>
<p>Through the rating function on MGB, students rate themselves and team members and provide peer comments anonymously based on their recent teamwork experiences.</p>
<p>The student dashboard displays students’ peer comments as well as aggregates ratings into <b> Personal and Team Micro-Profiles </b>on four teamwork dimensions to raise students’ awareness of their personal and team’s teamwork competencies.</p>
<p>The four teamwork competency dimensions are</p>
<ul>
<li>Coordination – organizing team activities to complete a task on time</li>
<li>Mutual Performance Monitoring – checking and tracking the performance of team members</li>
<li>Constructive Conflict – dealing with differences in interpretation between team members through discussion and clarification</li>
<li>
<p>Team Emotional Support – supporting team members emotionally and psychologically</p>
</li>
</ul>
<p><strong>Stage 3: Self and Team Reflection and Sense Making</strong></p>
<p>Guided by<b> MGB’s reflection space</b>, students reflect on the information acquired from their personal and team micro-profiles, first individually and then as a team. Students are then encouraged to take actionable steps to improve on future-oriented team behaviors.</p>
<p><strong>Stage 4: Team and Self-Growth and Change</strong></p>
<p>In this stage, students are encouraged to continue their team-based project work through MGB where a <b>Teamwork Steps Status Check</b> function is provided to help students monitor their progress on the steps they have set individually and as a team. This emphasizes the regulation of the individual and the team on their behaviors, which are key mechanisms for changing attitudes and actions.</p>
<hr />
<h1 id="A4"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A4">Evidence from MGB research</strong></span></h1>
<p> </p>
<p><strong>How did students respond?</strong></p>
<ul>
<li>Students’ peer-rated teamwork competency dimensions increased over the course of the intervention.</li>
<li>Many students reflected that MGB was effective in helping them learn more about and improve their personal teamwork competencies. This is as the peer feedback visualization for reflection led to better introspective processes for learning about their own personal teamwork competencies.</li>
<li>
<p>Students also commented that as they monitored their progress on goals over time, they find themselves to be more metacognitively aware of their teamwork tendencies in terms of understanding their current perceptions and/or intentions for improvement.</p>
</li>
</ul>
<p><b>In addition, Teachers who Participated in the Research Noted:</b></p>
<ul>
<li id="A6">MGB can support teachers’ professional competencies in teaching and facilitating group activities in terms of:
<ul class="resarch_sublist_qta covaa-qta breath">
<li>
<p>Design and delivery of group-based collaborative inquiry tasks</p>
</li>
<li>
<p>Tracking of student progress and their teamwork competencies for any necessary follow-up actions</p>
</li>
</ul>
</li>
</ul>
<ul>
<li>Teachers stated that MGB is effective in helping both teachers and students:
<ul class="resarch_sublist_qta covaa-qta breath">
<li>
<p>Develop a better understanding of the concept of teamwork and the competencies dimensions involved when working in a team</p>
</li>
<li>
<p>Heightening teachers’ insights and understanding of their students</p>
</li>
<li>
<p>Understanding team dynamics of how and why students behave in certain ways</p>
</li>
</ul>
</li>
</ul>
<p>Teachers also shared that their role and involvement in research has expanded as a teacher, facilitator, co-designer of learning experiences and environments and practitioner researcher through this project.</p>
<p>Overall, there is a general sense of fulfilment and achievement as teachers grow in their professional competencies to facilitate and teach teamwork competencies. As teachers see meaning in teaching teamwork competencies in their classes, they are convinced of its place in the education of their students.</p>
<p> </p>
<hr />
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" /> <span style="font-size: 28px;"><strong id="A5">How Can Teachers Get Started?</strong></span></h1>
<div>
<p>The MGB software can be used in schools with support from their internal IT to deploy the system on their school web server. The school can contact the PI for more information.</p>
<p>MGB lesson package is also available for teachers as a downloadable pdf with accompanying slides. Alternative technologies are also provided in the lesson package if the school does not use the MGB software.</p>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A7">Related Links</strong></span></h1>
<div>
<ul>
<li><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/i-in-Practice-Volume-5_MGBonly.pdf">Developing students’ ability to work together using teamwork competency profiles (Kom, M. S. (2018). Developing students’ ability to work together using teamwork competency profiles. i in Practice (pp. 18 – 26). Educational Technology Division, Ministry of Education, Singapore.)</a></li>
<li><a href="https://singteach.nie.edu.sg/2022/04/25/mgbgeo/">Knowledge Resource Bank article in 2022 on “My Group Work Buddy for Geography (MGBGeo)” (updated as of 9 May 2022)</a></li>
</ul>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong>Further Readings</strong></span></h1>
<div></div>
<div>
<div>
<ul>
<li>
<p>Koh, E., Hong, H., & Tan, J.P-L. (2018). Formatively assessing teamwork in technology-enabled twenty-first century classrooms: exploratory findings of a teamwork awareness programme in Singapore. Asia Pacific Journal of Education, 38(1), 129-144.</p>
</li>
</ul>
</div>
<ul>
<li>
<p>Koh, E., Tan, J. P-L., Hong, H., &. Tee, Y-H. (2018). Growing teamwork competency: A mixed methods study of an iterative digital formative assessment approach. In 13th International Conference of the Learning Sciences (pp. 1461-1462). London, United Kingdom: International Society of the Learning Sciences.</p>
</li>
<li>
<p>Advani, V. K., Koh, E., Tee, Y. H., Suresh, D., & Tan, J. P-L. (2018). Enhancing a techno-pedagogical tool for student teamwork growth. In Proceedings of the 26th International Conference on Computers in Education (pp. 181-186). Manila, Philippines: Asia-Pacific Society for Computers in Education.</p>
</li>
<li>
<p>Tee, Y. H. & Koh, E. (2018). A Digital Formative Assessment of Teamwork in Collaborative Inquiry Student Teams. In Proceedings of the 26th International Conference on Computers in Education (pp. 7-10). Manila, Philippines: Asia-Pacific Society for Computers in Education.</p>
</li>
<li>
<p>Koh, E., Tan, J.P-L., Hong, H., Suresh, D., &, Tee., Y-H. (under review). Infusing the teamwork innovation My Groupwork Buddy in schools: Enablers and Impediments.</p>
</li>
</ul>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A8">Research Projects</strong></span></h1>
<div>
<p>The following projects are associated with MGB research :</p>
<ul>
<li><strong><a href="https://www.nie.edu.sg/research/projects/project/dev-03-17-ek" rel="noopener" target="_blank">Developing My Groupwork Buddy for Geography (newly completed project – updated on 13 September 2021)</a></strong></li>
<li><a href="https://www.nie.edu.sg/research/projects/project/nrf2015-edu001-ihl08" rel="noopener" target="_blank">Integrating My Groupwork Buddy into the classroom to enhance student team collaboration and teacher pedagogical practice</a></li>
<li><a href="https://www.nie.edu.sg/research/projects/project/oer-09-15-ek" rel="noopener" target="_blank">Measuring and Nurturing Teamwork Competency through a Computer-supported Creative Collaborative Problem-Solving Program</a></li>
<li><a href="https://www.nie.edu.sg/research/projects/project/oer-62-12-ek" rel="noopener" target="_blank">Exploring Teamwork Beliefs and Competencies in Technology-enabled 21st Century Classrooms</a></li>
</ul>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A9">Research Team</strong></span></h1>
<div>
<p>For enquiries on MGB, please contact the Principal Investigator Dr Elizabeth Koh at <a href="mailto:elizabeth.koh@nie.edu.sg.">elizabeth.koh@nie.edu.sg. </a></p>
<p><strong>Principal Investigator</strong></p>
<ul>
<li>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01555" target="_blank" rel="noopener">Dr Elizabeth KOH</a>, Office of Education Research (OER), NIE</p>
</li>
</ul>
<p><strong>Co-Principal Investigators</strong></p>
<ul>
<li>Dr Jennifer TAN Pei-Ling (formerly of NIE)</li>
<li>
<p>Ms Helen HONG, CRO, MOE</p>
</li>
</ul>
<p><strong>Collaborators</strong></p>
<ul>
<li>Mr KOM Mun Siong, MOE, ETD</li>
<li>Mr Patrick SHIU, MOE, ETD</li>
<li>Mr TAY Kian Leng Patrick, Anglican High School</li>
<li>Mdm Sarifah TAMSIR, Pasir Ris Secondary School</li>
<li>Mrs Serene LUO, Pasir Ris Secondary School</li>
<li>Ms Rebecca NEO, formerly of Pasir Ris Secondary School</li>
</ul>
<hr />
</div>
<h1><span style="font-size: 28px;"><strong><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="size-full wp-image-15372 alignnone" /></a> Acknowledgments</strong></span></h1>
<div>
<p>This research on MGB was funded by National Research Foundation (NRF), Singapore under the eduLab Programme (NRF2015-EDU001-IHL08) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore NRF and NIE.</p>
<p>This knowledge resource was written by Ms Lyndia Teow and Ms Tan Giam Hwee and edited by Ms Tee Yi Huan and Dr Elizabeth Koh in 2020; updated by Ms Monica Lim on 30 December 2021.</p>
</div>
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</item>
<item>
<title>CoVAA (Collaborative Video-Based Annotation and Analytics)</title>
<link>https://singteach.nie.edu.sg/2021/04/24/covaa/?utm_source=rss&utm_medium=rss&utm_campaign=covaa</link>
<comments>https://singteach.nie.edu.sg/2021/04/24/covaa/#respond</comments>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Sat, 24 Apr 2021 16:55:35 +0000</pubDate>
<category><![CDATA[Knowledge Resource Bank]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Humanities]]></category>
<category><![CDATA[Critical thinking]]></category>
<category><![CDATA[Social Studies]]></category>
<category><![CDATA[Learning analytics]]></category>
<category><![CDATA[Social knowledge construction]]></category>
<category><![CDATA[Science]]></category>
<category><![CDATA[21st century competencies]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15642</guid>
<description><![CDATA[Embrace CoVAA, a collaborative learning platform that revolutionises video-based education by promoting creativity, personalised learning and deeper comprehension. […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">Embrace CoVAA, a collaborative learning platform that revolutionises video-based education by promoting creativity, personalised learning and deeper comprehension.</p>
<h1 id="title">CoVAA: Self-Directed and Engaged Learners Through Collaborative Video Annotations</h1>
<div style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 20px;"><strong id="A1">How CoVAA Can Help Your Students</strong></span></p>
<ul>
<li>Nurtures self-directed learners who can engage critically and deeply with key learning concepts through collaborative knowledge construction</li>
<li>Enhances effective design of video-based learning by enabling teachers to:
<ul>
<li>Choose and upload video learning resources</li>
<li>Scaffold students’ learning with questions at critical timepoints</li>
<li>Observe classroom pattern of engagement through real-time digital formative feedback via teacher and learning dashboards (see Image 1: Timepoint-Based Video Annotation and Interactive Chat Board)</li>
<li>
<p>Evaluate students’ understanding of key concepts through their timepoint-based video annotations</p>
</li>
</ul>
</li>
</ul>
</div>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/covaa_1.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/covaa_1.png" alt="" class="aligncenter wp-image-15645 size-full" width="400" height="250" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/covaa_1.png 400w, https://singteach.nie.edu.sg/wp-content/uploads/2021/04/covaa_1-300x188.png 300w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
<p style="text-align: center;">Image 1: Timepoint-Based Video Annotation and Interactive Chat Board <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/CoVAATimepointbasedVideoAnnotationandInteractiveChatBoard.pdf" rel="noopener" target="_blank">(view larger image)</a></p>
<p> </p>
<div>
<h1 id="A2"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" style="font-size: 16px;" /> <span style="font-size: 28px;">Why CoVAA?</span></h1>
<p> </p>
<p>Collaborative Video-Based Annotation and Analytics (CoVAA) provides both students and teachers a platform for student-centered collaborative learning. CoVAA’s video annotation and peer-to-peer comment features allow students and teachers to work on learning tasks together. Through the platform, students build upon their own and each other’s ideas and understanding (see infographic 1: Benefits of CoVAA) to co-construct knowledge.</p>
<p> </p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/Benefits_of_CoVAA.jpg"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/Benefits_of_CoVAA.jpg" alt="" class="alignnone wp-image-15647 size-full" width="400" height="1000" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/Benefits_of_CoVAA.jpg 400w, https://singteach.nie.edu.sg/wp-content/uploads/2021/04/Benefits_of_CoVAA-120x300.jpg 120w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
<p>Infographic 1: Benefits of CoVAA <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/BenefitsofCoVAA.pdf" rel="noopener" target="_blank">(view larger image)</a></p>
<p> </p>
<p>Successfully trialled in 2 secondary schools across 3 subjects, students who used CoVAA:</p>
<ul>
<li>Demonstrated deeper conceptual knowledge of the topics learnt</li>
<li>Reported higher levels of creativity and confidence in the subjects</li>
<li>Reported that the web-based platform provided a more engaging and individualized learning experience compared to the traditional classroom curriculum</li>
</ul>
<p> </p>
<hr />
</div>
<h1><span style="font-size: 28px;"><strong id="A3"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="size-full wp-image-15341 alignnone" /></a> How Does CoVAA Work?</strong></span></h1>
<p> </p>
<p>CoVAA is a web-based platform that supports a structured visible and collaborative learning environment within and beyond classroom learning hours by allowing teachers to:</p>
<ul>
<li>Upload videos with annotations at selected timings</li>
<li>Post scaffolding questions</li>
<li id="A6">Showcase students’ annotations on-screen</li>
<li>Practise blended multimodal teaching</li>
<li>
<p>Download student annotations to consolidate learning</p>
</li>
</ul>
<p> </p>
<p>Students can also use CoVAA to:</p>
<ul>
<li>View and respond to teachers’ scaffolding questions</li>
<li>Engage in perspective-taking</li>
<li>Activate metacognitive frames for deeper discussion</li>
<li>
<p>View and respond to peers’ annotations, comments and replies</p>
</li>
</ul>
<p> </p>
<p><strong>Learning analytics</strong></p>
<p>The learning activities data provided on the teacher dashboard <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/CoVAATeacherDashboard.pdf" rel="noopener" target="_blank">(see Image 2: CoVAA Teacher Dashboard)</a> allow teachers to monitor students’ level of engagement. Prepared with the right set of information, teachers can design appropriate action plans to optimize learning.</p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/teacher_Dashboard.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/teacher_Dashboard.png" alt="" class="alignnone wp-image-15650 size-full" width="400" height="225" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/teacher_Dashboard.png 400w, https://singteach.nie.edu.sg/wp-content/uploads/2021/04/teacher_Dashboard-300x169.png 300w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
<p>Image 2: CoVAA Teacher Dashboard <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/CoVAATeacherDashboard.pdf" rel="noopener" target="_blank">(view larger image)</a></p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard1.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard1.png" alt="" class="alignnone wp-image-15651 size-full" width="385" height="225" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard1.png 385w, https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard1-300x175.png 300w" sizes="(max-width: 385px) 100vw, 385px" /></a></p>
<p>Image 3: Student Learning Dashboard: My CoVAA Learning Profile <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/StudentLearningDashboard_MyCoVAALearningProfile.pdf" rel="noopener" target="_blank">(view larger image)</a></p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard2.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard2.png" alt="" class="alignnone wp-image-15653 size-full" width="400" height="195" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard2.png 400w, https://singteach.nie.edu.sg/wp-content/uploads/2021/04/learning_dashboard2-300x146.png 300w" sizes="(max-width: 400px) 100vw, 400px" /></a></p>
<p>Image 4: Student Learning Dashboard: My 21CC Profile <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/StudentLearningDashboard_My21CCProfile.pdf" rel="noopener" target="_blank">(view larger image)</a></p>
<p>Students use the formative feedback derived from their learning dashboard (see Image 3: Student Learning Dashboard: My CoVAA Learning Profile and Image 4: Student Learning Dashboard: My 21CC Profile) for reflection and goal-setting.</p>
<p> </p>
<p><strong>Critical lenses and talk types</strong></p>
<p>When commenting and annotating in CoVAA, students choose one critical lens and one talk type to tag their responses and annotations. The <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/CoVAACriticalLens.pdf" rel="noopener" target="_blank">critical lenses</a> and <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/CoVAATalkTypes.pdf" rel="noopener" target="_blank">talk types</a> serve as metacognitive frames for students to help them organise and deepen their thinking.</p>
<p> </p>
<hr />
<div>
<h1 id="A4"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" style="font-size: 16px;" /> <span style="font-size: 28px;">Evidence From CoVAA Research</span></h1>
<p> </p>
<p><strong><span style="font-size: 16px;">How did Students Respond?</span></strong></p>
<ul>
<li>Students who used CoVAA had significantly better conceptual understanding than those who did not. Across all three subjects, CoVAA deepened students’ conceptual knowledge.</li>
<li>By engaging in critical discussion and forming knowledge collaboratively, students became active learners. In this way, the online platform enhanced creative thinking and self-confidence in students.</li>
<li>Shy students could share their views more easily in CoVAA. Thus, it fosters a more engaged community of collaborative learners.</li>
</ul>
<p> </p>
<p><strong>In addition, teachers who participated in the research noted:</strong></p>
<ul>
<li>CoVAA provides a consolidated “one-stop” space for efficient viewing of all students’ annotations and discussion comments in real-time (and post-hoc), so that timely prompting, clarification, comparison and explanation can be provided to the whole class.</li>
<li>The platform also gives teachers timely information on where students are at, allowing for personalised and timely feedback to correct misconceptions.</li>
<li>Quieter students became more active participants, allowing teachers to engage with them more.</li>
</ul>
<p> </p>
<hr />
</div>
<div>
<h1 id="A5"><span style="font-size: 28px;"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" style="font-size: 16px;" /> How Can Teachers Get Started?</span></h1>
<p> </p>
<p>If you are interested to use CoVAA with your students, contact Co-Principal Investigator Dr Elizabeth Koh at <a href="mailto: elizabeth.koh@nie.edu.sg">elizabeth.koh@nie.edu.sg.</a></p>
<p> </p>
<p><strong>Without the CoVAA web-based tool</strong></p>
<p>If accessing CoVAA is not viable for you, you could still apply the CoVAA design framework in your teaching and learning. We have created a <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/TeacherSampleLessonDesign.pdf" rel="noopener" target="_blank">Teacher Sample Lesson Design</a> to give a guided example on how you can scaffold video learning materials in your lesson design. This sample was created for a Secondary 3 Social Studies class.</p>
<p> </p>
<hr />
</div>
<div>
<h1 id="A7"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" style="font-size: 16px;" /> <span style="font-size: 28px;">Related Links</span></h1>
<p> </p>
<ul>
<li><a href="https://covaa21.com/">CoVAA website</a></li>
<li><a href="http://hdl.handle.net/10497/22855"><span>Tan, J. P.-L., Koh, E., Noriff Elyn Mohamed Ariffin, Teo, E. Z., Tay, S. H., & Shyam Singh. (2018). A collaborative video annotation and analytics environment (CoVAA) intervention: User experiences and reflections of teacher-practitioners. In J. C. Yang, M. Chang, L.-H. Wong & M. M. T. Rodrigo (Eds.), Proceedings of the 26th International Conference on Computers in Education (ICCE) 2018 (pp. 706-714). Manila, Philippines: Asia-Pacific Society for Computers in Education (APSCE). http://icce2018.ateneo.edu/wp-content/uploads/2018/12/C7-02.pdf</span></a></li>
<li><a href="https://singteach.nie.edu.sg/2022/04/25/covaapd/">Knowledge Resource Bank article in 2022 on “Collaborative Video Annotation and Analytics Environment to Enhance Blended Teacher Professional Development (<span lang="EN-GB" style="font-size: 16px;"><span lang="EN-US">CoVAA<sup>PD</sup></span></span>) in Physical Education ” (updated as of 9 May 2022)</a></li>
</ul>
<hr />
</div>
<div> </p>
<h1 id="A7"><span style="font-size: 28px;"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" style="font-size: 16px;" /> Further Readings</span></h1>
<p> </p>
</div>
<div>
<ul>
<li>Risko, E. F., Foulsham, T., Dawson, S., & Kingstone, A. (2013). The Collaborative Lecture Annotation System (CLAS): A New TOOL for Distributed Learning. IEEE Transactions On Learning Technologies, 6(1), 4-13.</li>
<li>Pena-Shaff, J. B., & Nicholls, C. (2004). Analyzing Student Interactions and Meaning Construction in Computer Bulletin Board Discussions. Computers And Education, 42(3), 243-265.</li>
</ul>
<p> </p>
<hr />
</div>
<div id="A8">
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;">Research Projects</span></h1>
<p> </p>
<ul>
<li><a href="https://nie.edu.sg/research/projects/project/afd-07-17-tpl">Development and Use of a Web-Based Collaborative Video Annotation and Analytics Environment to Enhance Blended Teacher Professional Development (CoVAAPD) in Physical Education (newly completed project – updated on 13 September 2021)</a></li>
<li>
<p class="visible-sm"><a href="https://nie.edu.sg/research/projects/project/nrf2015-edu001-ihl09">Using a Collaborative Video Annotation and Analytics Environment(CoVAA) to Enchance Flipped Classroom Pedagogical Practice and Foster Students’ Conceptual Understanding, Social Knowledge Construction and Self-Regulated Learning</a></p>
</li>
</ul>
<p> </p>
<hr />
<h1 id="A9"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" style="font-size: 16px;" /> <span style="font-size: 28px;">Research Team</span></h1>
<p> </p>
<p>To learn more about CoVAA, please contact the Knowledge Mobilisation Unit (KMb@OER) at <a href="mailto:oerkmob@nie.edu.sg">oerkmob@nie.edu.sg</a>.</p>
<p><strong>Principal Investigator</strong></p>
<ul>
<li>
<p>Dr Jennifer Tan Pei-Ling (formerly of NIE)</p>
</li>
</ul>
<p><strong>Co-Principal Investigators</strong></p>
<ul>
<li><a href="https://dr.ntu.edu.sg/cris/rp/rp01555" target="_blank" rel="noopener">Dr Elizabeth KOH</a>, Office of Education Research (OER), NIE</li>
<li>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01528" target="_blank" rel="noopener">Dr Imelda CALEON</a>, OER, NIE</p>
</li>
</ul>
<p><strong>Collaborators</strong></p>
<ul>
<li>Ms TAY Siu Hua, MOE</li>
<li>Ms CHAN Hwee Leng, HOD Humanities, AHS, MOE</li>
<li>
<p>Ms Agnes LIM, HOD Science, CSS, MOE</p>
</li>
</ul>
<p><strong>Research Assistants</strong></p>
<ul>
<li>Ms Christin JONATHAN, NIE</li>
<li>
<p>Ms Nadia SUZUKI, NIE</p>
</li>
</ul>
<p><strong>Software Engineers</strong></p>
<ul>
<li>Ms Shi Hui KOK, NIE</li>
<li>Mr Simon YANG, NIE</li>
</ul>
<hr />
</div>
<h1><span style="font-size: 28px;"><strong style="font-size: 16px;"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="alignnone size-full wp-image-15372" /> </strong>Acknowledgements</span></h1>
<p> </p>
<p>This research on CoVAA was funded by Singapore National Research Foundation (NRF) under the eduLab Programme (NRF2015-EDU001-IHL09) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore NRF and NIE.</p>
<p>This knowledge resource was written by Ms Nadia Suzuki, Ms Bernadine W. Sengalrayan, with contributions from Ms Chen Xiuqi in December 2018; updated by Ms Monica Lim and Mr Jared Martens Wong on 4 January 2022.</p>
]]></content:encoded>
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<title>The Six Learnings</title>
<link>https://singteach.nie.edu.sg/2021/04/22/the-six-learnings/?utm_source=rss&utm_medium=rss&utm_campaign=the-six-learnings</link>
<comments>https://singteach.nie.edu.sg/2021/04/22/the-six-learnings/#respond</comments>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Thu, 22 Apr 2021 08:08:15 +0000</pubDate>
<category><![CDATA[Knowledge Resource Bank]]></category>
<category><![CDATA[Co-curricular activities]]></category>
<category><![CDATA[Social Studies]]></category>
<category><![CDATA[Science]]></category>
<category><![CDATA[Self-directed learning]]></category>
<category><![CDATA[Mathematics]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[21st century competencies]]></category>
<category><![CDATA[Literature]]></category>
<category><![CDATA[Art]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Social constructivism]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Virtual environment]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Design and Technology]]></category>
<category><![CDATA[Primary school]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15451</guid>
<description><![CDATA[More engaged students, authentic learning and enduring comprehension – these are all made possible with the Six Learnings! […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">More engaged students, authentic learning and enduring comprehension – these are all made possible with the Six Learnings!</p>
<h1 id="Classroom_resources"><span style="font-size: 32px;">The Six Learnings: Curriculum Framework and Disciplinary Intuitions</span></h1>
<div style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 20px;"><strong id="A1">How Can Disciplinary Intuitions and The Six Learnings Framework Help Your Students?</strong></span></p>
<ul>
<li>Students are more engaged, learning is more authentic and understandings are more enduring because performance tasks are designed with greater recognition of context and connectedness.</li>
<li>How will teachers benefit as a curriculum designer?<br />
The Six Learnings framework and its undergirding theory of Disciplinary Intuitions together form a frame to facilitate teachers’ reflective questions on one’s approach to curriculum design and student learning.</li>
<li>
<p>Instead of simply surfacing students’ misconceptions, after going through this programme, teachers will be able to uncover where the roots of the misconceptions lie, namely the intuitions that the students bring with them. In this way, students’ thinking is made more visible to teachers, and teachers are more able to address the students’ misunderstandings.</p>
</li>
</ul>
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A2">What Is The Six Learnings?</strong></span></h1>
<div>
<p>The Six Learnings curricular framework informs the design of learning environments for students to apply their learning. It can support many subject and co-curricular activities.</p>
<p>The Six Learnings complements the theory of Disciplinary Intuitions. From the premise that tacit intuitions are developed through personal experiences and prior knowledge, the framework supports the design of collaborative and immersive learning environments, which helps surface learners’ pre-conceptions or misunderstandings so that they can be dialogued on.</p>
<p> </p>
<p>This framework describes <strong>six possible areas of curriculum design</strong>.</p>
<p><strong>1) Learning by Exploring</strong></div>
<div>
<p>This is learning that results from exploration of installations, communities, and landscapes within the immersive world itself. Depending on the nature of the learning task, such explorations could be scaffolded to varying degrees. For instance, a group of learners in a geography class might collect data on wind patterns at different locations in a virtual environment, so that they could subsequently test their hypotheses on various aspects of meteorology and climatology.</p>
<p> </p>
<p><strong>2) Learning by Collaborating</strong></div>
<div>
<p>This refers to learning that results from students working in teams, either on problem-solving tasks or other forms of structured inquiry to enhance their metacognitive habits and understanding of the social dynamics of group work.</p>
<p> </p>
<p><strong>3) Learning by Being</strong></div>
<div>
<p>This is learning that results from exploration of self and identity. Such learning involves the assumptions of identities and dispositions through enculturation. A common learning design would be role-playing in an immersive environment. For example, by engaging in activities within true-to-scale and contextually accurate learning environments designed by the teacher, students’ responses to issues facing community stakeholders in the real world are more thoughtful and deliberate, and a greater sense of empathy is achieved.</p>
<p> </p>
<p><strong>4) Learning by Building</strong></div>
<div>
<p>This refers to learning that results from tasks that require learners to build objects and /or script them. Such activities could potentially involve the demonstration of mathematical understandings of trigonometry and physics, the learners’ sense of aesthetics, as well as their grasp of the logical algorithmic flows inherent in a scripting language.</p>
<p> </p>
<p><strong>5) Learning by Championing</strong></div>
<div>
<p>Referring to learning that results from raising awareness of the social needs of various communities, this learning could easily be a focus in the humanities. For example, learners might be tasked to design an installation/exhibit in an immersive learning environment that sought to raise awareness and educate the general public about particular causes that might be meaningful to them.</p>
<p> </p>
<p><strong>6) Learning by Expressing</strong></div>
<div>
<p>This refers to students’ articulating their learnings from their interactions within the immersive environment using various media. For example, it could encompass the authoring and editing of blogs and podcasts, storyboarding, the technical aspects of audio- and video-editing, as well as the principles of literary critique and creative writing.</p>
<p> </p>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A3">How Does the Six Learnings Work?</strong></span></h1>
<div>
<p> </p>
<p>Students are given opportunities to,</p>
<ul>
<li>surface their emerging conceptual understanding; which make visible their tacit intuition,</li>
<li>dialogue around the emerged conceptual understanding, and</li>
<li>appropriate their conceptual disciplinary knowledge. For instance, to think like a scientist or a historian.</li>
</ul>
<p> </p>
<hr />
</div>
<div id="A11"></div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A4">How Did Students Respond?</strong></span></h1>
<p> </p>
<div>
<ul>
<li>The intervention project significantly sustained the intrinsic motivation of students during lessons.</li>
<li>In addition, student learning gains from a range of assessment types were found. These gains in assessment scores are directly attributable to the intervention, as well as indirectly through constructs such as motivation, self-directedness and self-efficacy.</li>
<li>Students were also observed to demonstrate significant improvement in their higher-order thinking skills.</li>
</ul>
<p> </p>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A5">How Can Teachers Get Started?</strong></span></h1>
<p> </p>
<div>
<ul>
<li>Teachers should first consider their learning goals and how they wish to engage their students. The lesson resources on this site provide a glimpse of the possible ways of engaging students to learn through the six potential areas.</li>
<li>
<p>Interested educators can approach the Principal Investigator for more classroom resources and any queries regarding the framework and implementation.</p>
</li>
</ul>
<p> </p>
<p><strong id="A6">Implementation Tips</strong></p>
<ul>
<li>It is recommended to target just one or two areas of The Six Learnings framework on the basis of how well they align with the school vision and the intended learning objectives.</li>
<li>Many of these immersive environments are open-source, which reduces the financial cost for teachers and schools.</li>
</ul>
<p> </p>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A7">Related Links</strong></span></h1>
<div>
<ul>
<li><a href="https://sites.google.com/site/disciplinaryintuitions" rel="noopener" target="_blank">The Six Learnings website</a></li>
<li>ReEd Vol 2 2011 “Transforming Research into Popular Practice” <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/oer-nie-reed14_final-for-web.pdf" rel="noopener" target="_blank">[PDF]</a></li>
<li><a href="https://singteach.nie.edu.sg/2015/03/30/issue52-classroom02/" rel="noopener" target="_blank">SingTeach Issue 52 Mar 2015 “Bringing Second Life to Geography Lessons”</a></li>
</ul>
<hr />
</div>
<div id="A8">
<h1><span style="font-size: 28px;"><strong><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" style="font-size: 16px;" /> Further Readings</strong></span></h1>
<ul>
<li><a href="https://repository.nie.edu.sg/ldap-login" rel="noopener" target="_blank">Lim, K. Y. T. (2009). The Six Learnings of Second Life: A Framework for Designing Curricular Interventions In-world. Journal of Virtual Worlds Research, 2(1), 3-11.</a></li>
<li>Lim, K. Y. T. (2016, June 23). The Spontaneous Emergence of Maker Dispositions in Schools: A Case Example from Singapore. UNESCO Bangkok, ICT in Education.</li>
<li>Lim, K. Y. T. (ed.). (2015). <a href="https://www.springer.com/gp/book/9789812871817" rel="noopener" target="_blank">Disciplinary Intuitions and the design of learning environments.</a> Dordrecht, The Netherlands: Springer.</li>
</ul>
<hr />
</div>
<div>
<h1><span style="font-size: 28px;"><strong id="A9"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" style="font-size: 16px;" /> Research Projects</strong></span></h1>
<p>The following projects are associated with The Six Learnings research:</p>
<ul>
<li><a href="https://www.nie.edu.sg/research/projects/project/oer-05-09-lyt" rel="noopener" target="_blank">The Starling Project</a></li>
<li>Extending The Six Learnings Framework for Curricular Design in Virtual Worlds</li>
</ul>
<hr />
<p><span style="font-size: 28px;"><span style="font-size: 28px;"></span></span></div>
<div>
<h1><span style="font-size: 28px;"><strong id="A10"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" style="font-size: 16px;" class="" /> Research Team</strong></span></h1>
<p>To learn more about The Six Learnings, please contact the Principal Investigator Dr Kenneth Lim at <a href="mailto:kenneth.lim@nie.edu.sg." rel="noopener" target="_blank">kenneth.lim@nie.edu.sg.</a>.</p>
<p><strong>Principal Investigator</strong></p>
<ul>
<li>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01450" target="_blank" rel="noopener">Dr Kenneth LIM</a>, Office of Research Education (OER), NIE</p>
</li>
</ul>
<p><strong>Research Assistants</strong></p>
<ul>
<li>Mr YUEN Ming De, OER, NIE</li>
<li>Mr Ahmed Hazyl HILMY, OER, NIE</li>
<li>Mr Derek CHUA</li>
<li>Mr Richard LEE</li>
</ul>
<hr />
</div>
<h1><strong><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="alignnone size-full wp-image-15372" /> <span style="font-size: 28px;">Acknowledgments</span></strong></h1>
<p> </p>
<p>This research on The Six Learnings was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 05/09 LYT), Singapore National Research Foundation (NRF) under the eduLab Programme (NRF2011-EDU001-EL004, NRF2013-EDU001-IHL02 & NRF2014-EDU001-IHL05) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE, Singapore NRF and NIE.</p>
<p>This knowledge resource was written by Ms Monica Ong in June 2017, updated by Ms Monica Lim and Mr Jared Martens Wong on 4 January 2022.</p>
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</item>
<item>
<title>Bringing Second Life to Geography Lessons</title>
<link>https://singteach.nie.edu.sg/2015/03/30/issue52-classroom02/?utm_source=rss&utm_medium=rss&utm_campaign=issue52-classroom02</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 30 Mar 2015 07:05:27 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 52 mar 2015]]></category>
<category><![CDATA[Classroom Perspectives]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Informal learning]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Humanities]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Student engagement]]></category>
<category><![CDATA[Intervention]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg?p=9129</guid>
<description><![CDATA[The learning of physical geography has taken on a new dimension for students at Ang Mo Kio Secondary […]]]></description>
<content:encoded><![CDATA[<p><strong><em>The learning of physical geography has taken on a new dimension for students at Ang Mo Kio Secondary School. This was made possible by teachers who partnered with an NIE researcher to bring </em>Second Life <em>into their classrooms. </em></strong></p>
<div id="attachment_9143" style="width: 510px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-9143" loading="lazy" class="wp-image-9143 size-full" src="https://singteach.nie.edu.sg/wp-content/uploads/2015/03/Classroom_AMKSS_1.jpg" alt="" width="500" height="317" /><p id="caption-attachment-9143" class="wp-caption-text">(From left to right) Clara Lim, Habibah Ismail, and Jasvir Kaur and their students explore a virtual world–Second Life–as part of their Geography lessons.</p></div>
<p>Give a student a textbook and he or she may learn, but only as much as what the pages can hold. But immerse the same student in a virtual world and the learning possibilities become endless.</p>
<p>NIE Research Scientist <a href="https://www.nie.edu.sg/profile/lim-yang-teck-kenneth">Dr Kenneth Lim </a>used to be a Geography teacher, and he is always thinking of ways to use technology to enhance teaching and learning. In 2009, he approached a group of teachers from <a href="https://www.angmokiosec.moe.edu.sg/">Ang Mo Kio Secondary School</a> with a research intervention (Find out more about Kenneth and his project in <a href="https://www.nie.edu.sg/files/OER-NIE-ReEd2_Final%20for%20Web.pdf" target="_blank" rel="noopener">“Breathing a Second Life into Geography Teaching” in <em>ReEd, </em>Volume 2</a>). Ever since then, they have been working closely.</p>
<p>“Kenneth approached us and had training sessions with a few of us for <a href="https://secondlife.com/"><em>Second Life</em></a>,” Mrs Habibah Ismail, Subject Head of Geography, says. “We then had a pilot study before embarking on the actual use of <em>Second Life</em> in the classroom.”</p>
<p><em>Second Life</em> is an online virtual world, which allows users to create their own avatars and worlds. As part of the intervention, it was used in Geography lessons to let students explore different landforms.</p>
<p>This intervention eventually sparked the interest of 3 other schools that also joined in the collaboration.</p>
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<p>“While they are presenting, we will ask why they chose to do something that way. It could be a mistake that they had made and these are teachable moments.</p>
<p>– <strong><em>Clara Lim</em></strong> on seizing teachable moments afforded by technology</p>
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<h1>Plan to Teach</h1>
<p>To ensure that the use of <em>Second Life</em> was tailored specifically to meet the learning needs of the students, the team went through extensive preparation before every lesson.</p>
<p>“The execution of the lesson is not difficult, but to make it easy, you have to plan,” Habibah says. “We have to decide what the processes, stages and focus of the lessons are.”</p>
<p>Along with two other Geography teachers, they meet up regularly with Kenneth to discuss how they wish to teach a topic. “Kenneth considers us the experts in terms of content. That is very much left to us – how we want to fulfil our objectives through instruction, because we are the practitioners,” Habibah says. “But he oversees how we can match our goals with <em>Second Life</em>.”</p>
<p>Together, they would brainstorm how best to do it. For example, for the topic on rivers, they decided that they need a customized island in <em>Second Life</em>.</p>
<p>“The computer programmers crafted the island based on our specifications,” Ms Clara Lim, a Geography teacher explains. “We decided how we want the rivers to flow and what we want the students to see as they go through the river course.”</p>
<p>The teachers usually dedicate the first few lessons to just letting students explore the customized island. Their students get to experience a river in 3D, something which a textbook cannot provide. Once they have a strong grasp of the concept and process of forming an island, they will be presented with an empty plot of land where they have to create their own river system.</p>
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<p>If you want [an intervention] to work, you need a team of experienced teachers and a consultant.</p>
<p>– <strong><em>Habibah Ismail </em></strong>on what is key in an intervention project</p>
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<h1>Teachable Moments</h1>
<p><em>Second Life</em> might sound fun and simple. However, using it takes a lot of work, for both teachers and their students.</p>
<p>“Initially, it was a bit hard,” Geography teacher Miss Jasvir Kaur shares. “Students are not used to their teachers <em>not</em> being the one in the classroom talking and giving instructions!”</p>
<p>To ease her students into the world of <em>Second Life</em>, her first lessons are spent giving clear instructions to her students or demonstrating how they should use <em>Second Life</em>. They are also given accompanying worksheets to complement the lesson.</p>
<p>Apart from providing a 3D experience for students, the teachers feel that that using <em>Second Life</em> also creates a conducive learning environment in the classroom where students are not as afraid to make mistakes.</p>
<p>They use a learning management system called <em>Jungle Bites</em>, which lets teachers freeze everyone’s computer screens at the same time to highlight a learning point.</p>
<p>The teachers also look out for learning points when students present their creations in <em>Second Life</em>. “While they are presenting, we will ask why they chose to do something that way,” Clara says. “It could be a mistake that they had made and these are teachable moments.”</p>
<p>“Somehow. the atmosphere is less tense,” she notes, and students become more receptive about learning from their mistakes.</p>
<h1>Creating and Being Creative</h1>
<p>The students themselves have some good things to say about <em>Second Life</em>.</p>
<p>“It helps us imagine!” says Rigel Bobis Sumbillo, a Secondary 3 student. “For example, our textbook doesn’t allow you to see the whole view of a mountain but <em>Second Life</em> allows that.”</p>
<p>Bevan Ng, a Secondary 2 student, says that being able to “see” better has enabled him to learn better. “I am a visual learner so when I see things, I can depict the scenes better so it is easier to learn coordinates and gradients,” he shares.</p>
<p>The students often surprise their teachers with what they come up with. They would model their creations after real ones, such as the Nile or the Mississippi River.</p>
<p>“I think it is very interesting for teachers to look at how they interpret their learning,” Habibah shares. “We can see both creation and creativity at work. Students can figure things out by themselves and it also encourages them to think hard!”</p>
<p>The intervention has also taught the teachers themselves to be more creative when planning their lessons. Clara feels that it has helped her become less stagnant when she is crafting her teaching materials.</p>
<p>But like their students, to create something successful, working hand in hand is a requirement. “If you want this to work, you need a team of experienced teachers and a consultant,” Habibah shares. The Geography teachers and Kenneth certainly make for a creative team!</p>
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