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	<title>Seamless learning &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>Nurturing Little Einsteins with Seamless Learning in Primary Science Classrooms</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:01:55 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Climate change]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Primary school]]></category>
		<category><![CDATA[Learning environment]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[Seamless learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23320</guid>

					<description><![CDATA[Contributed by Tan Si Hua, Rachael Fang Swee Sian and Nurhuda Amin from West Grove Primary School, for SingTeach Virtual Staff [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong><span data-contrast="none" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Strong">Contributed by </span></span><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">Tan Si Hua, Rachael Fang Swee Sian and </span><span class="NormalTextRun SpellingErrorV2Themed SCXW248797249 BCX0">Nurhuda</span><span class="NormalTextRun SCXW248797249 BCX0"> Amin from </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://westgrovepri.moe.edu.sg/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">West Grove Primary School</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">, for </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">SingTeach Virtual Staff Lounge</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight EmptyTextRun SCXW248797249 BCX0"></span><span class="EOP SCXW248797249 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></strong></em></p>
<div id="attachment_23451" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23451" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg" alt="" class="wp-image-23451" width="550" height="310" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1024x577.jpeg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-768x432.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1536x865.jpeg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1.jpeg 2000w" sizes="(max-width: 550px) 100vw, 550px" /><p id="caption-attachment-23451" class="wp-caption-text">The team comprises (from left to right) Rachael Fang Swee Sian, Tan Si Hua and Nurhuda Amin.</p></div>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167733097 BCX0"><span class="NormalTextRun SCXW167733097 BCX0">Seamless Learning in </span><span class="NormalTextRun SCXW167733097 BCX0">Primary </span><span class="NormalTextRun SCXW167733097 BCX0">Science Classrooms </span></span><span class="EOP SCXW167733097 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW18336023 BCX0"><span class="NormalTextRun SCXW18336023 BCX0">A central goal of science education is to enable students in their foundation years to appreciate the value of science and its application in their everyday lives</span><span class="NormalTextRun SCXW18336023 BCX0">,</span><span class="NormalTextRun SCXW18336023 BCX0"> laying the groundwork for future pursuits of science learning. </span><span class="NormalTextRun SCXW18336023 BCX0">Reali</span><span class="NormalTextRun SCXW18336023 BCX0">z</span><span class="NormalTextRun SCXW18336023 BCX0">ing </span><span class="NormalTextRun SCXW18336023 BCX0">this goal </span><span class="NormalTextRun SCXW18336023 BCX0">necessitates</span><span class="NormalTextRun SCXW18336023 BCX0"> that science classrooms provide students with learning experiences that </span><span class="NormalTextRun SCXW18336023 BCX0">leverage</span><span class="NormalTextRun SCXW18336023 BCX0"> their interests and stimulate their curiosity </span><span class="NormalTextRun SCXW18336023 BCX0">as inquirers </span><span class="NormalTextRun SCXW18336023 BCX0">to explore and apply scientific concepts to phenomena related to their daily experiences and environment, going beyond learning facts and outcomes of scientific investigations (N</span><span class="NormalTextRun SCXW18336023 BCX0">G</span><span class="NormalTextRun SCXW18336023 BCX0">SS, 2013).</span></span><span class="EOP SCXW18336023 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW199358250 BCX0"><span class="NormalTextRun SCXW199358250 BCX0">Seamless Learning (Wong, Looi, &amp; Goh, 201</span><span class="NormalTextRun SCXW199358250 BCX0">9</span><span class="NormalTextRun SCXW199358250 BCX0">), which may be understood as the integration of experiences across formal and informal settings and the blending of individual and collaborative learning experiences in both physical and digital spaces through a continuous learning trajectory, </span><span class="NormalTextRun SCXW199358250 BCX0">supports learners in exploring and appreciating the role of science in their everyday lives and cultivates students’ habits of mind as budding inquirers.</span></span><span class="EOP SCXW199358250 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW115109980 BCX0"><span class="NormalTextRun SCXW115109980 BCX0">Scaffolding </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">eamless </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">cience </span><span class="NormalTextRun SCXW115109980 BCX0">L</span><span class="NormalTextRun SCXW115109980 BCX0">earning </span><span class="NormalTextRun SCXW115109980 BCX0">E</span><span class="NormalTextRun SCXW115109980 BCX0">xperiences</span></span><span class="EOP SCXW115109980 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW41603913 BCX0"><span class="NormalTextRun SCXW41603913 BCX0">To support teachers in implementing Seamless Learning experiences, Wong, Looi, and Voon (2018) developed a useful framework in the form of a Seamless Learning lesson design rubric, </span><span class="NormalTextRun SCXW41603913 BCX0">comprising</span><span class="NormalTextRun SCXW41603913 BCX0"> eight design principles derived from a synthesis of Seamless literature</span><span class="NormalTextRun SCXW41603913 BCX0"> (see Figure 1)</span><span class="NormalTextRun SCXW41603913 BCX0">.</span></span><span class="EOP SCXW41603913 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<div id="attachment_23456" style="width: 810px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23456" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png" alt="" class="wp-image-23456" width="800" height="450" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1.png 1280w" sizes="(max-width: 800px) 100vw, 800px" /><p id="caption-attachment-23456" class="wp-caption-text">Figure 1. Eight Dimensions of Seamless Learning</p></div>
<p><span class="NormalTextRun SCXW183443890 BCX0">For example, designing and viewing a learning experience through the lens of this framework for Primary 5 students on the topic of the water cycle, with the </span><span class="NormalTextRun SCXW183443890 BCX0">objective</span><span class="NormalTextRun SCXW183443890 BCX0"> of helping students </span><span class="NormalTextRun SCXW183443890 BCX0">identify</span><span class="NormalTextRun SCXW183443890 BCX0"> the roles of evaporation and condensation in the water cycle and </span><span class="NormalTextRun SCXW183443890 BCX0">recogni</span><span class="NormalTextRun SCXW183443890 BCX0">z</span><span class="NormalTextRun SCXW183443890 BCX0">e </span><span class="NormalTextRun SCXW183443890 BCX0">their importance, can look like this:</span></p>
<h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW94838487 BCX0"><span class="NormalTextRun SCXW94838487 BCX0">Lower Levels of Seamless Learning</span></span></em></h4>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">At lower levels of the Seamless Learning rubrics, learning experiences </span><span class="NormalTextRun SCXW193538299 BCX0">predominantly focus</span><span class="NormalTextRun SCXW193538299 BCX0"> on the transmission of subject content on the water cycle rather than </span><span class="NormalTextRun SCXW193538299 BCX0">facilitating</span><span class="NormalTextRun SCXW193538299 BCX0"> meaning-making through inquiry </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">, with limited experiences to help students relate their daily experiences to the water cycle </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">. Learning is </span><span class="NormalTextRun SCXW193538299 BCX0">largely confined</span><span class="NormalTextRun SCXW193538299 BCX0"> to formal settings with little or no explicit connections made between what students learn in class </span><span class="NormalTextRun SCXW193538299 BCX0">about the water cycle and their everyday experiences, focusing on drill-and-practice assignments </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0"> Cross-topic and disciplinary connections are primarily explained to students didactically </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span class="EOP SCXW193538299 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">Learning activities </span><span class="NormalTextRun SCXW123936271 BCX0">predominantly involve</span><span class="NormalTextRun SCXW123936271 BCX0"> students working independently, with few opportunities for collaboration </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Additionally, activities are </span><span class="NormalTextRun SCXW123936271 BCX0">mainly directed</span><span class="NormalTextRun SCXW123936271 BCX0"> by teachers, with content primarily adhering closely to curriculum-based learning goals specified in the syllabus </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">Personaliz</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">ed</span><span class="NormalTextRun SCXW123936271 BCX0"> Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Formative assessment is primarily driven by teachers, involving the design and assessment of students with tools like quizzes and performance tasks </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Little technology is applied in isolated learning activities without enhancing scientific inquiry. For example, students may watch an online explainer on the water cycle without follow-up activities to deepen their understanding or connect to other learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">.</span></span><span class="EOP SCXW123936271 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW28303848 BCX0"><span class="NormalTextRun SCXW28303848 BCX0">Higher Levels of Seamless Learning</span></span></em></h4>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">At higher levels of the Seamless Learning rubrics, students are provided with a range of inquiry learning experiences, such as hands-on activities, intentionally bridged to encourage the construction of scientific knowledge on the water cycle through personal reflections and by challenging their peers&#8217; viewpoints </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">. Students </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW152966083 BCX0">have the opportunity to</span><span class="NormalTextRun SCXW152966083 BCX0"> </span><span class="NormalTextRun SCXW152966083 BCX0">observe</span><span class="NormalTextRun SCXW152966083 BCX0"> and manipulate real-world environments, encouraging the generation of new knowledge. For example, teachers can guide students in discussing real-world challenges related to clean water and sanitation by exploring the UN Sustainable Development Goals and Singapore’s water story to help students appreciate water as a precious resource, augmented with a visit to the </span><span class="NormalTextRun SCXW152966083 BCX0">NE</span><span class="NormalTextRun SCXW152966083 BCX0">W</span><span class="NormalTextRun SCXW152966083 BCX0">ater </span><span class="NormalTextRun SCXW152966083 BCX0">plant, highlighting how science and technology have transformed the world and improved our lives. Additionally, teachers can introduce inventions such as fog catchers and mist cooling systems to help students appreciate the meaningful applications of evaporation and condensation in everyday phenomena </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">.</span></span><span class="EOP SCXW152966083 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">In more advanced Seamless Learning experiences, teachers intentionally bridge students’ cross-topic and disciplinary connections. For instance, students conduct water audits to investigate water wastage costs using </span><span class="NormalTextRun SCXW7364595 BCX0">rates learned in </span><span class="NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW7364595 BCX0">Mathematics, and</span><span class="NormalTextRun SCXW7364595 BCX0"> explore hydroelectric power generation for the scientific theme on Energy </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">. </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW7364595 BCX0">Students have the opportunity to work both individually and collaboratively throughout inquiry learning experiences.</span><span class="NormalTextRun SCXW7364595 BCX0"> For example, to ensure students complete pre-reading materials and </span><span class="NormalTextRun SCXW7364595 BCX0">acquire</span><span class="NormalTextRun SCXW7364595 BCX0"> foundational knowledge about the water cycle, teachers first administer an individual quiz. Teachers then have students discuss and </span><span class="NormalTextRun SCXW7364595 BCX0">finali</span><span class="NormalTextRun SCXW7364595 BCX0">z</span><span class="NormalTextRun SCXW7364595 BCX0">e</span><span class="NormalTextRun SCXW7364595 BCX0"> </span><span class="NormalTextRun SCXW7364595 BCX0">their answers in groups, followed by a class discussion to address strengths, gaps, and misconceptions, thereby connecting individual and collaborative learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">.</span></span><span class="EOP SCXW7364595 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">Throughout the seamless learning process, key technological applications of ICT tools are integrated to support the shift of the learning culture to one that is more participative, reflective, and connected by enhancing student engagement, deepening learning, and giving greater student agency </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. Students can set and pursue both curriculum-based and interest-based learning goals and experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(</span><span class="NormalTextRun SCXW266937504 BCX0">Personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, the exponential rise of generative AI can create child-friendly learning companion chatbots like </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">School.ai</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, which provide prompts, hints, and introduce related topics, encouraging students to pursue </span><span class="NormalTextRun SCXW266937504 BCX0">personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">learning pathways and explore interest-based subjects such as the impact of water pollution beyond the water cycle curriculum. Technology can also enhance formative assessment processes, involving students playing a more active role in reflecting on their own understanding through self and peer assessments as a budding community of practice of young inquirers </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, through both formal and informal settings </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, students can engage in knowledge building and peer feedback through online discussions to connect classroom learning with observations on the water cycle made in daily experiences.</span></span><span class="EOP SCXW266937504 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW54081104 BCX0"><span class="NormalTextRun SCXW54081104 BCX0">Insights from Implementing Seamless Learning</span></span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">One major takeaway from implementing Seamless Learning is </span><span class="NormalTextRun SCXW33725671 BCX0">witnessing</span><span class="NormalTextRun SCXW33725671 BCX0"> firsthand how students can be a tremendous source of progressive approaches to </span><span class="NormalTextRun SCXW33725671 BCX0">s</span><span class="NormalTextRun SCXW33725671 BCX0">cience </span><span class="NormalTextRun SCXW33725671 BCX0">teaching and learning. When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry. For example, tapping into students&#8217; curiosity and interest in extreme environmental temperatures, elicited through online discussions, </span><span class="NormalTextRun SCXW33725671 BCX0">has </span><span class="NormalTextRun SCXW33725671 BCX0">spurred cross-topic connections on climate change and its impact on water cycles</span><span class="NormalTextRun SCXW33725671 BCX0">. </span><span class="NormalTextRun SCXW33725671 BCX0">Our team </span><span class="NormalTextRun SCXW33725671 BCX0">is </span><span class="NormalTextRun SCXW33725671 BCX0">look</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> forward to </span><span class="NormalTextRun SCXW33725671 BCX0">embrac</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> </span><span class="NormalTextRun SCXW33725671 BCX0">Seamless Learning as an educational philosophy, cultivating students&#8217; habits of mind from their formative years for science in life, learning, and citizenship, nurturing the little Einsteins of tomorrow.</span></span><span class="EOP SCXW33725671 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;<span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry</span></span>.&#8221;<o:p></o:p></span></p>
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<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW89432309 BCX0"><span class="NormalTextRun SCXW89432309 BCX0">Good Seamless Learning Practices</span></span><span class="EOP SCXW89432309 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
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<p><span class="NormalTextRun SCXW3489123 BCX0">&#8220;When students are intentionally equipped with independent learning skills like notetaking and research skills, as well as collaborative skills like turn-taking and using sentence starters such as “I agree with you because…,” they </span><span class="NormalTextRun SCXW3489123 BCX0">are enabled to</span><span class="NormalTextRun SCXW3489123 BCX0"> participate more effectively as inquirers</span><span class="NormalTextRun SCXW3489123 BCX0"> in Seamless Learning experiences</span><span class="NormalTextRun SCXW3489123 BCX0">, shifting their roles from passive recipients of scientific knowledge to active inquirers, while teachers&#8217; roles shift from knowledge dispensers to facilitators of inquiry.&#8221;</span></p>
<p>&#8211; <em><strong><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW173219203 BCX0"><span class="NormalTextRun SCXW173219203 BCX0" data-ccp-parastyle="Normal (Web)">Rachael Fang Swee Sian, Edtech Champion/West Grove Primary School</span></span><span class="EOP SCXW173219203 BCX0" data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></strong></em></p>
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<p><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW19866279 BCX0"><span class="NormalTextRun SCXW19866279 BCX0" data-ccp-parastyle="Normal (Web)">Designing Seamless Learning need not present high barriers. Teachers can tap into existing high-quality resources such as the Student Learning Space Lessons, MOE teaching guides, Sparkle kits, and Young Scientist cards. They can also integrate school-based programs like Project Work and the Applied Learning Programme activities, along with readily accessible educational websites and emerging technologies like VR and AR, as valuable entry points to seamless learning.</span></span></p>
<p>&#8211;<em><strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167551418 BCX0"><span class="NormalTextRun SpellingErrorV2Themed SCXW167551418 BCX0">Nurhuda</span><span class="NormalTextRun SCXW167551418 BCX0"> Amin, Senior Teacher/West Grove Primary School</span></span><span class="EOP SCXW167551418 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></strong></em></p>
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<p><b><span lang="EN-SG">References</span></b></p>
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<p paraid="506502481" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{5}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">NGSS Lead States. (2013). </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Next generation science standards: For states, by states</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">. National Academies Press.</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1535509006" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{15}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L.H., Looi, C.K., &amp; Voon, X. P. (2018). A rubric for assessing </span><span data-ccp-parastyle="Normal (Web)">seamlessized</span><span data-ccp-parastyle="Normal (Web)"> Science learning lesson plans. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Workshop proceedings of </span><span data-ccp-parastyle="Normal (Web)">26th international conference on computers in education </span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">(pp. 761–766), Manila, Philippines.</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></p>
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<div style="font-weight: 400;">
<p paraid="95012060" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{27}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L. H., &amp; Looi, C. K. (2019). The conceptual niche of seamless learning: An invitation to dialogue. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Seamless learning: Perspectives, </span><span data-ccp-parastyle="Normal (Web)">challenges</span><span data-ccp-parastyle="Normal (Web)"> and opportunities</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">, 3-27.</span></span></p>
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		<title>MyCLOUD</title>
		<link>https://singteach.nie.edu.sg/2021/04/25/learning-chinese-in-a-seamless-learning-environment/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=learning-chinese-in-a-seamless-learning-environment</link>
					<comments>https://singteach.nie.edu.sg/2021/04/25/learning-chinese-in-a-seamless-learning-environment/#respond</comments>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Sun, 25 Apr 2021 17:29:35 +0000</pubDate>
				<category><![CDATA[Knowledge Resource Bank]]></category>
		<category><![CDATA[MyCLOUD]]></category>
		<category><![CDATA[Chinese literature]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Chinese language]]></category>
		<category><![CDATA[Seamless learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15714</guid>

					<description><![CDATA[Make Chinese learning authentic, autonomous, and fun by connecting it to students’ daily lives. Here&#8217;s to Chinese proficiency! [&#8230;]]]></description>
										<content:encoded><![CDATA[<p style="display: none;">Make Chinese learning authentic, autonomous, and fun by connecting it to students’ daily lives. Here&#8217;s to Chinese proficiency!</p>
<h1 id="title"><span style="font-size: 32px;">MyCLOUD: Learning Chinese in a Seamless Learning Environment</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 MyCLOUD  Help Your Students?</strong></span></p>
<ul>
<li>Enhances students’ Chinese proficiency by making connections between Chinese learning and their daily lives</li>
<li>Enhances students’ self-directedness and motivation in the learning of Chinese</li>
<li>Encourages students to actively make meaning of their daily encounters with the Chinese language</li>
<li>Cultivates students’ habit-of-mind by proactively using resources for artefact creation and online interaction using Chinese</li>
</ul>
</div>
<div></div>
<h1><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 id="A2">Why MyCLOUD?</strong></span></h1>
<div>
<p>&nbsp;</p>
<ul>
<li>The MyCLOUD curriculum helps students make active meaning-making on their daily real-life encounters with the Chinese language.</li>
<li>Tapping on modern technologies, cloud computing and social networks, MyCLOUD explores the creation of a “cross-context” seamless Chinese learning environment.</li>
<li>By extending Chinese Language beyond the constructs of a classroom, students can experience a learning environment that is authentic, autonomous, and contextualised.</li>
<li>MyCLOUD has successfully brought about gradual improvements in teachers’ classroom practices in terms of smoother classroom enactments and more student-centricity. Students were also observed to gradually improve in terms of their motivation as well as the quantity and quality of students’ proficiency and interactions.</li>
</ul>
<p>&nbsp;</p>
<hr />
</div>
<h1 align="alignleft"><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="A3" rel="noopener" target="_blank">What is MyCLOUD?</strong></span></h1>
<div align="alignleft">
<p>&nbsp;</p>
<p id="A6">MyCLOUD is an online platform consisting of three main components, namely <span id="italic">Mictionary, My e-Textbook</span> and <span id="italic">MyCLOUDNet</span> (see infographic 1: Three main components of the MyCLOUD online platform).</p>
<p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/whats_mycloud-new_258x645.jpg"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/whats_mycloud-new_258x645.jpg" alt="What Is MyCloud" width="258" height="645" class="aligncenter" /></a></p>
<p style="text-align: center;">Infographic 1: Three main components of the MyCLOUD online platform (available for download <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/What-is-MyCLOUD.pdf" rel="noopener" target="_blank">here</a>)</p>
<p>&nbsp;</p>
<p>Guided by the <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/MyCLOUD-learning-design-framework.pdf">MyCLOUD learning design framework</a>, MyCLOUD teaching and learning activities comprise of two intertwining learning dimensions, the seamless learning dimension and the language learning dimension.</p>
<p>&nbsp;</p>
<p>These teaching and learning activities are characterized by <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/MyCLOUD-four-activity-types.pdf" target="_blank" rel="noopener">four activity types</a>:</p>
<ul>
<li>Activity type 1: In-class learning engagement</li>
<li>Activity type 2: Personalised contextual learning</li>
<li>Activity type 3: Online peer learning</li>
<li>Activity type 4: In-class consolidation</li>
</ul>
<p>&nbsp;</p>
</div>
<hr />
<div>
<h1 align="alignleft"><span style="font-size: 28px;"><strong id="A4" rel="noopener" target="_blank"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" style="font-size: 16px;" /> How did Students Respond?</strong></span></h1>
<p>&nbsp;</p>
<ul>
<li>Students were motivated to learn and create their own artefacts using the Chinese vocabulary.</li>
<li>Students were also able to make more extended and creative meaning making with the vocabulary.</li>
<li>
<p>The number of student dialogues increased. New types of student reviews also emerged. These evidences pointed towards enriched student interactions with use of a wider range of Chinese vocabulary.</p>
</li>
</ul>
<p>&nbsp;</p>
<hr />
</div>
<div>
<h1 align="alignleft"><span style="font-size: 28px;"><strong id="A5" rel="noopener" target="_blank"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="" class="alignnone size-full wp-image-15335" style="font-size: 16px;" /> How can Teachers get Started</strong></span></h1>
<p>&nbsp;</p>
<ul>
<li>Simulate and Create! &#8211; Keen to create your own seamless learning environment? Teachers can create a simulation of the MyCLOUD environment with online freeware, existing online learning spaces and ICT educational resources available to your school.</li>
<li>Loosen up! &#8211; Put aside the ‘rigid’, composition style of writing. Genuine real-life language application is sometimes ‘informal’. This helps makes the learning process authentic and relatable for students.</li>
<li>Stimulate and Initiate! &#8211; Teachers can boost students’ interest by using interesting readings and unique pictures that inspire and trigger exchanges between students.</li>
</ul>
<p>&nbsp;</p>
<hr />
</div>
<div>
<h1 align="alignleft"><span style="font-size: 28px;"><strong id="A7" rel="noopener" target="_blank"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" style="font-size: 16px;" /> Related Links</strong></span></h1>
<p>&nbsp;</p>
<ul>
<li><a href="http://www.nie.edu.sg/research/research-offices/office-of-education-research/research-development-framework/seamless-learning">Seamless Learning Taskforce website</a></li>
<li>ReEd Vol 2 2011 pg 9 &#8220;Putting Language Learning in Their Hands&#8221; <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/oer-nie-reed2_final-for-web.pdf" target="_blank" rel="noopener">[PDF]</a></li>
<li><a href="http://singteach.nie.edu.sg/issue55-research02/">SingTeach Issue 55 Dec 2015 “Learning Chinese Seamlessly&#8221;</a></li>
</ul>
<hr />
</div>
<h1><strong id="A8"><span style="font-size: 14pt;"><strong><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> </strong></span></strong><span style="font-size: 28px;"><strong>Research Projects</strong></span></h1>
<p>&nbsp;</p>
<p>The following projects are associated with MyCLOUD research:</p>
<ul id="margin_btm">
<li><a href="http://www.nie.edu.sg/project/oer-17-10-wlh">MyCLOUD-A Seamless Chinese Language Learning Environment Leveraging on Ubiquitous Technology and the Construction of Mental Lexicon</a></li>
<li>
<p><a href="http://www.nie.edu.sg/project/oer-61-12-wlh">Towards a Seamless Language Learning Framework: Enculturating Learners to Practices of Bridging Language Learning Spaces Mediated by an Integrated Technology-transformed Learning Environment</a></p>
</li>
</ul>
<p>&nbsp;</p>
<p>Other related research projects:</p>
<ul>
<li><a href="http://www.nie.edu.sg/project/oer-14-14-wlh">LI-nterChange:Towards a Contextual-and Social-mediated Seamless Language Learning Practice with Multiple Learning Pathways</a></li>
<li><a href="http://www.nie.edu.sg/project/oer-14-09-wlh">A Mobile Assisted Language Learning Environment to Improve Primary School Pupils’ Attitudes and Competencies in Chinese Proverb Learning and Writing</a></li>
</ul>
<p>&nbsp;</p>
<hr />
<div>
<h1 align="alignleft"><span style="font-size: 28px;"><strong id="A9" rel="noopener" target="_blank"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" style="font-size: 16px;" /> Research Team</strong></span></h1>
<p>&nbsp;</p>
<p>To learn more about MyCLOUD, please contact the Principal Investigator Dr. Wong Lung Hsiang at <a href="mailto:lunghsiang.wong@nie.edu.sg">lunghsiang.wong@nie.edu.sg</a></p>
<p><strong>Principal Investigator:</strong></p>
<ul>
<li>
<p><a href="https://dr.ntu.edu.sg/cris/rp/rp01477" target="_blank" rel="noopener">Dr WONG Lung Hsiang</a>, Learning Sciences Lab, NIE</p>
</li>
</ul>
<p><strong>Co-Principal Investigators:</strong></p>
<ul>
<li><a href="https://dr.ntu.edu.sg/cris/rp/rp01411" target="_blank" rel="noopener">A/P Aw Guat Poh</a>, Asian Languages &amp; Cultures (ALC), NIE</li>
<li>A/P Chai Ching Sing (formerly of NIE)</li>
<li>Dr May Liu, Singapore Centre for Chinese Language (SCCL), Singapore</li>
<li>A/P Ivica Boticki, University of Zagreb, Croatia</li>
</ul>
<p><strong>Collaborators:</strong></p>
<ul>
<li>Ast/P Jan Mingfong, National Central University, Taiwan (formerly of NIE)</li>
<li>Dr Lim Wei Ying Rebekah, SIM University, Singapore (formerly of NIE)</li>
<li>Dr Chin Chee Kuen, SCCL</li>
<li>Dr Hsieh Yu-Fen, SCCL</li>
<li><a href="https://dr.ntu.edu.sg/cris/rp/rp01481" target="_blank" rel="noopener">A/P Chen Wenli</a>, LST, NIE</li>
</ul>
<p>&nbsp;</p>
<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>&nbsp;</p>
<p>This research on MyCLOUD was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 17/10 WLH &amp; OER 61/12 WLH) 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 and NIE.</p>
<p>This knowledge resource was written by Mr Li Sze Yan, Ms Bernadine W. Sengalrayan and Ms Tan Giam Hwee; updated by Ms Monica Lim and Mr Jared Martens Wong on 4 January 2021.</p>
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		<title>Learning Chinese Seamlessly</title>
		<link>https://singteach.nie.edu.sg/2015/12/07/issue55-research02/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue55-research02</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Mon, 07 Dec 2015 14:59:26 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 55 dec 2015]]></category>
		<category><![CDATA[Informal learning]]></category>
		<category><![CDATA[Chinese language]]></category>
		<category><![CDATA[Research in Action]]></category>
		<category><![CDATA[Seamless learning]]></category>
		<category><![CDATA[ICT Integration]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=9659</guid>

					<description><![CDATA[The use of mobile technology to create a seamless learning environment has gained traction in recent years. Originally [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>The use of mobile technology to create a seamless learning environment has gained traction in recent years. Originally intended to help pupils from Nan Chiau Primary School master Chinese idioms, a mobile-assisted language learning platform created by NIE researchers has since spread to four other schools for the learning of Chinese vocabulary. </strong></em></p>
<h1>Mobile-assisted Language Learning</h1>
<p>Developed as a mobile learning platform, <em>Move, Idioms!</em> was initiated by <a href="https://www.nie.edu.sg/profile/wong-lung-hsiang" target="_blank" rel="noopener">Dr Wong Lung Hsiang</a>, a Senior Research Scientist at the <a href="https://www.nie.edu.sg/learning-sciences-lab-lsl" target="_blank" rel="noopener">Learning Sciences Lab</a> in <a href="https://www.nie.edu.sg" target="_blank" rel="noopener">NIE</a>.</p>
<p>Aimed at creating authentic learning experiences and helping pupils learn Chinese idioms on the move, the model was first introduced to <a href="https://www.ncps.moe.edu.sg" target="_blank" rel="noopener">Nan Chiau Primary School (NCPS)</a> in 2009. Since its inception, <em>Move, Idioms!</em> has enabled Primary 5 pupils to learn Chinese idioms using alternative means such as photo-blogging, animation and other social media artefacts. Pupils were encouraged to share and discuss their work with other classmates through the online platform.</p>
<p>The project eventually translated into a <a href="https://www.google.com.sg/url?sa=t&amp;rct=j&amp;q=&amp;esrc=s&amp;source=web&amp;cd=2&amp;cad=rja&amp;uact=8&amp;ved=0ahUKEwjh4dKQwMzQAhVDJ5QKHW6YBI0QFgggMAE&amp;url=https%3A%2F%2Frepository.nie.edu.sg%2Fbitstream%2F10497%2F14607%2F1%2FNIE_News_December_2013.pdf&amp;usg=AFQjCNEa-EFiIT7fiXv4fe7ZIu4RiMH5CA&amp;bvm=bv.139782543,d.dGo" target="_blank" rel="noopener">teaching tool kit</a> launched at a conference in September 2013.</p>
<p>Developed by the <a href="https://en.sccl.sg" target="_blank" rel="noopener">Singapore Centre for Chinese Language</a> with Lung Hsiang’s assistance, the <em>“Teaching Chinese Idioms with Animation” </em>tool kit comprises 13 lesson plans, PowerPoint presentations and animations designed to enhance lessons and language proficiency, and deliver new learning experiences for pupils.</p>
<p>“The tool kit allows pupils to generate content by themselves and through the social media in their daily lives,” says Lung Hsiang. “It is now available to all local school teachers looking to utilize these tools for their pupils.&#8221;</p>
<h1>Moving beyond Idioms</h1>
<p><img loading="lazy" class="size-large wp-image-9644 alignright" src="https://singteach.nie.edu.sg/wp-content/uploads/2015/12/research_lung_hsiang_01_for_web-400x265.jpg" alt="" width="400" height="265" /></p>
<p>With the successful launch of <em>Move, Idioms!</em>, Lung Hsiang and his team of researchers further customized the mobile learning design with <em>MyCLOUD (My Chinese UbiquitOUs learning Days) – </em>a scaled-up learning platform piloted in three NCPS classes from 2012 to 2013.</p>
<p><em>MyCLOUD</em> is an extension of the <em>Move, Idioms!</em> learning model and encompasses learning of all types of vocabulary (not just idioms).</p>
<p>“A new mobile and cloud-based platform was developed for <em>MyCLOUD</em>, which included a personalized vocabulary dictionary called <em>Mictionary</em>, digitized textbook passages with text-to-speech reading technology, and a class-based social network space,” shares Lung Hsiang.</p>
<p>To “deepen” the intervention, plans were made to integrate <em>MyCLOUD</em> into the formal curriculum and scheme of work.</p>
<p>“In the first round, the learning platform was used in three Primary 3 classes in NCPS. We went to the school to work with teachers every week to design the lessons. This carried on until the end of Primary 4 for the same batch of pupils,” shares Lung Hsiang.</p>
<p>Then in 2013, Lung Hsiang and his team of researchers scaled it up. Four other schools under the <a href="https://www.shhk.com.sg" target="_blank" rel="noopener">Singapore Hokkien Huay Kuan</a> clan association started adopting the learning model into their Chinese curriculum: Nan Chiau Primary School, <a href="https://www.aitong.moe.edu.sg" target="_blank" rel="noopener">Ai Tong Primary School</a>, <a href="https://www.konghwa.moe.edu.sg" target="_blank" rel="noopener">Kong Hwa Primary School</a> and <a href="https://www.chongfu.moe.edu.sg" target="_blank" rel="noopener">Chongfu School</a>.</p>
<p>The learning outcomes have been positive. At an <a href="https://www.nie.edu.sg" target="_blank" rel="noopener">NIE</a> seminar in January 2015, Lung Hsiang shared the vocabulary growth of 37 Primary 3 and 4 pupils over 13 months in a seamless Chinese language learning environment.</p>
<p>“We observed that these pupils have been more proactive and spontaneous in making meaning through interaction with their living spaces,” shares Lung Hsiang. “They are able to expand their retrieval of the learned vocabulary through increased opportunities to use the language.”</p>
<p>Lung Hsiang and his team also found that these pupils use more “less frequent words” in these informal environments, as compared to the classrooms – a noteworthy finding.</p>
<p>To further scale up the model, a subsequent study in 2015 expanded the use of this mobile learning platform into secondary schools. Focusing on meaning making and social interaction, the new model, called <em>LI-nterChange</em> (LI = linguistic interactions), was developed to encourage secondary school students to use the Chinese language in their online interactions.</p>
<p>“We wanted this design to go from one that is informal to formal” says Lung Hsiang. “The student may not start off comfortable using Chinese on this platform, but once we get them interested, they won’t feel the pressure of getting it right the first time.”</p>
<h1>Different Approach, Same Principle</h1>
<p>For Lung Hsiang, a workable learning model is one that caters for different needs and areas.</p>
<p>“It is not just about writing, but thinking and interaction as well,” Lung Hsiang shares. “We want pupils to start sharing their experiences more widely through these platforms.”</p>
<p>This is particularly important as teachers had feedback to him that their biggest concern for students is their composition writing.</p>
<p>“In primary school, the focus is on pictorial composition which helps the pupil frame their story,” shares Lung Hsiang. “This is different in the secondary school where the student is asked to write a composition based on a topic.”</p>
<p>Citing the example of a topic such as Internet addiction, Lung Hsiang says that the teacher will start by asking his students to write or take photos relating to the topic, and share them with their classmates through the <em>LI-nterChange</em> learning platform. Students will then comment and respond to each other’s photos and written observations. These discussion materials are then compiled for use when the students start writing.</p>
<p>Through such interactions, Lung Hsiang hopes that students can “progress from personal meaning making to social meaning making” and “extend their thinking and learning activities to outside the classroom”.</p>
<p>This is currently practised in two schools at the Secondary 1 and 2 levels. “We must have a core set of design principles that can be applied across all levels,” says Lung Hsiang. “Once these critical success factors are in place, the rest is up to the teacher to adapt according to his/her own approach and preference.”</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>It is not just about writing, but thinking and interaction as well. We want pupils to start sharing their experiences more widely through these platforms.</p>
<p>&#8211; <strong><em>Wong Lung Hsiang,</em></strong> <em><a href="https://www.nie.edu.sg/learning-sciences-lab-lsl" target="_blank" rel="noopener">Learning Sciences Lab</a></em></p>
</div>
<h1>Keeping It Sustainable</h1>
<p>With the steady expansion of seamless language learning over the years, Lung Hsiang hopes to translate the learning model so that it caters to the different needs and areas. He hopes that with the schools’ support, the model can eventually be diffused to junior colleges.</p>
<p>To ensure continued interest among teachers and students, Lung Hsiang points out the need to constantly redesign the learning model.</p>
<p>“Each time a teacher comes up with a new scaffold or activity design, they follow the same high-level process,” shares Lung Hsiang. “But the actual activity can be changed to suit the needs of the pupils.”</p>
<p>Finally, it’s important to constantly find ways to motivate the pupils to blend in to this social network.</p>
<p>“When they feel a sense of belonging to a particular social network, that is when the pupils will want to continue to contribute to the community,” says Lung Hsiang.</p>
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