<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Student learning – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/student-learning/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Mon, 27 Jan 2025 07:07:10 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.0</generator> <item> <title>From Passive to Proactive Learners with Student-Generated Ideas</title> <link>https://singteach.nie.edu.sg/2024/10/17/from-passive-to-proactive-learners-with-student-generated-ideas/?utm_source=rss&utm_medium=rss&utm_campaign=from-passive-to-proactive-learners-with-student-generated-ideas</link> <comments>https://singteach.nie.edu.sg/2024/10/17/from-passive-to-proactive-learners-with-student-generated-ideas/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 17 Oct 2024 07:23:38 +0000</pubDate> <category><![CDATA[issue 90 sep 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[Classroom engagement]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Collaboration]]></category> <category><![CDATA[Student voice]]></category> <category><![CDATA[Student-centred approaches]]></category> <category><![CDATA[Science]]></category> <category><![CDATA[Classroom discussion]]></category> <category><![CDATA[Science inquiry]]></category> <category><![CDATA[Collaborative learning]]></category> <category><![CDATA[Student questioning]]></category> <category><![CDATA[Progressive Education]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Learner-centred approaches]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23776</guid> <description><![CDATA[A student-centred classroom – one of the key tenets of progressive education – prioritizes autonomy and moves away […]]]></description> <content:encoded><![CDATA[<p><em><strong>A student-centred classroom <span>– </span>one of the key tenets of progressive education <span>– </span>prioritizes autonomy and moves away from conventional teaching methods by emphasizing collaboration and prioritizing student voices. In such an environment, meaningful conversations between students and teachers about the learning process are central, fostering a more interactive and personalized approach to education. In this article, NIE Senior Education Research Scientist <a href="https://www.ntu.edu.sg/research/faculty-directory/detail/rp01477" target="_blank" rel="noopener">Dr Wong Lung Hsiang</a> sheds some light on how meaningful learning occurs when students are intentionally guided to explore, adapt and refine their own ideas through his research study on Student-Generated Ideas.</strong></em></p> <h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-1024x691.jpg" alt="" class="aligncenter wp-image-23807 size-large" width="640" height="432" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-1024x691.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-300x202.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-768x518.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-1536x1036.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang.jpg 2000w" sizes="(max-width: 640px) 100vw, 640px" /></h1> <h1>Classroom Engagement as a Priority</h1> <p>Numerous research studies in Singapore have revealed that many teachers tend to unconsciously prioritize efficiency by steering students toward the correct answers, rather than fostering deeper (socio-)cognitive engagement and exploration. This persists despite the Ministry of Education’s emphasis on cultivating 21st century competencies (21CC) as a core focus of education.</p> <p>“There are classrooms with the tendency to focus on getting the correct answer rather than the process of learning itself,” Dr Wong Lung Hsiang, who is from the <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a> at NIE, shares. This restricts students’ ability to explore, adapt and refine their ideas <span>– </span>key skills essential for authentic learning and innovation. Traditional methods often focus on predetermined outcomes, expecting students to arrive at specific answers.</p> <p>“A transformation in teachers’ and students’ beliefs and dispositions towards teaching and learning is needed to ensure such critical success factors are genuinely exercised in existing and future pedagogical approaches.”</p> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW35616228 BCX0"><span class="NormalTextRun SCXW35616228 BCX0">Student-Generated Ideas (SGIs)</span></span><span class="EOP SCXW35616228 BCX0" data-ccp-props="{"201341983":0,"335559740":360,"469777462":[90],"469777927":[0],"469777928":[1]}"> </span></h1> <p>This inspired him to shift the teaching paradigm from knowledge transmission to idea transformation through a research study on Student-Generated Ideas (SGIs), a pedagogical concept that highlights how crucial the role of student-led ideas is in their learning. Through his research, Lung Hsiang aims to empower teachers to design lessons where students’ contributions shape the direction of their learning.</p> <p>“SGIs place students’ ideas at the core of the learning process. Through encouraging continuous feedback and iteration, SGIs enable students to refine their ideas over time,” Lung Hsiang explains. This fosters a more dynamic and interactive classroom environment where students are actively engaged in the learning process rather than passively absorbing information.</p> <p>By focusing on the development and refinement of students’ own ideas, students engage in meaningful inquiry, which enhances their ability to connect concepts to real-world situations. This results in a more relevant and engaging learning experience for students especially because classroom talks now resonate with them at a more intimate level.</p> <p>“The SGI design paradigm distills common elements from a range of (socio-)constructivist learning approaches, such as inquiry-based learning, active learning, knowledge building, productive failure, seamless learning, problem-based learning, project- based learning, computational thinking, design thinking and makers,” Lung Hsiang explains further.</p> <p>Lung Hsiang describes SGI as a “design paradigm” because it transcends any single pedagogical framework, drawing key success factors from various approaches to inform and reshape teaching practices.</p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“The SGI design paradigm distills common elements from a range of (socio-)constructivist learning approaches, such as inquiry-based learning, active learning, knowledge building, productive failure, seamless learning, problem-based learning, project- based learning, computational thinking, design thinking and makers.”<o:p></o:p></span></p> <p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Lung Hsiang, </strong></span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on SGI as a “</span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">design paradigm”</span></em></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p><o:p></o:p></span></p> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW100662031 BCX0"><span class="NormalTextRun SCXW100662031 BCX0">Implementing</span><span class="NormalTextRun SCXW100662031 BCX0"> SGIs</span><span class="NormalTextRun SCXW100662031 BCX0"> </span><span class="NormalTextRun SCXW100662031 BCX0">in the Classroom</span></span><span class="EOP SCXW100662031 BCX0" data-ccp-props="{"201341983":0,"335559740":360}"> </span></h1> <p>In inquiry-based settings, students may feel constrained by the pressure to find the “right” answer, limiting their willingness to explore different possibilities. SGIs, however, encourage students to think creatively and consider a wide range of potential solutions. For instance, Lung Hsiang observed one Science classroom where the teacher and students were discussing plant dispersal methods and students were posed the open- ended question: “How did the plant get to the top of the building?” While their initial responses were straightforward, such as suggesting that the plant climbed the building, the open nature of the question prompted them to delve deeper and explore more complex ideas.</p> <p>Instead of providing direct answers, the teacher facilitated the conversation by posing thought-provoking questions and encouraging students to expand on one another’s ideas. As the discussion unfolded, students began refining their classmates’ suggestions and considered more intricate possibilities, such as the plant being carried by an animal or purposefully planted by a human, to explain how it reached the top of the building.</p> <p>In this student-centred approach, the teacher’s role shifts from being a knowledge dispenser to a facilitator of learning. As Lung Hsiang notes, “Teachers are co- creators in this process. Through strategic questioning and providing appropriate scaffolding, teachers help students refine their ideas, while keeping the learning experience structured and purposeful.” This positive shift addresses a significant issue in traditional classrooms: the overemphasis on finding the “right” answer.</p> <p>Lung Hsiang’s research findings reveal that students engaged in SGI-based learning develop not only greater cognitive skills but also a heightened enthusiasm and investment in their learning process. In the example of the plant dispersal lesson, students initially sought straightforward solutions but were guided to explore more nuanced explanations, showing their growing enthusiasm and commitment as they actively refined their ideas.</p> <p>This iterative process underscores the SGI approach’s focus on the cognitive journey of generating, testing and evolving ideas, fostering more authentic and meaningful learning experiences, central to the concept of progressive education.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><strong>Cultivating Authentic Constructivist Learning</strong></p> <p>A major challenge is the cognitive dissonance teachers may face when applying constructivist and student-centred methods. It’s not just about changing beliefs; teachers may already support constructivism, yet their classroom practices often revert to traditional methods, unintentionally undermining their goals.</p> <p>“For instance, a teacher practising inquiry learning may subtly guide students toward the “correct” hypothesis rather than fostering genuine exploration,” Lung Hsiang explains. “This results in the loss of pedagogical fidelity, reducing inquiry learning to a process where students validate the teacher’s hypothesis, instead of generating and testing their own.” Such guidance restricts the inquiry process, limiting students’ ability to explore and grow intellectually on their own.</p> <p>The SGI approach tackles this cognitive dissonance by highlighting what’s essential to create a truly authentic constructivist learning experience. It focuses on helping teachers fully embrace SGI principles and remain aligned with the constructivist methods they value, ensuring that both teachers and students engage in a genuine, idea-centred learning environment that fosters deeper understanding.</p> </div> </div> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW113246381 BCX0"><span class="NormalTextRun SCXW113246381 BCX0">Reflections</span><span class="NormalTextRun SCXW113246381 BCX0"> and th</span><span class="NormalTextRun SCXW113246381 BCX0">e Future of SGIs in Education</span></span><span class="EOP SCXW113246381 BCX0" data-ccp-props="{"201341983":0,"335559740":360}"> </span></h1> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“It’s been incredible to see students take ownership of their ideas and develop the confidence to evolve them.”<o:p></o:p></span></p> <p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> Lung Hsiang</span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the positive transformation in students’ attitudes after participating in the study</span></em></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p></span></p> <p>Reflecting on the project, Lung Hsiang finds the most rewarding aspect to be the transformation in students’ attitudes.</p> <p>“When students are encouraged to explore their ideas without the fear of making mistakes, they become more engaged and invested in their learning,” he shares. “It’s been incredible to see students take ownership of their ideas and develop the confidence to evolve them.” He also observes that teachers have adapted well to their new role as facilitators, which has been both surprising and rewarding.</p> <p>Looking ahead, Lung Hsiang envisions SGIs playing a pivotal role in the future of education. “As educational technologies evolve, I see artificial intelligence-powered tools supporting both teachers and students in real-time idea generation and evolution.” He further explains that “the SGI approach complements Singapore’s move towards blended learning by integrating technology to support idea evolution, both inside and outside the classroom.”</p> <p>This approach can lead to more personalized and scalable learning experiences, where students take an active role in shaping their own educational journeys. By empowering students to become the architects of their own learning, SGIs foster a sense of independence and responsibility. Furthermore, the focus on collaboration and student voices is at the heart of progressive education, where the goal is to prepare learners for lifelong learning, critical thinking and adaptability in an ever-evolving world.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/10/17/from-passive-to-proactive-learners-with-student-generated-ideas/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Navigating Blended Learning: Insights from Students’ Experiences</title> <link>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/?utm_source=rss&utm_medium=rss&utm_campaign=navigating-blended-learning-insights-from-students-experiences</link> <comments>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Sun, 21 Jul 2024 02:02:45 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[issue 89 jun 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Teaching practices]]></category> <category><![CDATA[Student voice]]></category> <category><![CDATA[Feedback]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Redesigning Pedagogy International Conference]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Blended learning]]></category> <category><![CDATA[ICT]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23324</guid> <description><![CDATA[Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat, Centre for Pedagogical Research and Learning, Raffles Girls’ […]]]></description> <content:encoded><![CDATA[<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW59360027 BCX0"><span class="NormalTextRun SCXW59360027 BCX0"><strong><em>Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat,</em> <a href="https://perl.rgs.edu.sg/homepage/announcements/annon4/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning</a>, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a>,</strong> <span lang="EN-MY"><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></span></span><span class="EOP SCXW59360027 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> <div id="attachment_23470" style="width: 460px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23470" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg" alt="" class="wp-image-23470" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-23470" class="wp-caption-text">The team comprises (from left) Azahar Noor, Hafizah Jumat, Tan Yin Lai, Tan Yen Chuan, Mary George Cheriyan and Lucille Yap (not in picture).</p></div> <div style="font-weight: 400;"> <p paraid="4" paraeid="{d7e102d5-6c62-4e44-bb55-9037136bd9bf}{254}"><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Have you ever wondered what students really think about blended learning? Or how their experiences can enhance our teaching practices? </span> </strong></em><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">In this article, Ms Tan Yen Chuan and Ms Hafizah Jumat, from the </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School</a> <a href="https://perl.rgs.edu.sg/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning </a>(PeRL)</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">share insights from a study on students’ perceptions and experiences of blended learning which involved a survey of over 500 students and focus group discussions conducted with approximately 20 students from a secondary school.</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">This article highlights both good practices and areas where teachers can better understand and support students in their blended learning journey.</span> </strong></em></p> </div> <div style="font-weight: 400;"> <h1 paraid="5" paraeid="{7a03c4b6-17c1-4a3e-a139-f8a7a9686aef}{5}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW75453431 BCX0"><span class="NormalTextRun SCXW75453431 BCX0">Cultivating Self-Regulating Learning Skills for Blended Learning</span></span><span class="EOP SCXW75453431 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW109863942 BCX0"><span class="NormalTextRun SCXW109863942 BCX0">Self-regulated learning (SRL) refers to one’s ability to understand and control one’s learning environment (Zimmerman, 2002). SRL abilities which include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996), are vital in the blended learning (BL) environment, where students have their own personal learning devices (PLDs). They must be able to use strategies to minimize distractions, manage their time and exercise self-</span><span class="NormalTextRun SCXW109863942 BCX0">control to complete assigned work. </span></span><span class="EOP SCXW109863942 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">“I have this app that’s like a study timer… </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">YPT… it would lock your phone…it makes sure that you don’t get distracted.”</span></span></p> <p>–<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW181025075 BCX0"><span class="NormalTextRun SCXW181025075 BCX0"><strong>Student A</strong> on her strategy to exercise time management</span></span><span class="EOP SCXW181025075 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></em></p> </div> </div> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW94301182 BCX0"><span class="NormalTextRun SCXW94301182 BCX0">Based on the survey findings, the students felt they were able to use online tools, assessment data, model answers and teacher feedback to guide, </span><span class="NormalTextRun SCXW94301182 BCX0">monitor</span><span class="NormalTextRun SCXW94301182 BCX0"> and improve their performance. They also employed a help-seeking process and sought teachers’ feedback for further </span><span class="NormalTextRun SCXW94301182 BCX0">clarifications to improve their learning. Majority of them were able to apply digital literacy skills to evaluate the credibility of online information. </span></span><span class="EOP SCXW94301182 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199868558 BCX0"><span class="NormalTextRun SCXW199868558 BCX0">“…I will self-check my answers to see … where my weaknesses [are]… those are the parts where I’ll focus more on strengthening.” </span></span><span class="EOP SCXW199868558 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559737":-295,"335559740":360}"> </span></p> <p>–<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW8445525 BCX0"><span class="NormalTextRun SCXW8445525 BCX0"><strong>Student B</strong> on her self-monitoring behaviour</span></span></em></p> </div> </div> <p><span class="NormalTextRun SCXW109356356 BCX0">On the other hand, during the </span><span class="NormalTextRun SCXW109356356 BCX0">focus group discussions (FGDs)</span><span class="NormalTextRun SCXW109356356 BCX0">, some students reported being easily distracted by their PLDs. Their off-task behaviours can affect neighbouring students as well. Therefore, it is important for teachers to empower students to advocate for themselves as learners. Besides providing varied learning activities to increase student engagement, teachers can consider nurturing their executive functioning skills on minimizing distraction, environment control, planning, and time-management. Teachers should also </span><span class="NormalTextRun SCXW109356356 BCX0">demons</span><span class="NormalTextRun SCXW109356356 BCX0">trate</span><span class="NormalTextRun SCXW109356356 BCX0"> breaking down a task into actionable steps to help them learn how to complete tasks independently. Additionally, creating opportunities for student self-reflection and self-evaluation is important, requiring teachers to </span><span class="NormalTextRun SCXW109356356 BCX0">designate</span><span class="NormalTextRun SCXW109356356 BCX0"> time and space in the BL environment for self-reflection (whether offline or face-to-face).</span></p> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW141024317 BCX0"><span class="NormalTextRun SCXW141024317 BCX0">Increase </span><span class="NormalTextRun SCXW141024317 BCX0">Feedback Channels through Diverse Platforms</span></span><span class="EOP SCXW141024317 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW211541332 BCX0"><span class="NormalTextRun SCXW211541332 BCX0">Our findings showed the students felt their teachers helped them see their learning progress using online and offline assessment data. They also find teacher feedback helpful as it is tailored to address their learning gaps. </span></span><span class="EOP SCXW211541332 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199079150 BCX0"><span class="NormalTextRun SCXW199079150 BCX0">“…your teacher guiding you through it…she helps you understand what you’re missing out on and what you need to do.” </span></span><span class="EOP SCXW199079150 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559737":-209,"335559740":360}"> </span></p> <p><em>–<span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW176678285 BCX0"><span class="NormalTextRun SCXW176678285 BCX0"><strong>Student C</strong> on teachers’ guidance</span></span></em></p> </div> </div> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW90423389 BCX0"><span class="NormalTextRun SCXW90423389 BCX0">However, a minority of students wanted more prompt feedback on their online assignments. To address this, teachers can consider harnessing approaches like the Station Rotation Model to provide </span><span class="NormalTextRun SCXW90423389 BCX0">timely</span><span class="NormalTextRun SCXW90423389 BCX0"> feedback during face-to-face lessons. As this </span><span class="NormalTextRun SCXW90423389 BCX0">model includes both online and face-to-face stations as part of the rotation process, this means teachers can provide feedback in real time on these online assignments as students work on them during class time. Under this model, teachers can also offer personalized instruction, feedback, and support to students individually or in small groups (Tucker, Wycoff & Green, 2016).</span></span><span class="EOP SCXW90423389 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":301}"> </span></p> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW163594085 BCX0"><span class="NormalTextRun SCXW163594085 BCX0">Balancing Student Workload in Blended Learning Environment</span></span><span class="EOP SCXW163594085 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW124607578 BCX0"><span class="NormalTextRun SCXW124607578 BCX0">Given the nature of BL, teachers may assign both hardcopy homework and online homework to </span><span class="NormalTextRun SCXW124607578 BCX0">facilitate</span><span class="NormalTextRun SCXW124607578 BCX0"> flipped classroom teaching or home-based learning. However, this combination may potentially overwhelm students, especially with limited completion time. Schools can help ensure a manageable workload by periodically surveying students’ homework demand. Teachers should engage students in setting realistic deadlines, </span><span class="NormalTextRun SCXW124607578 BCX0">expectations</span><span class="NormalTextRun SCXW124607578 BCX0"> and scope of tasks. Teachers should also assess students’ homework load and provi</span><span class="NormalTextRun SCXW124607578 BCX0">de support to help them manage their workload effectively.</span></span><span class="EOP SCXW124607578 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW129080173 BCX0"><span class="NormalTextRun SCXW129080173 BCX0">“The school can send out check-in surveys… to check if students are managing </span><span class="NormalTextRun SCXW129080173 BCX0">their workload well.”</span></span><span class="EOP SCXW129080173 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559685":-141,"335559737":-216,"335559740":360}"> </span></p> <p><em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW122633995 BCX0"><span class="NormalTextRun SCXW122633995 BCX0">–<strong>Student D</strong> on the workload</span></span></em></p> </div> </div> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW12427822 BCX0"><span class="NormalTextRun SCXW12427822 BCX0">Fostering Interaction: Encouraging Students’ Responses to Classmate’s Online Postings</span></span><span class="EOP SCXW12427822 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <div style="font-weight: 400;"> <p paraid="44" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{23}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>While students value peer feedback, the majority would not respond to their classmates’ online </span><span>postings if their responses were not graded. They felt such activity was not important or useful for</span></span><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span> </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>their learning. Teachers need to communicate to students how such activity can foster deeper understanding and value add to their knowledge-building as well as improve netiquette skills (Harmonize, 2023). Teachers can also employ the following strategies to maximize the benefits of online peer feedback:</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png" alt="" class="alignnone wp-image-23476" width="550" height="413" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1024x768.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1536x1152.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text.png 2048w" sizes="(max-width: 550px) 100vw, 550px" /></p> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Teachers can cultivate positive habits in students by mandating students’ responses to classmates’ postings. As students overcome the initial hurdle of participation and become accustomed to responding, they are more likely to sustain online discussions voluntarily. </span><span data-ccp-props="{"134245417":false,"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <h1 paraid="52" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{75}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW67395491 BCX0"><span class="NormalTextRun SCXW67395491 BCX0">Conclusion</span></span><span class="EOP SCXW67395491 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <div style="font-weight: 400;"> <p paraid="55" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{91}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>As BL incorporates digital tools and platforms for learning, the role of AI in education has become more prominent. During our FGD sessions, when we asked students about the </span><span>apps</span><span> they use to complete </span><span>their </span><span>homework, the use of ChatGPT was mentioned. Although this study did not initially focus on AI, its relevance and significance w</span><span>ere</span><span> highlighted by the students through these discussions on their BL experience, underscoring the need for educators to engage in conversations and </span><span>establish</span><span> guidelines for AI use in their </span><span>BL</span><span> journey. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="56" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{109}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>It is essential to develop their AI literacy and promote the ethical use of technology in line with the Ministry of Education’s EdTech Masterplan 2030. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="57" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{115}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI integration is inevitable. Karim R. Lakhani aptly </span><span>stated</span><span>, “AI is not going to replace humans, but humans with AI are going to replace humans without AI” </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(AI </span><span>Won’t</span><span> Replace Humans, 2023)</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. It is vital to convey to students that values </span><span>matter</span><span> and technology should be used for good, emphasizing that the thinking process </span><span>remains</span><span> central to learning. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>We hope that teachers can </span><span>leverage</span><span> these findings to refine their instructional strategies and support structures to better meet the students’ needs in </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>BL</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span> settings. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> <p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW193901827 BCX0"><span class="NormalTextRun SCXW193901827 BCX0">References</span></span></strong><span class="EOP SCXW193901827 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <div style="font-weight: 400;"> <p paraid="61" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{145}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harvard Business Review. (2023, August 4). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI </span><span>Won’t</span><span> Replace Humans — But Humans </span><span>With</span><span> AI Will Replace Humans Without AI</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://hbr.org/2023/08/ai-wont-replace-humans-but-humans-with-ai-will-replace-humans-without-ai</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="62" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{155}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>K-12 blended teaching: A guide to personalized learning and online integration</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. </span><span>EdTechBooks</span><span>. org: Provo, UT, USA</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="63" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{165}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize. (2023, January 23). How to respond to discussion posts. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize Blog</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://harmonizelearning.com/blog/how-to-respond-to-discussion-posts/</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="64" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{175}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harris, K. R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Learning Disability Quarterly, 22</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(4), 251–262. https://doi.org/10.2307/1511259</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="65" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{185}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Research in Science Education, 36</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8 </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="66" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{195}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Shunk, D. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>American Educational Research Journal, 33</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>, 359-382.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="67" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{205}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Stallbaumer-Beishline, L. (2023, June 1). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Discussion Boards: Better Practices & Tips [PDF file]</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. Bloomsburg Commonwealth University. https://www.bloomu.edu/documents/ctl-ttdiscussion-boards-v2.pdf</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="68" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{215}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Tucker, C. R., Wycoff, T., & Green, J. T. (2016). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Blended Learning in Action: A Practical Guide Toward Sustainable Change</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. California: Corwin, a SAGE company.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="69" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{225}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Theory Into Practice, 41</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> </div> </div> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <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&utm_medium=rss&utm_campaign=nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms</link> <comments>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/#respond</comments> <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[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> <category><![CDATA[Science education]]></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 […]]]></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="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></strong></em></p> <div id="attachment_23451" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23451" loading="lazy" 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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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, & 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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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’ 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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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="{"201341983":0,"335551550":6,"335551620":6,"335559740":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’ 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’ 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="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </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"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“<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>.”<o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p><o:p></o:p></span></p> <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="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span class="NormalTextRun SCXW3489123 BCX0">“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’ roles shift from knowledge dispensers to facilitators of inquiry.”</span></p> <p>– <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="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></strong></em></p> </div> </div> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <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>–<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="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></strong></em></p> </div> </div> <p><b><span lang="EN-SG">References</span></b></p> <div style="font-weight: 400;"> <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="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":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., & 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="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></p> </div> <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., & 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> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Navigating the Future of Education: Perspectives on AI Integration</title> <link>https://singteach.nie.edu.sg/2024/04/29/navigating-the-future-of-education-perspectives-on-ai-integration/?utm_source=rss&utm_medium=rss&utm_campaign=navigating-the-future-of-education-perspectives-on-ai-integration</link> <comments>https://singteach.nie.edu.sg/2024/04/29/navigating-the-future-of-education-perspectives-on-ai-integration/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Mon, 29 Apr 2024 02:46:18 +0000</pubDate> <category><![CDATA[issue 88 mar 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Human-machine synergy]]></category> <category><![CDATA[AI in education]]></category> <category><![CDATA[People]]></category> <category><![CDATA[Ethical AI]]></category> <category><![CDATA[Technology]]></category> <category><![CDATA[Teacher education]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Artificial Intelligence]]></category> <category><![CDATA[Virtual environment]]></category> <category><![CDATA[AI]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23200</guid> <description><![CDATA[In today’s dynamic education landscape, the emergence of generative Artificial Intelligence (GAI) heralds unprecedented opportunities and challenges, reshaping […]]]></description> <content:encoded><![CDATA[<p><em><strong>In today’s dynamic education landscape, the emergence of generative Artificial Intelligence (GAI) heralds unprecedented opportunities and challenges, reshaping pedagogical paradigms and redefining the roles of educators. As the quest for human–AI synergy accelerates, educators navigate ethical considerations, embrace technological advancements, and champion inclusive learning environments. In this article, NIE <a href="https://dr.ntu.edu.sg/cris/rp/rp01417" target="_blank" rel="noopener">Associate Professor Tan Seng Chee</a> from the <a href="https://www.ntu.edu.sg/nie/about-us/academic-groups/Learning-Sciences-Assessment" target="_blank" rel="noopener">Learning Sciences and Assessment Academic Group</a> and who is also an active researcher in the field of educational technology for schools, sheds some light on the evolving landscape of AI integration in the Singapore education landscape.</strong></em></p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><iframe loading="lazy" width="560" height="315" src="//www.youtube.com/embed/z8UN-0cmU2g?si=lu6LOlk-XYVTPAAr" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" referrerpolicy="strict-origin-when-cross-origin" allowfullscreen="allowfullscreen"></iframe></p> <p><span is="qowt-word-run" qowt-eid="E322" id="E322" class="qowt-font5-Arial">A/P Tan</span><span is="qowt-word-run" qowt-eid="E323" id="E323" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E324" id="E324" class="qowt-font5-Arial">discusses</span><span is="qowt-word-run" qowt-eid="E325" id="E325" class="qowt-font5-Arial"> A</span><span is="qowt-word-run" qowt-eid="E326" id="E326" class="qowt-font5-Arial">I</span><span is="qowt-word-run" qowt-eid="E327" id="E327" class="qowt-font5-Arial"> in education and the various courses NIE is offering on this topic</span><span is="qowt-word-run" qowt-eid="E328" id="E328" class="qowt-font5-Arial">.</span></p> </div> </div> <h4><span is="qowt-word-run" qowt-eid="E334" id="E334" class="qowt-font5-Arial">How do you see artificial intelligence</span><span is="qowt-word-run" qowt-eid="E335" id="E335" class="qowt-font5-Arial"> (AI)</span><span is="qowt-word-run" qowt-eid="E336" id="E336" class="qowt-font5-Arial">, particularly generative AI, shaping the future of teacher education and professional development?</span></h4> <p>The development of artificial intelligence (AI) can be traced back to the 1950s, marked by phases of promise and disillusionment. However, at the turn of the millennium, advancements in big data, computational power, and sophisticated algorithms have reignited enthusiasm for the use of AI, particularly with the emergence of generative AI (GAI) in the last decade. This resurgence in interest has prompted discussions around the potential promises and pitfalls of AI, including concerns about job displacement. Yet, it’s crucial to recognize that the true competition may not lie between humans and machines, but between those who can harness the power of AI effectively and those who do not.</p> <p>For teachers, the threat is not so much about AI replacing teachers, but whether they can harness the power of AI to enhance their teaching and students’ learning. Teachers, who are shaping the future generations, will need to embrace the reality of AI’s growing presence in society and develop a realistic vision of what AI can or cannot do. They need to equip themselves with the knowledge and skills to leverage AI in transformative ways to enhance teaching and learning experiences, while at the same time, be mindful of the ethical issues and limitations of AI. Moreover, teachers play a pivotal role in preparing students for an AI-driven future. Their attitudes towards AI and ethical considerations in its use can profoundly influence how well-prepared their students are for the challenges and opportunities ahead.</p> <p>In essence, embracing AI in teacher education and professional development isn’t merely about dispelling the fear of job displacement, but rather, about empowering teachers to adapt and innovate in ways that enrich educational outcomes and equip students with the skills necessary for success in an AI-enhanced world.</p> <h4><span is="qowt-word-run" qowt-eid="E353" id="E353" class="qowt-font5-Arial">How do you define the concept of human</span><span is="qowt-word-run" qowt-eid="E354" id="E354" class="qowt-font5-Arial">–AI</span><span is="qowt-word-run" qowt-eid="E355" id="E355" class="qowt-font5-Arial"> synergy and what implications does it have for educators and learners?</span></h4> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“In the learning context, one critical consideration is that machines should never take away the critical aspects of learning.”<o:p></o:p></span></p> <p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> Seng Chee</span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the role of machines in student learning</span></em></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p></span></p> <p>Human–AI synergy, some call it human–AI collaboration or human–AI alliance, means clarifying the partnership roles of machines and humans so that this human–AI system can address complex challenges to the ultimate benefit of humans. This requires an understanding of what machines do best, for example, machine can crunch data, structured or unstructured, visible or embedded, within a short period of time, which can provide real-time feedback to the human. As well, we need to know which essential roles of human teachers and students that cannot be replaced.</p> <p>NIE Associate Professor Quek Choon Lang, for example, has explored the use of a virtual reality (VR) environment to provide feedback to users about their presentation skills. The VR system can generate feedback about the rate of speech, use of filler words, gestures, or even distribution of eye-gazing patterns on the audience. It also requires an understanding of what humans do best, for example, in showing care and concern, in meta-level thinking such as reflecting on the strategies used in a particular teaching situation.</p> <p>In the learning context, one critical consideration is that machines should never take away the critical aspects of learning. For instance, if the objective of a lesson is to develop the students’ ability to brainstorm ideas, and to think laterally for more ideas, then even though generative AI is very good at doing this, it should not rob the students of the opportunity to develop this specific skill. Machines, however, can be used as a scaffold, by stimulating students’ creativity by suggesting one or two ideas as a starting point.</p> <p>In a learning context, we need to differentiate between using GAI as a tool or as a scaffold. As a tool, it can be used by the students at all times. As a scaffold, we want to remove the use of GAI at some point so that the students can develop the ability to perform a task independently.</p> <h4>As AI continues to advance rapidly, what do you believe are the ethical considerations that educators should keep in mind when utilizing AI technologies in their practice?</h4> <p>There are numerous ethical issues related to the use of AI for education. What I describe here is not exhaustive. First, data privacy and security issues. This includes practices like whether consent is sought from the students about the use of their data and whether these data are protected from unauthorized access. Second, the trustworthiness of the AI algorithm and system. The term “AI hallucination” was used to describe a phenomenon in which AI generate content that is not accurate, for example, by fabricating a citation of a research report that does not exist. Reducing such AI hallucinations is an active area of work for many researchers. Third, fairness and equity issues. Students should not be treated unfairly or discriminated against because of inherent bias in an AI system. For example, if an AI system developed in another cultural context was used to predict at-risk students, it might lead to biased predictions unless it has been finetuned and verified with the appropriate set of data.</p> <p>Researchers such as Muhammad Ali Chaudhry, Multu Cukurova and Rose Luckin have developed an <a href="https://osf.io/bstcf/download" target="_blank" rel="noopener">AI Transparency Framework</a> and related AI transparency to other ethical AI dimensions. The <a href="https://www.ai-in-education.co.uk/" target="_blank" rel="noopener">Institute for Ethical Al in Education</a> has also developed the <a href="https://www.ai-in-education.co.uk/resources/the-institute-for-ethical-ai-in-education-the-ethical-framework-for-ai-in-education" target="_blank" rel="noopener">Ethical Framework for AI in Education</a>.</p> <h4>What advice would you give to educators who may feel apprehensive or uncertain about incorporating AI into their teaching practice?</h4> <p>Reiterating what I said earlier, the threat is not so much about AI replacing teachers, but whether teachers can harness the power of AI to enhance their teaching and students’ learning. The emergence of new technology has often caused anxiety, uncertainty, fear and frustration. My collaborator and NIE’s graduate Dr Wang Xinghua has also developed an AI Readiness Scale for teachers. This scale evaluates teachers’ readiness in the use of AI for education by assessing their perception on their knowledge, skills, and visions and whether they feel threatened by AI.</p> <p>One way to overcome these feelings and emotions is to develop the basic foundational knowledge and skills of handling new technology and to have a realistic vision of what it can do, its limitations, and how we maintain the agency for human good.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E431" id="E431" class="x-scope qowt-word-para-0"><strong><span is="qowt-word-run" qowt-eid="E432" id="E432" class="qowt-font5-Arial">Four Ways AI Technologies Can Benefit Teacher Education Programmes </span></strong></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E433" id="E433" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E434" id="E434" class="qowt-font5-Arial">There are a few ways that AI technologies can benefit teacher education programmes, that </span><span is="qowt-word-run" qowt-eid="E437" id="E437" class="qowt-font5-Arial">is</span><span is="qowt-word-run" qowt-eid="E439" id="E439" class="qowt-font5-Arial"> depicted in </span><span is="qowt-word-run" qowt-eid="E440" id="E440" class="qowt-font5-Arial">the</span><span is="qowt-word-run" qowt-eid="E441" id="E441" class="qowt-font5-Arial"> diagram</span><span is="qowt-word-run" qowt-eid="E442" id="E442" class="qowt-font5-Arial"> below</span><span is="qowt-word-run" qowt-eid="E443" id="E443" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E444" id="E444" class="qowt-font5-Arial">and illustrated with examples using generative AI</span><span is="qowt-word-run" qowt-eid="E445" id="E445" class="qowt-font5-Arial">.</span></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E433"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox-300x85.png" alt="" class="alignnone wp-image-23227" width="520" height="147" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox-300x85.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox-768x217.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_People_Sidebox.png 977w" sizes="(max-width: 520px) 100vw, 520px" /><qowt-page named-flow="FLOW-1"></qowt-page></p> <div id="contentsContainer" class="style-scope qowt-page"> <div id="contents" class="style-scope qowt-page"><qowt-section named-flow="FLOW-2" break-before="" indexed-flow="SI13" qowt-eid="E304"></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E462" id="E462" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E463" id="E463" class="qowt-font5-Arial">A.</span><span is="qowt-word-run" qowt-eid="E465" id="E465" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E466" id="E466" class="qowt-font5-Arial">One of the most common applications of generative AI is to support teachers in generating ideas or content for teaching.</span><span is="qowt-word-run" qowt-eid="E467" id="E467" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E468" id="E468" class="qowt-font5-Arial">Teachers can consult <em>ChatGPT</em> to generate teaching ideas, lesson plans, quizzes and so on. Increasingly, there are other platforms that build on generative AI and can facilitate teaching. For example, <a href="https://educationcopilot.com/" target="_blank" rel="noopener">Education Copilot</a> contains tools and templates that can help teachers generate lesson plans, handouts, project outlines and so on. </span><a href="https://www.classpoint.io/" target="_blank" rel="noopener"><span is="qowt-word-run" qowt-eid="E470" id="E470" class="qowt-font5-Arial">ClassPoint</span></a><span is="qowt-word-run" qowt-eid="E472" id="E472" class="qowt-font5-Arial">, a teaching tool with PowerPoint allows teachers to engage their students during the lessons through pre-planned quizzes, and it has an AI tool that can generate quizzes on the fly based on the content of a particular slide. <a href="https://www.canva.com/" target="_blank" rel="noopener">Canva</a>, a presentation tool, features a Magic Studio that can generate presentation slides, </span><span is="qowt-word-run" qowt-eid="E474" id="E474" class="qowt-font5-Arial">images</span><span is="qowt-word-run" qowt-eid="E476" id="E476" class="qowt-font5-Arial"> </span><span is="qowt-word-run" qowt-eid="E477" id="E477" class="qowt-font5-Arial">or posters.</span></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E478" id="E478" class="x-scope qowt-word-para-3" named-flow="FLOW-8"><span is="qowt-word-run" qowt-eid="E479" id="E479" class="qowt-font5-Arial">B.</span><span is="qowt-word-run" qowt-eid="E481" id="E481" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E482" id="E482" class="qowt-font5-Arial">Teachers can also use generative AI to scaffold students’ learning. This requires some level of technical development. For example, using prompt designs, teachers can “instruct” ChatGPT to interact with students in some pre-conceived approaches. The Learning Sciences and Assessment </span><span is="qowt-word-run" qowt-eid="E483" id="E483" class="qowt-font5-Arial">A</span><span is="qowt-word-run" qowt-eid="E484" id="E484" class="qowt-font5-Arial">cademic </span><span is="qowt-word-run" qowt-eid="E485" id="E485" class="qowt-font5-Arial">G</span><span is="qowt-word-run" qowt-eid="E486" id="E486" class="qowt-font5-Arial">roup </span><span is="qowt-word-run" qowt-eid="E487" id="E487" class="qowt-font5-Arial">at NIE </span><span is="qowt-word-run" qowt-eid="E488" id="E488" class="qowt-font5-Arial">has developed the </span><span is="qowt-word-run" qowt-eid="E490" id="E490" class="qowt-font5-Arial">TeacherGAIA</span><span is="qowt-word-run" qowt-eid="E492" id="E492" class="qowt-font5-Arial"> Chatbot that enables student self-directed learning and self-assessment. I am leading a project team supported by the </span><span is="qowt-word-run" qowt-eid="E494" id="E494" class="qowt-font5-Arial">Incentivising</span><span is="qowt-word-run" qowt-eid="E496" id="E496" class="qowt-font5-Arial"> ICT-Use Innovations Grant (I3G) and we have developed several chatbots, including one called Care-Lyn that supports students’ knowledge building about sustainability issues. For example, during a field trip, a student intrigued with a specific plant, </span><span is="qowt-word-run" qowt-eid="E498" id="E498" class="qowt-font5-Arial">animal</span><span is="qowt-word-run" qowt-eid="E500" id="E500" class="qowt-font5-Arial" named-flow="FLOW-9"> or object, can capture and upload an image to Care-Lyn, and it will generate relevant background information about the object and suggest related sustainability issues. Care-Lyn helps to support students’ idea generation in their exploration of the environment.</span><span is="qowt-word-run" qowt-eid="E513" id="E513" class="qowt-font5-Arial"></span></p> <p></qowt-section></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E501" id="E501" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E502" id="E502" class="qowt-font5-Arial">C.</span><span is="qowt-word-run" qowt-eid="E505" id="E505" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E506" id="E506" class="qowt-font5-Arial">Teachers learning about AI or developing AI readiness. This means developing teachers’ knowledge about how AI works, a realistic vision of what it can do and what it cannot do, the ability to leverage AI for teaching and learning, and not being threatened by AI and paying the opportunity cost. Also critical is the understanding of ethical and transparency issues surrounding the use of AI for education, for example, whether the system has inherent biases, and whether the information generated is accurate.</span></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E507" id="E507" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E508" id="E508" class="qowt-font5-Arial">Generative AI can also be used to develop learning companions for teachers. For example, we are developing a learning companion for teachers to learn about knowledge building, and to help teachers design a lesson with knowledge building. Using prompt design, we leverage the power of GPT and other Large Language Models to work as a guide to teachers. This system called Knowledge Building Learning Companion for Teachers (KB LCT), interacts with teachers in a conversational manner, allows teachers to ask questions about knowledge building principles, develop lessons based on knowledge building principles, and brainstorm potential obstacles and ways to overcome challenges when the teachers are ready to implement their lesson plans.</span></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E509" id="E509" class="x-scope qowt-word-para-3"><span is="qowt-word-run" qowt-eid="E510" id="E510" class="qowt-font5-Arial">D.</span><span is="qowt-word-run" qowt-eid="E512" id="E512" class="qowt-font5-Arial" qowt-runtype="qowt-tab"> </span><span is="qowt-word-run" qowt-eid="E513" id="E513" class="qowt-font5-Arial">Generative AI can also support teachers in their design of a lesson. For example, KB LCT supports teachers in their design of knowledge building lessons. Unlike the use of generative AI to generate lesson plans (as explained in #A), KB LCT asks a teacher to describe a lesson design and provides feedback on the lesson design based on knowledge building principles. It also has the option to let the teacher know the common challenges the teacher might face with a knowledge building lesson, and the strategies that can be employed to address these challenges.</span></p> <p is="qowt-word-para" qowt-lvl="undefined" qowt-entry="undefined" qowt-eid="E509"></div> </div> </div> </div> <p> </p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/04/29/navigating-the-future-of-education-perspectives-on-ai-integration/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Implications of ChatGPT on Education – The Teacher’s Perspective</title> <link>https://singteach.nie.edu.sg/2023/03/11/implications-of-chatgpt-on-education-the-teachers-perspective/?utm_source=rss&utm_medium=rss&utm_campaign=implications-of-chatgpt-on-education-the-teachers-perspective</link> <comments>https://singteach.nie.edu.sg/2023/03/11/implications-of-chatgpt-on-education-the-teachers-perspective/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Sat, 11 Mar 2023 15:20:38 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[Technology]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Future of Teaching and Learning]]></category> <category><![CDATA[Artificial Intelligence]]></category> <category><![CDATA[Pedagogy]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21364</guid> <description><![CDATA[Contributed by Chan Kuang Wen and Tan Jing Long, from Raffles Institution (Junior College) and Temasek Junior College, […]]]></description> <content:encoded><![CDATA[<p><strong><i><span lang="EN-SG">Contributed by<span> <b><span lang="EN">Chan Kuang Wen</span></b><span lang="EN"> and <b>Tan Jing Long</b></span></span></span></i><i><span lang="EN-SG">,<span> from <span lang="EN">Raffles Institution (Junior College) and Temasek Junior College, respectively</span></span></span><span lang="EN">, for</span><span lang="EN"> </span></i><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener"><span lang="EN-MY">SingTeach Virtual Staff Lounge</span></a></strong></p> <p><i><span lang="EN">ChatGPT. You may not know what exactly it is but you must have seen or heard what it can do. For starters, ChatGPT is a machine learning model which interacts in a conversational way (Ramponi, 2022). The dialogue format makes it possible for ChatGPT to answer follow-up questions, challenge incorrect premises and even admit its mistakes. Such a powerful tool has naturally created significant cause for concern over plagiarism (Chia, 2023) and its disruption to classroom teaching (Lim, 2022). This begs the question: is ChatGPT a threat to education? Or does it spell the future of education?</span></i></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-300x150.png" alt="" class="aligncenter wp-image-21384" width="600" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-300x150.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-1024x512.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-768x384.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-1536x768.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Photo-2048x1024.png 2048w" sizes="(max-width: 600px) 100vw, 600px" /></p> <p><span lang="EN">It is unlikely that ChatGPT or any other AI language model would cause teachers to become jobless. AI can assist teachers in tasks such as grading papers and creating plans, but it is not capable of replacing the human element of teaching, which includes the ability to form connections with students and provide emotional support. Additionally, AI cannot provide the same level of creativity, spontaneity, and adaptability that a human teacher can. Therefore, it is more likely that AI will augment and assist teachers rather than replace them.</span></p> <p><span lang="EN">Sounds like a disclaimer? The above paragraph is a verbatim response by ChatGPT to the prompt, “I am a teacher. Will I be rendered jobless by you?” What is impressive is not only the nuance and criticality displayed in its response, but its apparent self-awareness.</span></p> <p><span lang="EN">Indeed, ChatGPT is a powerful chatbot that can be used as a learning companion to students. For one, it could substitute search engines. Before ChatGPT, search engines such as Google acted as assistants to students, by organizing the vast Internet into a directory of most relevant information. However, students need to click through the links and extract whatever information fit for their purposes. With ChatGPT however, it allows students to obtain a fit-for-purpose answer almost immediately. Furthermore, ChatGPT is able to contextualize each answer to preceding prompts.</span></p> <h1><span lang="EN">The Reliability of ChatGPT</span></h1> <p><span lang="EN">To what extent is ChatGPT a good learning companion to students? We stress tested ChatGPT on two subjects. When asked a quintessential essay question in Economics (Fig. 1), it proposed a robust list of distinct points which students could potentially substantiate.</span></p> <div id="attachment_21367" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21367" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1-300x234.png" alt="" class="wp-image-21367" width="600" height="469" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1-300x234.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1-768x600.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_1.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21367" class="wp-caption-text">Figure 1. ChatGPT’s response when it was asked an Economics essay question.</p></div> <p><span lang="EN">We went a little further for Math and prompted ChatGPT to solve two equations which did not have unique solutions (Fig. 2, Fig. 3). To our amazement, ChatGPT seemingly understood a deeper mathematical concept and was able to make a general statement about the existence of solutions, rather than just solving the equations. </span></p> <p><div id="attachment_21372" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21372" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2-300x94.png" alt="" class="wp-image-21372" width="600" height="188" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2-300x94.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2-768x241.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_2.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21372" class="wp-caption-text">Figure 2. ChatGPT’s response when asked to solve a Math problem with infinite solutions.</p></div> <div id="attachment_21376" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21376" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3-300x140.png" alt="" class="wp-image-21376" width="600" height="279" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3-300x140.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3-768x358.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_3.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21376" class="wp-caption-text">Figure 3. ChatGPT’s response when asked to solve a Math problem with no solution.</p></div></p> <p><span lang="EN">Whilst it is impressive to see that ChatGPT can provide students with accurate and realistic answers, this raises two immediate questions: (i) Is ChatGPT <i>always</i> accurate?, and (ii) Will students grow to become over-reliant on ChatGPT that they cannot solve problems on their own?</span><span lang="EN"></span></p> <p><span lang="EN">The first question raises two fundamental limitations of ChatGPT. First, ChatGPT delivers on well-posed close-ended questions, i.e., questions which are factual and premised on a factual assumption. However, when asked a question which is presupposed on erroneous facts, it can generate an incorrect response, even confidently. In the following example in Figure 4, ChatGPT confidently answered the question even though the question was incorrect (i.e., cis-butene has a lower melting point than trans-butene whereas ChatGPT supplied an explanation to the contrary). If students are over-reliant on using ChatGPT as a search engine and do not verify their answers, they run into the possibility of learning the wrong facts, or worse still, inculcating misconceptions which may be very difficult to unlearn.</span></p> <div id="attachment_21378" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21378" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4-300x204.png" alt="" class="wp-image-21378" width="600" height="407" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4-300x204.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4-768x521.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_4.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21378" class="wp-caption-text">Figure 4. ChatGPT’s response when asked an incorrect question.</p></div> <p><span lang="EN">ChatGPT does not only occasionally produce a technically inaccurate answer with confidence; it also has the capacity to invent an entire fictitious argument (Smith, 2023) or mechanism which eludes detection from a non-expert. This dangerous phenomenon is known as “hallucination” (“Hallucination [artificial intelligence]”, 2023), and can produce factually inaccurate text which may pass off as credible. Crucially, it implies that the output generated by ChatGPT has to be checked, most of the time, by none other than the user himself/herself.</span></p> <p><span lang="EN">Second, there is a large variance in the quality of answers supplied by ChatGPT – it occasionally has difficulty in providing new responses (Earley, 2023) to repeated open-ended prompts, especially in providing meaningful details. Consequently, this reduces the re-usability of ChatGPT as a tool.</span></p> <h1><span lang="EN">How Useful Is ChatGPT to Educators?</span></h1> <p><span lang="EN">Notwithstanding the above, ChatGPT has manifold use cases for educators.<b> </b>For one, it can generate captivating lesson plans and help us overcome <i>writer’s block</i>. For instance, if I want to create an escape room activity to teach about Hamlet (Fig. 5), ChatGPT offers a quick storyline for the task. We can then adapt the storyline to suit our needs. In addition, by adding phrases such as “for high school students”, ChatGPT can give age-appropriate lesson ideas.</span></p> <div id="attachment_21380" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21380" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6-300x183.png" alt="" class="wp-image-21380" width="600" height="366" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6-300x183.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6-768x468.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/03/Figure_6.png 975w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21380" class="wp-caption-text">Figure 5. ChatGPT’s response when asked to design an escape room activity for Hamlet.</p></div> <p><span lang="EN">Another use case for ChatGPT is its use in the classroom – as a generator of sample students’ responses to tutorial questions, such as essay questions, which students can critique. The advantage of an artificially generated response is that students can be objective in their critique without worrying about the emotional response their peer may have if that essay were to be written by a peer. This creates a safe space and an authentic learning context, especially since writing is much more iterative and collaborative in the real world.</span></p> <p><span lang="EN">Much of what is written about ChatGPT for teachers is based on user experiments, but what about its nuts and bolts? ChatGPT is a chatbot built on a massive mathematical model, fitted on vast swathes of human text available on the Internet; it predicts the most likely words or sentence that is likely to occur next, given the previous. While ChatGPT has learnt the basic statistical structure of language and appears to be able to reason with the user, simple but carefully designed experiments (</span><span lang="EN">Han <i>et al.</i>, 2022)</span><span lang="EN"> (e.g. </span><span lang="EN"><a href="https://towardsdatascience.com/testing-gpt-3-on-elementary-physics-unveils-some-important-problems-9d2a2e120280">this set of elementary Physics questions</a></span><span lang="EN"> [Sphere, 2022]) reveal that ChatGPT is unable to comprehend logic, or more generally, more complex cognitive tasks of language. Nevertheless, it is worth noting that ChatGPT has been refined with substantial human user input from the preceding model.</span><span lang="EN"> </span></p> <h1><span lang="EN">Future Possibilities</span></h1> <p><span lang="EN">We believe that the impact of ChatGPT on education has been exaggerated. As a divergent tool, i.e., for brainstorming or open-ended search, ChatGPT works excellent. However, ChatGPT ought not to be allowed as a writing tool in students’ assignments or assessments. While in classical research, students may paraphrase researchers’ arguments and cite accordingly, traceability is impossible with ChatGPT, made worse by ChatGPT’s ability to cook up fictitious citations.</span></p> <p><span lang="EN">ChatGPT will only become more powerful – its modalities may extend beyond text and code –but that only reinforces the importance of the human. Once, well-written text provided circumstantial evidence to good scholarship. However, what appears now as well-written text in fact may not have been verified at all. Users of ChatGPT, if untrained or derelict, may pose more of a harm than a good. While the bounds of ethical and appropriate use of ChatGPT in an assignment remains to be determined, one thing is for sure: as students have greater discretion in moral decisions, teachers need to double down on character education.</span></p> <p><span lang="EN">Some have likened ChatGPT to the invention of a calculator. Like the impact a calculator had on arithmetic, students’ writing abilities may inevitably deteriorate. While we may retreat to closed-book pen-and-paper assessment, perhaps, ChatGPT best epitomizes, and catalyzes, the paradigm shift in 21st century work-readiness from problem-solving to problem-posing.</span></p> <h1><span lang="EN">References</span></h1> <p><span lang="EN">Han, S., Schoelkopf, H., Zhao, Y., Qi, Z., Riddell, M., Benson, L., Sun, L., Zubova, E., Qiao, Y., Burtell, M., Peng, D., Fan, J., Liu, Y., Wong, B., Sailor, M., Ni, A., Nan, L., Kasai, J., Yu, T., Zhang, R., Joty, S., Fabbri, A. R., Kryscinski, W., Lin, X. V., Xiong, C, and Radev, D. . (2022, September 2). FOLIO: Natural Language Reasoning with First-Order Logic. </span><span lang="EN"><a href="https://arxiv.org/abs/2209.00840">https://arxiv.org/abs/2209.00840</a></span><span lang="EN"></span></p> <p><span lang="EN">Chia, O. (2023, January 6). Teachers v ChatGPT: Schools face new challenge in fight against plagiarism. <i>The Straits Times</i>. </span><span lang="EN"><a href="https://www.straitstimes.com/tech/teachers-v-chatgpt-schools-face-new-challenge-in-fight-against-plagiarism">https://www.straitstimes.com/tech/teachers-v-chatgpt-schools-face-new-challenge-in-fight-against-plagiarism</a></span><span lang="EN"></span></p> <p><span lang="EN">Ealey, S. (2023, January 25). <i>ChatGPT: Insightful, Articulate, Inconsistent, and Wrong. A Game Changer?</i> Customer Think. </span><span lang="EN"><a href="https://customerthink.com/chatgpt-insightful-articulate-inconsistent-and-wrong-a-game-changer/">https://customerthink.com/chatgpt-insightful-articulate-inconsistent-and-wrong-a-game-changer/</a></span><span lang="EN"></span></p> <p><span lang="EN">Hallucination (artificial intelligence). (2023, February 24). In <i>Wikipedia</i>. </span><span lang="EN"><a href="https://en.wikipedia.org/wiki/Hallucination_(artificial_intelligence)">https://en.wikipedia.org/wiki/Hallucination_(artificial_intelligence)</a></span><span lang="EN"></span></p> <p><span lang="EN">Lim, V. F. (2022, December 16). ChatGPT raises uncomfortable questions about teaching and classroom learning. <i>The Straits Times. </i></span><span lang="EN"><a href="https://www.straitstimes.com/opinion/need-to-review-literacy-assessment-in-the-age-of-chatgpt"><i>https://www.straitstimes.com/opinion/need-to-review-literacy-assessment-in-the-age-of-chatgpt</i></a></span><i><span lang="EN"> </span></i></p> <p><span lang="EN">Ramponi, M. (2022, December 23). <i>How ChatGPT actually works</i>. Assembly AI. </span><span lang="EN"><a href="https://www.assemblyai.com/blog/how-chatgpt-actually-works/">https://www.assemblyai.com/blog/how-chatgpt-actually-works/</a></span><span lang="EN"></span></p> <p><span lang="EN">Smith, N. (2023, January 31). <i>Why does ChatGPT constantly lie?</i> Noahpinion. </span><span lang="EN"><a href="https://noahpinion.substack.com/p/why-does-chatgpt-constantly-lie">https://noahpinion.substack.com/p/why-does-chatgpt-constantly-lie</a></span><span lang="EN"></span></p> <p><span lang="EN">Sphere, L. (2022, January 8). <i>Testing GPT-3 on Elementary Physics Unveils Some Important Problems</i>. Towards Data Science. </span><span lang="EN"><a href="https://towardsdatascience.com/testing-gpt-3-on-elementary-physics-unveils-some-important-problems-9d2a2e120280">https://towardsdatascience.com/testing-gpt-3-on-elementary-physics-unveils-some-important-problems-9d2a2e120280</a></span><span lang="EN"></span></p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2023/03/11/implications-of-chatgpt-on-education-the-teachers-perspective/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Reflections on the Development of a Design-Thinking Module</title> <link>https://singteach.nie.edu.sg/2022/07/08/reflections-on-the-development-of-a-design-thinking-module/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-the-development-of-a-design-thinking-module</link> <comments>https://singteach.nie.edu.sg/2022/07/08/reflections-on-the-development-of-a-design-thinking-module/#respond</comments> <dc:creator><![CDATA[Aishah]]></dc:creator> <pubDate>Fri, 08 Jul 2022 06:16:07 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[School-based curriculum innovation]]></category> <category><![CDATA[Design thinking]]></category> <category><![CDATA[Problem finding]]></category> <category><![CDATA[Student learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20390</guid> <description><![CDATA[Contributed by Wee Kin Guan from Singapore Polytechnic for SingTeach Virtual Staff Lounge From healthcare services to banking […]]]></description> <content:encoded><![CDATA[<p><b><i><span lang="EN">Contributed by Wee Kin Guan from <a href="https://www.sp.edu.sg/" target="_blank" rel="noopener">Singapore Polytechnic</a></span><span lang="EN"> </span></i></b><span lang="EN"><b><i> for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></i></b></span></p> <p><span lang="EN">From healthcare services to banking apps, the design of services and products plays an increasingly important role to engage and assist users in the intended role. Former Minister for Education Mr Lawrence Wong emphasized the need of preparing Singapore’s young to be “adaptable, nimble, and innovative problem solvers” (Ang, 2021). The focus of good design is strategic in helping Singapore recover from the COVID-19 pandemic. <a href="https://www.designsingapore.org/" target="_blank" rel="noopener">DesignSingapore Council</a>, the national agency that promotes design, proposed to align design thinking with school curriculums and teach it as a way of thinking (Chin, 2016).</span><span lang="EN"> </span></p> <p><span lang="EN">As a discipline, design thinking started to gather traction among academics, entrepreneurs and design communities in the early 2000s (Brown, 2008; MIT Management Sloan School, n.d.; Stanford University, n.d.). In simple terms, design thinking is a human-centered approach to innovation that draws from the designer’s toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.</span></p> <h1><span lang="EN">Design Thinking for Polytechnic Students</span></h1> <p><span lang="EN">At Singapore Polytechnic (SP), we have been teaching design thinking as an innovative process in product and service development for the past few years. In this article, I would like to share my reflection on developing a revamped module for a Polytechnic Foundation Programme (PFP). The module “Fundamentals of Innovation Design” aims to provide the students with basic knowledge in engineering techniques and design thinking. </span></p> <p><span lang="EN">Students spend one semester of instructional time to learn the SP Design Thinking framework, which consists of four fluid and iterative stages: <b>Sense & Sensibility, Empathy, Ideation and Prototype</b>. Each stage has different objectives and intended outcomes as outlined in Figure 1.</span></p> <div id="attachment_20391" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20391" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_1.png" alt="" class="wp-image-20391 size-full" width="640" height="360" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_1.png 640w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_1-300x169.png 300w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-20391" class="wp-caption-text">Figure 1. SP Design Thinking Framework and its four stages of development.</p></div> <p><span lang="EN">In the first two stages of <b>Sense and Sensibility</b> and <b>Empathy</b>, students conduct interviews with a real local community to identify and uncover insights about the users. Examples include local animal shelters and volunteer centres. They also learnt how to observe users’ activity using a framework to guide the user empathy process. Finally, they will work as a team to brainstorm a problem statement and a persona that encapsulates the user’s needs (Figure 2).</span></p> <div id="attachment_20392" style="width: 1610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20392" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_2.jpg" alt="" class="wp-image-20392 size-full" width="1600" height="1200" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_2.jpg 1600w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_2-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_2-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_2-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST_VSL_WeeKinGuan_Figure_2-1536x1152.jpg 1536w" sizes="(max-width: 1600px) 100vw, 1600px" /><p id="caption-attachment-20392" class="wp-caption-text">Figure 2. Some sketched personas done by PFP students in the module.</p></div> <p><span lang="EN">After a short presentation round with the class, the students will discuss ideas and concepts that may address the problem statement of the persona. After the <b>ideation</b> stage, they will subsequently learn the core technologies, such as 3D printing and basic coding with micro-controller, to fabricate a complete <b>prototype</b> that highlights their solution. </span></p> <h1><span lang="EN">Reflections on the Module Development</span></h1> <p><span lang="EN">After two successful runs of the module, I reflect on some learning points as a developer and an instructor of the module.</span></p> <h3><span lang="EN">1.Engage students frequently to scope and monitor the project</span></h3> <p><span lang="EN">Despite the fact that some PFP students might have Design & Technology (D&T) background in secondary school, they could have set their problem statement too wide to be addressed within in a semester, or too narrow to produce any meaningful prototype. By having regular conversations with the student teams, instructors can provide formative feedback to the students over the course of the project. Moreover, not only will the students learn how to solve a problem at cognition level, but also start to monitor their learning progress and readiness (Brown, 2008). </span></p> <p><span lang="EN">Secondly, the instructors also need to check the quality of the work, especially the interviews transcripts and clustered data points, to help the student teams manage their projects. Based on experiences, the students tended to include too few questions in the first interview with their users. In the second run of the module, we extended the timeline of interview and implemented a feedback session so that students had the opportunity to do the second round of interview with a much complete set of questions.</span></p> <h3>2. Be flexible and adaptable in module coordination</h3> <p><span lang="EN">As a developer of the module, I needed to remain nimble to adapt to unforeseen circumstances should they arise. The most notable example is how we organized field trips for ideation stage in design thinking. Before the COVID-19 pandemic, we used to bring students to local museums such as the Red Dot Design Museum to look at award-winning product designs and to gather ideas amongst their groups. The students would learn and enjoy good design from over 300 design work on exhibition (Red Dot Design Museum Singapore, n.d.).</span><span lang="EN"> </span></p> <p><span lang="EN">During the pandemic, we could not organize such trips anymore due to government restrictions, hence we needed to quickly change the plan to home-based learning. We have collated a list of websites related to product design, for example <a href="https://www.red-dot.org/" target="_blank" rel="noopener">Red Dot Design Award<i> </i></a></span><span lang="EN">, <a href="https://ifdesign.com/" target="_blank" rel="noopener">iF Product Design Award</a><i> </i>and <a href="https://www.singaporedesignawards.com/" target="_blank" rel="noopener">Singapore Design Awards</a> for students to browse and design their own learning journey. They are encouraged to shortlist interesting products that address their problem statement. At the end of the day, we need to ensure the students achieve the intended learning outcomes regardless of the medium of instruction.</span></p> <h1><span lang="EN">Conclusion</span></h1> <p><span lang="EN">Having developed and taught design thinking for two runs, I have grown to appreciate the discipline. It is not only interdisciplinary by drawing methods from different fields of study, but also immensely relevant to the students. Good designs make a product or service usable, understandable and most importantly, enjoyable.</span></p> <p><b><span lang="EN">References</span></b></p> <p><span lang="EN">Ang, J. (2021). Use design thinking to help S’pore’s young be ‘innovative problem solvers’, says Lawrence Wong. <i>The Straits Times</i>. https://www.straitstimes.com/singapore/parenting-education/design-is-not-just-a-job-its-a-way-of-thinking-lawrence-wong</span></p> <p><span lang="EN">Brown, T. (2008). Design thinking. <i>Harvard Business Review</i>. https://hbr.org/2008/06/design-thinking</span><span lang="EN"> </span></p> <p><span lang="EN">Chin, C. (2016). How is design-thinking reshaping Singapore? <i>GovInsider</i>. https://govinsider.asia/innovation/how-is-design-thinking-reshaping-singapore/</span></p> <p><span lang="EN">MIT Management Sloan School. (n.d.). <i>Design thinking, explained</i>. Retrieved June 9, 2022, from https://mitsloan.mit.edu/ideas-made-to-matter/design-thinking-explained</span></p> <p><span lang="EN">Red Dot Design Museum Singapore. (n.d.). <i>About Red Dot Design Museum Singapore</i>. Retrieved June 10, 2022, from https://museum.red-dot.sg/pages/about-red-dot-design-museum-singapore</span></p> <p><span lang="EN">Stanford University. (n.d.). <i>Get started with design thinking</i>. Retrieved June 9, 2022, from https://dschool.stanford.edu/resources/getting-started-with-design-thinking</span></p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2022/07/08/reflections-on-the-development-of-a-design-thinking-module/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Reflections on Teachers’ Use of Blended Learning as a Pedagogical Approach</title> <link>https://singteach.nie.edu.sg/2022/06/03/reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach</link> <comments>https://singteach.nie.edu.sg/2022/06/03/reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach/#respond</comments> <dc:creator><![CDATA[Aishah]]></dc:creator> <pubDate>Fri, 03 Jun 2022 02:29:04 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[Blended learning]]></category> <category><![CDATA[ICT]]></category> <category><![CDATA[Professional learning]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Teaching practices]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20348</guid> <description><![CDATA[Contributed by Tan Yen Chuan, Centre for Pedagogical Research and Learning, Raffles Girls’ School (Secondary), for SingTeach Virtual […]]]></description> <content:encoded><![CDATA[<p><em><strong><span lang="EN-SG">Contributed by Tan Yen Chuan, Centre for Pedagogical Research and Learning, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a><i><span lang="EN">, </span></i><span lang="EN">for</span><span lang="EN"> </span><i><span lang="EN"><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></span></strong></em></p> <p><i><span lang="EN-SG">Blended learning has become the “new traditional model” (Ross & Gage, 2006, p.157) and as teachers tried out different blended learning models, teachers were asking questions such as, “How should we respond if our students do not complete their assignments using flipped classroom?” and “What does a good blended lesson look like?”</span></i></p> <p><i><span lang="EN-SG">In this article, Tan Yen Chuan, from the <a href="http://www.rgs.edu.sg/rgsperl" target="_blank" rel="noopener">Raffles Girls’ School Centre for Pedagogical Research and Learning (PeRL)</a></span></i><i><span lang="EN-SG">,</span></i><i><span lang="EN-SG"> shares some insights on how to prepare for a school-wide adoption of blended learning approach as well as addresses some common challenges faced by teachers.</span></i></p> <div id="attachment_20349" style="width: 510px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20349" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-300x225.jpg" alt="" class="wp-image-20349" width="500" height="375" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-2048x1536.jpg 2048w" sizes="(max-width: 500px) 100vw, 500px" /><p id="caption-attachment-20349" class="wp-caption-text">The team comprises (from left) Azahar Noor, Tan Yin Lai, Mary George Cheriyan, Lucille Yap, Tan Yen Chuan and Masturah Abdul Aziz (not in picture).</p></div> <p><span lang="EN-SG">The study on teachers’ perception on the use of blended learning is based on a widely cited definition which prescribes blended learning as a pedagogical approach that integrates the strengths of face-to-face and online instruction (Graham, 2006, 2013). Below are some recommendations on enhancing teacher’s competencies on the use of blended learning.</span></p> <h1><span lang="EN-SG">Finding Out Teachers’ Readiness towards Blended Learning</span></h1> <p><span lang="EN-SG">It is important to gain an understanding of the teacher’s readiness and understanding towards blended learning as their dispositions will affect their design of the blended learning lessons, which in turn will impact the learning outcomes. In this study, a <a href="http://bit.ly/K12-BTR" target="_blank" rel="noopener">Blended Teaching Readiness Survey</a></span><i><span lang="EN-SG"> </span></i><span lang="EN-SG">by Graham et al. (2019) was administered to all teachers. The teachers’ responses allowed the investigators to gain broad insights into teachers’ dispositions, technology skills and their perceptions towards the competencies for effective blended teaching.</span><span lang="EN-SG"></span></p> <p><span lang="EN-SG">Coupled with this, teachers’ experience and opinions about using the blended learning approach were collected through focus group discussions (FGDs). Lesson observations were conducted to obtain<b> </b>snapshots of how teachers have implemented blended learning pedagogy in the classroom. </span></p> <p><span lang="EN-SG">Based on the FGDs, the most commonly used blended learning model was the <i>Flipped Classroom Model</i>, which saved lesson time as students were given articles to read and materials to learn before attending class. The <i>Station Rotation Model</i> was also used for collaborative learning, online learning and teacher’s instruction in small groups.</span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><i><span lang="EN-SG">“…giving them articles to read and providing them with some instructions [and] some questions for them to ponder. When they come to class, we discuss… it cuts down the time that is required to go back to the articles.”</span></i></p> <p><span lang="EN-SG"> – <strong>Teacher A</strong> on the benefits of flipped classroom model</span></p> </div> </div> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><i><span lang="EN-SG">“They have to do pre-reading. In class, 50% do SLS (Student Learning Space) [theory] while 50% watch the teacher’s demonstration, then they will do their pair work [practical]. The 20-minute SLS lesson is similar duration as my demonstration, so it is not over-taxing. After they finish SLS, I will open my SLS and monitor, to spot those hit and miss. I will also walk around and make corrections. The last 20 minutes, they will go to </span></i><span lang="EN-SG">Padlet<i> [to do an e-journal for self-reflection].”</i></span></p> <p><span lang="EN-SG"> – <strong>Teacher B</strong> on the process of station rotation model</span></p> </div> </div> <p><span lang="EN-SG">While the flipped classroom model helps to deliver a more personalized learning experience for students, some teachers noticed that some students lack the self-discipline to engage with the instructional content in their own time before doing tasks in class.</span></p> <p><span lang="EN-SG">The benefits of using flipped classroom model will not be achieved if lesson time was used to revise the flipped classroom materials instead of extending the learning for deeper understanding or for clarity, so this highlights the importance of purposeful planning.</span></p> <h1><span lang="EN-SG">Purposeful Planning</span></h1> <p><span lang="EN-SG">Purposeful thinking undergirds the planning of blended learning. Although there is no single method for planning a blended learning lesson, teachers must consciously combine online instruction with in-person instruction into the lesson design. In planning to facilitate online interaction with and between students, teachers must ensure that students should have some element of control over their time, place, goals, learning pace and/or path (Graham, 2019; Staker & Horn, 2012). In addition, support systems to develop student agency must also be provided. For example, to monitor students’ participation rate and progress, teachers should use the data on online platforms to track students’ activity and monitor their performance.</span></p> <p><span lang="EN-SG">Furthermore, teachers can use technology to give timely feedback and monitor students’ progress, such as milestone checks and auto-marking features in the Student Learning Space (SLS) or <i>Classkick</i> application. The latter can flip the content into an online learning station in class, while others can move on to other learning stations to do more challenging tasks. This strategy is known as in-class flip (Tucker et al, 2016).</span></p> <h1><span lang="EN-SG">Shared Vision and Positive Mindset towards Blended Learning</span></h1> <p><span lang="EN-SG">Lastly, there should be a shared vision among school members for the adoption of a whole-school approach to blended learning. Teachers must have a common understanding of what blended learning is, its role in this digital age and use the metalanguage in their daily conversations and/or dialogues. The teachers must believe in this approach and facilitate student empowerment and ownership of learning, by making the relevant skills and knowledge explicit and accessible to students.</span></p> <h1><span lang="EN-SG">Conclusion</span></h1> <p><span lang="EN-SG">In order to nurture self-directed learners in a highly connected world, teachers will have to plan to provide for personalized learning; to give more autonomy to students, create more collaborative opportunities using technologies and harness data to provide timely feedback and optimize learning. The school will have to continue to ensure the purposeful design of blended learning in the curriculum and set the desired standards by conducting professional development clinics, providing design guidelines and giving feedback to unit designers.</span></p> <p><b><span lang="EN-SG">References</span></b></p> <p><span lang="EN-SG">Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), <i>Handbook of Blended Learning: Global Perspectives, local designs </i>(pp. 3–21). San Francisco, CA: Pfeiffer.</span></p> <p><span lang="EN-SG">Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), <i>Handbook of distance education </i>(3rd ed., pp. 333–350). New York, NY: Routledge.</span></p> <p><span lang="EN-SG">Graham, C.R., Borup, J., Pulham, E. B., & Larsen, R. (2019). K-12 Blended Teaching Readiness: Model and Instrument Development. <i>Journal of Research on Technology in Education, 51</i>(3), 239-258.</span></p> <p><span lang="EN-SG">Ross, B., & Gage, K. (2006). Global perspectives on blended learning. In C. J. Bonk & C. R. Graham (Eds.), <i>The Handbook of Blended Learning: Global Perspectives, Local Designs</i> (pp. 155–167). San Francisco: Pfeifer Publishing.</span></p> <p><span lang="EN-SG">Staker H., Horn M.B. (2012). Classifying K-12. Blended Learning. Available at: http://www. christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf (accessed 20.08.2021).</span></p> <p><span lang="EN-SG">Tucker, C. R., Green, J. T., & Wycoff, T. (2016). <i>Blended Learning in Action: A Practical Guide Toward Sustainable Change</i>. SAGE Publications.</span><b><span lang="EN-SG"></span></b></p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2022/06/03/reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Local Evidence Synthesis on 21st Century Competencies</title> <link>https://singteach.nie.edu.sg/2024/07/21/les-on-21st-century-competencies/?utm_source=rss&utm_medium=rss&utm_campaign=les-on-21st-century-competencies</link> <comments>https://singteach.nie.edu.sg/2024/07/21/les-on-21st-century-competencies/#respond</comments> <dc:creator><![CDATA[Radiah Belak]]></dc:creator> <pubDate>Sun, 21 Jul 2024 02:00:40 +0000</pubDate> <category><![CDATA[Knowledge Resource Bank]]></category> <category><![CDATA[Tiered assignments]]></category> <category><![CDATA[Student-centred approaches]]></category> <category><![CDATA[Digital teaching]]></category> <category><![CDATA[Learning analytics]]></category> <category><![CDATA[Computer-Supported Collaborative Learning]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Teaching practices]]></category> <category><![CDATA[Assessment for Learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23342</guid> <description><![CDATA[Can students really excel in both academics and essential life skills? Uncover strategies for fostering 21st Century competencies💡 […]]]></description> <content:encoded><![CDATA[<p style="display: none;">Can students really excel in both academics and essential life skills? Uncover strategies for fostering 21st Century competencies<img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f4a1.png" alt="💡" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p> <div id="A0" 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>Summary</strong></span></p> <div> <ul> <li><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">The article presents research findings on the</span><strong><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none"> teaching and learning of 21st Century competencies </span></strong><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">(21CCs) in Singapore’s educational context.</span><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none white-space-prewrap"> </span></li> <li><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">It emphasises the importance of 21CCs, which include </span><strong><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">cognitive, intrapersonal, and interpersonal skills</span></strong><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none"><strong>,</strong> for success in contemporary work and life.</span><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none white-space-prewrap"> </span></li> <li><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">Through various studies funded between 2009 and 2018,</span><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none"> </span><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">effective strategies have been identified, such as fostering</span><strong><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none"> positive teacher attitudes, designing formative assessments, promoting collaborative learning, and leveraging ICT tools.</span></strong><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none white-space-prewrap"> </span></li> <li><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">The article concludes with recommendations for fostering 21CC development</span><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none"> </span><span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">among students and teachers and identifies research gaps for future exploration, aiming to inform policy and practice.</span></li> </ul> <ul> <li style="list-style-type: none;"> <ul></ul> </li> </ul> </div> </div> <p> </p> <h1 id="A1"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> Local evidence synthesis (LES) on teaching and learning of 21st Century competencies</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1.png" alt="" class="aligncenter wp-image-23730" width="780" height="780" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/1-1-2048x2048.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <hr /> <h1 id="A10"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> Overview of 21st Century Competencies</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2.png" alt="" class="aligncenter wp-image-23731" width="780" height="780" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/2-2-2048x2048.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <div> <hr /> <h1 id="A2"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> 21CCs enabler: Teacher dispositions</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3.png" alt="" class="aligncenter wp-image-23732" width="780" height="780" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/3-3-2048x2048.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <div> <hr /> </div> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <h1 id="A3"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> 21CCs enabler: Lesson designs</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2.png" alt="" class="aligncenter wp-image-23733" width="780" height="780" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/4-2-2048x2048.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /> <img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2.png" alt="" class="aligncenter wp-image-23734" width="780" height="780" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/5-2-2048x2048.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> </div> </div> <div> <hr /> </div> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <h1 id="A4"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> 21CCs enabler: Whole-school approaches</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall.png" alt="" class="aligncenter wp-image-23750" width="780" height="780" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall.png 2160w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1536x1536.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2048x2048.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1.png" alt="" class="aligncenter wp-image-23752" width="780" height="543" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1.png 2700w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1-300x209.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1-1024x713.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1-768x535.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1-1536x1070.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-1-2048x1427.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> </div> <hr /> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <h1 id="A5"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" /> Strategies for developing 21CCs and subject domain mastery</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2.png" alt="" class="aligncenter wp-image-23753" width="780" height="586" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2.png 2700w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2-1024x769.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2-768x577.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2-1536x1153.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-2-2048x1538.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> </div> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3.png" alt="" class="aligncenter wp-image-23754" width="780" height="488" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3.png 2700w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3-300x188.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3-1024x641.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3-768x480.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3-1536x961.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-3-2048x1281.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4.png" alt="" class="aligncenter wp-image-23755" width="780" height="523" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4.png 2700w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4-300x201.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4-1024x687.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4-768x515.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4-1536x1031.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/KRB-LES-on-21st-Century-Competencies_Finall-4-2048x1374.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <hr /> <h1 id="A6"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" /> Recommendations for system improvement</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11.png" alt="" class="aligncenter wp-image-23741" width="780" height="706" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11-300x272.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11-1024x927.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11-768x696.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11-1536x1391.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/11-2048x1855.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12.png" alt="" class="aligncenter wp-image-23740" width="780" height="671" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12-300x258.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12-1024x881.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12-768x660.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12-1536x1321.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/12-2048x1761.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <hr /> <h1 id="A7"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" /> Research gaps in our local corpus</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13.png" alt="" class="aligncenter wp-image-23742" width="780" height="347" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13.png 3105w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13-300x133.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13-1024x455.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13-768x341.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13-1536x683.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/13-2048x910.png 2048w" sizes="(max-width: 780px) 100vw, 780px" /></p> <hr /> <h1 id="A8"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" /> <span style="font-size: 28px;">Further resources</span></h1> <ol> <li><a href="https://singteach.nie.edu.sg/2022/07/26/st81-flipping-the-paradigm-of-science-learning-with-flipped-team-based-learning/">Flipping the Paradigm of Science Learning with Flipped Team-Based Learning</a></li> <li><a href="https://singteach.nie.edu.sg/2021/04/25/learning-chinese-in-a-seamless-learning-environment/">MyCLOUD: Learning Chinese in a Seamless Learning Environment</a></li> <li><a href="https://repository.nie.edu.sg/bitstream/10497/22044/1/LES_Volume%203.pdf"><span>LES on Teaching and Learning 21st Century Competencies: </span>Whole School Approaches Develop Students’ 21CCs (Page 18)</a></li> <li><a href="https://singteach.nie.edu.sg/2020/07/06/issue73-research/">STEM-Based Problem-Solving: Strengthening STEM Instruction through Student-Centred Approaches</a></li> <li><a href="https://singteach.nie.edu.sg/2009/07/01/issue19-scienceed/">Design-Based Inquiry: Promoting Inquiry through Better Task Design</a></li> <li><a href="https://singteach.nie.edu.sg/2010/07/01/issue25-scienceed/">Stirring the Spirit of Inquiry </a></li> <li><a href="https://singteach.nie.edu.sg/2021/04/26/productive-failure/">Productive Failure: Leveraging Students’ Ideas, Making the Learning Process Productive</a></li> <li><a href="https://singteach.nie.edu.sg/2023/11/28/the-youth-theory-of-mind-y-tom-tool/">Socio-Emotional Learning Intervention: The Youth-Theory of Mind (Y-ToM) Tool</a></li> <li><a href="https://singteach.nie.edu.sg/2021/04/24/covaa/">CoVAA (Collaborative Video-Based Annotation and Analytics)</a></li> <li><a href="https://singteach.nie.edu.sg/2023/11/10/wiread-plus/">WiREAD+: Reading Collaboratively With Critical Lenses</a></li> </ol> <p> </p> <p>To access the full LES:</p> <ol> <li><a href="https://repository.nie.edu.sg/bitstream/10497/22044/1/LES_Volume%203.pdf"><span>LES on Teaching and Learning 21st Century Competencies: </span>Whole School Approaches Develop Students’ 21CCs </a></li> </ol> <div id="A6"></p> <hr /> <h1 id="A9"><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 synthesis team</strong></strong></strong></span></h1> <ul> <li><a href="https://dr.ntu.edu.sg/cris/rp/rp01555" target="_blank" rel="noopener">Dr Elizabeth Koh</a>, Centre for Research in Pedagogy and Practice (CRPP), Office of Education Research (OER), NIE.</li> <li><a href="https://dr.ntu.edu.sg/cris/rp/rp01528">Dr Caleon Imelda Santos</a>, Partnerships, Office of Education Research, NIE.</li> <li><span lang="EN-US">Dr Roberto de Roock</span><span lang="EN-US"><span> </span>(formerly of NIE).</span></li> </ul> <p> </p> <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><span>The LES on Teaching and Learning 21st Century Competencies involves </span><b>119 studies</b><span> </span><b>funded</b><span> by the Education Research Funding Programme (ERFP), MOE Academic Fund (MAF) and eduLab and administered by the Office of Education Research (OER). </span><span>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.</span></p> </div> <p>This knowledge resource was extracted and reconstructed from the LES, with approval from the authors, and presented by Ms Radiah Maria Belak on 5 August 2024.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/07/21/les-on-21st-century-competencies/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Using Augmented Reality Technology in Teaching Science</title> <link>https://singteach.nie.edu.sg/2024/04/30/augmented-reality-in-science/?utm_source=rss&utm_medium=rss&utm_campaign=augmented-reality-in-science</link> <comments>https://singteach.nie.edu.sg/2024/04/30/augmented-reality-in-science/#respond</comments> <dc:creator><![CDATA[Katherine]]></dc:creator> <pubDate>Tue, 30 Apr 2024 03:37:14 +0000</pubDate> <category><![CDATA[Knowledge Resource Bank]]></category> <category><![CDATA[21st century competencies]]></category> <category><![CDATA[Pedagogy]]></category> <category><![CDATA[Technology]]></category> <category><![CDATA[Teacher practices]]></category> <category><![CDATA[Student engagement]]></category> <category><![CDATA[Primary school]]></category> <category><![CDATA[School-based curriculum development]]></category> <category><![CDATA[21st century]]></category> <category><![CDATA[Applied learning]]></category> <category><![CDATA[Science education]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Science]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23154</guid> <description><![CDATA[Ever wondered about how you can make science learning more interesting and engaging for your students? Find out […]]]></description> <content:encoded><![CDATA[<p style="display: none;">Ever wondered about how you can make science learning more interesting and engaging for your students? Find out more about the AR in Science Learning project.</p> <p> </p> <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" /><strong><span style="font-size: 20px;"> <span class="OYPEnA text-decoration-none text-strikethrough-none">How findings from Augmented Reality in Science can help your students</span></span></strong></p> <div> <p><strong>Key Insights</strong></p> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Students developed significant improvement in:</span> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Self-directed learning</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Creative thinking</span></li> </ul> </li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Pairing the augmented (AR) system with the Questioning, Investigating, Making, Synthesising (QIMS) model notably enhanced students’ critical thinking and knowledge creation.</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">In the 2022 iteration, students’ </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">academic performance</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> in Science </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">significantly improved</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> after using AR and QIMS.</span></li> <li><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">Low progress students</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> had the </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">greatest benefit</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> in their academic outcomes.</span></li> </ul> </div> </div> <hr /> <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" /> Introduction to Augmented Reality in Science</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514.png" alt="" class="aligncenter wp-image-23155 size-full" width="1795" height="1474" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-300x246.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-1024x841.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-768x631.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-1536x1261.png 1536w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> <p> </p> <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" /> Research Methodology</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843.png" alt="" class="aligncenter wp-image-23156 size-full" width="1795" height="3543" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-152x300.png 152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-519x1024.png 519w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-768x1516.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-778x1536.png 778w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-1038x2048.png 1038w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> <div> <hr /> </div> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <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" /> Research Findings</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983.png" alt="" class="aligncenter wp-image-23157 size-full" width="1795" height="2997" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-180x300.png 180w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-613x1024.png 613w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-768x1282.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-920x1536.png 920w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-1227x2048.png 1227w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> </div> </div> <div> <hr /> </div> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <h1 id="A5"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> What Does This Mean for Teaching and Learning?</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722.png" alt="" class="aligncenter wp-image-23158 size-full" width="1795" height="2835" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-190x300.png 190w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-648x1024.png 648w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-768x1213.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-973x1536.png 973w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-1297x2048.png 1297w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> </div> <div> <hr /> <h1 id="A6"><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;">Related Links</span></strong></span></strong></h1> <ul> <li><a href="https://singteach.nie.edu.sg/2013/10/30/issue45-research02/" target="_blank" rel="noopener">SingTeach Issue 45, Nov/Dec 2013, A Literature Review of Game-Based Learning</a><a href="https://singteach.nie.edu.sg/2013/10/30/issue45-research02/"></a></li> </ul> <hr /> <h1 id="A7"><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" /> </strong></span></strong><span style="font-size: 28px;">Further Readings</span></h1> <p>For educators interested in the research methodology behind AR in Science Learning, you may refer to:</p> <ul> <li><a href="https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2214182" target="_blank" rel="noopener">Investigating primary school students’ epistemic beliefs in augmented reality-based inquiry learning</a></li> <li><a href="https://link.springer.com/article/10.1007/s11423-023-10235-y" target="_blank" rel="noopener">Integrating augmented reality into inquiry‑based learning approach in primary science classrooms</a></li> </ul> <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 Project</span></strong></span></strong></h1> <ul> <li><span lang="EN-SG">Leveraging on augmented reality technologies for Establishment of Science Trial: An exploratory study</span></li> </ul> <hr /> <h1 id="A8"><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 Wen Yun at <a href="mailto:yun.wen@nie.edu.sg">yun.wen@nie.edu.sg</a>.</p> <p> <b>Principal Investigator</b><i></i></p> <ul> <li><a href="https://dr.ntu.edu.sg/cris/rp/rp01625" target="_blank" rel="noopener">Asst. Prof Wen Yun</a>, Learning Sciences and Assessment (LSA), NIE, NTU.</li> </ul> <p> </p> <p><b>Research Assistant</b><b></b></p> <ul> <li>Ms He Sujin, LSA, NIE, NTU.</li> </ul> <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>AR in Science Learning was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 26/19 WLK). 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> </div> <p>This knowledge resource was extracted and reconstructed from the published materials from the research team by Ms Shee Yi Xuan, Katherine with input from Dr Wen Yun and presented on 30 April 2024.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/04/30/augmented-reality-in-science/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Using Immersive Technology in Social and Emotional Learning</title> <link>https://singteach.nie.edu.sg/2024/04/30/using-immersive-technology-in-social-and-emotional-learning/?utm_source=rss&utm_medium=rss&utm_campaign=using-immersive-technology-in-social-and-emotional-learning</link> <comments>https://singteach.nie.edu.sg/2024/04/30/using-immersive-technology-in-social-and-emotional-learning/#respond</comments> <dc:creator><![CDATA[Katherine]]></dc:creator> <pubDate>Tue, 30 Apr 2024 03:37:09 +0000</pubDate> <category><![CDATA[Knowledge Resource Bank]]></category> <category><![CDATA[Social emotional learning]]></category> <category><![CDATA[School-based curriculum development]]></category> <category><![CDATA[Character-building]]></category> <category><![CDATA[Character education]]></category> <category><![CDATA[Applied learning]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Socio-emotional learning]]></category> <category><![CDATA[Technology]]></category> <category><![CDATA[Student engagement]]></category> <category><![CDATA[Teacher practices]]></category> <category><![CDATA[Character and Citizenship Education]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23153</guid> <description><![CDATA[Come find out more about a new and innovative way to teach values and socio-emotional skills!   How […]]]></description> <content:encoded><![CDATA[<p style="display: none;">Come find out more about a new and innovative way to teach values and socio-emotional skills!</p> <p> </p> <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" /><strong><span style="font-size: 20px;"> <span class="OYPEnA text-decoration-none text-strikethrough-none">How findings from Immersive Virtual Experiences in SEL can help your students</span></span></strong></p> <ul></ul> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/12/Youth-Purpose21Dec21_Slide1.png"></a></p> <div> <p><strong>Background</strong></p> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Singapore teachers face </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">challenges imparting values</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> in Character and Citizenship Education (CCE) without sounding didactic or superficial.</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">To address this issue, the Immersive Virtual Environments (IVEs) in SEL project explores the use of virtual reality (VR) and IVEs in teaching CCE.</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Employing IVEs in CCE helps </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">enhance realism</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> and </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">promote deeper identification</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> with the scenario’s protagonist.</span> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">This helps encourage effective </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">perspective-taking</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> and </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">empathic responses</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none">.</span></li> </ul> </li> </ul> <p> </p> <p><strong>Key Insights</strong></p> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">IVE usage helped to </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">effectively evoke empathic feelings</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none">, thus potentially </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">fostering responsible decision-making</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> and real-life </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">helping behaviours</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none">.</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Students involved in the intervention </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">developed social and emotional learning (SEL)</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> in the domains of:</span> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Perspective-taking</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Empathy</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Responsible decision-making</span></li> </ul> </li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Four aspects potentially impacting IVEs in SEL development were:</span> <ul> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Impact of storyline</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Visual information</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Ability to motivate action</span></li> <li><span class="OYPEnA text-decoration-none text-strikethrough-none">Shortcomings</span></li> </ul> </li> </ul> </div> </div> <p> </p> <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" /> Introduction of IVEs in SEL</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-e1711340880543.png" alt="" class="aligncenter wp-image-23125 size-full" width="1795" height="1871" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-e1711340880543.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-e1711340880543-288x300.png 288w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-e1711340880543-982x1024.png 982w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-e1711340880543-768x801.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-e1711340880543-1474x1536.png 1474w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> <p> </p> <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" /> Research Methodology</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687.png" alt="" class="aligncenter wp-image-23127 size-full" width="1795" height="3231" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687-167x300.png 167w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687-569x1024.png 569w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687-768x1382.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687-853x1536.png 853w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-e1711341147687-1138x2048.png 1138w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> <div> <hr /> </div> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <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" /> Research Findings</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876.png" alt="" class="aligncenter wp-image-23128 size-full" width="1794" height="3450" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876.png 1794w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876-156x300.png 156w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876-532x1024.png 532w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876-768x1477.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876-799x1536.png 799w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-e1711341348876-1065x2048.png 1065w" sizes="(max-width: 1794px) 100vw, 1794px" /></p> </div> </div> <div> <hr /> </div> <div img="" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"> <h1 id="A5"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> What Does This Mean for Teaching and Learning?</h1> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816.png" alt="" class="aligncenter wp-image-23129 size-full" width="1795" height="2258" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816-238x300.png 238w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816-814x1024.png 814w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816-768x966.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816-1221x1536.png 1221w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-e1711341471816-1628x2048.png 1628w" sizes="(max-width: 1795px) 100vw, 1795px" /></p> </div> <div> <hr /> <h1 id="A6"><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;">Related Links</span></strong></span></strong></h1> <ul> <li><a href="https://singteach.nie.edu.sg/2013/10/30/issue45-research02/" target="_blank" rel="noopener">SingTeach Issue 45, Nov/Dec 2013, A Literature Review of Game-Based Learning</a><a href="https://singteach.nie.edu.sg/2013/10/30/issue45-research02/"></a></li> <li><a href="https://singteach.nie.edu.sg/2022/07/27/st81-tapping-on-technology-developing-social-and-emotional-skills/" target="_blank" rel="noopener">SingTeach Issue 81, June, Tapping on Technology; Developing Social and Emotional Skills</a></li> </ul> <hr /> <h1 id="A7"><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" /> </strong></span></strong><span style="font-size: 28px;">Further Readings</span></h1> <p>For educators interested in the research methodology behind IVEs in SEL, you may refer to:</p> <p><a href="https://link.springer.com/article/10.1007/s10639-022-10938-4" target="_blank" rel="noopener">“In the shoes of another”: immersive technology for social and emotional learning</a></p> <hr /> <p><a href="https://link.springer.com/article/10.1007/s10639-022-10938-4" target="_blank" rel="noopener"></a></p> <h1 id="A8"><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;">Downloadable Resources</span></strong></span></strong></h1> <ul> <li><a href="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/Lesson-Plan_VR-Bullying.pdf" target="_blank" rel="noopener">VR Lesson Plan (Bullying)</a></li> <li><a href="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/Lesson-Plan_VR-Poverty.pdf" target="_blank" rel="noopener">VR Lesson Plan (Poverty in Singapore)</a></li> <li><a href="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/Bullying-Narrative.pdf" target="_blank" rel="noopener">PP Narrative (Bullying)</a></li> <li><a href="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/Inequality-Narrative.pdf" target="_blank" rel="noopener">PP Narrative (Poverty in Singapore)</a></li> </ul> <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 Project</span></strong></span></strong></h1> <ul> <li><span lang="EN-SG">‘In the Shoes of Another’: An Exploratory Study of Immersive Technology for Social and Emotional Learning</span></li> </ul> <hr /> <h1 id="A9"><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 Marcus Tan at <a href="mailto:marcus.tan@nie.edu.sg">marcus.tan@nie.edu.sg</a>.</p> <p> <b>Principal Investigator</b><i></i></p> <ul> <li><a href="https://dr.ntu.edu.sg/cris/rp/rp01583" target="_blank" rel="noopener">Assoc. Prof Tan Cheng Chye Marcus</a>, Visual & Performing Arts, NIE, NTU.</li> </ul> <p> </p> <p><strong>Co-Principal Investigator</strong></p> <ul> <li>Asst. Prof Chye Yen Leng Stefanie (formerly of NIE)</li> </ul> <p> </p> <p><b>Research Assistant</b><b></b></p> <ul> <li>Ms Shu Min Teng, Visual & Performing Arts, NIE, NTU.</li> </ul> <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>IVEs in SEL was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 04/18 MT). 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> </div> <p>This knowledge resource was extracted and reconstructed from the published materials from the research team by Ms Shee Yi Xuan, Katherine with input from Dr Marcus Tan and presented on 30 April 2024.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/04/30/using-immersive-technology-in-social-and-emotional-learning/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> </channel> </rss> <!-- Performance optimized by W3 Total Cache. Learn more: https://www.boldgrid.com/w3-total-cache/ Served from: singteach.nie.edu.sg @ 2025-02-22 20:15:13 by W3 Total Cache -->