SITUATED LEARNING IN PRACTICE: AUTHENTIC LEARNING IN TWO SINGAPORE SCHOOLS

1. SITUATED LEARNING IN PRACTICE: • AUTHENTIC LEARNING IN TWO SINGAPORE SCHOOLS

2. Holy Innocent’s High School, Singapore Diffusion of Mobilised Learning Practices Ministry of Education Zhangde Primary School, Singapore

3. SITUATED LEARNING • Learn as You Move, Move as You Learn. • Learner is Mobile • Switching locations, social groups, technologies, topics and context • Formal and informal settings

4. MOBILISED LEARNING Theoretical Underpinning • Situated Learning Theory: Learning is situated within authentic activities, context and culture. Learning is more likely to take place when information is contextually relevant to the learner and when information can be put to use immediately. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation, Cambridge: University of Cambridge Press.

5. MobilISED Learning Design Visual Representation Activities Enculturation Enactment Evaluation ICT ENABLED Practice Mobilised Learning Technology Mobile Learning Facilitation SST, Singapore Curriculum Goals 21st CC SDL & CoL Humanities, Biology Framework Task Design Design considerations RE-CONTEXTUALISE SCHOOLS

6. ICT ENABLED Practice: Re-contextualised Key Lesson Design Principles: • Working on authentic problems • Encouragingdiverse ideas • Providing collaborative opportunities • Usingformative assessment • Using the affordances of the mobile technologies • Incorporating differentiated instructions ICT ENABLED Practice Mobilised Learning Framework Design considerations RE-CONTEXTUALISE

7. ICT ENABLED Practice: Re-contextualised ICT ENABLED Practice Mobile Learning FACILITATION ACTIVITIES TECHNOLOGY iPad, Vialogues Videos as demo Fitness Exercise Video Analysis Framework Design considerations RE-CONTEXTUALISE Primary school Physical Education (ZHANGDE PRI)

8. IMPLEMENTATION DETAILS • 1st lesson: Enculturation (Using Vialogues and participating in online discussion) • 2nd lesson: PE lesson and video recording • 3rd lesson: Self evaluation, peer feedback and teacher facilitation (Beyond curriculum time) • At the end of lesson, students should be able to • Learning Objectives (Knowledge) • - recognise and state the correct techniques through observing video • demonstrations and collaborative online discussions • Learning Objectives (Skill) • - demonstrate the correct techniques during the PE lessons

9. OVERVIEW OF LESSON STRUCTURE

10. PERCEPTION SURVEY RESULTS • P6G PE Class Learning Environment

11. ICT INFUSED PEDAGOGY • “Mobilised” Game Techniques Approach • Direct teaching • Teacher feedback • Peer feedback • Self feedback

12. ENCULTURATION • Introduction to Vialogues.com • Rationale of using Vialogues & its benefits • Setting up a Vialogue account • Using Vialogues

13. ENCULTURATION • Set up Vialogue account at home • View teacher’s demonstration videos on Vialogues.com (SDL) • Respond to questions set by teacher based on demonstration videos (SDL) • Participate in online discussion started by teacher

14. LESSON IN PROGRESS • Formal PE lesson • View demonstration videos on iPad • Skills development in games • Students record snippets of each other’s performances and upload on Vialogues.com • Peer-assessment using checklist

15. POST-LESSON DISCUSSION • Students engage in self-directed learning as they analyse their own performance • Students engage in collaborative learning as they work in groups to critique and provide feedback on each others’ performance • Teacher facilitates and guides online discussion • Students reflect on their performance through feedback

16. FEEDBACK FROM STUDENTS • Using mobile devices allows students to capture their training on video and to upload clips onto the discussion platform • Allows students to review their work • Allows students to be convinced and acutely aware of their misconceptions

17. OBSERVATIONS FROM TEACHERS • The use of mobilised learning and the discussion platform allow the students to reflect on their learning after the lessons • Students are observed to be more willing to share their ideas and feelings, and to help each other improve their techniques

18. SUCCESS FACTORS • Reinforcement of concept & techniques • Self-reflection • Safe environment for students to ask questions • Immediate feedback (self, peer or teacher) • Development of 21st Century Competencies • Online platform for SDL and CoL • Information and Communication Skills (ICS) • Critical and Inventive Thinking (CIT) • Active Learning Time in PE (ALTPE)

19. CHALLENGES FACED

20. Positive Comments Previously, the PE teacher was not able to provide guidance to all students. With the implementation of mobile learning design, the teacher was able to identify students’ mistakes as videos of their physical exercises and attempts were uploaded online for peer-to-peer inputs. Mr Thilak, Subject Head/Physical and Health Education, Zhangde Primary School

21. ICT ENABLED Practice: Re-contextualised ICT ENABLED Practice Mobilised Learning FACILITATION ACTIVITIES TECHNOLOGY BYOD, Google Apps Science Process Skills Mobilised Problem- based tasks Framework Design considerations RE-CONTEXTUALISE SECONDARY school Science/PHYSICS (Holy Innocents’ HIGH)

22. IMPLEMENTATION DETAILS • At the end of lesson, • students will be able to develop basic science process skills of : • - making an inference that loudness of sound is affected by the size of vibration • and pitch of sound is affected by its frequency • - collecting and presenting of findings in an appropriate form • students will be able to demonstrate : • - inventive creative thinking skill with their proposed solutions to a problem-based task. • - extension of learning when reference is made to a Decibel Chart for justification • on findings to what constitute an unhealthy noise level • 1st lesson: Hands-on inquiry-based activities • 2nd lesson: Guided mobile learning study • 3rd lesson: Group presentations

23. OVERVIEW OF LESSON STRUCTURE

24. ICT INFUSED PEDAGOGY • “Mobilised” Inquiry-based Learning • Discovery through doing activities with Confirmation Inquiry Process through the learning trail • Design the situation so students can make explicit connections • “Mobilised” Problem-based Learning • Learning is then taken from school to home where team members apply learning to solve problem in real world setting • Group presentation of their creative solutions

25. ‘MOBILISED’ PROBLEM-BASED LEARNING

26. FEEDBACK FROM STUDENTS • Students found the activities fun and novel, enabling them to learn concepts better. • Students enjoyed collaborating and solving puzzles together. • Students learnt quickly that they need to make an effort to read instruction carefully and patiently to complete the tasks.

27. OBSERVATIONS FROM TEACHERS • Most students were able to justify for their solutions to the authentic problem. • Some had creative solutions because of the way they defined the problem or by their choice of selected data. • Students were carrying out problem solving process without realising it, which involves analysing, comparing, evaluating skills.

28. CHALLENGES FACED

29. SUCCESS FACTORS • Well-planned tasks drawing on • key process skills, and • 21st Century Competencies which the teacher would like to develop in students

30. Positive Comments Students were excited to see an immediate real-time response of decibel apps to the sound they madeand were astounded that it was nothing like the static perfect waveform shown in the book. Through association with this experience, they become more motivated to want to learn more on their own. Mdm Julia Ee, Physics Teacher/ Holy Innocents’ High School

31. Impact of ICT ENABLED Practice ICT ENABLED Practice Mobilised Learning rE-Contextualise SPREAD & SCALE Across Levels Across subjects Across schools

32. MobilISED learning LeaRNING COMMUNITY http://tinyurl.com/joinmllc

33. MobilISED learning LC sustainability

34. Thank You