FUTURESCHOOL@HCIBLENDED LEARNING(HANDOUT VERSION)

eLearning Forum Asia

At NTU

Presented on 09 June 2011

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Diverse Learning Environment

FS@HCICustomized Learning

Deep Learning

Self-Directed Learning

ICTCurriculum Pedagogy

Blended learning

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4 Pillars of FS@Hwa Chong

Pedagogy & CurriculumEngaged Learning (I.C.E.)

• Project-based learning

• Distinct Pedagogical Approaches

• CSE lifestyle of independence

Leveraging Web 2.0

The Nexus• Underpinned by school VMV

• Personalized, integrated & engaging

• Matches learning pace & style

Community on boardCollective Wisdom

• Purpose and value driven

• Meaningful social networking

• Research culture for professional development & community sharing

Infrastr. & ResourcesAnytime, Anywhere

• Conducive learning spaces

• Widespread & reliable wireless internet provision

• Suitably selected 24/7 online learning resources

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Implementation

• Teacher-colleague identified to impart Web 2.0 skills to colleagues• Prof Sharing slots were used for in-house Web 2.0 training for teachers• Exploration of various Web 2.0 platforms (Wiki, WetPaint, etc) before

settling for one platform• One-week Home Learning was carried out for High School in July

2009Focus on enabling

Web2.0 skills

2010Focus on enabling

pedagogies for Engaged Learning

Pedagogies for engaged learning needs identified & department-relevant workshops were conducted

Different pedagogies for online learning were shared

Home Learning carried out during Education Conference (2-days in Mar), and during Parents-Teachers Meet (2-days in May)

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• Teachers of each departments collaborated to build their websites. Majority used Wikispaces as HCnX was not ready by the end of 2010.

• Emphasis placed on exploring alternative assessments. • Pilot the use of ePortfolio, iLMS and Research Partnership Portal, VR

(Geometry & Biomolecules) and Amdon ‘Plantwertz’.• Home Learning opportunities sustained.

2011Focus on shared

resources& assessments

2009 2010 2011

Targeted student groups CSE (sec 3) 50% sec 2, CSE (sec 3) All sec 2 and 3 students

Ms Boey Soek Bing & Mrs Ng Siew Hoon Mr Chia Kok Pin & Dr Chew Tyng Yong

The use of Open source Web 2.0 technologies for blended learning.

The use of iLMS Web 2.0 technologies for blended learning.

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Enhancing Learning

We integrate to make learning more engaging and enriching

WEB 2.0 TOOLS

PEDAGOGIES FACE-2-FACE

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Web 2.0 Platforms

OPEN SOURCES

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WET

PAIN

T

Discussion forum, videos, images

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WIK

ISPA

CES

Discussion forum, videos, collaborative work

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GO

OG

LE S

ITES

Discussion forum, quiz, videos, widgets

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Pedagogies

JITT, R2D2, PBL, Inquiry-based, Authentic learning

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It’s not just about the tools, but we strengthen our lessons with pedagogies

JiTT

R2D2

Inquiry-basedPBL

Authentic learning

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Just-in-Time Teaching aims to help students achieve mastery of a topic by inculcating self-discipline and independent learning. JiTT helps teachers make the lesson more participatory and student centered. By engaging students in their learning, JiTT helps them to stay focused and be prepared to learn throughout the term.

Typically, students are asked to do some preparation work before a new topic is introduced. A reading is given, after which students are asked to complete a Conceptest, which is a series of 2 questions relating to readings and 1 feedback question.

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The teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations.

Students have had numerous opportunities to learn and practice different ways to plan experiments and record data.

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Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor is that of facilitator of learning who provides appropriate scaffolding of that process by (for example), asking probing questions, providing appropriate resources, and leading class discussions, as well as designing student assessments.

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Authentic learning, also known as experiential learning, is a teaching method that allows students to explore, discuss, and meaningfully concepts and relationships that are relevant to the real-world and are meaningful to the students.Authentic instruction, which differs from traditional teaching methods, use teaching strategies such as: structuring learning around genuine tasks, employing scaffolding, engaging students in inquiry and social discourse, and providing ample resources from the school and community.

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Authentic learning

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Authentic learning

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Face-2-Face

Clarify doubts, in-depth learning

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Ms Boey Soek Bing & Mrs Ng Siew Hoon Mr Chia Kok Pin & Dr Chew Tyng Yong

The use of Open source Web 2.0 technologies for blended learning.

The use of iLMS Web 2.0 technologies for blended learning.

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Content

• Basic features of iLMS - Learning path defined

• Advantages of iLMS over open source sites

• Feedback from students

• Advanced features of iLMS – An Automated Differentiated Learning System

Basic Features of iLMS

Various web 2.0 tools for enhanced learning experiences

Teacher’s workspace for maximum customisation

Inbuilt assessment tools to monitor students’ understanding

Inbuilt forum and Survey

Basic Features of iLMS

Student’s view Prescribed pathway to learning

Monitoring of students’ progress

Advantages of iLMS

•User friendly interface•All resources found in one website•Multiple web 2.0 tools (components)•Easy monitoring of students

–Login–Performances in assessment

• Own pace learning• Integrates with blended learning

Advanced features of iLMS – An Automated Differentiated Learning System

Independent learning by students with help of uploaded resources (i.e. PowerPoint/Videos/etc)

Students to take assessment

Results of assessment

Remediation task for lower-ability

students / Face-to-face personal

coaching

Higher level task for higher-ability students

Poor Good

Teachers are able to track the learning path and results of the students. Reports can be generated regarding list of lower and higher ability students.

iLMS can:

1) channel students into different ability groups automatically, without teacher intervention.

2) facilitate the lower ability students to re-visit content while higher ability students move on to more challenging tasks.

3) Information on these weaker students are captured real-time in class and teacher is able to coach them personally (blended learning).

4) allow students to study physically together in the same class but they are virtually in their own ability groups without hampering the progress of each other.

5) allow Teachers to focus on design of pedagogically-sound tasks that cater to the needs of the different groups.

iLMS - An intelligent system that caters to a group of independent students who learn at various paces, with differentiated instructions

Teacher’s view

Assessment – Teachers are able to upload questions (MCQ or qualitative) to the system for students to attempt. These questions can be auto-marked and the system can track which students had attempted the questions. There is provision for setting of dynamic questions which prevents cheating.

Path Splitter – An automatic system that allows Teachers to incorporate differentiated learning from the results of the assessment. Weaker students will have to take on extra modules to make them aware of their misconceptions, while the higher-ability students can move on to higher-order tasks.

Wiki – Students are able to independently search for answers/solutions externally (i.e. Internet) and post them online for sharing among classmates.