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  • 1.
    • Doreen Ang & Steve Zuiker
    • Learning Sciences Lab
    • a research project funded
    • by the NIE office of educational research
    • Monday, 7 September 2009
    Creating new classrooms dynamics with new media tools: Learning with Quest Atlantis in Singapore
  • 2. why am i here
    • share my ideas about teaching and learning
    • share related research in Singapore
    • discuss your questions and feedback
  • 3. Learning Sciences Lab (LSL) – Background and Mission
      • Foster deep learning with technology- enabled, pedagogical practices for cultivating 21 st century knowledge and skills through learning sciences research in Singapore schools
        • Established in 2005
        • Researching technology-enabled pedagogical practices
        • Researching ICT-enhanced transformation in schools
        • Protyping emerging concepts and approaches
        • Strengthening MOE’s research capacity
        • Professional development of school leaders and teachers
  • 4.  
  • 5. quest atlantis is a web-based conceptual play space questatlantis.org
  • 6. quest atlantis is a community
    • quest atlantis is a global community with 15,000+ users worldwide
    • Australia, Canada, China, Croatia, Denmark, New Zealand, Singapore, South Africa, Uganda, United States (Indiana, Boston, New York, New Jersey, North Carolina, California, Florida),
  • 7.
    • Online Teacher Connection Meetings Teacher Connections are restarting on the first Thursday of each month. That means our next Teacher Connection will be September 3rd at the times below We use QA and skype ( http://www.skype.com < http://www.skype.com/ > )for these meetings held in 3 sessions travelling about the globe.
    • Official Quest Atlantis Blog We will be inviting teachers to be guest bloggers and tell your QA stories to the world. If you are a blogger and you want to us to link your blog to our blogroll please let us know.
    • Plague Research Toward better understanding an international research and design project will assemble, as a sub-community, to implement a common QA unit (Plague Unit) over the second half of the 2009 calendar year.
    • Facebook It is a private group so only QA teachers can join (no students). If you have thought about Facebook but never ventured there this might your reason. There you can meet up with QA teachers from about the globe, see their faces, global associations and ideas about teaching with QA.
    • Quest Writing Workshops Got ideas for new quests? Then the next online workshop for Quest Writing might interest you in October. Watch out for these to appear on our schedule. http://atlantis.crlt.indiana.edu/public/pdInfo.pl
    • Quest Atlantis Teaching Wiki We have a wiki for teachers to share content and ideas.  
    quest atlantis is a community
  • 8.
    • Quest Atlantis on Twitter Lots of QA teachers are already tweeting and following each other to keep up with the news, share resources and teaching ideas.
    • Online Facilitator Training Facilitator training will take place online in September. Facilitators are able to train and support teachers in the schools and districts.
    • Student Congress Development We are about to put together a proposal with a  small group of teachers to take  a disused world and re-purpose it as a student congress with several dedicated areas for such as Quester presentations, inworld machinima development, and Quester showcases.
    • Pre-service Visibility We have just opened a pre-service visibility in QA where the next generation of teachers will be able to meet with colleagues from about the globe to learn about teaching and learning in virtual worlds and games. Those of you working in teacher education will be interested in learning how your student teachers can become engaged.
    • Teacher Building Don’t forget that we have a world for teachers to build in and some great teams have formed already to meet and build, share war stories and further envision learning in a virtual world. Visit the notice board in Free4All (accessed via Teacherville and Qville) to see what lots are vacant or teams you could join.
    quest atlantis is a community
  • 9. Teachers Buoys Designers Researchers Facilitators quest atlantis is a community
  • 10.
    • 21 st century learning involves more than curriculum change
    • Teaching and learning with new media entails more than just adoption of technological innovations. It often requires a
      • shift in classroom dynamics
        • challenging and/or disconcerting shift for teachers to make.
        • BUT , classroom dynamics creates opportunities for social interaction = more student centred learning.
    21 st Century Learning
  • 11. games & play
    • Quest Atlantis
    • brings together the power of videogames, academics, and participation in socially-meaningful activities
    • participation in this game is designed to enhance the lives of children while helping them grow into knowledgeable, responsible, and empathetic adults
    • our goals include:
    • rewriting the narrative of videogames as something pro-social and about things that have significance in the real world
    • rewriting the narrative of academic content such that students appreciate its real-world value
    • rewriting the narrative of schooling as something that involves content and stories that are personally engaging
    • rewriting the narrative about what it means to be a person in the world, providing students with pro-social identities and trajectories of participation
  • 12. games & play
  • 13. Subject matter versus discipline
    • Disciplines
    • Way of thinking about or “seeing” the world
    • Observe, create, define, revise
    • (professionals and students are not the same)
    • (Gardner, 2006)
  • 14. quest atlantis features learning-by-doing “ Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand” Confucious (450 B.C.E.) “ we learn by doing only after reflecting on what we have done” John Dewey (1929 C.E.) “ learning comes from and with the doing” James Gee (2008 C.E.)
  • 15. quest atlantis features learning-by-doing
    • an active dynamic process rather than a passive product of experiences
    • motivated intrinsically rather than extrinsically
    • experienced within meaningful, relevant contexts
    • building on existing knowledge
    • How People Learn (2000)
    learning is more powerful when it is... Multiple levels of feedback Real Context Purpose/Goals
  • 16. quest atlantis curricula
  • 17.
    • aligned to MOE syllabi
    • 2-3 weeks in duration
    • requires use of computer lab
    • 10-20 minutes pre & post assessments
    • action research projects can be incorporated
    quest atlantis curricula
  • 18. quest atlantis features learning-by-doing
  • 19. quest atlantis features learning-by-doing examples of interactions with characters and tools
  • 20. quest atlantis features learning-by-doing examples of student work
  • 21. teacher toolkits organize teacher work
  • 22. teacher toolkits organize teacher work
  • 23. teacher toolkits organize teacher work
  • 24. teacher toolkits organize teacher work
  • 25. quest atlantis curricula
  • 26. fgsg
    • Ingolstadt: The Plague Unit
    • (focuses on persuasive writing)
    quest atlantis features learning-by-doing
  • 27. *WANTED* Investigative reporter
    • Find out about the mysterious plague that is causing havoc in the village
    • help the citizens of Ingolstadt to help them make an important decision
    Real Context Multiple levels of feedback Purpose/Goals
  • 28.
    • Learners explore immersive worlds in order to identify and solve problems
    quest atlantis features learning-by-doing Multiple levels of feedback Real Context Purpose/Goals
  • 29.
    • mayor
    • policeman
    • reporter
    • town folks
    In the quest for the truth, students gain accreditation and affirmation Virtual character discovers heritage which parallels students’ actual discovery of issues related to medical ethics and contends with concepts of “the ends justifying the means” Purpose/Goals Real Context Multiple levels of feedback
  • 30. For teachers: Scaffolded learning
  • 31. quest atlantis curricula
  • 32. For teachers: What does it mean to teach the discipline?
  • 33. t(35)=6.4, p=0.000 t(37)=5.3, p=0.000 learning with taiga in secondary schools pre-post assessment of learning (5-item multiple choice test)
  • 34. learning with taiga in secondary schools *lower=better subject area common assessment
  • 35. “ As a teacher teaching all 3 classess, I thought that perhaps the experience at QA might have increased their interest/ability in Geography. We would expect the Class A and Class B to perform better than Class C. However, for the Common Test, C had outdone A and B. The period that they did the Common Test was just after the QA experience. That is the basis of my belief. However, the results re-aligned back to what it was supposed to be for the MYE.” learning with taiga in secondary schools subject area common assessment
  • 36. t(35)=6.4, p=0.000 learning with taiga in secondary schools pre-post assessment of learning (18-point performance assessment)
  • 37.
    • glocal=local & global
    • capacity to bridge scales
    • potential to overcome bounded little box thinking
  • 38. opportunities & challenges for Singapore secondary schools
    • pursuing effective yet efficient learning
    • striving for transformative & sustainable curricula
    • Concerns
    • internet bandwidth lag in MOE schools
    • concerns about videogames such as violence and addiction
  • 39. conclusion
    • share my ideas about teaching and learning
      • shifting classroom dynamics
    • Transformational Play
      • Plague
    • report related research in Singapore
      • Significant gains in Taiga
  • 40.
    • Questions and Answer
    Question and Answer
  • 41. acknowledgements
    • thank you to the teachers and students who partnered to implement and refine the unit over the past four years and to Sasha Barab for guiding the collaborative effort involved in both designing the curriculum and purusing the research. my fellow collaborators include Kate Anderson, Anna Arici Barab, Enkar, Jo Gilbertson, Conant Heislet, Susan Herring, Dan Hickey, Adam Ingram-Goble, Asmalina Saleh, Craig Jackson, Ellen Jameson, Eun Ju Kwon, Ina Kouper, Troy Sadler, Briana Scott, Rebecca Smith, Sharon Stoegler, Bronwyn Stuckey, and Scott Warren.
    • this research was supported by the National Science Foundation grant REC-0092831 to Indiana University and by the Learning Sciences Lab grant R8019.735.LE10 to Steve Zuiker. the views expressed here do not necessarily represent those of the National Science Foundation, Indiana University, or the National Institute of Education-Singapore.
  • 42.  
  • 43.
    • homepage
  • 44.
    • educators page
  • 45.
    • educators page
  • 46.
    • guest account registration